alc-english/book-9-lesson-1.module

$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg|An illustration of a busy bank lobby showing customers interacting with tellers and bank staff at various service counters}
FORMAT: 2
DIOCO_DOC_ID: alc_book9_lesson1
DESCRIPTION: Banking and identification vocabulary, future plans with the present progressive, reasons with "because", and describing things with "taste", "look", "feel", "sound", and "smell".
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, lightly witty teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Mark | puck | Male speaker
VOICE: Clerk | aoede | Female bank clerk
VOICE: Student | achird | Male student
VOICE: Woman | aoede | Female bank clerk
VOICE: Jack | schedar | Male speaker
VOICE: Fred | alnilam | Male speaker
VOICE: Mike | rasalgethi | Male speaker
VOICE: Lou | umbriel | Male speaker
VOICE: Jim | fenrir | Male speaker
VOICE: Ray | orus | Male speaker
VOICE: Brad | charon | Male speaker
VOICE: John | achird | Male speaker
VOICE: Teller | gacrux | Female bank teller
VOICE: Mrs_Morris | aoede | Female customer
VOICE: Lt_Andrews | schedar | Male officer
VOICE: Capt_Miles | charon | Male officer
VOICE: Tom | puck | Male speaker
VOICE: Stan | iapetus | Male speaker
VOICE: Pat | achernar | Female speaker
VOICE: Tim | achird | Male speaker
VOICE: Ted | achird | Male speaker
VOICE: Nancy | aoede | Female speaker
VOICE: Ellen | gacrux | Female speaker
VOICE: Bob | umbriel | Male speaker
VOICE: Lt_Sands | orus | Male officer
VOICE: Lt_Reed | iapetus | Male officer
VOICE: Rita | sulafat | Female speaker
VOICE: Lori | leda | Female speaker
VOICE: Allen | schedar | Male speaker
VOICE: Roger | orus | Male speaker
VOICE: Peter | iapetus | Male speaker
VOICE: Harry | schedar | Male speaker
VOICE: Kevin | charon | Male speaker
VOICE: Lt_Jones | orus | Male officer
VOICE: Capt_Smith | achird | Male officer
VOICE: Ed | achird | Male speaker
VOICE: Narrator | achird | speaker (auto)

# NOTE (binding repair note dbe149b): Lesson 1C was never converted — the "Lesson 1C"
# source file is only the printed answer key. This master assembles 9-1 from LLA 1A/1B/1D + ST Lesson 1.

$SESSION 1-1: At the Bank — New Words

# Source: LLA 1A Figure 1
$DIALOGUE ID Cards and Forms
ID: 9-1a-f1
INTRO: In this lesson you'll learn to handle a bank in English — open accounts, cash checks, fill out forms — and later to talk about plans, give reasons, and say how things taste. First, some words about ID cards and forms. Listen and repeat each one.
INSTRUCTION: Listen and repeat each word, sentence, and dialogue.
REPEAT

VOCAB: ID card
LINE: I need a new ID card. {page_011_001.jpg|An identification card showing a photograph of a male officer named Robert B. White with text United States Uniformed Services} {bk09-l1a-f1-01.mp3}

VOCAB: form
LINE: Here's a form. {page_011_002.jpg|An application form containing blank fields for Family Name, First, Middle, Address, City, State, Telephone, Date of Birth, and Signature} {bk09-l1a-f1-02.mp3}

VOCAB: to fill out
LINE: Fill out the form. {page_011_003.jpg|A hand holding a pen filling in a line on a form starting with "Smith"} {bk09-l1a-f1-03.mp3}

VOCAB: signature
LINE: Put your signature on the bottom line. {page_011_004.jpg|A handwritten signature reading "Mark C. Smith" above a printed line labeled "Signature"} {bk09-l1a-f1-04.mp3}

Mark: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3}
Clerk: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3}

LINE: Mark needs a new ID card. {bk09-l1a-f1-07.mp3}
LINE: The person at the desk gives him a form. {bk09-l1a-f1-08.mp3}
LINE: He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-09.mp3}

# Source: LLA 1A Figure 1
$PRODUCE Questions about the Form
ID: 9-1a-f1-qa
REFERENCE: 9-1a-f1
INTRO: Four quick questions about Mark and his form. Answer each one aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What does Mark need? {bk09-l1a-f1-10-q.mp3}
RESPONSE: He needs a new ID card. {bk09-l1a-f1-10-a.mp3}

PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-11-q.mp3}
RESPONSE: The person gives Mark a form. {bk09-l1a-f1-11-a.mp3}

PROMPT: What does Mark do with the form? {bk09-l1a-f1-12-q.mp3}
RESPONSE: He fills it out. {bk09-l1a-f1-12-a.mp3}

PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-13-q.mp3}
RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-13-a.mp3}

# Source: LLA 1A Figure 2
$DIALOGUE Opening a Bank Account
ID: 9-1a-f2
INTRO: Mark is at the bank to open an account — two accounts, actually. Listen to the new words and the conversation, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: to open an account
LINE: I want to open an account at this bank. {page_012_001.jpg|A customer talking to a teller at a bank desk under a sign reading "INFORMATION" and near a sign reading "NEW ACCOUNTS"} {bk09-l1a-f2-01.mp3}

VOCAB: checking account
LINE: I want to open a checking account. {page_012_002.jpg|Hands holding a pen and writing in a checkbook register} {bk09-l1a-f2-02.mp3}

VOCAB: cash
LINE: Mark doesn't want to pay for everything with cash. {page_012_003.jpg|A collection of U.S. dollar bills spread out next to a pile of coins} {bk09-l1a-f2-03.mp3}

VOCAB: checkbook
LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg|A open checkbook showing transaction entries and a blank check at the bottom} {bk09-l1a-f2-04.mp3}

VOCAB: savings account
LINE: I also want to open a savings account. {page_012_005.jpg|Bank documents including a savings account passbook and deposit slip for XYZ National Bank} {bk09-l1a-f2-05.mp3}

VOCAB: to save
LINE: I want to save some money for a trip. {page_012_005.jpg|Bank documents including a savings account passbook and deposit slip for XYZ National Bank} {bk09-l1a-f2-06.mp3}

Mark: Can you help me? I want to open an account at this bank. {bk09-l1a-f2-07.mp3}
Clerk: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3}
Mark: I want to open a checking account. I don't want to pay for everything with cash. {bk09-l1a-f2-09.mp3}
Clerk: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3}
Mark: I also want to open a savings account because I want to save money for a trip. {bk09-l1a-f2-11.mp3}
Clerk: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3}

# Source: LLA 1A Figure 2
$PRODUCE Questions about Mark's Accounts
ID: 9-1a-f2-qa
REFERENCE: 9-1a-f2
INTRO: Now check what happened at the bank. Answer each question aloud in a complete sentence, then listen and repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where is Mark? {bk09-l1a-f2-13-q.mp3}
RESPONSE: Mark is at the bank. {bk09-l1a-f2-13-a.mp3}

PROMPT: What does Mark want to do at the bank? {bk09-l1a-f2-14-q.mp3}
RESPONSE: He wants to open an account. {bk09-l1a-f2-14-a.mp3}

PROMPT: What kinds of accounts does he want to open? {bk09-l1a-f2-15-q.mp3}
RESPONSE: He wants to open a checking account and a savings account. {bk09-l1a-f2-15-a.mp3}

PROMPT: Why did Mark want to open a checking account? {bk09-l1a-f2-16-q.mp3}
RESPONSE: He didn't want to pay for everything with cash. {bk09-l1a-f2-16-a.mp3}

PROMPT: What did the bank clerk give Mark when he opened a checking account? {bk09-l1a-f2-17-q.mp3}
RESPONSE: The clerk gave Mark a checkbook. {bk09-l1a-f2-17-a.mp3}

PROMPT: Why does Mark want to open a savings account? {bk09-l1a-f2-18-q.mp3}
RESPONSE: He wants to save money for a trip. {bk09-l1a-f2-18-a.mp3}

PROMPT: What did the clerk give Mark when he opened a savings account? {bk09-l1a-f2-19-q.mp3}
RESPONSE: The clerk gave Mark an account number. {bk09-l1a-f2-19-a.mp3}

# Source: LLA 1A Figure 3
$DIALOGUE Passports and Deposits
ID: 9-1a-f3
INTRO: Mark is planning a trip, so he needs a passport — and money that stays where he put it. Listen to the new words and sentences, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: passport
LINE: Mark will get a passport for his trip. {page_013_001.jpg|A United States passport showing the official seal and the text 'United States of America'} {bk09-l1a-f3-01.mp3}

VOCAB: bill
LINE: Mark will pay for the passport with a $50 bill. {page_013_002.jpg|A 50 dollar US bill showing 'THE UNITED STATES OF AMERICA' and 'FIFTY DOLLARS'} {bk09-l1a-f3-02.mp3}

VOCAB: to deposit
LINE: Mark will deposit $100 in his savings account. {page_013_003.jpg|A blank savings account deposit slip form from ABC BANK} {bk09-l1a-f3-03.mp3}

VOCAB: deposit slip
LINE: Mark must fill out a deposit slip to put the $100 in his savings account. {page_013_003.jpg|A blank savings account deposit slip form from ABC BANK} {bk09-l1a-f3-04.mp3}

