1824 lines
66 KiB
Plaintext
1824 lines
66 KiB
Plaintext
$MODULE Book 12 · Lesson 3: We've Decided to Add On {st-page_079_001.jpg}
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FORMAT: 2
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DESCRIPTION: Houses, suburbs, and home additions; could, may, and might for possibility; -ing and -ed adjectives; indirect speech; the present perfect; plus dictation and sound practice.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Male1 | achernar | Male voice
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VOICE: Female1 | gacrux | Female voice
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VOICE: Male2 | achird | Male voice
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VOICE: Female2 | aoede | Female voice
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VOICE: SpeakerA | achernar | Male voice
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VOICE: SpeakerB | schedar | Male voice
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VOICE: Nancy | gacrux | Female voice
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VOICE: Linda | aoede | Female voice
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VOICE: Anita | aoede | Female speaker
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VOICE: Oscar | achernar | Male speaker
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VOICE: Carol | schedar | Female speaker
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VOICE: Dan | achird | Male speaker
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VOICE: Sam | achernar | Male speaker
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VOICE: Pat | schedar | Female speaker
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VOICE: Doug | achird | Male speaker
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VOICE: Paul | achernar | Male speaker
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VOICE: Matt | achird | Male speaker
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VOICE: Steve | achernar | Male speaker
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VOICE: Andy | achird | Male speaker
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VOICE: Peter | achernar | Male speaker
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VOICE: David | achird | Male speaker
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VOICE: Tom | achernar | Male speaker
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VOICE: Tim | achird | Male speaker
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VOICE: Phil | achernar | Male speaker
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VOICE: Mark | achird | Male speaker
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VOICE: Alan | achernar | Male speaker
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VOICE: Eric | achird | Male speaker
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VOICE: Tony | achernar | Male speaker
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VOICE: ID | achernar | speaker (auto)
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VOICE: Narrator | achird | speaker (auto)
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$LESSON 3-1: Around the House
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# Source: LLA 3A Figure 1
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$DIALOGUE Around the House — New Words
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ID: 3a-f1
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INTRO: In this lesson you'll learn to talk about houses and home additions, say what could or might be true, describe feelings, and report what people said. First, twelve words for things around a house — listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: fire
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LINE: Jim made a fire to keep warm. {page_041_001.jpg} {bk12-l3a-f1-01.mp3}
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VOCAB: cassette
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LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg} {bk12-l3a-f1-02.mp3}
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VOCAB: dining room
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LINE: We bought some new furniture for the dining room. {page_041_003.jpg} {bk12-l3a-f1-03.mp3}
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VOCAB: patio
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LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg} {bk12-l3a-f1-04.mp3}
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VOCAB: stereo
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LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg} {bk12-l3a-f1-05.mp3}
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VOCAB: story
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LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg} {bk12-l3a-f1-06.mp3}
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VOCAB: wood
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LINE: Will you cut some wood for the fire? {page_042_001.jpg} {bk12-l3a-f1-07.mp3}
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VOCAB: plan
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LINE: Did you see the plans for Alma's new house? {page_042_002.jpg} {bk12-l3a-f1-08.mp3}
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VOCAB: record
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LINE: Larry got 3 records for his birthday. {page_042_003.jpg} {bk12-l3a-f1-09.mp3}
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VOCAB: microwave
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LINE: Jane wants to buy a microwave. {page_042_004.jpg} {bk12-l3a-f1-10.mp3}
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VOCAB: oven
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LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg} {bk12-l3a-f1-11.mp3}
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VOCAB: fireplace
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LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg} {bk12-l3a-f1-12.mp3}
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# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
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# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
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$SELECT Which Picture Is It? (Set 1)
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ID: 3a-f1-b
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INTRO: Now listen to each sentence and tap the picture it describes. Then listen to the correct answer and say the sentence back.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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OPTION: a | A {page_041_001.jpg}
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OPTION: b | B {page_041_002.jpg}
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OPTION: c | C {page_041_003.jpg}
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OPTION: d | D {page_041_004.jpg}
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OPTION: e | E {page_041_005.jpg}
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OPTION: f | F {page_041_006.jpg}
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PROMPT: The children are playing on the patio. {bk12-l3a-f1-13-q.mp3}
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ANSWER: d
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FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-13-a.mp3}
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PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-q.mp3}
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ANSWER: e
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FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-a.mp3}
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PROMPT: Why don't you make a fire? {bk12-l3a-f1-17-q.mp3}
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ANSWER: a
