alc-english/book-10-lesson-3.module

$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg|A man standing in an office talking to another man seated at a desk, pointing to a dictionary on a bookshelf behind him}
FORMAT: 2
DIOCO_DOC_ID: alc_book10_lesson3
DESCRIPTION: Changing a flat tire, sequence words, verbs followed by "-ing", polite requests and favors, reporting commands, and finding topics, main ideas, and summaries.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Judy | aoede | Friendly female speaker
VOICE: July | achird | Young male speaker
VOICE: Mrs_Adams | aoede | Female passenger
VOICE: Mr_Wilson | charon | Male driver/passenger
VOICE: Attendant | schedar | Flight attendant
VOICE: Kay | aoede | Female speaker
VOICE: Ken | iapetus | Male speaker
VOICE: Jan | leda | Female speaker
VOICE: Jim | algenib | Male speaker
VOICE: Mary | aoede | Female speaker
VOICE: Ann | gacrux | Female speaker
VOICE: Clerk | charon | Male clerk
VOICE: Customer | achird | Male customer
VOICE: Kim | achernar | Female speaker
VOICE: Mom | aoede | Female speaker
VOICE: Sue | gacrux | Young female speaker
VOICE: Dan | puck | Male speaker
VOICE: Instructor | schedar | Male officer
VOICE: Lt_Fuller | achird | Male officer
VOICE: Sgt_Jones | charon | Male sergeant
VOICE: Sam | orus | Male speaker
VOICE: Mike | achird | Male speaker
VOICE: David | charon | Male speaker
VOICE: Gloria | achernar | Female speaker
VOICE: Peggy | achernar | Female speaker
VOICE: Liz | sulafat | Female speaker
VOICE: Teacher | zephyr | Female speaker
VOICE: Joe | iapetus | Male speaker
VOICE: Roger | iapetus | Male speaker
VOICE: Bob | puck | Male speaker
VOICE: Sgt_Burns | charon | Male speaker
VOICE: Sgt_Marsh | alnilam | Male speaker
VOICE: Walt | rasalgethi | Male speaker
VOICE: Tim | umbriel | Male speaker
VOICE: Carl | schedar | Male speaker
VOICE: Ted | algieba | Male speaker
VOICE: Lt_Anders | fenrir | Male speaker
VOICE: Lt_Ashly | achird | Male speaker
VOICE: Larry | iapetus | Male speaker
VOICE: Janet | leda | Female speaker
VOICE: Vince | orus | Male speaker
VOICE: Adam | puck | Male speaker
VOICE: Jack | charon | Male speaker
VOICE: Rita | kore | Female speaker
VOICE: Fran | callirrhoe | Female speaker
VOICE: Anna | erinome | Female speaker
VOICE: Bill | alnilam | Male speaker
VOICE: Capt_Moreno | schedar | Male speaker
VOICE: Sgt_Kline | achird | Male speaker
VOICE: Sgt_Anderson | charon | Male speaker
VOICE: Dad | iapetus | Male speaker
VOICE: Freddy | puck | Young male speaker
VOICE: Susie | despina | Young female speaker
VOICE: Maj_Jones | umbriel | Male speaker
VOICE: Ms_Rogers | aoede | Female speaker
VOICE: Mr_Thompson | alnilam | Male speaker
VOICE: Pvt_Ruiz | leda | Female speaker
VOICE: Sgt_Ball | fenrir | Male speaker
VOICE: Pvt_Lane | zephyr | Female speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 3-1: A Flat Tire — Tools and Words

# Source: LLA 3A Figure 1
$DIALOGUE Bicycle Parts
ID: 10-3a-f1
INTRO: In this lesson you'll learn to change a flat tire, ask for favors politely, and report what people said to do. We start small — with a bicycle. Listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: wheel
LINE: A bicycle has two wheels. {page_053_001.jpg|A bicycle with arrows pointing to the wheels, labeled "WHEELS"} {bk10-l3a-f1-01.mp3}

VOCAB: nut
LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg|A hexagonal metal nut} {bk10-l3a-f1-02.mp3}

VOCAB: wrench
LINE: You can turn the nut with a wrench. {page_053_003.jpg|An open-ended wrench} {bk10-l3a-f1-03.mp3}

VOCAB: tire
VOCAB: air
LINE: The tire fits on the outside of the wheel. There is air inside the tire. {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-04.mp3}

VOCAB: enough
LINE: The tire is low. It has some air, but not enough. {page_053_005.jpg|A partially deflated bicycle tire with some air in it} {bk10-l3a-f1-05.mp3}

VOCAB: flat
LINE: The tire is flat. It has only a little air. {page_053_006.jpg|A flat bicycle tire resting on the ground} {bk10-l3a-f1-06.mp3}

# Source: LLA 3A Figure 1 (question pass)
$PRODUCE Questions About the Bicycle
ID: 10-3a-f1-b
INTRO: Now answer questions about those bicycle pictures in a complete sentence. Then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What shape are the wheels? {page_053_001.jpg|A bicycle with arrows pointing to the wheels, labeled "WHEELS"} {bk10-l3a-f1-07-q.mp3}
RESPONSE: The wheels are round. {bk10-l3a-f1-07-a.mp3}

PROMPT: Where are the tires? {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-08-q.mp3}
RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-08-a.mp3}

PROMPT: What can you turn with a wrench? {page_053_003.jpg|An open-ended wrench} {bk10-l3a-f1-09-q.mp3}
RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-09-a.mp3}

PROMPT: What is in the tires? {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-10-q.mp3}
RESPONSE: There's air inside the tires. {bk10-l3a-f1-10-a.mp3}

PROMPT: What is wrong with this tire? {page_053_005.jpg|A partially deflated bicycle tire with some air in it} {bk10-l3a-f1-11-q.mp3}
RESPONSE: It doesn't have enough air. {bk10-l3a-f1-11-a.mp3}

PROMPT: What is wrong with this tire? {page_053_006.jpg|A flat bicycle tire resting on the ground} {bk10-l3a-f1-12-q.mp3}
RESPONSE: It's flat. {bk10-l3a-f1-12-a.mp3}

# Source: LLA 3A Figure 2 (word list — kept: the sentence pass follows immediately below)
$DIALOGUE Words for Fixing Things
ID: 10-3a-f2-vocab
INTRO: Seven short action words — "inflate", "raise", "tighten", and friends. Listen and repeat each one; Mike's bicycle will need all of them in a moment.
INSTRUCTION: Listen and repeat each word.
REPEAT

VOCAB: to inflate
LINE: Inflate. {page_054_001_a.jpg|A man inflating a bicycle tire with a hand pump} {bk10-l3a-f2-01.mp3}

VOCAB: to lower
LINE: Lower. {page_054_001_b.jpg|A man lowering a bicycle seat} {bk10-l3a-f2-02.mp3}

VOCAB: to raise
LINE: Raise. {page_054_001_c.jpg|A man raising the handlebars of a bicycle} {bk10-l3a-f2-03.mp3}

VOCAB: loose
LINE: Loose. {page_054_001_c.jpg|A man wiggling loose bicycle handlebars} {bk10-l3a-f2-04.mp3}

VOCAB: tight
LINE: Tight. {page_054_001_c.jpg|A man holding tight bicycle handlebars} {bk10-l3a-f2-05.mp3}

VOCAB: to loosen
LINE: Loosen. {page_054_001_d.jpg|A man loosening a bolt with a wrench} {bk10-l3a-f2-06.mp3}

VOCAB: to tighten
LINE: Tighten. {page_054_001_d.jpg|A man tightening a bolt with a wrench} {bk10-l3a-f2-07.mp3}

# Source: LLA 3A Figure 2
$PRODUCE Mike Fixes His Bicycle
ID: 10-3a-f2
INTRO: Mike's bicycle needs work — seat, handlebars, the lot. Read along, type the missing word in each sentence, then listen and repeat.
INSTRUCTION: Type the correct word to complete the sentence.
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Mike is fixing his bicycle. First he's putting air in the back tire.
TEMPLATE: After he ____ the tire, he'll fix the seat.
PROMPT: Mike is fixing his bicycle. First he's putting air in the back tire. After he... {bk10-l3a-f2-08.mp3}
RESPONSE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-08-b.mp3}
ACCEPT: inflates

TEMPLATE: He's short, and it's high for him. He must ____ it.
PROMPT: He's short, and it's high for him. He must... {bk10-l3a-f2-09.mp3}
RESPONSE: He must lower the seat. {bk10-l3a-f2-09-b.mp3}
ACCEPT: lower

TEMPLATE: Next he'll fix the handlebars. He'll ____ them because they're low for him.
PROMPT: Next he'll fix the handlebars. He'll... {bk10-l3a-f2-10.mp3}
RESPONSE: He'll raise the handlebars. {bk10-l3a-f2-10-b.mp3}
ACCEPT: raise

TEMPLATE: Also, they slip because they're ____.
PROMPT: Also, they slip because they're... {bk10-l3a-f2-11.mp3}
RESPONSE: The handlebars slip because they're loose. {bk10-l3a-f2-11-b.mp3}
ACCEPT: loose

TEMPLATE: They should be ____, or they may cause an accident.
PROMPT: They should be... {bk10-l3a-f2-12.mp3}
RESPONSE: The handlebars should be tight. {bk10-l3a-f2-12-b.mp3}
ACCEPT: tight

TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
PROMPT: He only needs to... {bk10-l3a-f2-13.mp3}
RESPONSE: Mike will loosen a nut under the seat, and he'll tighten the nut again.

# Source: LLA 3A Figure 3
$DIALOGUE You Have a Flat Tire
ID: 10-3a-f3
INTRO: Judy has bad news for July: a flat tire. She also has a plan — he's about to learn to fix it. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: flat tire
Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}

VOCAB: which
July: Which tire? {bk10-l3a-f3-02.mp3}

VOCAB: front
VOCAB: left
Judy: The one on the left. The left front tire. {bk10-l3a-f3-03.mp3}

VOCAB: new
July: That tire's new. {bk10-l3a-f3-04.mp3}

VOCAB: other
Judy: Are the others new? {bk10-l3a-f3-05.mp3}

July: No, just that one. {bk10-l3a-f3-06.mp3}

VOCAB: awful
Judy: That's awful. {bk10-l3a-f3-07.mp3}

VOCAB: to fix
July: Who can fix it? {bk10-l3a-f3-08.mp3}

Judy: You can fix it. {bk10-l3a-f3-09.mp3}

VOCAB: how
July: I don't know how. {bk10-l3a-f3-10.mp3}

VOCAB: to teach
Judy: I'll teach you how. {bk10-l3a-f3-11.mp3}

# Source: ST §A Flat Tire
$DIALOGUE Wheels, Tires, and Tools
ID: l3-s1
INTRO: Now the car. These sentences name every part and tool a flat tire will demand of you — the "hub cap", the "lugs", the "jack", the "spare tire". Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: A car has four wheels. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}

LINE: The tire is on the wheel. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}

VOCAB: hub cap
VOCAB: cover
LINE: The hub cap covers the hub or center of the wheel. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}
NOTES: hub cap = wheel cover

VOCAB: remove
LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg|Diagram of a car wheel with the hub cap removed, showing the wheel center and lug nuts labeled "NUTS"}

LINE: A flat tire has little or no air.

VOCAB: lug
VOCAB: fasten
LINE: The lugs, or nuts, fasten the wheel to the car.

LINE: When you loosen the nuts, turn the wrench to the left.

LINE: When you tighten the nuts, turn the wrench to the right.

VOCAB: jack
LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg|A car jack placed underneath the side frame of a car, elevating the wheel off the ground}

VOCAB: lug wrench
LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg|A lug wrench tool used for turning wheel nuts}

VOCAB: trunk
VOCAB: the back
LINE: The trunk is in the back of the car. {st-page_096_001.jpg|An open car trunk displaying the open compartment at the rear of the vehicle}

LINE: Some common tire tools are the jack and the wrench.

VOCAB: spare tire
LINE: People also keep the spare tire in the trunk. {st-page_096_002.jpg|An open car trunk with a spare tire resting inside}
NOTES: spare tire = fifth or extra tire

VOCAB: key
LINE: You need to open the trunk with a car key. {st-page_096_003.jpg|The rear view of a car with a callout bubble showing a car key}

# Source: ST §I'll Inflate the Tire
$DIALOGUE I'll Inflate the Tire
ID: l3-s10
INTRO: Gloria's spare tire needs air. Ann has doubts; Gloria has an air pressure gauge. Listen and repeat each line.
INSTRUCTION: Repeat the dialog, then read it.
REPEAT

Ann: Where are we going? {st-page_105_001.jpg|A woman attached to an air hose inflates a tire, making a hiss sound "SSSSST"}
Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire.