LINE: Mark will save money for a trip. {bk09-l1a-f3-05.mp3}

VOCAB: safe
LINE: His money is safe in the bank. {bk09-l1a-f3-06.mp3}

VOCAB: right away
LINE: Mark will get his passport right away. {bk09-l1a-f3-07.mp3}

VOCAB: information
LINE: Mark's passport has information about him. {bk09-l1a-f3-08.mp3}

# Source: LLA 1A Figure 3
$PRODUCE Type What You Hear
ID: 9-1a-f3-dictation
INTRO: Now use your ears and your keyboard. For each cue word on the screen, listen to the sentences and type exactly what you hear.
INSTRUCTION: Type the complete sentence you hear.
INPUT: type
CHECK: exact

TEMPLATE: save
PROMPT: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}
RESPONSE: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}

TEMPLATE: safe
PROMPT: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}
RESPONSE: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}

TEMPLATE: right away
PROMPT: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}
RESPONSE: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}

TEMPLATE: information
PROMPT: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
RESPONSE: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}

# Source: LLA 1A Figure 3
$PRODUCE Questions about Mark's Money
ID: 9-1a-f3-qa
REFERENCE: 9-1a-f3
INTRO: Three questions about Mark's money and passport — you just typed the answers, so this should feel comfortable. Answer aloud, then repeat the model.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where can we find information about Mark? {bk09-l1a-f3-13-q.mp3}
RESPONSE: We can find information about Mark in his passport. {bk09-l1a-f3-13-a.mp3}

PROMPT: Will Mark spend his money? {bk09-l1a-f3-14-q.mp3}
RESPONSE: No. He will save money for a trip. He won't spend it. {bk09-l1a-f3-14-a.mp3}

PROMPT: Can someone take Mark's money from the bank? {bk09-l1a-f3-15-q.mp3}
RESPONSE: No. His money is safe in the bank. {bk09-l1a-f3-15-a.mp3}

# Source: ST §A Visit to the Bank
$DIALOGUE A Visit to the Bank
ID: l1-s1
INTRO: Now a longer story. Mrs. Newman opens accounts for her whole family — and gets a dollar for her trouble. Just listen; the questions come next.
INSTRUCTION: Listen to the story.

Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg|A woman talking with a bank clerk across an INFORMATION desk inside a bank with security guards and other customers nearby}

Narrator: Mrs. Newman went to the bank to open an account for the family. She will open a savings account and a checking account.

Narrator: The family will use the money in the checking account to pay for the things they buy every day.

Narrator: They will use the money in the savings account for something very important or something very expensive.

VOCAB: to spend
Narrator: Only the Newmans can spend the money in their bank account. It will be safe there.

Narrator: Mrs. Newman asked the clerk for information on how to open an account.
LINE: She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to.

Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg|An application form from First Bank of Houston with numbered blank lines for Name, Address, Job, Work Address, and Phone}

Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg|A signature card from First Bank of Houston with instruction "Sign three times each:" above blank lines}

Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman.
LINE: He will bring in his card later.
VOCAB: to take out (of)
LINE: The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account.

Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg|A United States passport showing the eagle emblem and text "PASSPORT United States of America"}

Narrator: The clerk wanted to know how much money she wanted to deposit in the account. Mrs. Newman gave the clerk $400.00 in cash. {st-page_012_005.jpg|A 100 dollar cash bill}

VOCAB: deposit
Narrator: She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account. She wants to save money to buy a new car.

Narrator: The clerk helped her fill out the forms for a savings account. {st-page_012_004.jpg|A checkbook showing a blank check on top}
LINE: Then she gave Mrs. Newman a checkbook for the checking account.
LINE: She can start writing checks right away.

Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers.

# Source: ST §Questions on A Visit to the Bank
$PRODUCE Questions on the Story
ID: l1-s2
REFERENCE: l1-s1
SHOW_PROMPT
INTRO: Answer the questions about Mrs. Newman's visit in complete sentences, aloud. Open the story again if a detail escapes you — banks keep records, and so do we.
INSTRUCTION: Answer each question aloud in a complete sentence.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: What did Mrs. Newman do at the bank?
RESPONSE: She opened an account for the family.

PROMPT: Why do the Newmans keep their money in the bank?
RESPONSE: It will be safe there.

PROMPT: How will they use the money in their checking account?
RESPONSE: They will use it to pay for things they buy every day.

PROMPT: How will they use the money in the savings account?
RESPONSE: They will use it for something very important or expensive.

PROMPT: What did Mrs. Newman fill out?
RESPONSE: She filled out a form and signed a signature card.

PROMPT: What information did she put on the form?
RESPONSE: She put their names, jobs, address, and phone numbers on the form.

PROMPT: Why did she sign her name on a card?
RESPONSE: So the bank has her signature for identification.

PROMPT: What did she use for identification?
RESPONSE: She used her passport.

PROMPT: How much money did Mrs. Newman give the clerk to open their checking account?
RESPONSE: She deposited $250.00 in the checking account.

PROMPT: How much money did Mrs. Newman deposit in their savings account?
RESPONSE: She deposited $150.00 in the savings account.

PROMPT: Why does Mrs. Newman want to save money?
RESPONSE: She wants to save money to buy a new car.

PROMPT: What does the bank give to all new customers?
RESPONSE: The bank gives a new one-dollar bill to all new customers.

$SESSION 1-2: Bank Conversations

# Source: LLA 1A Figure 4 Dialog 1
$DIALOGUE Opening a Checking Account
ID: 9-1a-f4-d1
INTRO: In this part you'll practice real bank conversations — first as a listener, then playing both sides of the counter. Start with this short exchange about a checking account. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Woman: May I help you? {bk09-l1a-f4-01.mp3}
Student: Yes, I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
Student: Okay. Thanks. {bk09-l1a-f4-04.mp3}

# Source: LLA 1A Figure 4 Dialog 1A
$DIALOGUE You're the Customer: Checking Account
ID: 9-1a-f4-d1-rp-student
REFERENCE: 9-1a-f4-d1
PLAY_ROLE: Student
INTRO: Practice the same conversation. You are the customer this time. The clerk will begin.

# Source: LLA 1A Figure 4 Dialog 1B
$DIALOGUE You're the Clerk: Checking Account
ID: 9-1a-f4-d1-rp-woman
REFERENCE: 9-1a-f4-d1
PLAY_ROLE: Woman
INTRO: Now switch roles. You are the bank clerk, and you begin the conversation.

# Source: LLA 1A Figure 4 Dialog 2
$DIALOGUE Opening a Savings Account
ID: 9-1a-f4-d2
INTRO: A second conversation — this customer starts a savings account with twenty-five dollars. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Woman: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
Student: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
Woman: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
Student: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}

# Source: LLA 1A Figure 4 Dialog 2A
$DIALOGUE You're the Customer: Savings Account
ID: 9-1a-f4-d2-rp-student
REFERENCE: 9-1a-f4-d2
PLAY_ROLE: Student
INTRO: Practice the conversation again. You are the customer. The clerk will begin.

# Source: LLA 1A Figure 4 Dialog 2B
$DIALOGUE You're the Clerk: Savings Account
ID: 9-1a-f4-d2-rp-woman
REFERENCE: 9-1a-f4-d2
PLAY_ROLE: Woman
INTRO: Now switch roles. You are the bank clerk, and you begin.

# Source: LLA 1A Figure 4 Dialog 3
$DIALOGUE Cashing a Check
ID: 9-1a-f4-d3
INTRO: One more scene: cashing a check, with identification and a request for small bills. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Student: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
Woman: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
Student: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
Woman: Yes. That's fine. {bk09-l1a-f4-12.mp3}
Student: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
Student: Yes. Thanks. {bk09-l1a-f4-15.mp3}

# Source: LLA 1A Figure 4 Dialog 3A
$DIALOGUE You're the Clerk: Cashing a Check
ID: 9-1a-f4-d3-rp-woman
REFERENCE: 9-1a-f4-d3
PLAY_ROLE: Woman
INTRO: Practice the conversation. You are the bank clerk. The customer will begin.

# Source: LLA 1A Figure 4 Dialog 3B
$DIALOGUE You're the Customer: Cashing a Check
ID: 9-1a-f4-d3-rp-student
REFERENCE: 9-1a-f4-d3
PLAY_ROLE: Student
INTRO: Now switch roles. You are the customer, and you begin the conversation.

# Source: ST §Bank Expressions
$DIALOGUE Bank Expressions
ID: l1-s9
INTRO: Ten sentences you'll actually say — or hear — at a bank window. Listen and repeat each one.
INSTRUCTION: Listen and repeat these sentences.
REPEAT

LINE: I'd like to open an account.
LINE: Do you want to open a checking account or a savings account?
LINE: I want to open a savings account.
LINE: I'll need your signature on this card.
LINE: Can I make a deposit at this window?
LINE: Yes. Please fill out this deposit slip.
LINE: I'd like to cash a check.
LINE: You need to sign the check on the back, please.
LINE: I want to make a withdrawal.
LINE: Fill out this withdrawal slip and sign your name here.