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FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-17-a.mp3}
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PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-q.mp3}
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ANSWER: b
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FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-a.mp3}
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PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-q.mp3}
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ANSWER: c
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FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-a.mp3}
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PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-q.mp3}
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ANSWER: f
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FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-a.mp3}
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# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
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# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
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$SELECT Which Picture Is It? (Set 2)
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ID: 3a-f1-c
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INTRO: Six more sentences, six more pictures. Tap the picture, then repeat the answer.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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OPTION: g | G {page_042_001.jpg}
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OPTION: h | H {page_042_002.jpg}
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OPTION: i | I {page_042_003.jpg}
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OPTION: j | J {page_042_004.jpg}
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OPTION: k | K {page_042_005.jpg}
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OPTION: l | L {page_042_006.jpg}
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PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-14-q.mp3}
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ANSWER: k
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FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-14-a.mp3}
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PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-15-q.mp3}
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ANSWER: h
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FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-15-a.mp3}
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PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-q.mp3}
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ANSWER: j
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FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-a.mp3}
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PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-q.mp3}
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ANSWER: l
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FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-a.mp3}
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PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-q.mp3}
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ANSWER: i
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FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-a.mp3}
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PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-24-q.mp3}
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ANSWER: g
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FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-24-a.mp3}
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# Source: ST §My House Is in the Suburbs
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# Source: ST §My House Is in the Suburbs
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$DIALOGUE My House Is in the Suburbs
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ID: l3-s1
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INTRO: Now take a little tour. A homeowner shows you around — repeat the new words as you go.
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INSTRUCTION: Repeat the new words, then read the paragraphs.
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REPEAT
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VOCAB: suburb
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LINE: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg}
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VOCAB: two-story
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VOCAB: floor
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VOCAB: story
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LINE: It's a two-story house; it has two floors or stories. {st-page_081_001.jpg}
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VOCAB: near
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LINE: Get in the car. I'll show you my house. We won't have to drive far. My house is near.
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LINE: We're home! {st-page_081_002.jpg}
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LINE: Let's go inside. {st-page_081_003.jpg}
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VOCAB: fireplace
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VOCAB: builder
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VOCAB: fire
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LINE: Let me show you my house. This is the living room. How do you like our fireplace? Nice, isn't it? The builder did a very good job. On very cold days, we make great fires. {st-page_081_004.jpg}
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# Source: ST §My House Is in the Suburbs (questions)
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# Source: ST §My House Is in the Suburbs (questions)
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$PRODUCE Questions About the House
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ID: l3-s2
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REFERENCE
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INTRO: Answer five quick questions about the house you just toured. Speak in full sentences — you can look back at the paragraphs.
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INSTRUCTION: Answer the questions aloud.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
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PROMPT: Where is the house?
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RESPONSE: It is in a suburb.
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PROMPT: How many stories does it have?
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RESPONSE: It has two stories.
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PROMPT: Is the house very far?
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RESPONSE: No, it is near.
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PROMPT: What is in the living room?
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RESPONSE: There is a fireplace in the living room.
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PROMPT: Who did a good job?
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RESPONSE: The builder did a very good job.
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# Source: ST §More About My House
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# Source: ST §More About My House
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$DIALOGUE More About My House
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ID: l3-s3
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INTRO: The tour continues — the stereo, the kitchen, and the patio. Repeat the new words as you read.
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INSTRUCTION: Repeat the new words, then read the paragraphs.