Ann: Are you going to inflate the tire?

VOCAB: of course
Gloria: Of course.

Ann: Aren't you afraid you might not do it right?
Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg|An air pressure gauge tool}

# Source: ST §My Shoes Are Tight!
$DIALOGUE My Shoes Are Tight! {st-page_106_001.jpg|Two side-by-side illustrations comparing tight shoes that pinch feet vs loose, roomy shoes}
ID: l3-s11
INTRO: Peggy bought her shoes a little big, and now they're very loose. Listen for "tight", "loose", and "enough" — and for whether lunch survives the budget. Repeat each line.
INSTRUCTION: Listen to and read the dialog.
REPEAT

Peggy: Hi, Liz!
Liz: Hi, Peggy.
Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes.
Liz: Really? Where did you get the money?
Peggy: My parents sent me fifty dollars.
Liz: I thought you bought black shoes last month.

Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.

Liz: Oh, loose shoes are awful to wear.
Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.

Liz: That sounds good, but will you have enough money?

Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.

VOCAB: hurry (up)
Liz: Then let's hurry up. I'm getting hungry.

$SESSION 3-2: Changing the Tire, Step by Step

# Source: ST §How to Change a Flat Tire
$DIALOGUE How to Change a Flat Tire
ID: l3-s2
INTRO: This part is the heart of the lesson: changing a flat tire from start to finish, in twelve steps and in order. Repeat each step — the order matters, and there will be questions.
INSTRUCTION: Repeat the sentences, then read them.
REPEAT

LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg|Two men opening the trunk of a car to take out the spare tire and tools}

LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg|A man removing the hub cap from a car wheel using a wrench}

LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg|A person using a wrench to loosen the lug nuts on a car wheel}

LINE: Put the jack in place. {st-page_097_004.jpg|A man positioning a jack under the frame of a car}

VOCAB: jack up
LINE: Jack up the car. {st-page_097_005.jpg|A man operating a jack to lift the car up}

LINE: Remove the nuts from the wheel. {st-page_097_006.jpg|A person removing the loosened lug nuts from the wheel}

LINE: Remove the flat tire. {st-page_098_001.jpg|Two men pulling the flat tire off the car wheel hub}

LINE: Put the spare tire on. {st-page_098_002.jpg|Two men aligning and putting the spare tire onto the wheel hub}

VOCAB: replace
LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg|A man threading and hand-tightening lug nuts onto the wheel}

LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg|A man lowering the car using the jack while another watches}

LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg|A man replacing the hub cap onto the wheel using a mallet or hand}

LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg|Two men placing the flat tire and tools back into the car trunk}

# Source: ST §Before or After?
$PRODUCE Before or After?
ID: l3-s3
REFERENCE: l3-s2
INTRO: What comes before, and what comes after? Answer questions about the order of the tire steps in a full sentence. Open the steps if you need them.
INSTRUCTION: Answer the questions about changing a tire using "before" or "after".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the key; accept the same step described in different words. The step must be the correct one — a wrong step fails.

EXAMPLE
PROMPT: What do you do before you replace the hub cap?
RESPONSE: You tighten the lugs.

EXAMPLE
PROMPT: What do you do after you lower the car?
RESPONSE: You finish tightening the lugs.

PROMPT: What do you do before you loosen the nuts?
RESPONSE: You remove the hub cap with the wrench.

PROMPT: What do you do after you put the jack in place?
RESPONSE: You jack up the car.

PROMPT: What do you do before you remove the flat tire?
RESPONSE: You remove the nuts from the wheel.

PROMPT: What do you do after you put the spare tire on?
RESPONSE: You replace the lugs and tighten them by hand.

PROMPT: What do you do before you lower the car?
RESPONSE: You replace the lugs and tighten them by hand.

PROMPT: What do you do after you replace the hub cap?
RESPONSE: You put the flat tire, the wrench, and the jack back in the trunk.

# Source: LLA 3A Figure 4
$DIALOGUE How Frank Changes a Tire
ID: 10-3a-f4
INTRO: Now hear the whole job as a story about Frank, who has clearly done this before. Look at each picture and repeat the sentences.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: First, Frank walks to the back of the car. {page_056_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel} {bk10-l3a-f4-01.mp3}

LINE: He sticks the key in the lock and opens the trunk. {page_056_002.jpg|A metal car key with a ring loop} {bk10-l3a-f4-02.mp3}

VOCAB: extra
LINE: He keeps a jack, a lug wrench, and an extra tire there. {page_056_004.jpg|A car jack for lifting vehicles} {bk10-l3a-f4-03.mp3}

LINE: First, he takes off the hubcap because it covers the lug nuts. {page_056_006.jpg|A circular metal hubcap with a stylized design} {bk10-l3a-f4-04.mp3}

LINE: Then he jacks up the car until the flat tire is off the ground. {page_056_004.jpg|A car jack for lifting vehicles} {bk10-l3a-f4-05.mp3}

LINE: He loosens the nuts with the lug wrench and removes them. {page_056_005.jpg|An L-shaped metal lug wrench tool} {bk10-l3a-f4-06.mp3}

LINE: Next, he replaces the flat tire with the spare tire. {page_056_003.jpg|The open trunk of a car viewed from the side} {bk10-l3a-f4-07.mp3}

LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {page_056_006.jpg|A circular metal hubcap with a stylized design} {bk10-l3a-f4-08.mp3}

LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {page_056_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel} {bk10-l3a-f4-09.mp3}

# Source: LLA 3A Figure 5
$PRODUCE Finish Frank's Story
ID: 10-3a-f5
INTRO: Frank again — but this time you finish his sentences. Say the missing words aloud before the tape does, then repeat the model answer.
INSTRUCTION: Say the missing words aloud, then repeat.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: First, Frank walks to ____. {page_057_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel}
PROMPT: First, Frank walks to... {bk10-l3a-f5-01-q.mp3}
RESPONSE: ...the back of the car. {bk10-l3a-f5-01-a.mp3}

TEMPLATE: He sticks the key in the lock and opens the ____. {page_057_002.jpg|A metal car key with a ring loop}
PROMPT: He sticks the key in the lock and opens the... {bk10-l3a-f5-02-q.mp3}
RESPONSE: ...trunk. {bk10-l3a-f5-02-a.mp3}

TEMPLATE: He keeps a jack, a lug wrench, and an ____ there. {page_057_004.jpg|A car jack for lifting vehicles}
PROMPT: He keeps a jack, a lug wrench, and an... {bk10-l3a-f5-03-q.mp3}
RESPONSE: ...extra tire there. {bk10-l3a-f5-03-a.mp3}

TEMPLATE: The ____ covers the lug nuts, and he has to take it off first. {page_057_006.jpg|A circular metal hubcap with a stylized design}
PROMPT: The... {bk10-l3a-f5-04-q.mp3}
RESPONSE: ...hubcap covers the lug nuts, and he has to take it off first. {bk10-l3a-f5-04-a.mp3}

TEMPLATE: Then he ____ the car until the flat tire is off the ground.
PROMPT: Then he... {bk10-l3a-f5-05-q.mp3}
RESPONSE: ...jacks up the car until the flat tire is off the ground. {bk10-l3a-f5-05-a.mp3}

TEMPLATE: He loosens the nuts with the lug wrench and ____ them. {page_057_005.jpg|An L-shaped metal lug wrench tool}
PROMPT: He loosens the nuts with the lug wrench and... {bk10-l3a-f5-06-q.mp3}
RESPONSE: ...removes them. {bk10-l3a-f5-06-a.mp3}

TEMPLATE: Next he takes off the flat tire and ____ it with the spare tire.
PROMPT: Next he takes off the flat tire and... {bk10-l3a-f5-07-q.mp3}
RESPONSE: ...replaces it with the spare tire. {bk10-l3a-f5-07-a.mp3}

TEMPLATE: After he replaces and tightens the nuts, he lowers the car and puts the ____ on the new wheel. {page_057_006.jpg|A circular metal hubcap with a stylized design}
PROMPT: After he replaces and tightens the nuts, he lowers the car and puts the... {bk10-l3a-f5-08-q.mp3}
RESPONSE: ...hubcap on the new wheel. {bk10-l3a-f5-08-a.mp3}

# Source: LLA 3A Figure 6
$SELECT True or False — Tools and Tires
ID: 10-3a-f6
INTRO: Listen to each statement about tools and changing a tire. Tap "True" or "False", then repeat the correct sentence.
INSTRUCTION: Tap True or False.
REPEAT

OPTION: t | True
OPTION: f | False

PROMPT: A key fits in a lock. {bk10-l3a-f6-01.mp3}
ANSWER: t
FEEDBACK: A key fits in a lock. {bk10-l3a-f6-01-fb.mp3}

PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02.mp3}
ANSWER: t
FEEDBACK: "Remove" and "take off" are the same. {bk10-l3a-f6-02-fb.mp3}

PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03.mp3}
ANSWER: f
FEEDBACK: "Spare" and "extra" are the same. {bk10-l3a-f6-03-fb.mp3}

PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04.mp3}
ANSWER: t
FEEDBACK: Frank raises the car with the jack. {bk10-l3a-f6-04-fb.mp3}

PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05.mp3}
ANSWER: f
FEEDBACK: Frank turns the lug nuts with the wrench. {bk10-l3a-f6-05-fb.mp3}

PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06.mp3}
ANSWER: f
FEEDBACK: The trunk is in the back of the car. {bk10-l3a-f6-06-fb.mp3}

PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07.mp3}
ANSWER: f
FEEDBACK: He loosens the nuts before he removes them. {bk10-l3a-f6-07-fb.mp3}

PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08.mp3}
ANSWER: t
FEEDBACK: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-fb.mp3}

# Source: ST §Three Can Do It Faster
$DIALOGUE Three Can Do It Faster
ID: l3-s4
INTRO: Steve, Ted, and John have a flat tire — and, luckily, three pairs of hands. Read how it starts.
INSTRUCTION: Read the story.

Narrator: Steve, Ted, and John went for a drive. The car started pulling to the right side.
Narrator: Ted stopped the car. He got out and checked. They had a flat tire!
Narrator: "That's okay," he thought. "The three of us can change the tire in no time."

# Source: ST §Tell the Story
$PRODUCE Tell the Story
ID: l3-s5
REFERENCE: l3-s4
INTRO: Twelve pictures, twelve past-tense sentences. Say what Steve, Ted, and John did in each picture.
INSTRUCTION: Look at each picture and tell what Steve, Ted, and John did.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key. Accept any past-tense sentence expressing the same action with the correct person or people; the past-tense form is the point — present tense fails.

EXAMPLE
PROMPT: Picture 1 {st-page_100_004.jpg|Steve and John taking the spare tire and tools out of the trunk}
RESPONSE: Steve opened the trunk and took the spare tire out. John took the lug wrench and the jack out of the trunk.

PROMPT: Picture 2 {st-page_100_005.jpg|John removing the hub cap from the wheel}
RESPONSE: John removed the hub cap with the wrench.

PROMPT: Picture 3 {st-page_100_006.jpg|Ted loosening the lug nuts with a wrench}
RESPONSE: Ted loosened the lug nuts with the wrench.

PROMPT: Picture 4 {st-page_100_007.jpg|Ted positioning the jack under the car}
RESPONSE: Ted put the jack in place under the car.

PROMPT: Picture 5 {st-page_100_008.jpg|John jacking up the car}
RESPONSE: John jacked up the car.

PROMPT: Picture 6 {st-page_100_009.jpg|Ted removing the lug nuts from the wheel}
RESPONSE: Ted removed the lug nuts from the wheel.

PROMPT: Picture 7 {st-page_100_010.jpg|Steve and John removing the flat tire}
RESPONSE: Steve and John removed the flat tire.

PROMPT: Picture 8 {st-page_100_011.jpg|Steve and John putting the spare tire onto the car}
RESPONSE: Steve and John put the spare tire on the car.

PROMPT: Picture 9 {st-page_100_012.jpg|Ted replacing and tightening the lug nuts with a wrench}
RESPONSE: Ted replaced the lug nuts and tightened them.

PROMPT: Picture 10 {st-page_100_013.jpg|John lowering the car with the jack while Ted watches}
RESPONSE: John lowered the car with the jack.

PROMPT: Picture 11 {st-page_100_014.jpg|John tapping the hub cap back into place}
RESPONSE: John replaced the hub cap.