# Source: ST §Would You Like to Open an Account? (split into one item per gap)
$PRODUCE Complete the Bank Conversations
ID: l1-s10
REFERENCE: l1-s9
INTRO: Now finish the conversations yourself. Type the missing word in each line — the "Bank Expressions" list is right there if your memory takes a coffee break.
INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact

TEMPLATE: — May I help you?
TEMPLATE: — Yes, please. I'd like to ____ an account.
RESPONSE: Yes, please. I'd like to open an account.
ACCEPT: open

TEMPLATE: — What kind of account do you want, a ____ account or a savings account?
RESPONSE: What kind of account do you want, a checking account or a savings account?
ACCEPT: checking

TEMPLATE: — I want a checking ____.
RESPONSE: I want a checking account.
ACCEPT: account

TEMPLATE: — We have different kinds of checking accounts. How much would you like to ____?
RESPONSE: We have different kinds of checking accounts. How much would you like to deposit?
ACCEPT: deposit

TEMPLATE: — One thousand dollars.
TEMPLATE: — Okay. Please read this ____ about the accounts and then sign this card.
RESPONSE: Okay. Please read this information about the accounts and then sign this card.
ACCEPT: information

TEMPLATE: — May I help you?
TEMPLATE: — I'd like to ____ a deposit.
RESPONSE: I'd like to make a deposit.
ACCEPT: make

TEMPLATE: — Okay. ____ out this deposit slip.
RESPONSE: Okay. Fill out this deposit slip.
ACCEPT: fill

TEMPLATE: — Here's the ____, and here's my check.
RESPONSE: Here's the slip, and here's my check.
ACCEPT: slip | form

TEMPLATE: — May I help you, sir?
TEMPLATE: — I want to ____ this check, please.
RESPONSE: I want to cash this check, please.
ACCEPT: cash

TEMPLATE: — I'll need two kinds of identification.
TEMPLATE: — I don't have a driver's license, but I have my ____. Will that be okay for one?
RESPONSE: I don't have a driver's license, but I have my passport. Will that be okay for one?
ACCEPT: passport

TEMPLATE: — That'll be fine. I'll need your ____ right here on the back of the check.
RESPONSE: That'll be fine. I'll need your signature right here on the back of the check.
ACCEPT: signature

TEMPLATE: — Would you like this in large or small bills?
TEMPLATE: — I need five twenty-dollar ____.
RESPONSE: I need five twenty-dollar bills.
ACCEPT: bills

TEMPLATE: — Good morning, sir. May I help you?
TEMPLATE: — I'd like to make a ____ from my savings account.
RESPONSE: I'd like to make a withdrawal from my savings account.
ACCEPT: withdrawal

TEMPLATE: — You'll need a withdrawal slip. Here are some ____ right here.
RESPONSE: You'll need a withdrawal slip. Here are some slips right here.
ACCEPT: slips | forms

TEMPLATE: — Put how much you want to ____ here in numbers and then write it in words there.
RESPONSE: Put how much you want to withdraw here in numbers and then write it in words there.
ACCEPT: withdraw | take out

# SKIPPED (book): ST Function "MAY I HELP YOU?" (pp. 23-24) — open unscripted pair role-play cues (teller / customer); no solo path.

# Source: ST §A Withdrawal
$DIALOGUE A Withdrawal {st-page_018_001.jpg|A bank teller sitting behind a transparent partition window talking to a female customer sitting at the counter}
ID: l1-s5
INTRO: Mrs. Morris wants some of her money back — a withdrawal, not a goodbye. Listen to the dialog and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Teller: Good morning. May I help you?

Mrs_Morris: Yes, thank you.
LINE: I want to take some money out of my savings account.
LINE: What do I need to do to withdraw the money?

VOCAB: to close an account
VOCAB: withdrawal
Teller: Do you want to make a withdrawal or close your account?

Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me.

Teller: You need to fill out this paper.
VOCAB: slip
LINE: It's a withdrawal slip.
VOCAB: to complete
LINE: Please complete the form and be sure to sign it at the bottom.

Mrs_Morris: Thank you. I'll complete the form and return it in a minute.

Teller: Okay.

# Source: ST §Questions on A Withdrawal
$PRODUCE Questions about Mrs. Morris
ID: l1-s6
REFERENCE: l1-s5
SHOW_PROMPT
INTRO: Answer the questions about Mrs. Morris aloud, in complete sentences. The dialog is there to check if you need it.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: Is Mrs. Morris going to deposit money into her account?
RESPONSE: No, she isn't.

PROMPT: Is Mrs. Morris going to close her account?
RESPONSE: No, she isn't.

PROMPT: What does she want to do?
RESPONSE: She wants to make a withdrawal from her savings account.

PROMPT: Why does she want to withdraw money from her account?
RESPONSE: She is going on vacation and needs money.

PROMPT: What does she need to fill out?
RESPONSE: She needs to fill out a withdrawal slip.

# Source: ST §Irregular Past Tense
$GRAMMAR Irregular Past Forms
ID: l1-s3
INTRO: Five verbs from this lesson refuse to take "-ed" in the past — the whole word changes. Here they are.

CARD: Some verbs have irregular past forms — no "-ed", the word itself changes.
{hide} → {hid}
{lose} → {lost}
{spend} → {spent}
{take out of} → {took out of}
{withdraw} → {withdrew}

SUMMARY:
| PRESENT | PAST |
|---|---|
| hide | hid |
| lose | lost |
| spend | spent |
| take out of | took out of |
| withdraw | withdrew |

# Source: ST §I Spent All My Money Yesterday
$DIALOGUE I Spent All My Money Yesterday
ID: l1-s4
INTRO: Now hear the past forms in short conversations — someone hid a hat, someone lost a pen, and Jim spent rather a lot at the bookstore. Listen and repeat.
INSTRUCTION: Listen and repeat each conversation.
REPEAT

VOCAB: to hide
Jack: Did you hide my hat? I can't find it.
Fred: I didn't hide it. Johnny hid it. I think it's under your bed.

Mike: Sam lost his pen.
VOCAB: to lose
Lou: He didn't lose it. It's on his desk.

Jim: Did you spend all your money in the bookstore?
Ray: Yes. I bought 5 books and spent $25.00.

Brad: Did you take the clothes out of the suitcase?
John: Yes, I did. I took them out when we got home.

Jim: I had $350.00 in my savings account. I withdrew $250.00. Now I only have $100.00.
VOCAB: to withdraw
Mark: Are you going to withdraw any more money?
Jim: No, I'm not.

# Source: ST §Where Did You Lose It?
$DIALOGUE Where Did You Lose It? {st-page_020_001.jpg|Left panel: A military officer speaking to another officer who is looking into his open wallet. Right panel: An officer standing in an office talking on a wall-mounted telephone}
ID: l1-s7
INTRO: Lt Andrews has lost his I.D. card — the one thing a store clerk always wants to see. Listen to Capt Miles's advice and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Lt_Andrews: I can't find my I.D. card. I think I lost it.

Capt_Miles: Do you think someone took it?

VOCAB: soon
Lt_Andrews: I don't think so. I'm the only one who can use it. I need to find it soon.

VOCAB: wallet
Capt_Miles: When was the last time you took it out of your wallet?

Lt_Andrews: I took it out at the store. I wrote a check there and I used it for identification.

VOCAB: immediately
Capt_Miles: Well, call the store immediately! They can start looking for it right away.

Lt_Andrews: You're right. Where is the phone?

VOCAB: right here
Capt_Miles: It's right here.

# Source: ST §Questions on Where Did You Lose It?
$PRODUCE Questions about the Lost I.D. Card
ID: l1-s8
REFERENCE: l1-s7
SHOW_PROMPT
INTRO: Answer the questions about the lost I.D. card aloud, in complete sentences.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: What did Lt Andrews lose?
RESPONSE: He lost his I.D. card.

PROMPT: Did someone take his I.D. card?
RESPONSE: No, he doesn't think so.

PROMPT: Does he need it?
RESPONSE: Yes, he needs to find it soon.

PROMPT: Where did he take it out of his wallet?
RESPONSE: He took it out at the store.

PROMPT: What did he use it for?
RESPONSE: He used it for identification to write a check.

PROMPT: What is he going to do?
RESPONSE: He is going to call the store immediately.

# SKIPPED (book): ST Writing Skill "CHART BOX OUTLINES" (pp. 15-17) — empty hierarchy diagrams with no stimulus text or determinate labels.
# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" (p. 17) — instructor-read listening paragraphs not printed in text.

$SESSION 1-3: Future Plans — "I'm Leaving Tomorrow"

# Source: ST §Ted's Leaving Tomorrow
$DIALOGUE Ted's Leaving Tomorrow
ID: l1-s12
INTRO: In this part you'll learn to talk about future plans with sentences like "I'm leaving tomorrow" — present form, future meaning. Read these three short exchanges first.
INSTRUCTION: Read the dialogs.

Tom: I'm going home early today.
Ray: I am too. I'm leaving right after lunch.

Mike: Is Bob eating dinner with his brother tonight?
Stan: Yes. They're going to the new French restaurant.

Pat: Is Ted driving to Miami on Friday?
Tim: No, he's flying down on Saturday.