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REPEAT
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VOCAB: stereo
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VOCAB: to play | play
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VOCAB: record
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VOCAB: cassette
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LINE: That's our new stereo over there. Perhaps you would like to listen to some music later. Maybe we can play Michael Johnson's new record. Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg}
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VOCAB: dining room
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VOCAB: microwave
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VOCAB: oven
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VOCAB: to heat | heat
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VOCAB: to boil | boil
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LINE: Now let's go to the dining room and kitchen. We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. This is our new microwave oven. The stove's oven wasn't quick enough for us. So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg}
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VOCAB: patio
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VOCAB: wood
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VOCAB: shed
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VOCAB: to burn | burn
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LINE: If you look out the glass door, you can see our patio. In the summers, we eat out there sometimes. We keep wood for our fireplace in that shed. You know wood burns much better if you keep it dry. {st-page_082_003.jpg}
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# Source: ST §More About My House (questions)
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# Source: ST §More About My House (questions)
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$PRODUCE Questions About the House (Part 2)
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ID: l3-s4
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REFERENCE
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INTRO: Six more questions about the tour. Answer aloud in full sentences.
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INSTRUCTION: Answer the questions aloud.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
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PROMPT: What's new in the living room?
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RESPONSE: The stereo is new.
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PROMPT: What are they going to play later on?
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RESPONSE: They might play a record or some cassettes.
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PROMPT: What do they use the microwave for?
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RESPONSE: They use it to heat water and boil it to make soup.
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PROMPT: What was the problem with the stove's oven?
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RESPONSE: It wasn't quick enough.
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PROMPT: What can you see out the glass door?
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RESPONSE: You can see the patio.
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PROMPT: Why does he keep the wood in a shed?
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RESPONSE: Because wood burns much better if you keep it dry.
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# Source: ST §The Wood's in the Shed
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# Source: ST §The Wood's in the Shed
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$SELECT The Wood's in the Shed
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ID: l3-s5
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INTRO: Everything in this house has its place — even the wood. Finish each sentence by tapping the right ending.
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INSTRUCTION: Match the first part of the sentence with the correct ending.
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OPTION: a | in the suburbs.
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OPTION: b | in the fireplace.
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OPTION: c | in the living room.
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OPTION: d | in the dining room.
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OPTION: e | to the fire.
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OPTION: f | in the microwave.
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OPTION: g | in the shed.
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OPTION: h | in the oven.
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OPTION: i | on the stereo.
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OPTION: j | on the patio.
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TEMPLATE: You can boil water quickly ____
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ANSWER: f|h
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TEMPLATE: When the weather is good, we eat outside ____
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ANSWER: j
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TEMPLATE: The table and chairs are ____
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ANSWER: d
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TEMPLATE: Kim is playing a record ____
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ANSWER: i
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TEMPLATE: Our stereo is ____
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ANSWER: c
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TEMPLATE: The wood is burning ____
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ANSWER: b
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TEMPLATE: Tony lives ____
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ANSWER: a
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TEMPLATE: We keep our wood ____
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ANSWER: g
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TEMPLATE: Mike is heating the food ____
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ANSWER: h|f
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TEMPLATE: Add more wood ____
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ANSWER: e
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# SKIPPED (book): ST Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair
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# discrimination with no recorded stimulus. Convertible later with chosen items + TTS.
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$LESSON 3-2: Additions and Get-Togethers
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# Source: LLA 3A Listening and Speaking Activity 1
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# Source: LLA 3A Listening and Speaking Activity 1
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$DIALOGUE Adding On — New Words
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ID: 3a-ls1
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INTRO: This part is about making a house bigger — and the family get-togethers that make that necessary. Listen to eight new words in sentences and repeat them.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to add on
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LINE: Mrs. Howard just had another baby. Now there are 5 children in the family. They need to add on another bedroom. {bk12-l3a-f1-25.mp3}
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VOCAB: to build
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LINE: My son is building his home in the country. {bk12-l3a-f1-26.mp3}
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VOCAB: to enlarge
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LINE: Peggy does a lot of cooking. She has decided to enlarge her kitchen. {bk12-l3a-f1-27.mp3}
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VOCAB: heat
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LINE: That fire is very hot. It gives off a lot of heat. {bk12-l3a-f1-28.mp3}
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VOCAB: to burn
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LINE: Don't let the baby play near the fire. It will burn him. {bk12-l3a-f1-29.mp3}
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VOCAB: addition
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LINE: This patio is our newest addition to the house. {bk12-l3a-f1-30.mp3}
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VOCAB: builder
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LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-31.mp3}
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VOCAB: suburb
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LINE: Valerie lives in a new suburb outside of the city. {bk12-l3a-f1-32.mp3}
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# Source: LLA 3A Figure 2
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# Source: LLA 3A Figure 2
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$SELECT Questions About Additions
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ID: 3a-f2
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INTRO: Now use those words. Listen to each question, tap the answer, then say the answer back.