PROMPT: Picture 12 {st-page_100_015.jpg|John placing the flat tire back into the trunk}
RESPONSE: John put the flat tire and tools back in the trunk.

# Source: LLA 3B Figure 1 (word list — kept: the sentence passes follow immediately below)
# SKIPPED (book): ST Listening Skill "FIRST, NEXT, THEN" (p. 100) — instructor-read connectives with no printed stimulus; the cassette version below covers the same point.
$DIALOGUE Sequence Words
ID: 10-3b-f1-vocab
INTRO: Seven small words put a story in order — "first", "next", "then", and the rest. Listen and repeat each one; next you'll pick them out of sentences.
INSTRUCTION: Listen and repeat each word.
REPEAT

VOCAB: after
LINE: After. {bk10-l3b-f1-01.mp3}

VOCAB: finally
LINE: Finally. {bk10-l3b-f1-02.mp3}

VOCAB: first
LINE: First. {bk10-l3b-f1-03.mp3}

VOCAB: last
LINE: Last. {bk10-l3b-f1-04.mp3}

VOCAB: next
LINE: Next. {bk10-l3b-f1-05.mp3}

VOCAB: second
LINE: Second. {bk10-l3b-f1-06.mp3}

VOCAB: then
LINE: Then. {bk10-l3b-f1-07.mp3}

# Source: LLA 3B Figure 1 (paragraph 1)
$SELECT Hear the Sequence Word: The Bicycle
ID: 10-3b-f1-p1
INTRO: Someone fixed a bicycle — you know the routine by now. Listen to each sentence and tap the sequence word you hear.
INSTRUCTION: Tap the connective word.

OPTION: after | after
OPTION: finally | finally
OPTION: first | first
OPTION: last | last
OPTION: next | next
OPTION: second | second
OPTION: then | then

PROMPT: First, he inflated the back tire. {bk10-l3b-f1-p1-01.mp3}
ANSWER: first

PROMPT: He fixed the handlebars second. {bk10-l3b-f1-p1-02.mp3}
ANSWER: second

PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-p1-03.mp3}
ANSWER: then

PROMPT: He fixed the seat last. {bk10-l3b-f1-p1-04.mp3}
ANSWER: last

# Source: LLA 3B Figure 1 (paragraph 2)
$SELECT Hear the Sequence Word: The Trip
ID: 10-3b-f1-p2
INTRO: Bob is getting his car ready for a trip — tires, spare, jack, all of it. Listen to each sentence and tap the sequence word you hear.
INSTRUCTION: Tap the connective word.

OPTION: after | after
OPTION: finally | finally
OPTION: first | first
OPTION: last | last
OPTION: next | next
OPTION: second | second
OPTION: then | then

PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-p2-01.mp3}
ANSWER: first

PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-p2-02.mp3}
ANSWER: after

PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-p2-03.mp3}
ANSWER: then

PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-p2-04.mp3}
ANSWER: next

PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-p2-05.mp3}
ANSWER: last

PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-p2-06.mp3}
ANSWER: finally

# Source: LLA 3A Figure 7 (passage 1)
$DIALOGUE Vending Machines
ID: 10-3a-f7-p1
INTRO: Time to train your ear for main ideas. Listen to a short paragraph about vending machines — just listen.
INSTRUCTION: Listen to the paragraph.

LINE: When people have a lot to do, they don't want to eat at home or in restaurants. {bk10-l3a-f7-01a.mp3}
LINE: They can get a snack from a vending machine. {bk10-l3a-f7-01b.mp3}
LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f7-01c.mp3}
LINE: They have coffee, tea, soda, or juice for people who want something to drink. {bk10-l3a-f7-01d.mp3}
LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f7-01e.mp3}
LINE: These vending machines are usually very popular. {bk10-l3a-f7-01f.mp3}

# Source: LLA 3A Figure 7 (question 1)
$SELECT Main Idea: Vending Machines
ID: 10-3a-f7-q1
REFERENCE: 10-3a-f7-p1
INTRO: Now tap the sentence that best states the main idea of the paragraph you just heard. Not a detail — the big point.
INSTRUCTION: Tap the main idea.

PROMPT: What is the main idea of the paragraph?
OPTION: a | People are very busy these days.
OPTION: b | Vending machines are popular machines.
OPTION: c | People like drinks and snacks.
ANSWER: b
FEEDBACK: The main idea of the paragraph is: vending machines are popular machines. {bk10-l3a-f7-02-fb.mp3}

# Source: LLA 3A Figure 7 (passage 2)
$DIALOGUE Clothing Stores
ID: 10-3a-f7-p2
INTRO: One more paragraph, this time about clothing stores. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-03a.mp3}
LINE: Some sell clothes only for children. {bk10-l3a-f7-03b.mp3}
LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-03c.mp3}
LINE: There are also stores for sports clothing. {bk10-l3a-f7-03d.mp3}
LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-03e.mp3}
LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-03f.mp3}
LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-03g.mp3}
LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-03h.mp3}

# Source: LLA 3A Figure 7 (question 2)
$SELECT Main Idea: Clothing Stores
ID: 10-3a-f7-q2
REFERENCE: 10-3a-f7-p2
INTRO: Same job: tap the sentence that best states the main idea of the paragraph you just heard.
INSTRUCTION: Tap the main idea.

PROMPT: What is the main idea of the paragraph?
OPTION: a | Some stores sell expensive clothing.
OPTION: b | You can buy sports clothes at sports clothing stores.
OPTION: c | There are many kinds of clothing stores.
ANSWER: c
FEEDBACK: The main idea of the paragraph is: there are many kinds of clothing stores. {bk10-l3a-f7-04-fb.mp3}

$SESSION 3-3: Verbs with "-ing"

# Source: ST §Gerunds (grammar box, rewritten as cards)
$GRAMMAR Verbs Followed by "-ing"
ID: l3-s13
INTRO: In this part you'll learn to say things like "I enjoy playing soccer" — a verb's "-ing" form used as a noun. A few short cards, then plenty of practice.

CARD: The object of a verb is usually a noun or a pronoun. {I like basketball.}

CARD: The object can also be the **-ing** form of a verb, used as a noun. {I like playing basketball.}

CARD: Certain verbs take an **-ing** object: "start", "begin", "like", "enjoy", "mind", "finish". {Mike starts moving next week.} {The boys enjoy playing soccer.}

CARD: It works in questions and negatives too. {Does William mind stopping here?} {Sgt Kline didn't begin exercising until 7:00 a.m.}

CARD: Two more, with "finish" and "like". {Janet finished eating before Peter.} {The Martins like driving along the ocean.}

SUMMARY:
| Subject | Verb | -ing Form | Complement |
|---|---|---|---|
| Mike | starts | moving | next week. |
| The boys | enjoy | playing | soccer. |
| Does William | mind | stopping | here? |
| Sgt Kline | didn't begin | exercising | until 7:00 a.m. |
| Janet | finished | eating | before Peter. |
| The Martins | like | driving | along the ocean. |

# Source: LLA 3B Figure 5 (+ 4 distinct sentences salvaged from ST §Gerund Examples)
$DIALOGUE Sentences with "-ing"
ID: 10-3b-f5
INTRO: Listen to sentences where the second verb wears its "-ing" form. Repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Everyone began laughing. {bk10-l3b-f5-01.mp3}

LINE: Mike started apologizing. {bk10-l3b-f5-02.mp3}

LINE: Ann likes exercising in the gym. {bk10-l3b-f5-03.mp3}

LINE: Paul enjoys watching sports on TV. {bk10-l3b-f5-04.mp3}

LINE: Dr. Hall never minds answering questions. {bk10-l3b-f5-05.mp3}

LINE: We finished listening to the tape after class. {bk10-l3b-f5-06.mp3}

LINE: Lt Mathews likes flying helicopters.

LINE: Ms. Wilson doesn't mind staying until Sam gets back.

LINE: Edgar Allen Poe began writing when he was sixteen years old.

LINE: Did Mr. Adams finish repairing the window?

# Source: ST §Do You Enjoy Playing ...?
$DIALOGUE Do You Enjoy Playing...?
ID: l3-s15
INTRO: Six short exchanges, all built on "begin", "enjoy", "finish", "like", and "mind". Repeat each line.
INSTRUCTION: Repeat each dialog.
REPEAT

Roger: When did you begin studying for this quiz?
Sam: I began studying three weeks ago.

Jim: Do you enjoy playing basketball?
Bob: Yes, and I also enjoy playing soccer.

Sgt_Burns: Did the Smiths finish moving?
Sgt_Marsh: Yes, and they also finished cleaning their old house.

Walt: Does Mary Anne like listening to the radio?
Tim: Yes, and she likes watching TV, too.

Carl: Does Kevin mind taking me to school?
Ted: No, he doesn't mind taking you.

Lt_Anders: When did Captain Martinez start flying?
Lt_Ashly: He started flying six years ago.

# Source: LLA 3B Figure 6
$PRODUCE Change to the "-ing" Form
ID: 10-3b-f6
INTRO: Listen to the sentence with an infinitive. Change it aloud to use the "-ing" form, then repeat the correct sentence.
INSTRUCTION: Change the sentence using the -ing form.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Kay likes to drive her brother's car. {bk10-l3b-f6-ex-q.mp3}
RESPONSE: Kay likes driving her brother's car. {bk10-l3b-f6-ex-a.mp3}

PROMPT: The child started to cry. {bk10-l3b-f6-01-q.mp3}
RESPONSE: The child started crying. {bk10-l3b-f6-01-a.mp3}

PROMPT: I don't like to stand in line. {bk10-l3b-f6-02-q.mp3}
RESPONSE: I don't like standing in line. {bk10-l3b-f6-02-a.mp3}

PROMPT: Al began to study after dinner. {bk10-l3b-f6-03-q.mp3}
RESPONSE: Al began studying after dinner. {bk10-l3b-f6-03-a.mp3}

PROMPT: Some people like to get up early. {bk10-l3b-f6-04-q.mp3}
RESPONSE: Some people like getting up early. {bk10-l3b-f6-04-a.mp3}

PROMPT: The students began to ask questions. {bk10-l3b-f6-05-q.mp3}
RESPONSE: The students began asking questions. {bk10-l3b-f6-05-a.mp3}

PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}

# Source: LLA 3B Figure 7
$PRODUCE Type the "-ing" Form
ID: 10-3b-f7
INTRO: Listen to the cue verb and type its "-ing" form to complete the sentence. Then listen to the full sentence and repeat it.
INSTRUCTION: Type the correct -ing form.
INPUT: type
CHECK: exact
REPEAT

EXAMPLE
TEMPLATE: Mark enjoys ____ old movies. (watch)
PROMPT: watch {bk10-l3b-f7-ex-q.mp3}
RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
ACCEPT: watching

TEMPLATE: Jane enjoys ____ people.
PROMPT: meet {bk10-l3b-f7-01-q.mp3}
RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
ACCEPT: meeting

TEMPLATE: Did you finish ____ your letter?
PROMPT: write {bk10-l3b-f7-02-q.mp3}
RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
ACCEPT: writing

TEMPLATE: I hope you don't mind ____ a few forms.
PROMPT: fill out {bk10-l3b-f7-03-q.mp3}
RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
ACCEPT: filling out

TEMPLATE: Dan doesn't like ____ money from friends.
PROMPT: borrow {bk10-l3b-f7-04-q.mp3}
RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
ACCEPT: borrowing

TEMPLATE: Everyone started ____ at the same time.
PROMPT: talk {bk10-l3b-f7-05-q.mp3}
RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
ACCEPT: talking

TEMPLATE: Jan began ____ the medicine every four hours.
PROMPT: take {bk10-l3b-f7-06-q.mp3}
RESPONSE: Jan began taking the medicine every 4 hours. {bk10-l3b-f7-06-a.mp3}
ACCEPT: taking

# Source: ST §Answer with Gerunds
$PRODUCE Answer with "-ing"
ID: l3-s16
INTRO: Answer each question in a full sentence, using the "-ing" form and the cue shown on the screen.
INSTRUCTION: Answer using the cue and an "-ing" form.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept complete sentences using an "-ing" verb form and the provided cue; the "-ing" form is the point — an infinitive instead fails.

EXAMPLE
PROMPT: When did Lt Peterson finish writing his book?
TEMPLATE: (last March)
RESPONSE: He finished writing his book last March.

PROMPT: Why did he stop smoking?
TEMPLATE: (got sick)
RESPONSE: He stopped smoking because he got sick.