# Source: ST §Present Progressive for Future Action
$GRAMMAR Present Progressive for the Future
ID: l1-s11
INTRO: "The plane is arriving at 6:00" — it hasn't arrived yet, but the plan is made. Here's how the pattern works.

CARD: The present progressive often expresses a future action which is expected to happen soon.
{The plane is arriving at 6:00.}

CARD: These three sentences all point to the same future arrival.
{The plane will arrive at 6:00.}
{The plane is going to arrive at 6:00.}
{The plane is arriving at 6:00.}

SUMMARY:
| | | |
|---|---|---|
| The plane | will arrive | at 6:00. |
| The plane | is going to arrive | at 6:00. |
| The plane | is arriving | at 6:00. |

# Source: LLA 1B Figure 1
$PRODUCE Answer about the Plans
ID: 9-1b-f1
INTRO: Read each sentence about a plan, then listen to the question and answer aloud in a complete sentence — present progressive, please. Then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Mary is going to the bank tomorrow.
PROMPT: When will Mary go to the bank? {bk09-l1b-f1-01-q.mp3}
RESPONSE: She's going to the bank tomorrow. {bk09-l1b-f1-01-a.mp3}

TEMPLATE: David is leaving for China in June.
PROMPT: When will David leave for China? {bk09-l1b-f1-02-q.mp3}
RESPONSE: He's leaving for China in June. {bk09-l1b-f1-02-a.mp3}

TEMPLATE: Paula is flying to Dallas tonight.
PROMPT: When will Paula fly to Dallas? {bk09-l1b-f1-03-q.mp3}
RESPONSE: She's flying to Dallas tonight. {bk09-l1b-f1-03-a.mp3}

TEMPLATE: John is taking his son to the doctor on Saturday.
PROMPT: When will John take his son to the doctor? {bk09-l1b-f1-04-q.mp3}
RESPONSE: He's taking his son to the doctor on Saturday. {bk09-l1b-f1-04-a.mp3}

TEMPLATE: I'm going to the bank tomorrow.
PROMPT: When are you going to the bank? {bk09-l1b-f1-05-q.mp3}
RESPONSE: I'm going to the bank tomorrow. {bk09-l1b-f1-05-a.mp3}

TEMPLATE: She is leaving after class.
PROMPT: When will she leave? {bk09-l1b-f1-06-q.mp3}
RESPONSE: She's leaving after class. {bk09-l1b-f1-06-a.mp3}

TEMPLATE: The men are working next weekend.
PROMPT: When are the men working? {bk09-l1b-f1-07-q.mp3}
RESPONSE: They're working next weekend. {bk09-l1b-f1-07-a.mp3}

TEMPLATE: Bob's family is coming next month.
PROMPT: When will Bob's family come? {bk09-l1b-f1-08-q.mp3}
RESPONSE: They're coming next month. {bk09-l1b-f1-08-a.mp3}

TEMPLATE: I'm depositing my check tomorrow.
PROMPT: When will you deposit your check? {bk09-l1b-f1-09-q.mp3}
RESPONSE: I'm depositing my check tomorrow. {bk09-l1b-f1-09-a.mp3}

TEMPLATE: Alex is leaving by bus.
PROMPT: How will Alex leave? {bk09-l1b-f1-10-q.mp3}
RESPONSE: He's leaving by bus. {bk09-l1b-f1-10-a.mp3}

TEMPLATE: My friends are going to Texas.
PROMPT: Where will your friends go? {bk09-l1b-f1-11-q.mp3}
RESPONSE: They're going to Texas. {bk09-l1b-f1-11-a.mp3}

TEMPLATE: Jane is taking a test on Monday.
PROMPT: When will Jane take a test? {bk09-l1b-f1-12-q.mp3}
RESPONSE: She's taking a test on Monday. {bk09-l1b-f1-12-a.mp3}

# Source: ST §Future Forms
$PRODUCE From "Will" to "-ing"
ID: l1-s13
SHOW_PROMPT
INTRO: Now transform. Change each "will" sentence to the present progressive and say it aloud — the meaning stays in the future, only the form changes.
INSTRUCTION: Change each sentence to the present progressive.
INPUT: speak
CHECK: reveal

EXAMPLE
PROMPT: Frank will move to a new apartment in May.
RESPONSE: Frank is moving to a new apartment in May.

EXAMPLE
PROMPT: Will Peggy stay with her sister next week?
RESPONSE: Is Peggy staying with her sister next week?

PROMPT: We will eat lunch early today.
RESPONSE: We are eating lunch early today.

PROMPT: The train will arrive in ten minutes.
RESPONSE: The train is arriving in ten minutes.

PROMPT: Flight 123 will leave in an hour.
RESPONSE: Flight 123 is leaving in an hour.

PROMPT: Will he fly home to visit his mother this year?
RESPONSE: Is he flying home to visit his mother this year?

PROMPT: We will work out in the gym after class.
RESPONSE: We are working out in the gym after class.

PROMPT: Will you wear your new uniform tomorrow?
RESPONSE: Are you wearing your new uniform tomorrow?

# Source: LLA 1B Figure 2
$PRODUCE Complete the Answers
ID: 9-1b-f2
INTRO: Listen to each yes/no question and type the missing words to complete the answer — subject plus "-ing" verb. Then listen to the model sentence and repeat it.
INSTRUCTION: Type the missing words.
INPUT: type
CHECK: exact
REPEAT

EXAMPLE
TEMPLATE: Yes, ____ tonight.
PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3}
RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3}
ACCEPT: I'm leaving | I am leaving

TEMPLATE: No, ____ to the bank tomorrow.
PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3}
RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3}
ACCEPT: she's not going | she isn't going | she is not going

TEMPLATE: Yes, ____ after school today.
PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3}
RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3}
ACCEPT: I'm staying | I am staying

TEMPLATE: Yes, ____ his family to Dallas.
PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3}
RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3}
ACCEPT: he's taking | he is taking

TEMPLATE: Yes, ____ it.
PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3}
RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3}
ACCEPT: they're bringing | they are bringing

TEMPLATE: No, ____ before dinner.
PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3}
RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3}
ACCEPT: she isn't leaving | she's not leaving | she is not leaving

TEMPLATE: Yes, ____ to England.
PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3}
RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3}
ACCEPT: they're flying | they are flying

TEMPLATE: No, ____ today.
PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3}
RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3}
ACCEPT: he isn't arriving | he's not arriving | he is not arriving

TEMPLATE: No, ____ on Sunday.
PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3}
RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3}
ACCEPT: I'm not returning | I am not returning

# Source: new (gap: WH-questions with the present progressive are drilled in 1B f3 and ST but never explained)
$GRAMMAR Asking About Plans
ID: 9-1b-f3-g
INTRO: Now the questions themselves. One small rule, and you're ready to interrogate anyone about their plans.

CARD: To ask about a plan, put "am", "is", or "are" before the subject.
{Where are they going?}
{When is she returning to work?}

CARD: The question word comes first — "when", "where", "who", "why", "how", or "what time".
{What time is he leaving?}
{Why are you leaving tomorrow?}

# Source: LLA 1B Figure 3
$PRODUCE Ask the Question
ID: 9-1b-f3
INTRO: Your turn to ask. Read the sentence, listen for the question word, and ask the matching question aloud. Then repeat the model.
INSTRUCTION: Ask the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: I'm driving to Colorado next week. (When)
PROMPT: I'm driving to Colorado next week. When? {bk09-l1b-f3-ex-q.mp3}
RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3}

TEMPLATE: He's leaving at 10 o'clock.
PROMPT: He's leaving at 10 o'clock. What time? {bk09-l1b-f3-01-q.mp3}
RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3}

TEMPLATE: They're going to the store.
PROMPT: They're going to the store. Where? {bk09-l1b-f3-02-q.mp3}
RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3}

TEMPLATE: She's returning to work next week.
PROMPT: She's returning to work next week. When? {bk09-l1b-f3-03-q.mp3}
RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3}

TEMPLATE: I'm leaving tomorrow because I have to.
PROMPT: I'm leaving tomorrow because I have to. Why? {bk09-l1b-f3-04-q.mp3}
RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3}

TEMPLATE: The captain is visiting his friends tomorrow.
PROMPT: The captain is visiting his friends tomorrow. Who? {bk09-l1b-f3-05-q.mp3}
RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3}

TEMPLATE: The major is returning to Japan in May.
PROMPT: The major is returning to Japan in May. When? {bk09-l1b-f3-06-q.mp3}
RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3}

TEMPLATE: I'm eating lunch with Capt Kim.
PROMPT: I'm eating lunch with Captain Kim. Who? {bk09-l1b-f3-07-q.mp3}
RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3}

TEMPLATE: We're meeting in the mess hall after class.
PROMPT: We're meeting in the mess hall after class. Where? {bk09-l1b-f3-08-q.mp3}
RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3}

TEMPLATE: The class is starting next week.
PROMPT: The class is starting next week. When? {bk09-l1b-f3-09-q.mp3}
RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3}

TEMPLATE: He's traveling by bus to New York.
PROMPT: He's traveling by bus to New York. How? {bk09-l1b-f3-10-q.mp3}
RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3}

TEMPLATE: The plane is taking off at 1200 hours.
PROMPT: The plane is taking off at 12:00 hours. When? {bk09-l1b-f3-11-q.mp3}
RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3}

TEMPLATE: He's leaving tomorrow because he wants to.
PROMPT: He's leaving tomorrow because he wants to. Why? {bk09-l1b-f3-12-q.mp3}
RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3}

# Source: ST §Ask a Question
$PRODUCE Ask about the Underlined Part
ID: l1-s14
INTRO: Ask a question about the underlined part of each sentence. Say it aloud, then compare with the model — several question words are on duty here.
INSTRUCTION: Ask a question about the underlined part.
INPUT: speak
CHECK: llm
RUBRIC: Accept any correct question using the appropriate question word (Who, What, Where, When, How, Whose, What time).