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INSTRUCTION: Tap the correct answer.
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REPEAT
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OPTION: a | She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3}
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OPTION: b | Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3}
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OPTION: c | He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3}
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OPTION: d | She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3}
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OPTION: e | She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3}
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OPTION: f | The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3}
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OPTION: g | He's building it in the country. {bk12-l3a-f2-03-a.mp3}
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OPTION: h | The fire will burn him. {bk12-l3a-f2-08-a.mp3}
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PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01-q.mp3}
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ANSWER: c
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PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-02-q.mp3}
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ANSWER: e
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PROMPT: Where is your son building his home? {bk12-l3a-f2-03-q.mp3}
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ANSWER: g
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PROMPT: Is this patio new? {bk12-l3a-f2-04-q.mp3}
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ANSWER: b
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PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-05-q.mp3}
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ANSWER: a
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PROMPT: What does the fire give off? {bk12-l3a-f2-06-q.mp3}
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ANSWER: f
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PROMPT: Where does Valerie live? {bk12-l3a-f2-07-q.mp3}
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ANSWER: d
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PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-08-q.mp3}
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ANSWER: h
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# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
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# (same words, same presentation role); kept the cassette version below.
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# Source: LLA 3B Figure 1
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# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
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# (same words, same presentation role); kept the cassette version below.
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# Source: LLA 3B Figure 1
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$DIALOGUE Plans, Problems, and Solutions — New Words
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ID: 3b-f1
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INTRO: More new words — for get-togethers, problems, and how to solve them. Listen and repeat each word and sentence.
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INSTRUCTION: Repeat each word and sentence.
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REPEAT
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VOCAB: boil
|
|
LINE: Boil. The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
|
|
|
|
VOCAB: get-together
|
|
LINE: A get-together. Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
|
|
|
|
VOCAB: get together
|
|
LINE: Get together. Let's get together after work today. {bk12-l3b-f1-03.mp3}
|
|
|
|
VOCAB: play
|
|
LINE: Play. Does your son play basketball? {bk12-l3b-f1-04.mp3}
|
|
|
|
VOCAB: solve
|
|
LINE: Solve. Did you solve the math problem? {bk12-l3b-f1-05.mp3}
|
|
|
|
VOCAB: take place
|
|
LINE: Take place. Where did the accident take place? {bk12-l3b-f1-06.mp3}
|
|
|
|
VOCAB: interested in
|
|
LINE: Interested in. Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
|
|
|
|
VOCAB: near
|
|
LINE: Near. He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
|
|
|
|
VOCAB: perhaps
|
|
LINE: Perhaps. I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
|
|
|
|
VOCAB: tiring
|
|
LINE: Tiring. Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
|
|
|
|
VOCAB: idea
|
|
LINE: Idea. Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
|
|
|
|
VOCAB: meeting
|
|
LINE: Meeting. The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
|
|
|
|
VOCAB: solution
|
|
LINE: Solution. Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
|
|
|
|
VOCAB: trouble
|
|
LINE: Trouble. Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
|
|
|
|
# Source: LLA 3B Figure 1 (question pass)
|
|
|
|
# Source: LLA 3B Figure 1 (question pass)
|
|
$SELECT Choose the Answer
|
|
ID: 3b-f1-b
|
|
INTRO: Quick check on the new words — listen to each question and tap the answer.
|
|
INSTRUCTION: Tap the correct answer.