PROMPT: When did Lt Gonzales begin flying a helicopter?
TEMPLATE: (two years ago)
RESPONSE: He began flying a helicopter two years ago.

PROMPT: When did Ms. Watkins finish making the cake?
TEMPLATE: (before lunch)
RESPONSE: She finished making the cake before lunch.

PROMPT: What kind of clothes does Jack like wearing to the gym?
TEMPLATE: (workout clothes)
RESPONSE: He likes wearing workout clothes to the gym.

PROMPT: Do you mind handing me the wrench?
TEMPLATE: (no, I don't)
RESPONSE: No, I don't mind handing you the wrench.

PROMPT: When did Pvt Walters start studying Italian?
TEMPLATE: (last month)
RESPONSE: He started studying Italian last month.

PROMPT: Does Rick like helping in the kitchen?
TEMPLATE: (yes)
RESPONSE: Yes, he likes helping in the kitchen.

PROMPT: Do you enjoy sleeping late on Saturday?
TEMPLATE: (yes)
RESPONSE: Yes, I enjoy sleeping late on Saturday.

# Source: ST §Ask and Answer with Gerunds
$PRODUCE Ask and Answer with "-ing"
ID: l3-s17
INTRO: Now build both the question and the answer from the cues on the screen — an "-ing" form in each. Say the pair aloud, then check the model.
INSTRUCTION: Say the question and the answer from the cues.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct question and answer pair that uses "-ing" verb forms and incorporates the cues.

EXAMPLE
TEMPLATE: when / did begin / play tennis / ?\n— when / ten
RESPONSE: When did you begin playing tennis?\n— I began playing tennis when I was ten years old.

TEMPLATE: when / did begin / play soccer / ?\n— five years ago
RESPONSE: When did you begin playing soccer?\n— I began playing soccer five years ago.

TEMPLATE: when / did stop / play baseball / ?\n— when / forty-five
RESPONSE: When did you stop playing baseball?\n— I stopped playing baseball when I was forty-five years old.

TEMPLATE: when / enjoy / watch TV / ?\n— before / bed
RESPONSE: When do you enjoy watching TV?\n— I enjoy watching TV before going to bed.

TEMPLATE: when / did finish / eat lunch / ?\n— an hour ago
RESPONSE: When did you finish eating lunch?\n— I finished eating lunch an hour ago.

TEMPLATE: what kind food / enjoy / eat / ?\n— Mexican food
RESPONSE: What kind of food do you enjoy eating?\n— I enjoy eating Mexican food.

TEMPLATE: do mind / wait until tomorrow / ?\n— no / okay
RESPONSE: Do you mind waiting until tomorrow?\n— No, I don't mind waiting until tomorrow.

TEMPLATE: did finish / fix car yesterday / ?\n— yes / 6 o'clock
RESPONSE: Did you finish fixing the car yesterday?\n— Yes, I finished fixing it at 6 o'clock.

TEMPLATE: do like / eat / that restaurant / ?\n— yes / there
RESPONSE: Do you like eating at that restaurant?\n— Yes, I like eating there.

TEMPLATE: will start / study / new book tomorrow / ?\n— no / next week
RESPONSE: Will you start studying the new book tomorrow?\n— No, I'll start studying it next week.

TEMPLATE: did / begin / walk after dinner / yesterday evening / ?\n— yes / with my neighbor
RESPONSE: Did you begin walking after dinner yesterday evening?\n— Yes, I began walking with my neighbor.

# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" (p. 104) — partner pantomime / acting out instructions; open classroom pair work.

# Source: LLA 3B Figure 8 (story)
$DIALOGUE The Vending Machine
ID: 10-3b-f8-story
INTRO: John has exactly 45 cents and a plan. Listen to what the vending machine thinks of his plan.
INSTRUCTION: Listen to the story.

LINE: John stood in front of the vending machine near his office and counted his money. {bk10-l3b-f8-01.mp3}
LINE: He had only 45 cents, exactly the cost of a Diet soda. {bk10-l3b-f8-02.mp3}
LINE: He carefully put his money in the machine and pushed the button, but nothing happened. {bk10-l3b-f8-03.mp3}
LINE: He pushed the coin return, and again, nothing happened. {bk10-l3b-f8-04.mp3}
LINE: John couldn't get his money or his Diet soda. {bk10-l3b-f8-05.mp3}

# Source: LLA 3B Figure 8 (main idea)
$PRODUCE Main Idea: The Vending Machine
ID: 10-3b-f8
REFERENCE: 10-3b-f8-story
INTRO: State the main idea of John's sad story in one complete sentence.
INSTRUCTION: State the main idea aloud.
INPUT: speak
CHECK: llm
RUBRIC: Accept any complete sentence expressing the main idea that John lost his money in the vending machine or could not get his soda or his money back.

PROMPT: What is the main idea of the paragraph?
RESPONSE: John lost his money in the vending machine.

# Source: LLA 3B Figure 4
$SELECT Word Stress: Fix-It Words
ID: 10-3b-f4
INTRO: Every English word has one part that's said strongest — "IN-flate" or "in-FLATE"? Listen, tap the number of the strongest syllable, then repeat the word.
INSTRUCTION: Tap the number of the stressed syllable.
REPEAT

OPTION: 1 | 1
OPTION: 2 | 2
OPTION: 3 | 3

EXAMPLE
PROMPT: hurry {bk10-l3b-f4-ex1.mp3}
ANSWER: 1

EXAMPLE
PROMPT: across {bk10-l3b-f4-ex2.mp3}
ANSWER: 2

PROMPT: inflate {bk10-l3b-f4-01.mp3}
ANSWER: 2
FEEDBACK: inflate {bk10-l3b-f4-01-fb.mp3}

PROMPT: lower {bk10-l3b-f4-02.mp3}
ANSWER: 1
FEEDBACK: lower {bk10-l3b-f4-02-fb.mp3}

PROMPT: remove {bk10-l3b-f4-03.mp3}
ANSWER: 2
FEEDBACK: remove {bk10-l3b-f4-03-fb.mp3}

PROMPT: tighten {bk10-l3b-f4-04.mp3}
ANSWER: 1
FEEDBACK: tighten {bk10-l3b-f4-04-fb.mp3}

PROMPT: extra {bk10-l3b-f4-05.mp3}
ANSWER: 1
FEEDBACK: extra {bk10-l3b-f4-05-fb.mp3}

PROMPT: enough {bk10-l3b-f4-06.mp3}
ANSWER: 2
FEEDBACK: enough {bk10-l3b-f4-06-fb.mp3}

PROMPT: cover {bk10-l3b-f4-07.mp3}
ANSWER: 1
FEEDBACK: cover {bk10-l3b-f4-07-fb.mp3}

PROMPT: quickly {bk10-l3b-f4-08.mp3}
ANSWER: 1
FEEDBACK: quickly {bk10-l3b-f4-08-fb.mp3}

PROMPT: replace {bk10-l3b-f4-09.mp3}
ANSWER: 2
FEEDBACK: replace {bk10-l3b-f4-09-fb.mp3}

PROMPT: cigarette {bk10-l3b-f4-10.mp3}
ANSWER: 3
FEEDBACK: cigarette {bk10-l3b-f4-10-fb.mp3}

PROMPT: across {bk10-l3b-f4-11.mp3}
ANSWER: 2
FEEDBACK: across {bk10-l3b-f4-11-fb.mp3}

PROMPT: certainly {bk10-l3b-f4-12.mp3}
ANSWER: 1
FEEDBACK: certainly {bk10-l3b-f4-12-fb.mp3}

$SESSION 3-4: Favors and Polite Requests

# Source: ST §How Do We Keep Warm?
$DIALOGUE How Do We Keep Warm?
ID: l3-s9
INTRO: In this part you'll learn to ask for favors — politely, so people actually say yes. First, a cold day: each speaker repeats how the others keep warm, then adds their own way. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: keep
LINE: People are trying to keep warm this cold day. {st-page_103_001.jpg|A drawing of a thermometer showing a temperature reading}

VOCAB: cover
Pvt_Ruiz: When I need to keep warm, I put lots of covers on my bed. {st-page_103_002.jpg|A drawing of a bed covered with blankets}

Sgt_Ball: When you need to keep warm, you put lots of covers on your bed; when I need to keep warm, I drink hot coffee. {st-page_103_003.jpg|A drawing of a steaming cup of coffee on a saucer}

Pvt_Lane: When she needs to keep warm she puts lots of covers on her bed; when you need to keep warm, you drink hot coffee; when I need to keep warm, I wear my gloves and cap. {st-page_103_004.jpg|A drawing of a winter cap and pair of gloves}

# SKIPPED (book): "HOW DO WE KEEP WARM?" drawing activity (p. 104) — classroom drawing task in a blank rectangle; not convertible to app format.

# Source: LLA 3B Figure 2
$DIALOGUE Do Me a Favor
ID: 10-3b-f2
INTRO: Mrs. Adams and Mr. Wilson trade favors in the car — seat belts, newspapers, blankets. Listen for the polite requests and answers, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: favor
Mrs_Adams: Do me a favor, please. {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-01.mp3}
VOCAB: certainly
Mr_Wilson: Certainly. What can I do for you? {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-02.mp3}
Mrs_Adams: Hand me the other half of my seat belt. {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-03.mp3}

Mrs_Adams: May I look at your paper? {page_060_002.jpg|The man turning around in his car seat to look at the woman reading a newspaper next to him} {bk10-l3b-f2-04.mp3}
Mr_Wilson: Of course. I'm not reading it. {page_060_002.jpg|The man turning around in his car seat to look at the woman reading a newspaper next to him} {bk10-l3b-f2-05.mp3}

Mrs_Adams: I need to keep warm. Can you get a blanket for me? {page_060_003.jpg|A man reaching up toward the back seat of a car to grab a blanket while a woman looks on} {bk10-l3b-f2-06.mp3}
VOCAB: sure
Mr_Wilson: Sure. I'll be glad to. {page_060_003.jpg|A man reaching up toward the back seat of a car to grab a blanket while a woman looks on} {bk10-l3b-f2-07.mp3}

Mr_Wilson: I'd like to smoke a cigarette. Will that bother you? {page_060_004.jpg|A man holding a cigarette lighter and a pack of cigarettes while talking to a woman in the car seat next to him} {bk10-l3b-f2-08.mp3}
VOCAB: to mind
Mrs_Adams: No, I won't mind. {page_060_004.jpg|A man holding a cigarette lighter and a pack of cigarettes while talking to a woman in the car seat next to him} {bk10-l3b-f2-09.mp3}

# Source: LLA 3B Figure 3
$DIALOGUE On the Airplane {page_061_001.jpg|A flight attendant leaning down to hand a meal tray with food and a cup to a seated female passenger on an airplane}
ID: 10-3b-f3
INTRO: Lunch on a short flight disappears quickly — Mrs. Adams noticed. Listen to her and the flight attendant, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Attendant: Have you finished your lunch? {bk10-l3b-f3-01.mp3}

VOCAB: quick
Mrs_Adams: Yes, but that was certainly a quick meal. {bk10-l3b-f3-02.mp3}

Attendant: I'm sorry you had to hurry. {bk10-l3b-f3-03.mp3}

VOCAB: quickly
Mrs_Adams: You take the plates very quickly. {bk10-l3b-f3-04.mp3}

VOCAB: in a hurry
Attendant: We're always in a hurry on this flight. {bk10-l3b-f3-05.mp3}

Mrs_Adams: Because it's so short? {bk10-l3b-f3-06.mp3}

Attendant: Yes. We never have enough time. {bk10-l3b-f3-07.mp3}

Mrs_Adams: One more question, please. Where are the restrooms? {bk10-l3b-f3-08.mp3}

VOCAB: the front of
Attendant: At the front of the airplane. {bk10-l3b-f3-09.mp3}

# Source: ST §A Pop Quiz!
$DIALOGUE A Pop Quiz! {st-page_107_001.jpg|A male teacher handing out pop quiz papers to a group of male students in a classroom}
ID: l3-s12
INTRO: Joe does the teacher a favor — and gets a pop quiz for his trouble. Listen to and read the story.
INSTRUCTION: Listen to and read the story.

Teacher: Can you do me a favor, Joe?

Joe: Why, certainly.

VOCAB: pass (out)
Teacher: Could you please pass these papers out to the class for me?

Joe: Sure.

Teacher: Are you sure you don't mind?

VOCAB: of course not
Joe: Of course not. I'll be happy to do it.

VOCAB: hand (out)
Joe: I hurried up to the front of the class. I handed out all the papers to the students, but I had a few extras.
Joe: When I looked down at them, I saw the word QUIZ.
LINE: Oh, no, a quiz.
LINE: I didn't study last night.
LINE: I sure wasn't ready.