EXAMPLE
TEMPLATE: *Lt Smith* is leaving for England next month.
RESPONSE: Who is leaving for England next month?

TEMPLATE: Flight 246 is taking off *at 12:10*.
RESPONSE: What time is Flight 246 taking off?

TEMPLATE: David is going to the airport *by taxi*.
RESPONSE: How is David going to the airport?

TEMPLATE: *Steve* is staying with us Thursday night.
RESPONSE: Who is staying with us Thursday night?

TEMPLATE: The Martins are moving *to New York* in May.
RESPONSE: Where are the Martins moving in May?

TEMPLATE: Frank is returning from Florida on *March 2*.
RESPONSE: When is Frank returning from Florida?

TEMPLATE: Mark is cleaning *the garage* Saturday morning.
RESPONSE: What is Mark cleaning Saturday morning?

TEMPLATE: That *man in the red shirt* is speaking to my class tomorrow.
RESPONSE: Who is speaking to my class tomorrow?

TEMPLATE: The class is studying *mathematics* after lunch.
RESPONSE: What is the class studying after lunch?

TEMPLATE: I'm eating lunch *at the new Chinese restaurant* today.
RESPONSE: Where are you eating lunch today?

TEMPLATE: *Tom's sister* is playing soccer with us this afternoon.
RESPONSE: Whose sister is playing soccer with us this afternoon?

# Source: LLA 1B Figure 4
$PRODUCE Answer with the Cue
ID: 9-1b-f4
INTRO: Last drill of this part — promise. Read the cue on the screen, listen to the question, and answer in a full present progressive sentence. Then repeat the model.
INSTRUCTION: Answer the question aloud using the cue.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: tomorrow
PROMPT: When will Dave go to Dallas? {bk09-l1b-f4-ex-q.mp3}
RESPONSE: He's going tomorrow. {bk09-l1b-f4-ex-a.mp3}

TEMPLATE: tomorrow
PROMPT: When will you go to Dallas? {bk09-l1b-f4-01-q.mp3}
RESPONSE: I'm going tomorrow.

TEMPLATE: next week
PROMPT: When will Jack arrive? {bk09-l1b-f4-02-q.mp3}
RESPONSE: He's arriving next week.

TEMPLATE: on Monday
PROMPT: When will Jim start his new job? {bk09-l1b-f4-03-q.mp3}
RESPONSE: He's starting on Monday.

TEMPLATE: after school
PROMPT: When will the teachers meet? {bk09-l1b-f4-04-q.mp3}
RESPONSE: They're meeting after school.

TEMPLATE: by plane
PROMPT: How will you go to Houston? {bk09-l1b-f4-05-q.mp3}
RESPONSE: I'm going by plane.

TEMPLATE: by bus
PROMPT: How will he come back? {bk09-l1b-f4-06-q.mp3}
RESPONSE: He's coming back by bus. {bk09-l1b-f4-06-a.mp3}

TEMPLATE: by taxi
PROMPT: How will she return? {bk09-l1b-f4-07-q.mp3}
RESPONSE: She's returning by taxi.

TEMPLATE: at Gate 2
PROMPT: Where will they arrive? {bk09-l1b-f4-08-q.mp3}
RESPONSE: They're arriving at Gate 2.

TEMPLATE: in Dallas
PROMPT: Where will they play next week? {bk09-l1b-f4-09-q.mp3}
RESPONSE: They're playing in Dallas.

TEMPLATE: at Aldo's
PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3}
RESPONSE: I'm having lunch at Aldo's.

# SKIPPED (book): ST Reading Skill "LOST!" (p. 27) — scanning exercise requiring instructor transparency not printed in text.

$SESSION 1-4: Taste, Look, Feel, Sound, Smell

# Source: LLA 1D Figure 1
$DIALOGUE How Does It Taste?
ID: 9-1d-f1
INTRO: In this part you'll describe how things taste, look, feel, sound, and smell. We start with taste — sweet ice cream, bitter coffee, and one unlucky lemon. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: The ice cream is cold. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-01.mp3}
VOCAB: to taste
LINE: The ice cream tastes good. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-02.mp3}
VOCAB: sweet
LINE: The ice cream tastes sweet. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-03.mp3}

LINE: This coffee is very hot. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-04.mp3}
LINE: This coffee tastes bad. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-05.mp3}
VOCAB: bitter
LINE: This coffee tastes bitter. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-06.mp3}

LINE: This meat is old. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-07.mp3}
LINE: This meat tastes bad. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-08.mp3}
VOCAB: salty
LINE: This meat tastes salty. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-09.mp3}

VOCAB: lemon
LINE: A lemon is not sweet. {page_031_004.jpg|A person squeezing/tasting a lemon half with a puckered, sour expression} {bk09-l1d-f1-10.mp3}
VOCAB: sour
LINE: A lemon tastes sour. {page_031_004.jpg|A person squeezing/tasting a lemon half with a puckered, sour expression} {bk09-l1d-f1-11.mp3}

# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
$DIALOGUE Mr. Brown Doesn't Feel Very Well
ID: l1-s24
INTRO: Poor Mr. Brown. He looks awful, sounds worse, and his medicine tastes terrible. Listen and repeat — the verbs "feel", "sound", "look", and "smell" are the point here.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Mr. Brown is sick. {st-page_040_001.jpg|Mr. Brown lying sick in bed next to a nightstand with a lamp}
VOCAB: to feel
LINE: His head feels hot. {st-page_040_002.jpg|A woman placing her hand on Mr. Brown's forehead as he lies in bed}
VOCAB: to sound
LINE: He doesn't sound good. {st-page_040_003.jpg|Mr. Brown blowing his nose while speaking into a telephone}
VOCAB: to look
LINE: He looks awful. {st-page_040_004.jpg|Mr. Brown looking at himself in a mirror with a tired, pale expression}
VOCAB: to smell
LINE: The medicine smells bad. {st-page_040_005.jpg|Mr. Brown holding a medicine bottle, grimacing at the smell rising from it}
LINE: It tastes terrible. {st-page_040_006.jpg|Mr. Brown making a sour face as he tastes a spoonful of the medicine}

# Source: ST §Linking Verbs
$GRAMMAR Linking Verbs
ID: l1-s23
INTRO: One small pattern covers all five senses. Here it is.

CARD: After a linking verb, an adjective shows a state or condition — just like after "is".
{This is good.}
{This tastes good.}

CARD: All five sense verbs link the same way.
{This feels good.}
{This looks good.}
{This sounds good.}
{This smells good.}

SUMMARY:
| | | |
|---|---|---|
| This | is | good. |
| This | feels | good. |
| This | looks | good. |
| This | sounds | good. |
| This | smells | good. |
| This | tastes | good. |

# Source: ST §Does the Coffee Taste Good?
$DIALOGUE Does the Coffee Taste Good?
ID: l1-s25
INTRO: Short conversations with the sense verbs — bitter coffee, dry towels, and a jacket that only looks expensive. Listen and repeat.
INSTRUCTION: Listen and repeat the conversations.
REPEAT

Bob: Is the coffee good?
Ted: No. It tastes bitter.

Allen: Do you feel well?
Fred: No, I don't feel well at all.

Mike: Did Tom sound happy?
Tom: Yes, he sounded very happy.

Roger: How does the bread smell?
Peter: It smells good.

Harry: Is this jacket expensive?
Kevin: No, it only looks expensive.

Lt_Jones: How does the sky look today?
Capt_Smith: It looks clear.

Jim: Do the towels feel wet?
Ed: No, they feel dry now.