|
|
|
|
OPTION: a | He had an idea about enlarging the kitchen.
|
|
OPTION: b | He is planning a get-together at his house.
|
|
OPTION: c | Add the vegetables after the water boils.
|
|
OPTION: d | Jim is interested in learning about other countries.
|
|
OPTION: e | The meeting is in 15 minutes.
|
|
|
|
PROMPT: What is Jim interested in? {bk12-l3b-f1-15.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: What was Jeff's idea? {bk12-l3b-f1-16.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: When do I add the vegetables? {bk12-l3b-f1-17.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-18.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-19.mp3}
|
|
ANSWER: e
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room!
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room!
|
|
$DIALOGUE The Trouble Is We Don't Have Enough Room!
|
|
ID: l3-s7
|
|
INTRO: Meet Oscar and Anita. Their house is full — too many kids, too much cooking. Listen to Oscar's big idea, and repeat the new words.
|
|
INSTRUCTION: Repeat the new words, then read the dialog.
|
|
REPEAT
|
|
|
|
VOCAB: room
|
|
Anita: Boy, some of these family get-togethers can be very tiring! {st-page_085_001.jpg}
|
|
Oscar: The trouble is we don't have enough room for all the kids to play in.
|
|
Anita: And we don't have room for all the cooking that takes place when everybody is here.
|
|
|
|
VOCAB: idea
|
|
Oscar: I have an idea that just might solve our problem.
|
|
Anita: Let's hear your solution.
|
|
|
|
VOCAB: to add on | add on
|
|
VOCAB: den
|
|
VOCAB: to enlarge | enlarge
|
|
Oscar: We can add on a den to the house and enlarge the kitchen.
|
|
|
|
VOCAB: to leave | leave
|
|
Anita: Where will we put the den? . . . Where the patio is?
|
|
Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you.
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
|
|
$PRODUCE Questions About Oscar's Idea
|
|
ID: l3-s8
|
|
REFERENCE
|
|
INTRO: Answer the questions about Oscar and Anita's problem. Speak in full sentences — the dialog is there if you need it.
|
|
INSTRUCTION: Answer the questions aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: What was tiring?
|
|
RESPONSE: The family get-togethers were tiring.
|
|
|
|
PROMPT: What did Oscar say the problem was?
|
|
RESPONSE: He said they didn't have enough room for all the kids to play in.
|
|
|
|
PROMPT: Where does the cooking take place?
|
|
RESPONSE: The cooking takes place when everybody is there.
|
|
|
|
PROMPT: What's going to solve the problem?
|
|
RESPONSE: Oscar has an idea that might solve the problem.
|
|
|
|
PROMPT: What's Oscar's solution?
|
|
RESPONSE: They can add on a den to the house and enlarge the kitchen.
|
|
|
|
PROMPT: Does he want to put a den where the patio is?
|
|
RESPONSE: No, he wants to leave the patio like it is.
|
|
|
|
# Source: ST §Yes, We'll Do It In the Near Future
|
|
|
|
# Source: ST §Yes, We'll Do It In the Near Future
|
|
$DIALOGUE Yes, We'll Do It in the Near Future
|
|
ID: l3-s9
|
|
INTRO: Anita's sister Carol drops by to look at the plan. She wants a den too — of course she does.
|
|
INSTRUCTION: Repeat the new words, then read the dialog.
|
|
REPEAT
|
|
|
|
VOCAB: interested (in)
|
|
Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. {st-page_086_001.jpg}
|
|
Anita: Did you look at the kitchen?
|
|
Carol: It's going to be large. Why do you need a large kitchen?
|
|
Anita: When all my sisters, my mother, and I get together, we just don't have enough room.
|
|
Carol: But you only get together a few days out of the year.
|
|
Anita: I know, but these get-togethers are very important to us.
|
|
|
|
VOCAB: near
|
|
Carol: Are you planning to do this in the near future?
|
|
Anita: Well, Oscar has already built the kitchen wall. He wants to build the den right after he finishes the wall.
|
|
Carol: Then it should be ready for your next get-together.