Joe: I quickly went to my desk and started on my quiz.

Joe: An hour later we got our scores back.
LINE: The teacher sure checked our papers in a hurry.
LINE: She was quick to hand them back to us.
Joe: My score was 72.
LINE: That wasn't good.
LINE: Now, I realize that I have to be ready to take a quiz at any time.

# Source: ST §Polite Requests (grammar box, rewritten as cards)
$GRAMMAR Polite Requests with "Could" and "Would"
ID: l3-s18
INTRO: Two magic openers — "Could you" and "Would you" — plus the polite ways to say yes and, when you must, no.

CARD: When you need another person's help, ask with **could you** or **would you**. {Could you please open the door?} {Would you help me with this box?}

CARD: Saying yes is easy. {Yes, of course I can.} {Yes, I'll be happy to help you.}

CARD: Saying no takes a little padding. {No, I'm sorry, I can't.} {I'd like to, but I can't right now.}

SUMMARY:
| Polite Request | Answers |
|---|---|
| Could you please open the door? | Yes, of course I can.<br>No, I'm sorry, I can't. |
| Would you help me with this box? | Yes, I'll be happy to help you.<br>I'd like to, but I can't right now. |

# Source: LLA 3C Figure 1
$PRODUCE "Can", "Could", "Will", or "Would"?
ID: 10-3c-f1
INTRO: Listen to each dialogue and fill in the missing word from the box: "can", "could", "will", or "would". Then repeat the correct dialogue.
INSTRUCTION: Type the missing word, then repeat.
INPUT: type
CHECK: exact
REPEAT

PROMPT: Could you please do me a favor?\n— Yes, of course. {bk10-l3c-f1-01.mp3}
TEMPLATE: Kay: ____{Could|could} you please do me a favor?\nKen: Yes, of course.
RESPONSE: Kay: Could you please do me a favor?\nKen: Yes, of course. {bk10-l3c-f1-05.mp3}

PROMPT: Can you give me a ride home this afternoon?\n— I sure can. {bk10-l3c-f1-02.mp3}
TEMPLATE: Kay: ____{Can|can} you give me a ride home this afternoon?\nKen: I sure ____{can}.
RESPONSE: Kay: Can you give me a ride home this afternoon?\nKen: I sure can. {bk10-l3c-f1-06.mp3}

PROMPT: Would you take a message for me, please?\n— I'll be glad to. {bk10-l3c-f1-03.mp3}
TEMPLATE: Jan: ____{Would|would} you take a message for me, please?\nJim: I'll be glad to.
RESPONSE: Jan: Would you take a message for me, please?\nJim: I'll be glad to. {bk10-l3c-f1-07.mp3}

PROMPT: Will you tell Mr. Rogers that I called?\n— I certainly will. {bk10-l3c-f1-04.mp3}
TEMPLATE: Jan: ____{Will|will} you tell Mr. Rogers that I called?\nJim: I certainly ____{will}.
RESPONSE: Jan: Will you tell Mr. Rogers that I called?\nJim: I certainly will. {bk10-l3c-f1-08.mp3}

# Source: LLA 3C Figure 2
$DIALOGUE Asking for a Favor {page_066_001.jpg|Two women standing outdoors talking near a tree}
ID: 10-3c-f2
INTRO: Mary needs lunch money, and Ann is a good friend. Listen to how favors get asked — and repaid.
INSTRUCTION: Listen to the dialogue.

Mary: Could you do me a favor? {bk10-l3c-f2-01.mp3}
Ann: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
Mary: Lunch money. Can you lend me three dollars? {bk10-l3c-f2-03.mp3}
Ann: Yes, I can. {bk10-l3c-f2-04.mp3}
Mary: Thanks. Will you do another thing for me? {bk10-l3c-f2-05.mp3}
Ann: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
Mary: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-07.mp3}
Ann: Sure! I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}

# Source: LLA 3C Figure 2 (role-play)
$DIALOGUE You Are Ann
ID: 10-3c-f2-role-ann
REFERENCE: 10-3c-f2
PLAY_ROLE: Ann
INTRO: Now read the dialogue together. You are Ann — speak Ann's lines in the pauses.

# Source: LLA 3C Figure 3
$PRODUCE Make It Polite
ID: 10-3c-f3
INTRO: Listen to each sentence and cue word, then change it to a polite question using "please". Repeat the correct question.
INSTRUCTION: Say the polite question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: "Lend me a dollar." Will. {bk10-l3c-f3-ex1.mp3}
RESPONSE: Will you please lend me a dollar? {bk10-l3c-f3-ex1-a.mp3}

EXAMPLE
PROMPT: "Turn that radio off." Could. {bk10-l3c-f3-ex2.mp3}
RESPONSE: Could you please turn that radio off? {bk10-l3c-f3-ex2-a.mp3}

PROMPT: "Move your car." Can. {bk10-l3c-f3-01-q.mp3}
RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}

PROMPT: "Repeat the answer." Would. {bk10-l3c-f3-02-q.mp3}
RESPONSE: Would you please repeat the answer? {bk10-l3c-f3-02-a.mp3}

PROMPT: "Fill out this form." Could. {bk10-l3c-f3-03-q.mp3}
RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}

PROMPT: "Tell me what time it is." Can. {bk10-l3c-f3-04-q.mp3}
RESPONSE: Can you please tell me what time it is? {bk10-l3c-f3-04-a.mp3}

PROMPT: "Bring me a cup of coffee." Could. {bk10-l3c-f3-05-q.mp3}
RESPONSE: Could you please bring me a cup of coffee? {bk10-l3c-f3-05-a.mp3}

PROMPT: "Introduce me to your friend." Would. {bk10-l3c-f3-06-q.mp3}
RESPONSE: Would you please introduce me to your friend? {bk10-l3c-f3-06-a.mp3}

PROMPT: "Take this book back to the library." Will. {bk10-l3c-f3-07-q.mp3}
RESPONSE: Will you please take this book back to the library? {bk10-l3c-f3-07-a.mp3}

PROMPT: "Show me how to operate this machine." Can. {bk10-l3c-f3-08-q.mp3}
RESPONSE: Can you please show me how to operate this machine? {bk10-l3c-f3-08-a.mp3}

PROMPT: "Write that word on the chalkboard." Would. {bk10-l3c-f3-09-q.mp3}
RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.mp3}

PROMPT: "Tell Mother I won't be home for dinner." Will. {bk10-l3c-f3-10-q.mp3}
RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}

# Source: LLA 3C Figure 4
$PRODUCE Answer the Request
ID: 10-3c-f4
INTRO: Listen to each question and complete the polite answer using the first-letter clue. Then repeat the answer.
INSTRUCTION: Complete the response.
INPUT: type
CHECK: exact
REPEAT

EXAMPLE
PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
TEMPLATE: O____{f} c____{ourse}.
RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
ACCEPT: Of course | of course | f course

EXAMPLE
PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
TEMPLATE: Y____{es}, I c____{an}.
RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
ACCEPT: Yes, I can | yes, I can | es, I an

PROMPT: Can you please move your car? {bk10-l3c-f4-01-q.mp3}
TEMPLATE: S____.
RESPONSE: Sure. {bk10-l3c-f4-01-a.mp3}
ACCEPT: Sure | sure | ure

PROMPT: Would you please repeat the answer? {bk10-l3c-f4-02-q.mp3}
TEMPLATE: C____.
RESPONSE: Certainly. {bk10-l3c-f4-02-a.mp3}
ACCEPT: Certainly | certainly | ertainly

PROMPT: Could you please fill out this form? {bk10-l3c-f4-03-q.mp3}
TEMPLATE: O____{f} c____{ourse}.
RESPONSE: Of course. {bk10-l3c-f4-03-a.mp3}
ACCEPT: Of course | of course | f course

PROMPT: Can you please tell me the time? {bk10-l3c-f4-04-q.mp3}
TEMPLATE: Y____{es}, I c____{an}.
RESPONSE: Yes, I can. {bk10-l3c-f4-04-a.mp3}
ACCEPT: Yes, I can | yes, I can | es, I an

PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-05-q.mp3}
TEMPLATE: S____.
RESPONSE: Sure. {bk10-l3c-f4-05-a.mp3}
ACCEPT: Sure | sure | ure

PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-06-q.mp3}
TEMPLATE: O____{f} c____{ourse}.
RESPONSE: Of course. {bk10-l3c-f4-06-a.mp3}
ACCEPT: Of course | of course | f course

PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-07-q.mp3}
TEMPLATE: Y____{es}, I w____{ill}.
RESPONSE: Yes, I will. {bk10-l3c-f4-07-a.mp3}
ACCEPT: Yes, I will | yes, I will | es, I ill

PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-08-q.mp3}
TEMPLATE: Y____{es}, I c____{an}.
RESPONSE: Yes, I can. {bk10-l3c-f4-08-a.mp3}
ACCEPT: Yes, I can | yes, I can | es, I an

PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-09-q.mp3}
TEMPLATE: C____.
RESPONSE: Certainly. {bk10-l3c-f4-09-a.mp3}
ACCEPT: Certainly | certainly | ertainly

PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-10-q.mp3}
TEMPLATE: Y____{es}, I w____{ill}.
RESPONSE: Yes, I will. {bk10-l3c-f4-10-a.mp3}
ACCEPT: Yes, I will | yes, I will | es, I ill

$SESSION 3-5: Requests — Practice and Replies

# Source: ST §Would You Ask Sgt Ferguson to Come Here?
$DIALOGUE Could You...? Of Course.
ID: l3-s19
INTRO: This whole part is practice: asking politely and answering politely, until it's automatic. First, listen to five short exchanges and repeat each line.
INSTRUCTION: Repeat the dialogs.
REPEAT

Carl: Could you take me to the commissary after class?
Larry: Of course I can. I'd be glad to.

Janet: Could you please show me how this works?
Vince: Yes, I can. I learned this morning.

Adam: Could you tighten the nut?
Jack: No, I can't make it any tighter.

Rita: Would you have dinner with me and my family tonight?
Fran: Yes, I'll be happy to have dinner with you tonight.

Anna: Would you help me move this desk?
Bill: Sorry I can't. I have a bad back.

# Source: ST §Would You Please ...?
$DIALOGUE Would You Please...?
ID: l3-s22
INTRO: Six mini-requests with their answers — several of them, naturally, about flat tires. Repeat each pair.
INSTRUCTION: Repeat the mini-dialogs.
REPEAT

LINE: Would you help me, please? I have a flat. — Sure. Do you have any tools?
LINE: Would you please pass me the salt? — Sure. Here you are.
LINE: Do me a favor. Please lend me your wrench. — I'd be glad to.
LINE: Will you do me a favor? I need some help. — Certainly, how can I help you?
LINE: Could you hand me the jack? — Of course, here it is.
LINE: Would you mind handing me the wrench? — I'd be glad to.

# Source: ST §Could You Please ...?
$PRODUCE Make a Polite Request
ID: l3-s23
INTRO: Turn each pair of cue words on the screen into a polite request — "Would you please...", "Could you please...", or "Would you mind...".
INSTRUCTION: Make a polite request from the cue words.
INPUT: speak
CHECK: llm
RUBRIC: Accept polite requests formed with "Would you please...", "Could you please...", "Will you please...", or "Would you mind...-ing" that use the cue words.

EXAMPLE
TEMPLATE: (hand, wrench)
RESPONSE: Would you please hand me the wrench?

TEMPLATE: (hand, jack)
RESPONSE: Could you please hand me the jack?

TEMPLATE: (close, door)
RESPONSE: Would you please close the door?

TEMPLATE: (come, here)
RESPONSE: Could you please come here?

TEMPLATE: (help, change tire)
RESPONSE: Would you please help me change the tire?

TEMPLATE: (do, favor)
RESPONSE: Could you do me a favor?

TEMPLATE: (lend, book)
RESPONSE: Would you please lend me your book?

TEMPLATE: (give, wrench)
RESPONSE: Could you please give me the wrench?

TEMPLATE: (pass, bread)
RESPONSE: Would you please pass the bread?

TEMPLATE: (fasten, seat)
RESPONSE: Would you please fasten your seatbelt?

TEMPLATE: (mind, lend)
RESPONSE: Would you mind lending me your pen?