# Source: LLA 1D Figure 2
$SELECT Finish the Sentence
ID: 9-1d-f2
INTRO: Look at each picture and listen to the start of the sentence. Tap the word that finishes it, then repeat the whole sentence.
INSTRUCTION: Tap the correct word.
REPEAT

PROMPT: The flowers smell... {page_032_001.jpg|A woman smelling a bouquet of flowers} {bk09-l1d-f2-01-q.mp3}
OPTION: a | cold
OPTION: b | bitter
OPTION: c | good
ANSWER: c
FEEDBACK: The flowers smell good. {bk09-l1d-f2-01-a.mp3}

PROMPT: The coffee cup feels... {page_032_002.jpg|A boy looking at a hot cup with steam rising} {bk09-l1d-f2-02-q.mp3}
OPTION: a | hot
OPTION: b | bitter
OPTION: c | large
ANSWER: a
FEEDBACK: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3}

PROMPT: The child feels... {page_032_003.jpg|A sad child holding a broken teddy bear} {bk09-l1d-f2-03-q.mp3}
OPTION: a | sad
OPTION: b | difficult
OPTION: c | angry
ANSWER: a
FEEDBACK: The child feels sad. {bk09-l1d-f2-03-a.mp3}

PROMPT: The gym looks... {page_032_004.jpg|People working out in a crowded gym} {bk09-l1d-f2-04-q.mp3}
OPTION: a | wrong
OPTION: b | crowded
OPTION: c | important
ANSWER: b
FEEDBACK: The gym looks crowded. {bk09-l1d-f2-04-a.mp3}

PROMPT: The music sounds... {page_032_005.jpg|A man pointing at a loud stereo speaker with sound waves coming out} {bk09-l1d-f2-05-q.mp3}
OPTION: a | bored
OPTION: b | clean
OPTION: c | awful
ANSWER: c
FEEDBACK: The music sounds awful. {bk09-l1d-f2-05-a.mp3}

PROMPT: The food tastes... {page_032_006.jpg|A man looking suspiciously at chicken food in a container and on a plate} {bk09-l1d-f2-06-q.mp3}
OPTION: a | salty
OPTION: b | cheap
OPTION: c | pretty
ANSWER: a
FEEDBACK: The food tastes salty. {bk09-l1d-f2-06-a.mp3}

PROMPT: The bread smells... {page_033_001.jpg|A steaming loaf of freshly baked bread on a plate} {bk09-l1d-f2-07-q.mp3}
OPTION: a | clean
OPTION: b | healthy
OPTION: c | delicious
ANSWER: c
FEEDBACK: The bread smells delicious. {bk09-l1d-f2-07-a.mp3}

PROMPT: The milk tastes... {page_033_002.jpg|A carton of Vitamin D Homogenized Milk} {bk09-l1d-f2-08-q.mp3}
OPTION: a | healthy
OPTION: b | sour
OPTION: c | white
ANSWER: b
FEEDBACK: The milk tastes sour. {bk09-l1d-f2-08-a.mp3}

# Source: ST §Lemons Taste Sour
$PRODUCE Sweet, Sour, Salty, or Bitter?
ID: l1-s22
INTRO: Your turn to judge the menu. For each food, say a full sentence with "tastes" or "taste" and one of "sweet", "sour", "salty", or "bitter".
INSTRUCTION: Say a sentence describing the taste.
INPUT: speak
CHECK: llm
RUBRIC: Accept any appropriate taste adjective for the given food (sweet, sour, salty, or bitter) used correctly with "tastes" or "taste".

EXAMPLE
PROMPT: cake
RESPONSE: Cake tastes sweet.

PROMPT: black coffee
RESPONSE: Black coffee tastes bitter.

PROMPT: green apples
RESPONSE: Green apples taste sour.

PROMPT: chicken
RESPONSE: Chicken tastes salty.

PROMPT: cookies
RESPONSE: Cookies taste sweet.

PROMPT: lemons
RESPONSE: Lemons taste sour.

PROMPT: pie
RESPONSE: Pie tastes sweet.

PROMPT: meat
RESPONSE: Meat tastes salty.

PROMPT: fish
RESPONSE: Fish tastes salty.

PROMPT: black tea (without sugar)
RESPONSE: Black tea without sugar tastes bitter.

PROMPT: green grapes
RESPONSE: Green grapes taste sour.

# Source: ST §How Was Your Vacation? (context lightly trimmed to keep cards short)
$PRODUCE How Was Your Vacation?
ID: l1-s26
SHOW_PROMPT
INTRO: Jan and Sue took a vacation with a rough start and a lovely middle. Read each piece of the story and answer aloud with a past-tense sense verb — "felt", "tasted", "looked", "smelled".
INSTRUCTION: Answer using a past-tense linking verb.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key. The past-tense linking verb is the point — accept any phrasing of the same fact that uses it correctly; wrong tense fails.

EXAMPLE
PROMPT: Jan and Sue flew to Canada. The flight was awful — the food and weather were bad.\n— How were the food and weather on the flight?
RESPONSE: They were bad.

EXAMPLE
PROMPT: The flight was so bad that Jan and Sue began to feel sick.\n— How did they feel on the airplane?
RESPONSE: They felt sick.

PROMPT: They felt better at their hotel. Their dinner in the hotel restaurant tasted delicious.\n— How did the dinner taste?
RESPONSE: It tasted delicious.

PROMPT: The next day the weather was clear and cool. The white snow on the mountains looked beautiful.\n— How did the snow look?
RESPONSE: It looked beautiful.

PROMPT: Everything outside smelled clean and sweet.\n— How did everything outside smell?
RESPONSE: It smelled clean and sweet.

PROMPT: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy.\n— How did they feel?
RESPONSE: They felt tired but happy.

# SKIPPED (book): ST Writing Skill "OUR SUMMER VACATION" (p. 42) — instructor-read paragraph dictation with missing text not printed in book.

# Source: ST §Let's Make the Sentences Longer
$PRODUCE Make the Sentences Longer
ID: l1-s27
INTRO: Stretch each sentence. Pick one adjective from each numbered group, put it in the matching spot, and say the whole longer sentence aloud.
INSTRUCTION: Say the sentence with one adjective from each group.
INPUT: speak
CHECK: llm
RUBRIC: Verify that one adjective from group 1 is placed at (1), one from group 2 at (2), and one from group 3 at (3), resulting in a grammatically correct sentence. Any choice from each group is fine.

EXAMPLE
TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China.
TEMPLATE: 1. happy, tall, angry
TEMPLATE: 2. wide, green, dirty
TEMPLATE: 3. long, exciting, interesting
RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China.

TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car.
TEMPLATE: 1. tall, beautiful
TEMPLATE: 2. heavy, square
TEMPLATE: 3. red, dirty
RESPONSE: The tall woman picked up the heavy box and put it in her red car.

TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate.
TEMPLATE: 1. young, tired, upset
TEMPLATE: 2. hot, apple, delicious
TEMPLATE: 3. clean, glass, white
RESPONSE: The young waitress cut the hot pie and put it on the clean plate.

TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase.
TEMPLATE: 1. big, small, new
TEMPLATE: 2. beautiful, dirty, blue
TEMPLATE: 3. cheap, wide, heavy
RESPONSE: Captain Moore rented a big apartment with a beautiful couch and a heavy bookcase.

$SESSION 1-5: Giving Reasons with "Because"

# Source: ST §Explaining with "Because"
$DIALOGUE Explaining with "Because"
ID: l1-s16
INTRO: In this part you'll give reasons with "because" — why Al was late, why Judy is happy, why the plane stayed on the ground. Read these five short exchanges first.
INSTRUCTION: Read the dialogs.

Jim: Why was Al late this morning?
Ted: Al was late because he didn't wake up on time.

Nancy: Are you tired because you worked out yesterday?
Ellen: No, I'm tired because I worked hard today.

Bob: Is he studying because he has a test?
Tom: No, he's studying because he wants to learn the language.

Lt_Sands: Why didn't the plane take off?
Lt_Reed: Because the weather was bad, the plane didn't take off.

Rita: Why is Judy happy today?
Lori: She's happy because she graduates today.

# Source: ST §Adverbial Clauses with "Because"
$GRAMMAR "Because" — Two Positions
ID: l1-s15
INTRO: "Because" answers the question "why". It can sit in two places in the sentence — here's how.

CARD: The word "because" tells the reason for something. It can follow the main clause.
{I don't have any money because I spent it all yesterday.}
{I don't have any money because I lost my wallet.}

CARD: "Because" can also come first — then a comma separates the two clauses.
{Because I spent it all yesterday, I don't have any money.}
{Because it's the end of the month, I don't have any money.}

SUMMARY:
| | | |
|---|---|---|
| I don't have any money | because | I spent it all yesterday. |
| I don't have any money | because | it's the end of the month. |
| I don't have any money | because | I lost my wallet. |

| | | |
|---|---|---|
| Because | I spent it all yesterday, | I don't have any money. |
| Because | it's the end of the month, | I don't have any money. |
| Because | I lost my wallet, | I don't have any money. |

# Source: LLA 1D Figure 3
$PRODUCE Join with "Because"
ID: 9-1d-f3
INTRO: You'll hear two sentences — a fact and its reason. Join them into one sentence with "because", say it aloud, then repeat the model answer.
INSTRUCTION: Combine the sentences using "because".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Jill is happy. She bought a new dress.
PROMPT: Jill is happy. She bought a new dress. {bk09-l1d-f3-ex-q.mp3}
RESPONSE: Jill is happy because she bought a new dress. {bk09-l1d-f3-ex-a.mp3}

TEMPLATE: Andy's upset. He lost his wallet.
PROMPT: Andy's upset. He lost his wallet. {bk09-l1d-f3-01-q.mp3}
RESPONSE: Andy's upset because he lost his wallet. {bk09-l1d-f3-01-a.mp3}

TEMPLATE: Mary went to the doctor. She broke her arm.
PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3}
RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3}

TEMPLATE: Mark was late. He lost the address.
PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3}
RESPONSE: Mark was late because he lost the address. {bk09-l1d-f3-03-a.mp3}

TEMPLATE: The baby is sick. The milk was sour.
PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3}
RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3}

TEMPLATE: Dan was bored. The movie was awful.
PROMPT: Dan was bored. The movie was awful. {bk09-l1d-f3-05-q.mp3}
RESPONSE: Dan was bored because the movie was awful. {bk09-l1d-f3-05-a.mp3}

TEMPLATE: Susan was late for breakfast. Her alarm clock didn't work.
PROMPT: Susan was late for breakfast. Her alarm clock didn't work. {bk09-l1d-f3-06-q.mp3}
RESPONSE: Susan was late for breakfast because her alarm clock didn't work. {bk09-l1d-f3-06-a.mp3}

TEMPLATE: Steve didn't return the call. He didn't get the message.
PROMPT: Steve didn't return the call. He didn't get the message. {bk09-l1d-f3-07-q.mp3}
RESPONSE: Steve didn't return the call because he didn't get the message. {bk09-l1d-f3-07-a.mp3}

TEMPLATE: Matt chose the cherry pie. It looked delicious.
PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3}
RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3}

# Source: ST §Why Did Jan Go to the Post Office?
$PRODUCE Why? Look and Answer
ID: l1-s17
INTRO: Look at each picture, listen to the "why" question, and use the cue word to answer with "because" in a complete sentence.
INSTRUCTION: Answer with "because" using the cue.
INPUT: speak
CHECK: llm
RUBRIC: Accept any logical complete sentence using "because" that incorporates the cue.