|
|
Anita: We hope so.
|
|
|
|
# Source: ST §Yes, We'll Do It In the Near Future (questions)
|
|
|
|
# Source: ST §Yes, We'll Do It In the Near Future (questions)
|
|
$PRODUCE Questions About the Plan
|
|
ID: l3-s10
|
|
REFERENCE
|
|
INTRO: Answer the questions about Carol's visit and the plan. Speak in full sentences.
|
|
INSTRUCTION: Answer the questions aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: Why is Carol interested in the plan?
|
|
RESPONSE: Because she wants a den, too.
|
|
|
|
PROMPT: Why does Anita need a large kitchen?
|
|
RESPONSE: Because when her family gets together, they don't have enough room.
|
|
|
|
PROMPT: Are these get-togethers important to Anita?
|
|
RESPONSE: Yes, they are very important to them.
|
|
|
|
PROMPT: Will Oscar build the addition soon?
|
|
RESPONSE: Yes, he wants to build the den right after he finishes the kitchen wall.
|
|
|
|
PROMPT: When should the den be ready?
|
|
RESPONSE: It should be ready for their next get-together.
|
|
|
|
# Source: ST §They Want to Add On a Den
|
|
|
|
# Source: ST §They Want to Add On a Den
|
|
$PRODUCE They Want to Add On a Den
|
|
ID: l3-s11
|
|
INTRO: Retell the whole story of Oscar, Anita, and the den. Type the correct word from the choices shown in parentheses.
|
|
INSTRUCTION: Type the correct word from the choices in parentheses.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Oscar and Anita had a family ____{get-together} (story, get-together) last month.
|
|
RESPONSE: Oscar and Anita had a family get-together last month.
|
|
ACCEPT: get-together
|
|
|
|
TEMPLATE: Anita thought that the get-together was ____{tiring} (tiring, tired), but Oscar thought that the ____{trouble} (trouble, solution) was that they didn't have enough ____{room} (room, rooms).
|
|
RESPONSE: Anita thought that the get-together was tiring, but Oscar thought that the trouble was that they didn't have enough room.
|
|
|
|
TEMPLATE: Oscar thought he had the ____{solution} (idea, solution) to the problem, and he told Anita about his ____{idea} (idea, trouble).
|
|
RESPONSE: Oscar thought he had the solution to the problem, and he told Anita about his idea.
|
|
|
|
TEMPLATE: He wanted to ____{enlarge} (build, enlarge) the kitchen and ____{add on} (add on, enlarge) a new den.
|
|
RESPONSE: He wanted to enlarge the kitchen and add on a new den.
|
|
|
|
TEMPLATE: Now, the family is at Oscar's and Anita's house again. Oscar has already ____{built} (built, bought) the kitchen wall, and he will ____{build} (build, built) the den soon.
|
|
RESPONSE: Now, the family is at Oscar's and Anita's house again. Oscar has already built the kitchen wall, and he will build the den soon.
|
|
|
|
TEMPLATE: Anita's sister, Carol, is ____{interested} (interested, meeting) in the plan because she also wants a den.
|
|
RESPONSE: Anita's sister, Carol, is interested in the plan because she also wants a den.
|
|
ACCEPT: interested
|
|
|
|
TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{got together} (added on, got together).
|
|
RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they got together.
|
|
|
|
$LESSON 3-3: Could, May, and Might
|
|
|
|
# Source: ST §You Could Be the Winner of a Million Dollars!
|
|
|
|
# Source: ST §You Could Be the Winner of a Million Dollars!
|
|
$GRAMMAR Could for Possibility
|
|
ID: l3-s13
|
|
INTRO: New part, new tool: "could" — for things that are possible but not certain. Here's how it works.
|
|
|
|
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| The keys | **could**<br>might<br>may | be | in the kitchen. |
|
|
|
|
**Could is used to express possibility.**
|
|
|
|
Read the following sentences about possibility.
|
|
|
|
1. James {could be} in the backyard. I'm not sure.
|
|
2. Where {could Sam be}? He's 30 minutes late.
|
|
3. He {could be} at the gym. He likes to exercise in the afternoon.
|
|
4. {Could this be} Mike's sweater? He has a red one.