# Source: ST §Would You ...? Yes, I Will.
$PRODUCE Say Yes or No Politely
ID: l3-s20
INTRO: Answer each request politely — the cue on the screen tells you whether to agree or decline. Use "can", "can't", "will", or "won't".
INSTRUCTION: Answer using the cue and "can" or "will".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept polite affirmative or negative responses using "can", "can't", "will", or "won't" that match the cue's yes/no direction.

PROMPT: Could you lend me twenty dollars?
TEMPLATE: (no)
RESPONSE: No, I'm sorry, I can't.

PROMPT: Would you mind waiting ten more minutes?
TEMPLATE: (sure)
RESPONSE: Sure, I will.

PROMPT: Would you ask Pvt Adams to come here?
TEMPLATE: (yes)
RESPONSE: Yes, I will.

PROMPT: Could you take my brother to school today?
TEMPLATE: (no)
RESPONSE: Sorry, I can't.

PROMPT: Would you help Barbara with those big boxes?
TEMPLATE: (yes)
RESPONSE: Yes, I'll be happy to help her.

PROMPT: Could you finish changing this tire? My back hurts.
TEMPLATE: (no)
RESPONSE: I'm sorry, but I can't.

# Source: ST §Sure... Sorry...
$PRODUCE Sure... Sorry...
ID: l3-s24
INTRO: More answers: "Sure" when you can, "Sorry" when you can't. The cue on the screen decides for you.
INSTRUCTION: Answer politely according to the cue.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept polite responses that agree or decline according to the cue's direction.

EXAMPLE
PROMPT: Would you please lend me your dictionary?
TEMPLATE: (no)
RESPONSE: Sorry, but I don't have one.

EXAMPLE
PROMPT: Would you please hand me the dictionary?
TEMPLATE: (yes)
RESPONSE: Sure, I'd be happy to.

PROMPT: Could you please lend me your wrench?
TEMPLATE: (no)
RESPONSE: Sorry, but I don't have one.

PROMPT: Would you please pass me the sugar?
TEMPLATE: (yes)
RESPONSE: Sure, here you are.

PROMPT: Could you help me jack up the car?
TEMPLATE: (yes)
RESPONSE: Sure, I'd be glad to help.

PROMPT: Would you mind closing the window?
TEMPLATE: (no / will do)
RESPONSE: Not at all, I'll close it right away.

# Source: ST §Would You Help Me Fix My Car?
$PRODUCE Request and Reply
ID: l3-s21
INTRO: Now play both sides: make a polite request with "could" or "would" from the cue on the screen, then give the reply yourself.
INSTRUCTION: Make the request, then give a complete response.
INPUT: speak
CHECK: llm
RUBRIC: Accept any valid request using "could" or "would" built from the cue, followed by a matching response with "can" or "will". Either an accepting or a declining response is fine.

EXAMPLE
TEMPLATE: (open window)
RESPONSE: Could you help me open this window?\n— Yes, sure, I think I can.

TEMPLATE: (go to the mall)
RESPONSE: Would you go to the mall with me?\n— Yes, I'll be happy to.

TEMPLATE: (change tire)
RESPONSE: Could you help me change this tire?\n— Sure, I can help you.

TEMPLATE: (clean the kitchen)
RESPONSE: Would you help me clean the kitchen?\n— Sorry, I can't right now.

TEMPLATE: (fasten your seatbelt)
RESPONSE: Would you please fasten your seatbelt?\n— Yes, I will.

TEMPLATE: (take a message)
RESPONSE: Could you please take a message for me?\n— Of course I can.

TEMPLATE: (lock the door)
RESPONSE: Would you please lock the door?\n— Sure, I will.

TEMPLATE: (call back at 7:00)
RESPONSE: Could you call back at 7:00?\n— Yes, I can call back then.

TEMPLATE: (fix the sink)
RESPONSE: Would you help me fix the sink?\n— I'm sorry, I can't.

# Source: ST §Could I Borrow Your ...? (pair task recast for solo play)
$PRODUCE Could I Borrow...?
ID: l3-s25
INTRO: You need something; your friend may or may not have it. Ask to borrow it, then answer for the friend — hand it over, or apologize and offer a substitute.
INSTRUCTION: Ask to borrow the item, then give the friend's reply.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a request with "Could I borrow..." (or "Can I borrow...") plus a sensible reply: agree if the friend has the item, otherwise apologize and offer one of the friend's items as an alternative.

EXAMPLE
PROMPT: You want a pen. Your friend has a pencil, a dictionary, a soda, and a textbook.
RESPONSE: Could I borrow your pen?\n— Sorry, I don't have one. Would you like to use my pencil?

PROMPT: You want a textbook. Your friend has a pencil, a notebook, a soda, and a dictionary.
RESPONSE: Could I borrow your textbook?\n— Sorry, I don't have one. Would you like to use my notebook?

PROMPT: You want a blanket. Your friend has a sheet, a coat, a towel, and a sweater.
RESPONSE: Could I borrow your blanket?\n— Sorry, I don't have one. Would you like to use my coat?

PROMPT: You want toothpaste. Your friend has toothpaste, a brush, a mirror, and shampoo.
RESPONSE: Could I borrow your toothpaste?\n— Sure, here it is.

PROMPT: You want a wrench. Your friend has a wrench, a spoon, a bolt, and a knife.
RESPONSE: Could I borrow your wrench?\n— Sure, here you go.

PROMPT: You want a soda. Your friend has orange juice, tea, coffee, and water.
RESPONSE: Could I borrow a soda? — Sorry, I don't have one. Would you like some orange juice?

PROMPT: You want a pencil. Your friend has a pen, a bolt, a wrench, and a nut.
RESPONSE: Could I borrow your pencil? — Sorry, I don't have one. Would you like to use my pen?

PROMPT: You want a piece of gum. Your friend has a candy bar, chips, a soda, and fruit.
RESPONSE: Could I borrow a piece of gum? — Sorry, I don't have any. Would you like a candy bar?

PROMPT: You want a jack. Your friend has a wrench, a nut, a bolt, and a knife.
RESPONSE: Could I borrow your jack? — Sorry, I don't have one. I only have a wrench.

# SKIPPED (book): Reading Skill "HOW MUCH?" and "APARTMENTS FOR RENT" (pp. 111–112) — scanning exercises based on classroom transparency masters not included in the text body.

# Source: LLA 3C Figure 5
$DIALOGUE In the Clothing Store
ID: 10-3c-f5-dialogue
INTRO: A clerk, a customer, and some new fall suits. Listen to the conversation — questions follow.
INSTRUCTION: Listen to the dialogue.

Clerk: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
Clerk: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
Clerk: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
Clerk: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
Customer: All right, thanks. {bk10-l3c-f5-08.mp3}

# Source: LLA 3C Figure 5 (questions)
$PRODUCE Questions About the Clothing Store
ID: 10-3c-f5
REFERENCE: 10-3c-f5-dialogue
INTRO: Answer each question about the conversation aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: llm
REPEAT
SHOW_PROMPT

PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
RUBRIC: Accept any statement that the men are in a clothing store or department store.

PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
RUBRIC: Accept any negative response indicating he does not want to buy anything or is just looking.

PROMPT: What's the clerk's name? {bk10-l3c-f5-11-q.mp3}
RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
RUBRIC: Accept any response stating that the clerk's name is Charles.

PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
RUBRIC: Accept any statement that the suits are next to or near the shirts and sweaters.

PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
RUBRIC: Accept any statement that the customer said they looked very nice or good.

# Source: LLA 3C Figure 6
$SELECT Word Stress: Longer Words
ID: 10-3c-f6
INTRO: Longer words this time — up to four syllables. Listen, tap the number of the strongest syllable, then repeat the word.
INSTRUCTION: Tap the stressed syllable.
REPEAT

OPTION: 1 | 1st syllable
OPTION: 2 | 2nd syllable
OPTION: 3 | 3rd syllable
OPTION: 4 | 4th syllable

EXAMPLE
PROMPT: cafeteria {bk10-l3c-f6-ex.mp3}
ANSWER: 3
FEEDBACK: cafeteria {bk10-l3c-f6-ex-fb.mp3}

PROMPT: politely {bk10-l3c-f6-01.mp3}
ANSWER: 2
FEEDBACK: politely {bk10-l3c-f6-01-fb.mp3}

PROMPT: popular {bk10-l3c-f6-02.mp3}
ANSWER: 1
FEEDBACK: popular {bk10-l3c-f6-02-fb.mp3}

PROMPT: operate {bk10-l3c-f6-03.mp3}
ANSWER: 1
FEEDBACK: operate {bk10-l3c-f6-03-fb.mp3}

PROMPT: another {bk10-l3c-f6-04.mp3}
ANSWER: 2
FEEDBACK: another {bk10-l3c-f6-04-fb.mp3}

PROMPT: finally {bk10-l3c-f6-05.mp3}
ANSWER: 1
FEEDBACK: finally {bk10-l3c-f6-05-fb.mp3}

PROMPT: favorite {bk10-l3c-f6-06.mp3}
ANSWER: 1
FEEDBACK: favorite {bk10-l3c-f6-06-fb.mp3}

PROMPT: selection {bk10-l3c-f6-07.mp3}
ANSWER: 2
FEEDBACK: selection {bk10-l3c-f6-07-fb.mp3}

PROMPT: everyone {bk10-l3c-f6-08.mp3}
ANSWER: 1
FEEDBACK: everyone {bk10-l3c-f6-08-fb.mp3}

PROMPT: everybody {bk10-l3c-f6-09.mp3}
ANSWER: 1
FEEDBACK: everybody {bk10-l3c-f6-09-fb.mp3}

PROMPT: introduce {bk10-l3c-f6-10.mp3}
ANSWER: 3
FEEDBACK: introduce {bk10-l3c-f6-10-fb.mp3}

PROMPT: introduction {bk10-l3c-f6-11.mp3}
ANSWER: 3
FEEDBACK: introduction {bk10-l3c-f6-11-fb.mp3}

PROMPT: variety {bk10-l3c-f6-12.mp3}
ANSWER: 2
FEEDBACK: variety {bk10-l3c-f6-12-fb.mp3}

# Source: LLA 3C Figure 7 (passage 1)
$DIALOGUE Ted's Car
ID: 10-3c-f7-story1
INTRO: Ted's car looks good. His tires have other plans. Listen to the paragraph.
INSTRUCTION: Listen to the passage.

LINE: Ted drives his car a lot. {bk10-l3c-f7-01a.mp3}
LINE: His car is 2 years old, and his tires are too. {bk10-l3c-f7-01b.mp3}
LINE: The car looks good, but the tires don't. {bk10-l3c-f7-01c.mp3}
LINE: He has to put air in his tires often. {bk10-l3c-f7-01d.mp3}
LINE: When the streets are wet, Ted can't stop his car quickly. {bk10-l3c-f7-01e.mp3}
LINE: Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-01f.mp3}

# Source: LLA 3C Figure 7 (question 1)
$PRODUCE Main Idea: Ted's Car
ID: 10-3c-f7-q1
REFERENCE: 10-3c-f7-story1
INTRO: What is the main idea of the paragraph about Ted's car? State it in one complete sentence.
INSTRUCTION: State the main idea.
INPUT: speak
CHECK: llm

PROMPT: What is the main idea of the paragraph about Ted's car?
RESPONSE: Ted needs new tires.
RUBRIC: Accept any sentence stating that Ted needs new tires or that the tires on his car are bad.

# Source: LLA 3C Figure 7 (passage 2)
$DIALOGUE Maria and the Mall
ID: 10-3c-f7-story2
INTRO: Everyone loves the mall — everyone except Maria. Listen to the paragraph.
INSTRUCTION: Listen to the passage.

LINE: Maria has to go to the mall today, but she doesn't want to. {bk10-l3c-f7-02a.mp3}
LINE: She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. {bk10-l3c-f7-02b.mp3}
LINE: The clerks at the mall never seem to see her. {bk10-l3c-f7-02c.mp3}
LINE: They always help others first. {bk10-l3c-f7-02d.mp3}
LINE: All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-02e.mp3}

# Source: LLA 3C Figure 7 (question 2)
$PRODUCE Main Idea: Maria and the Mall
ID: 10-3c-f7-q2
REFERENCE: 10-3c-f7-story2
INTRO: What is the main idea of the paragraph about Maria? State it in one complete sentence.
INSTRUCTION: State the main idea.
INPUT: speak
CHECK: llm

PROMPT: What is the main idea of the paragraph about Maria?
RESPONSE: Maria doesn't like to go to the mall.
RUBRIC: Accept any sentence stating that Maria does not like or enjoy going to or shopping at the mall.