EXAMPLE
PROMPT: Why are they standing in line? (packages) {st-page_033_001.jpg|People standing in line inside a post office holding packages with a sign that reads U.S. POST}
RESPONSE: They're standing in line because they want to mail their packages.

PROMPT: Why is he giving the boy a gift? (graduation) {st-page_033_002.jpg|A man handing a wrapped present to a young boy}
RESPONSE: He's giving the boy a gift because it's his graduation.

PROMPT: Why is she studying? (test) {st-page_033_003.jpg|A woman resting her head on her hand at a desk studying a book}
RESPONSE: She's studying because she has a test.

PROMPT: Why is she going to the grocery store? (bread, milk, and eggs) {st-page_034_001.jpg|A woman walking toward a store with a sign reading GROCERY STORE}
RESPONSE: She's going to the grocery store because she needs bread, milk, and eggs.

PROMPT: Why are they looking at the map? (lost) {st-page_034_002.jpg|A man and a woman holding a city map looking confused}
RESPONSE: They're looking at the map because they're lost.

PROMPT: Why is he putting on his gloves? (cold) {st-page_034_003.jpg|A man putting on a pair of gloves}
RESPONSE: He's putting on his gloves because it's cold.

PROMPT: Why is he so tired? (out of shape) {st-page_034_004.jpg|An overweight man running and breathing heavily with the text "PUFF PUFF"}
RESPONSE: He's so tired because he's out of shape.

PROMPT: Why are they going to the gym? (basketball) {st-page_035_001.jpg|Two people carrying a basketball walking into a building with a sign that says GYM}
RESPONSE: They're going to the gym because they want to play basketball.

PROMPT: Why is she so happy? (test) {st-page_035_002.jpg|A happy woman holding a test paper showing 100%}
RESPONSE: She's so happy because she made 100 on her test.

PROMPT: Why is she packing her suitcase? (vacation) {st-page_035_003.jpg|A woman packing clothes into an open suitcase}
RESPONSE: She's packing her suitcase because she's going on vacation.

PROMPT: Why are they crying? (tired and hungry) {st-page_035_004.jpg|Two crying children with speech bubbles, one saying "I'M HUNGRY" and the other saying "I'M TIRED"}
RESPONSE: They're crying because they're tired and hungry.

# Source: ST §Why Is George So Sleepy?
$PRODUCE Build the Question and the Answer
ID: l1-s18
INTRO: Now build both halves. From the first cue, ask the "why" question; from the second, answer it with "because". Say both aloud.
INSTRUCTION: Say the question and the answer with "because".
INPUT: speak
CHECK: llm
RUBRIC: Accept a question formed with the first cue and a response with "because" using the second cue.

EXAMPLE
PROMPT: Mike / running\n— late
RESPONSE: Why is Mike running?\nHe's running because he's late.

EXAMPLE
PROMPT: Sara / crying\n— fell
RESPONSE: Why is Sara crying?\nShe's crying because she fell.

PROMPT: Roger / going / to the mess hall\n— hungry
RESPONSE: Why is Roger going to the mess hall?\nHe's going to the mess hall because he's hungry.

PROMPT: Judy / making / cake\n— son's birthday
RESPONSE: Why is Judy making a cake?\nShe's making a cake because it's her son's birthday.

PROMPT: Kevin / looking / clock\n— leave / early
RESPONSE: Why is Kevin looking at the clock?\nHe's looking at the clock because he wants to leave early.

# Source: ST §Do They Match? (Part 1)
$SELECT Match the Sentence Parts (1)
ID: l1-s19
INTRO: Match each sentence beginning with its ending — put together, they tell a little story about a brother out in California.
INSTRUCTION: Tap the ending that completes each sentence.
OPTION: a | to school in Houston
OPTION: b | is a doctor
OPTION: c | in California
OPTION: d | this summer

TEMPLATE: My brother ____
ANSWER: b

TEMPLATE: He went ____
ANSWER: a

TEMPLATE: Now he lives ____
ANSWER: c

TEMPLATE: I will visit him ____
ANSWER: d

# Source: ST §Do They Match? (Part 2)
$SELECT Match the Sentence Parts (2)
ID: l1-s20
INTRO: One more matching story: a son, some money, and the mail. Tap the ending that completes each sentence.
INSTRUCTION: Tap the ending that completes each sentence.
OPTION: a | him this afternoon
OPTION: b | needs some money
OPTION: c | New York
OPTION: d | him the money
OPTION: e | to buy a money order

TEMPLATE: My son ____
ANSWER: b

TEMPLATE: He lives in ____
ANSWER: c

TEMPLATE: I'll have to mail ____
ANSWER: d

TEMPLATE: I have ____
ANSWER: e

TEMPLATE: I'll mail it to ____
ANSWER: a

$SESSION 1-6: Putting It All Together

# Source: LLA 1B Figure 5
$DIALOGUE Long-Distance Calls
ID: 9-1b-f5-ex-dialogue
INTRO: This last part mixes everything from the lesson: main ideas, organizing information, quick responses, syllables, and punctuation. Start by listening to a short paragraph about phone calls.
INSTRUCTION: Listen to the paragraph.

LINE: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. {bk09-l1b-f5-01a.mp3}
LINE: That kind of call is a station-to-station call. {bk09-l1b-f5-01b.mp3}

# Source: LLA 1B Figure 5
$DIALOGUE Grass, Flowers, and Trees
ID: 9-1b-f5-story
INTRO: One more paragraph — grass, flowers, trees, and all the work they quietly create. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Most people like to put grass, flowers, and trees in their yards. {bk09-l1b-f5-02a.mp3}
LINE: These things make the yard look beautiful. {bk09-l1b-f5-02b.mp3}
LINE: They also give people work to do. {bk09-l1b-f5-02c.mp3}
LINE: People need to cut the grass. {bk09-l1b-f5-02d.mp3}
LINE: They need to water the flowers, trees, and grass, and sometimes they need to give them food. {bk09-l1b-f5-02e.mp3}
LINE: I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-02f.mp3}

# Source: LLA 1B Figure 5
$SELECT What's the Main Idea?
ID: 9-1b-f5
INTRO: For each paragraph you just heard, tap the statement that best gives the main idea — the big point, not just one detail from it.
INSTRUCTION: Tap the main idea.

EXAMPLE
PROMPT: What is the main idea of the paragraph about phone calls?
OPTION: a | There are many different kinds of long distance phone calls.
OPTION: b | All station-to-station long distance calls need an operator's help.
OPTION: c | A station-to-station call is the cheapest long distance call.
ANSWER: c
FEEDBACK: A station-to-station call is the cheapest long distance call.

PROMPT: What is the main idea of the paragraph about yards?
OPTION: a | People put grass, flowers, and trees in their yards.
OPTION: b | People enjoy grass, flowers, and trees.
OPTION: c | People are angry about cities without grass and trees.
ANSWER: b
FEEDBACK: People enjoy grass, flowers, and trees. {bk09-l1b-f5-03.mp3}

# Source: LLA 1B Figure 6
$DIALOGUE The Bridges Family {page_022_001.jpg|Diagram mapping the children of the Bridges family into boys' names (Ben, Bart, Bret) and girls' names (Betty, Becky)}
ID: 9-1b-f6
INTRO: Listen to the paragraph about the Bridges family and watch how the chart sorts their five children into boys and girls. All those names start with "B" — on purpose, apparently.
INSTRUCTION: Listen and look at the chart.

LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01a.mp3}
LINE: They have 3 boys and 2 girls. {bk09-l1b-f6-01b.mp3}
LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-01c.mp3}
LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-01d.mp3}
LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-01e.mp3}

# Source: LLA 1B Figure 7
$DIALOGUE Furniture for a New House
ID: 9-1b-f7-story
INTRO: Mark and Eve bought a house. Listen to what's new, what's old, and what has to wait a year or two — you'll organize it all in a moment.
INSTRUCTION: Listen to the story.

LINE: Mark and Eve bought a new house. {bk09-l1b-f7-01a.mp3}
LINE: They have some furniture, but they need to buy new things for the kitchen and the living room. {bk09-l1b-f7-01b.mp3}
LINE: They need a stove and a refrigerator for the kitchen. {bk09-l1b-f7-01c.mp3}
LINE: Because the living room is small, they'll only need a sofa, two chairs, and a coffee table. {bk09-l1b-f7-01d.mp3}
LINE: They'll use their old bedroom furniture because both their bed and their bookcase are just a year old. {bk09-l1b-f7-01e.mp3}
LINE: They'd like to buy new curtains, but new curtains cost a lot of money. {bk09-l1b-f7-01f.mp3}
LINE: They'll use their old ones for a year or two. {bk09-l1b-f7-01g.mp3}
LINE: Mark and Eve are using old and new things in their new house. {bk09-l1b-f7-01h.mp3}

# Source: LLA 1B Figure 7
$PRODUCE Complete the Furniture Outline
ID: 9-1b-f7
INPUT: type
CHECK: exact
REFERENCE: 9-1b-f7-story
INTRO: Fill in the outline with the furniture Mark and Eve need for each room. Open the story again if you need it — good notes beat good memory.
INSTRUCTION: Fill in the outline.

TEMPLATE: Furniture for a new house
SLOT: 1 | Kitchen (new) | stove and refrigerator
SLOT: 2 | Item 1 | stove
SLOT: 2 | Item 2 | refrigerator
SLOT: 1 | Living room (new) | sofa, two chairs, and a coffee table
SLOT: 2 | Item 1 | sofa
SLOT: 2 | Item 2 | two chairs
SLOT: 2 | Item 3 | coffee table
SLOT: 1 | Bedroom (old) | bed and bookcase
SLOT: 2 | Item 1 | bed
SLOT: 2 | Item 2 | bookcase

# Source: LLA 1D Figure 4
$SELECT Choose the Best Response
ID: 9-1d-f4
INTRO: A rapid review of the whole lesson. Listen to each statement or question, tap the best response from the list, then repeat it.
INSTRUCTION: Tap the best response.
REPEAT

OPTION: a | It tasted sweet.
OPTION: b | He made a deposit.
OPTION: c | Put your signature on the last line.
OPTION: d | He wants to make a withdrawal.
OPTION: e | No, I'm going right away.
OPTION: f | She hid it.
OPTION: g | No, but I have my checkbook.
OPTION: h | He needs a savings account.
OPTION: i | They sounded upset.
OPTION: j | It isn't safe.

PROMPT: Hi, Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3}
ANSWER: e
FEEDBACK: No, I'm going right away. {bk09-l1d-f4-01-a.mp3}

PROMPT: Tom wants to save some money. What kind of account does he need? {bk09-l1d-f4-02-q.mp3}
ANSWER: h
FEEDBACK: He needs a savings account. {bk09-l1d-f4-02-a.mp3}

PROMPT: Alex wants to take money out of his account. What does he want to do? {bk09-l1d-f4-03-q.mp3}
ANSWER: d
FEEDBACK: He wants to make a withdrawal. {bk09-l1d-f4-03-a.mp3}

PROMPT: The children were crying. {bk09-l1d-f4-04-q.mp3}
ANSWER: i
FEEDBACK: They sounded upset. {bk09-l1d-f4-04-a.mp3}

PROMPT: Jim went to the bank to put some money in his account. What did Jim do? {bk09-l1d-f4-05-q.mp3}
ANSWER: b
FEEDBACK: He made a deposit. {bk09-l1d-f4-05-a.mp3}

PROMPT: Jane took Tom's book. He couldn't find it. What did Jane do with the book? {bk09-l1d-f4-06-q.mp3}
ANSWER: f
FEEDBACK: She hid it. {bk09-l1d-f4-06-a.mp3}

PROMPT: Be careful. That road is wet. {bk09-l1d-f4-07-q.mp3}
ANSWER: j
FEEDBACK: It isn't safe. {bk09-l1d-f4-07-a.mp3}

PROMPT: How did the dessert taste? {bk09-l1d-f4-08-q.mp3}
ANSWER: a
FEEDBACK: It tasted sweet. {bk09-l1d-f4-08-a.mp3}

PROMPT: Do you have any cash to pay for lunch? {bk09-l1d-f4-09-q.mp3}
ANSWER: g
FEEDBACK: No, but I have my checkbook. {bk09-l1d-f4-09-a.mp3}

PROMPT: Where do I write my name? {bk09-l1d-f4-10-q.mp3}
ANSWER: c
FEEDBACK: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3}

# Source: LLA 1D Figure 5
$SELECT Listen and Choose
ID: 9-1d-f5
INTRO: Little stories now, ears only — no text on screen until you answer. Listen to each passage and its question, then tap the best answer.
INSTRUCTION: Tap the correct answer.

PROMPT: Tom bought a gift for his friend. He gave him something to keep money in. What did Tom give his friend? {bk09-l1d-f5-01.mp3}
OPTION: a | a slip
OPTION: b | a checkbook
OPTION: c | a wallet
OPTION: d | a form
ANSWER: c

PROMPT: Bob had to write information on slips of paper. He had to write about the kinds of things he sold, the prices, and how many things he sold. What was Bob doing? {bk09-l1d-f5-02.mp3}
OPTION: a | He was filling out forms.
OPTION: b | He was making a deposit.
OPTION: c | He was withdrawing money.
OPTION: d | He was spending money.
ANSWER: a

PROMPT: It was Jim's birthday. Mary made a cake for him. She finished right before he came home. What did Jim say when he came in? {bk09-l1d-f5-03.mp3}
OPTION: a | "Something is bad."
OPTION: b | "What smells delicious?"
OPTION: c | "Happy birthday to you."
OPTION: d | "What smells awful?"
ANSWER: b

PROMPT: Alex couldn't find the paper. He looked in the living room. He looked in his desk. He didn't remember where he put it. What did Alex do with the paper? {bk09-l1d-f5-04.mp3}
OPTION: a | He burned it.
OPTION: b | Someone read it.
OPTION: c | Alex lost it.
OPTION: d | Someone took it.
ANSWER: c

PROMPT: Jane made coffee this morning. She put too much coffee and too little water. Her husband didn't like it. It didn't taste good. Which word best describes the coffee? {bk09-l1d-f5-05.mp3}
OPTION: a | sweet
OPTION: b | sour
OPTION: c | bitter
OPTION: d | salty
ANSWER: c

PROMPT: Tom and Jane are going on a vacation. They are packing their suitcases and putting things in the car. When will Tom and Jane leave? {bk09-l1d-f5-06.mp3}
OPTION: a | soon
OPTION: b | later
OPTION: c | next month
OPTION: d | on vacation
ANSWER: a

# Source: LLA 1D Figure 6
$SELECT How Many Syllables?
ID: 9-1d-f6
INTRO: A quick ear-tuning exercise. You'll hear one word at a time — tap the number of syllables you hear.
INSTRUCTION: Tap the number of syllables.

OPTION: a | 1 syllable
OPTION: b | 2 syllables
OPTION: c | 3 syllables
OPTION: d | 4 syllables

PROMPT: bill {bk09-l1d-f6-01.mp3}
ANSWER: a

PROMPT: wallet {bk09-l1d-f6-02.mp3}
ANSWER: b

PROMPT: withdrawal {bk09-l1d-f6-03.mp3}
ANSWER: c

PROMPT: taste {bk09-l1d-f6-04.mp3}
ANSWER: a

PROMPT: complete {bk09-l1d-f6-05.mp3}
ANSWER: b

PROMPT: deposit {bk09-l1d-f6-06.mp3}
ANSWER: c

PROMPT: information {bk09-l1d-f6-07.mp3}
ANSWER: d

PROMPT: suite {bk09-l1d-f6-08.mp3}
ANSWER: a

PROMPT: bitter {bk09-l1d-f6-09.mp3}
ANSWER: b

# Source: LLA 1D Figure 7
$PRODUCE Fix the Capitals and Punctuation
ID: 9-1d-f7
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: Last activity of the lesson. Listen to each sentence about Commander Nelson's trip to the bank and retype it with correct capital letters, commas, periods, quotation marks, and question marks. Then you're done — nicely done.
INSTRUCTION: Rewrite with correct capitalization and punctuation.

TEMPLATE: this morning commander nelson went to the bank to withdraw some money
PROMPT: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3}
RESPONSE: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3}

TEMPLATE: hes going on a trip this weekend
PROMPT: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3}
RESPONSE: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3}

TEMPLATE: hell need money for film food and gifts for his wife and children
PROMPT: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3}
RESPONSE: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3}

TEMPLATE: commander nelson has a checking account at the bank on base
PROMPT: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3}
RESPONSE: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3}

TEMPLATE: this morning he asked the clerk can you give me small bills
PROMPT: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3}
RESPONSE: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3}

TEMPLATE: the clerk said how about fives tens and twenties
PROMPT: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3}
RESPONSE: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3}

TEMPLATE: commander nelson said yes thatll be fine
PROMPT: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3}
RESPONSE: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3}