$SESSION 3-6: Reporting Commands and Requests

# Source: LLA 3D Figure 1
$DIALOGUE What Did She Say to Do?
ID: 10-3d-f1
INTRO: In this part you'll learn to pass messages along: "She said to...", "He asked me to...". Listen to three short scenes and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
Ken: What did Kim say to do? {bk10-l3d-f1-02.mp3}
Jan: She said to tell Mike hello for her. {bk10-l3d-f1-03.mp3}

Mom: Sue, wear your raincoat. {bk10-l3d-f1-04.mp3}
Sue: What did Mom say to wear? {bk10-l3d-f1-05.mp3}
Dan: She said to wear your raincoat. {bk10-l3d-f1-06.mp3}

Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}

# Source: ST §What Did He Say?
$DIALOGUE What Did He Say?
ID: l3-s26
INTRO: Three more scenes — a captain, a dad, and a major, all being quoted behind their backs. Repeat each line.
INSTRUCTION: Repeat the dialogs.
REPEAT

Capt_Moreno: Sgt Kline, report to the major's office right now.
Sgt_Kline: Yes, sir.
Sgt_Anderson: What did the Captain say?
Sgt_Kline: He said to report to the Major's office.

Dad: Freddy, hang your coat up.
Freddy: Okay, Dad, in a minute.
Susie: Freddy, what did Dad say?
Freddy: He said to hang my coat up.

Maj_Jones: Ms. Rogers, could you get me the dictionary?
Ms_Rogers: Yes, sir. I'll do it right now.
Mr_Thompson: What did Maj Jones ask you?
Ms_Rogers: Maj Jones asked me to get him the dictionary.

# Source: new (gap: reported commands/requests are drilled in LLA 3D and ST but never explained)
$GRAMMAR Reporting What People Said
ID: 10-3d-g1
INTRO: The pattern behind everything you just heard, in three short cards.

CARD: To report a command, use **said to** plus the verb. {He said to lock the garage door.} {She said to wear your raincoat.}

CARD: For a negative command, use **said not to**. {He said not to mark on our test booklets.}

CARD: A polite request is reported with **asked (me) to**. {Maj Jones asked me to get him the dictionary.}

# Source: LLA 3D Figure 2
$PRODUCE Report the Command
ID: 10-3d-f2
INTRO: Listen to each command and question. Answer aloud by reporting what the person said to do, then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Check the front tires.\nWhat did he say to do? {bk10-l3d-f2-ex-q.mp3}
RESPONSE: He said to check the front tires. {bk10-l3d-f2-ex-a.mp3}

PROMPT: Lock the garage door.\nWhat did he say to do? {bk10-l3d-f2-01-q.mp3}
RESPONSE: He said to lock the garage door. {bk10-l3d-f2-01-a.mp3}

PROMPT: Put the tire in the trunk.\nWhat did he say to do? {bk10-l3d-f2-02-q.mp3}
RESPONSE: He said to put the tire in the trunk. {bk10-l3d-f2-02-a.mp3}

PROMPT: Wash the car today.\nWhat did he say to do? {bk10-l3d-f2-03-q.mp3}
RESPONSE: He said to wash the car today. {bk10-l3d-f2-03-a.mp3}

PROMPT: Turn the light on.\nWhat did he say to do? {bk10-l3d-f2-04-q.mp3}
RESPONSE: He said to turn the light on. {bk10-l3d-f2-04-a.mp3}

PROMPT: Don't leave now.\nWhat did he say not to do? {bk10-l3d-f2-05-q.mp3}
RESPONSE: He said not to leave now. {bk10-l3d-f2-05-a.mp3}

PROMPT: Wait a few minutes.\nWhat did he say to do? {bk10-l3d-f2-06-q.mp3}
RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}

# Source: LLA 3D Figure 3
$PRODUCE Complete the Conversation
ID: 10-3d-f3
INTRO: Mrs. Hill is giving instructions to the whole family. Complete each conversation aloud by asking or answering the question, then repeat the model answer.
INSTRUCTION: Complete the conversation aloud.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Mrs. Hill: Billy, hang up your coat.
TEMPLATE: Mr. Hill: She said to hang up your coat.
PROMPT: Billy, hang up your coat. {bk10-l3d-f3-01-q.mp3}
RESPONSE: What did she say to do? {bk10-l3d-f3-01-a.mp3}

TEMPLATE: Mrs. Hill: Please feed the dog, Billy.
TEMPLATE: Mr. Hill: She said to feed the dog.
PROMPT: Please feed the dog. {bk10-l3d-f3-02-q.mp3}
RESPONSE: What did she say to do? {bk10-l3d-f3-02-a.mp3}

TEMPLATE: Mrs. Hill: John, please return Dr. Smith's call.
TEMPLATE: Mr. Hill: What did she say to do?
PROMPT: John, please return Dr. Smith's call.\n— What did she say to do? {bk10-l3d-f3-03-q.mp3}
RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}

TEMPLATE: Mrs. Hill: Do your homework now, Billy.
TEMPLATE: Billy: What did she say to do?
PROMPT: Do your homework now, Billy.\n— What did she say to do? {bk10-l3d-f3-04-q.mp3}
RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}

TEMPLATE: Mrs. Hill: Please give Billy some lunch money.
TEMPLATE: Billy: What did she say to give me?
PROMPT: Please give Billy some lunch money.\n— What did she say to give me? {bk10-l3d-f3-05-q.mp3}
RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}

TEMPLATE: Mrs. Hill: Please, put gas in the car.
TEMPLATE: Mr. Hill: Billy, what did your mother say to do?
PROMPT: Please put gas in the car.\n— Billy, what did your mother say to do? {bk10-l3d-f3-06-q.mp3}
RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}

# Source: ST §Report the Command or Request
$PRODUCE Report What Was Said
ID: l3-s27
INTRO: Read each command or request, then report it: "said to" for commands, "asked me to" for requests.
INSTRUCTION: Report what was said or asked.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept indirect speech forms using "He/She said to...", "He/She said not to...", or "He/She asked me to...". The reported form is the point — repeating the direct command fails.

EXAMPLE
PROMPT: Report to the colonel at 1300.
RESPONSE: He said to report to the colonel at 1300.

EXAMPLE
PROMPT: Could you pass me the salt, please?
RESPONSE: She asked me to pass her the salt.

PROMPT: Pick up Capt Walker at 1300.
RESPONSE: He said to pick up Capt Walker at 1300.

PROMPT: Call Capt Walker at the dispensary.
RESPONSE: He said to call Capt Walker at the dispensary.

PROMPT: Would you hand me the dictionary?
RESPONSE: She asked me to hand her the dictionary.

PROMPT: Could you lend me a pencil?
RESPONSE: He asked me to lend him a pencil.

PROMPT: Get Sgt Powers on the phone for me.
RESPONSE: He said to get Sgt Powers on the phone for him.

PROMPT: Would you turn out the lights?
RESPONSE: She asked me to turn out the lights.

PROMPT: Lock the garage door.
RESPONSE: He said to lock the garage door.

PROMPT: Please hand out the papers.
RESPONSE: She asked me to hand out the papers.

# Source: ST §He Asked Me to Pick Up ... (recast: request supplied, learner reports it)
$PRODUCE What Did He Ask You?
ID: l3-s28
INTRO: Listen to the request and the question that follows, then report it aloud. Careful — some of these are "asked me NOT to".
INSTRUCTION: Report the request aloud.
INPUT: speak
CHECK: reveal

EXAMPLE
PROMPT: Will you pick up my clothes at the laundry?\nWhat did he ask you?
RESPONSE: He asked me to pick up his clothes at the laundry.

PROMPT: Would you go to the store for me?\nWhat did she ask you?
RESPONSE: She asked me to go to the store for her.

PROMPT: Could you put these books on the shelf?\nWhat did he ask you?
RESPONSE: He asked me to put those books on the shelf.

PROMPT: Please don't close the window.\nWhat did he ask you?
RESPONSE: He asked me not to close the window.

PROMPT: Could you circle the correct answer?\nWhat did she ask you?
RESPONSE: She asked me to circle the correct answer.

PROMPT: Please don't turn off the radio.\nWhat did he ask you?
RESPONSE: He asked me not to turn off the radio.

PROMPT: Would you clean the blackboard?\nWhat did she ask you?
RESPONSE: She asked me to clean the blackboard.

PROMPT: Please don't walk on the wet floor.\nWhat did he ask you?
RESPONSE: He asked me not to walk on the wet floor.

PROMPT: Could you hand me that wrench?\nWhat did he ask you?
RESPONSE: He asked me to hand him that wrench.

PROMPT: Report to the captain immediately.\nWhat did he say?
RESPONSE: He said to report to the captain immediately.

PROMPT: Would you call me at seven o'clock?\nWhat did she ask you?
RESPONSE: She asked me to call her at seven o'clock.

$SESSION 3-7: Silver City and Reading Skills

# Source: LLA 3D Figure 4
$DIALOGUE Dan and Sam in Silver City
ID: 10-3d-f4
INTRO: Last part: a drive around Silver City with Dan and Sam, then some reading skills to close the lesson. Dan has been away seven years — the city hasn't waited for him. Just listen.
INSTRUCTION: Listen to the conversation.

Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
Dan: Seven years ago. {bk10-l3d-f4-03.mp3}
Sam: Silver City has really changed a lot in that time. {bk10-l3d-f4-04.mp3}
Dan: Yes, it has. {bk10-l3d-f4-05.mp3}
Sam: There are more people and a lot of new buildings. {bk10-l3d-f4-06.mp3}
Dan: What's that large place on the right? {bk10-l3d-f4-07.mp3}
Sam: That's the Silver Star Mall. {bk10-l3d-f4-08.mp3}
Dan: Do you want to eat lunch there? {bk10-l3d-f4-09.mp3}
Sam: Yes, I certainly do. {bk10-l3d-f4-10.mp3}
Dan: I'll only be here for five days, and I want to see everything. {bk10-l3d-f4-11.mp3}

# Source: LLA 3D Figure 4 (questions)
$PRODUCE Questions About Dan and Sam
ID: 10-3d-f4-b
REFERENCE
INTRO: Answer each question about Dan and Sam's conversation aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Who's driving the car? {bk10-l3d-f4-q01.mp3}
RESPONSE: Sam is driving the car. {bk10-l3d-f4-a01.mp3}

PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-q02.mp3}
RESPONSE: They're in Silver City. {bk10-l3d-f4-a02.mp3}

PROMPT: When did Dan move away from there? {bk10-l3d-f4-q03.mp3}
RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-a03.mp3}

PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-q04.mp3}
RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-a04.mp3}

# Source: LLA 3D Figure 5
$DIALOGUE Directions to Sam's House {page_071_001.jpg|A street map of Silver City showing Highway 50, Airport Road, Easy Street, High Street, 1st Street, and 2nd Street, with lettered locations A through H}
ID: 10-3d-f5-dialogue
INTRO: Sam gives Dan directions across Silver City — corners, blocks, north and south. Follow along on the map as you listen.
INSTRUCTION: Follow the directions on the map.

LINE: When Dan returned to Silver City for the first time in 7 years, he realized there were a lot of changes. {bk10-l3d-f5-01.mp3}
LINE: He decided to rent a car at the airport. {bk10-l3d-f5-02.mp3}
LINE: He called his friend Sam and asked for directions to his house. {bk10-l3d-f5-03.mp3}
LINE: Sam told him to take Airport Road into town. {bk10-l3d-f5-04.mp3}
LINE: The Landmark Hotel will be on your left, just before you get to Highway 50. {bk10-l3d-f5-05.mp3}
LINE: On the southeast corner of Airport Road and Highway 50, you will see the Silver Star Mall. {bk10-l3d-f5-06.mp3}
LINE: You turn north at that corner onto Highway 50, and you go one block to Easy Street. {bk10-l3d-f5-07.mp3}
LINE: The Silver Dollar Restaurant will be on the northwest corner. {bk10-l3d-f5-08.mp3}
LINE: You turn east on Easy Street. {bk10-l3d-f5-09.mp3}
LINE: The New Money Bank will be on your right in that first block. {bk10-l3d-f5-10.mp3}
LINE: The next street will be 1st Street. {bk10-l3d-f5-11.mp3}
LINE: After you've crossed 1st Street, the Sure-Care Clinic will be on the left, and the City Library will be on the other side of the street. {bk10-l3d-f5-12.mp3}
LINE: Turn north at the next corner onto 2nd Street. {bk10-l3d-f5-13.mp3}
LINE: The High School Gym will be on your right. {bk10-l3d-f5-14.mp3}
LINE: You'll cross High Street and see the old post office on the right. {bk10-l3d-f5-15.mp3}
LINE: Stay on 2nd Street and go out of downtown. My address is 2024 2nd Street. {bk10-l3d-f5-16.mp3}

# Source: LLA 3D Figure 5 (map task)
$SELECT Find the Buildings {page_071_001.jpg|A street map of Silver City showing Highway 50, Airport Road, Easy Street, High Street, 1st Street, and 2nd Street, with lettered locations A through H}
ID: 10-3d-f5
REFERENCE
INTRO: Based on the map and Sam's directions, match each building name to its letter on the map. Open the directions again if you get lost — Dan did.
INSTRUCTION: Tap the correct letter for each building.

OPTION: a | A
OPTION: b | B
OPTION: c | C
OPTION: d | D
OPTION: e | E
OPTION: f | F
OPTION: g | G
OPTION: h | H

TEMPLATE: Landmark Hotel
ANSWER: e
FEEDBACK: The Landmark Hotel is Building E. {bk10-l3d-f5-fb01.mp3}

TEMPLATE: Silver City Mall
ANSWER: h
FEEDBACK: The Silver City Mall is H. {bk10-l3d-f5-fb02.mp3}

TEMPLATE: Silver Dollar Restaurant
ANSWER: b
FEEDBACK: The Silver Dollar Restaurant is B. {bk10-l3d-f5-fb03.mp3}

TEMPLATE: New Money Bank
ANSWER: f
FEEDBACK: The New Money Bank is F. {bk10-l3d-f5-fb04.mp3}

TEMPLATE: city library
ANSWER: g
FEEDBACK: The City Library is G. {bk10-l3d-f5-fb05.mp3}

TEMPLATE: old post office
ANSWER: a
FEEDBACK: The old post office is A. {bk10-l3d-f5-fb06.mp3}

TEMPLATE: Sure-Care Clinic
ANSWER: c
FEEDBACK: The Sure-Care Clinic is C. {bk10-l3d-f5-fb07.mp3}

TEMPLATE: high school gym
ANSWER: d
FEEDBACK: The High School Gym is D. {bk10-l3d-f5-fb08.mp3}

# Source: LLA 3D Figure 6
$DIALOGUE Look at That Car!
ID: 10-3d-f6
INTRO: Mike and David spot a fast-looking car. Listen for the stressed words — they carry the argument — and repeat each line.
INSTRUCTION: Listen and repeat each line with the correct stress.
REPEAT

Mike: Look at that *car*! {bk10-l3d-f6-01.mp3}
David: *Which* car? {bk10-l3d-f6-02.mp3}
Mike: The *blue* one. {bk10-l3d-f6-03.mp3}
David: The blue one *next to us*? {bk10-l3d-f6-04.mp3}
Mike: Yes, *that* one. {bk10-l3d-f6-05.mp3}
David: That's *Jim's* car. {bk10-l3d-f6-06.mp3}
Mike: *Jim White*? {bk10-l3d-f6-07.mp3}
David: Not Jim White, *Jim Brown*. {bk10-l3d-f6-08.mp3}
Mike: Do you *like* it? {bk10-l3d-f6-09.mp3}
David: I like the *wheel* covers. {bk10-l3d-f6-10.mp3}
Mike: They make the car look *fast*. {bk10-l3d-f6-11.mp3}
David: Yes, fast and *expensive*. {bk10-l3d-f6-12.mp3}

# Source: LLA 3D Figure 7
$SELECT Choose the Best Response
ID: 10-3d-f7
INTRO: A quick check on the lesson's words — "loose", "remove", "inflate", and the rest. Listen to each sentence or question, tap the best response, then repeat the correct answer.
INSTRUCTION: Tap the best response.
REPEAT

PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01.mp3}
OPTION: a | They are right for her.
OPTION: b | They are small for her.
OPTION: c | They are large for her.
ANSWER: c
FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-fb01.mp3}

PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02.mp3}
OPTION: a | automobiles
OPTION: b | boats
OPTION: c | bicycles
ANSWER: b
FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-fb02.mp3}

PROMPT: Ann removed one glove. {bk10-l3d-f7-03.mp3}
OPTION: a | Ann is wearing a glove.
OPTION: b | Ann put on her glove.
OPTION: c | Ann took off her glove.
ANSWER: c
FEEDBACK: Ann took off her glove. {bk10-l3d-f7-fb03.mp3}

PROMPT: Glen has enough money. {bk10-l3d-f7-04.mp3}
OPTION: a | Glen doesn't have any money.
OPTION: b | Glen needs to borrow money.
OPTION: c | Glen doesn't need any more money.
ANSWER: c
FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-fb04.mp3}

PROMPT: Mary's answer was quick. {bk10-l3d-f7-05.mp3}
OPTION: a | Mary gave a fast answer.
OPTION: b | Mary answered slowly.
OPTION: c | Mary didn't answer.
ANSWER: a
FEEDBACK: Mary gave a fast answer. It was quick. {bk10-l3d-f7-fb05.mp3}

PROMPT: Ken's belt is tight. {bk10-l3d-f7-06.mp3}
OPTION: a | He ate too much.
OPTION: b | He's hungry.
OPTION: c | He didn't eat.
ANSWER: a
FEEDBACK: Ken's belt is tight because he ate too much. {bk10-l3d-f7-fb06.mp3}

PROMPT: Why is Pat hurrying? {bk10-l3d-f7-07.mp3}
OPTION: a | She's late.
OPTION: b | She's early.
OPTION: c | She's not here.
ANSWER: a
FEEDBACK: Pat's hurrying because she's late. {bk10-l3d-f7-fb07.mp3}

PROMPT: Roger raised the desk. {bk10-l3d-f7-08.mp3}
OPTION: a | Roger sat on the desk.
OPTION: b | Roger worked at his desk.
OPTION: c | Roger lifted the desk.
ANSWER: c
FEEDBACK: Roger lifted the desk. {bk10-l3d-f7-fb08.mp3}

PROMPT: Nan inflated the soccer ball. {bk10-l3d-f7-09.mp3}
OPTION: a | The soccer ball got flat.
OPTION: b | The soccer ball got larger.
OPTION: c | The soccer ball was small.
ANSWER: b
FEEDBACK: The soccer ball got larger when Nan inflated it. {bk10-l3d-f7-fb09.mp3}

PROMPT: Why does Alan need the wrench? {bk10-l3d-f7-10.mp3}
OPTION: a | Because he's tired.
OPTION: b | Because he's fixing the machine.
OPTION: c | Because his belt is tight.
ANSWER: b
FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-fb10.mp3}

# Source: ST §Reading: Three Paragraphs
$GRAMMAR Reading: Four Short Paragraphs
ID: l3-s6-r
READING
INTRO: Four short paragraphs to read — Martha, Joe, some manners, and Beth. You'll answer questions about topic, main idea, and titles next.

CARD: **Paragraph 1.** Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.

CARD: **Paragraph 2.** Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.

CARD: **Paragraph 3.** There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.

CARD: **Paragraph 4.** Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.

# Source: ST §What's the Topic?
$PRODUCE What's the Topic?
ID: l3-s6
REFERENCE: l3-s6-r
INTRO: The topic is what a paragraph is about — a short phrase, not a sentence. Type the topic of Paragraph 1.
INSTRUCTION: Type the topic in a short phrase.
INPUT: type
CHECK: llm
RUBRIC: Accept any short phrase stating Martha's birthday money or spending her birthday money.

PROMPT: Paragraph 1: what is the topic?
RESPONSE: Martha's birthday money

# Source: ST §What's the Main Idea?
$PRODUCE What's the Main Idea?
ID: l3-s7
REFERENCE: l3-s6-r
INTRO: Now full sentences: state the main idea of each paragraph. Open the reading whenever you need it.
INSTRUCTION: State the main idea in a complete sentence.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any complete sentence expressing the same main idea in other words. A detail from the paragraph instead of the main point fails.

EXAMPLE
PROMPT: Paragraph 1: what is the main idea?
RESPONSE: Martha couldn't decide how to spend her money.

PROMPT: Paragraph 2: what is the main idea?
RESPONSE: Joe is getting worse while trying to decide whether to see a doctor or take medicine.

PROMPT: Paragraph 3: what is the main idea?
RESPONSE: There are several rules for making polite introductions in the United States.

# Source: ST §What Do You Want to Call It?
$SELECT Pick the Best Title
ID: l3-s8
REFERENCE: l3-s6-r
INTRO: A good title fits the whole paragraph, not just one detail. Read Paragraph 4 and tap the best title.
INSTRUCTION: Tap the best title.
OPTION: a | A Cold Winter
OPTION: b | A New Coat
OPTION: c | Department Stores

TEMPLATE: Paragraph 4: select the best title.
ANSWER: b

# Source: ST §Reading: Three Paragraphs for Summary
$GRAMMAR Reading: Brad, Ned, and Lucy
ID: l3-s29-r
READING
INTRO: Three more paragraphs to read — a yard, two newspapers, and a cashier. You'll choose the best summary of each.

CARD: **Paragraph 1.** When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.

CARD: **Paragraph 2.** Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.

CARD: **Paragraph 3.** Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.

# Source: ST §What's It All About?
$SELECT Choose the Best Summary
ID: l3-s29
REFERENCE: l3-s29-r
INTRO: A good summary keeps the point and drops the details. For each paragraph, tap the summary that does both.
INSTRUCTION: Tap the best summary.

EXAMPLE
TEMPLATE: Paragraph 1: select the best summary.
OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
ANSWER: a

TEMPLATE: Paragraph 2: select the best summary.
OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
OPTION: c | Ned reads two newspapers. He likes to read the business news.
ANSWER: b

TEMPLATE: Paragraph 3: select the best summary.
OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
ANSWER: b

# Source: ST §Flight Information
$GRAMMAR Flight Information
ID: l3-s30-r
READING
INTRO: Paul is going to Hawaii — eventually. Read the paragraph and study the flight chart; you'll fill in an outline from it next.

CARD: Paul wants to take a vacation in Hawaii. He called the airline for reservations. The clerk gave him this information about the flights. On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two. On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening. Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii.

CARD: ![Flow chart showing flight schedules for Monday, Wednesday, and Saturday](st-page_125_001.jpg)

# Source: ST §Flight Information Outline
$PRODUCE Complete the Flight Outline
ID: l3-s30
REFERENCE: l3-s30-r
INTRO: Fill in the outline with the days and flight times from the chart. Open the reading if you need it.
INSTRUCTION: Complete the outline using the information from the flight chart.
INPUT: type
CHECK: exact

TEMPLATE: Flight Information
SLOT: 1 | Day A | Monday
SLOT: 2 | Flight 1 | 10:00 a.m.
SLOT: 2 | Flight 2 | 2:00 p.m.
SLOT: 1 | Day B | Wednesday
SLOT: 2 | Flight 1 | 10:00 a.m.
SLOT: 2 | Flight 2 | 2:00 p.m.
SLOT: 1 | Day C | Saturday
SLOT: 2 | Flight 1 | 9:00 a.m.
SLOT: 2 | Flight 2 | 1:00 p.m.
SLOT: 2 | Flight 3 | 8:00 p.m.

# Source: ST §Make a Sentence
$PRODUCE Make One Sentence
ID: l3-s31
INTRO: Combine each pair of sentences into one. And that's the lesson — you can now fix a flat, ask for the wrench politely, and report exactly who told you to do it.
INSTRUCTION: Combine the two sentences into one sentence.
INPUT: type
CHECK: exact

TEMPLATE: He loosened the nuts. He loosened them with a wrench.
RESPONSE: He loosened the nuts with a wrench.
ACCEPT: He loosened the nuts with a wrench. | He loosened the nuts with the wrench.

TEMPLATE: The man removed the hub cap. He removed it from the wheel.
RESPONSE: The man removed the hub cap from the wheel.
ACCEPT: The man removed the hub cap from the wheel.

TEMPLATE: Brad raised the car. He raised it with the jack.
RESPONSE: Brad raised the car with the jack.
ACCEPT: Brad raised the car with the jack. | Brad raised the car with a jack.

TEMPLATE: Mary goes to class. She goes at night.
RESPONSE: Mary goes to class at night.
ACCEPT: Mary goes to class at night.

TEMPLATE: Fred drove his car. He drove it to work.
RESPONSE: Fred drove his car to work.
ACCEPT: Fred drove his car to work.

TEMPLATE: He has a spare tire. It is in the trunk.
RESPONSE: He has a spare tire in the trunk.
ACCEPT: He has a spare tire in the trunk.