|
|
5. It {could be} Tom's sweater. It's got the letter "T" on it.
|
|
6. It's very cloudy this morning. It {could rain} today.
|
|
7. My father said we {could win} a lot of money if they pick our number.
|
|
|
|
# Source: LLA 3A Listening and Speaking Activity 2
|
|
|
|
# Source: LLA 3A Listening and Speaking Activity 2
|
|
$DIALOGUE Sentences with Could
|
|
ID: 3a-ls2
|
|
INTRO: Listen to five sentences with "could" and repeat them.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Those questions could be too difficult for him. I think he's having trouble. {bk12-l3a-f2-09.mp3}
|
|
LINE: Walter could be at the mall. I'm not sure. {bk12-l3a-f2-10.mp3}
|
|
LINE: Could this be Alan's jacket? It's the same color as his. {bk12-l3a-f2-11.mp3}
|
|
LINE: Do you think I could borrow your English book tonight? I can't find mine. {bk12-l3a-f2-12.mp3}
|
|
LINE: What could John be doing out this late at night? He's usually home early. {bk12-l3a-f2-13.mp3}
|
|
|
|
# Source: LLA 3A Figure 3
|
|
|
|
# Source: LLA 3A Figure 3
|
|
$PRODUCE Answer with Could
|
|
ID: 3a-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Answer the question you hear out loud, using "could" and the phrase on the screen. Then repeat the correct answer.
|
|
INSTRUCTION: Answer using "could" and the given phrase.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: at Jim's house
|
|
PROMPT: Where is Robert? {bk12-l3a-f3-ex-q.mp3}
|
|
RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-ex-a.mp3}
|
|
|
|
TEMPLATE: Daniel's
|
|
PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-01-q.mp3}
|
|
RESPONSE: It could be Daniel's. {bk12-l3a-f3-01-a.mp3}
|
|
|
|
TEMPLATE: today
|
|
PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-02-q.mp3}
|
|
RESPONSE: It could be today. {bk12-l3a-f3-02-a.mp3}
|
|
|
|
TEMPLATE: on your desk
|
|
PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-03-q.mp3}
|
|
RESPONSE: It could be on your desk. {bk12-l3a-f3-03-a.mp3}
|
|
|
|
TEMPLATE: a bird in a tree
|
|
PROMPT: What is that a picture of? {bk12-l3a-f3-04-q.mp3}
|
|
RESPONSE: It could be a bird in a tree. {bk12-l3a-f3-04-a.mp3}
|
|
|
|
TEMPLATE: about 2-1/2 or 3 hours
|
|
PROMPT: How long is this movie? {bk12-l3a-f3-05-q.mp3}
|
|
RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-05-a.mp3}
|
|
|
|
# Source: ST §Where Could They Be?
|
|
|
|
# Source: ST §Where Could They Be?
|
|
$DIALOGUE Where Could They Be?
|
|
ID: l3-s14
|
|
INTRO: Two small emergencies: lost keys and a lost wallet. Read along and notice could, may, and might doing the guessing.
|
|
INSTRUCTION: Read the paragraphs.
|
|
|
|
Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys.
|
|
LINE: Let's see; could they be in the kitchen? No, not there.
|
|
LINE: They might be on top of the TV. No. Well, they may be on the table in the bedroom. No.
|
|
LINE: Where could they be? They might be in the car. There they are!
|
|
LINE: I might be a little late for work, but I'll be there.
|
|
|
|
Narrator: Oh, no! It's time to pay the check, and I can't find my wallet.
|
|
LINE: Let's see; maybe it's in my other pocket. No. It could be in my jacket. NO! It's not there.
|
|
LINE: It might be in the car. How do I get out of the restaurant to check my car?
|
|
LINE: I could leave my friend here, or I could ask my friend to lend me the money.
|
|
|
|
# Source: ST §Where Could They Be? (questions)
|
|
|
|
# Source: ST §Where Could They Be? (questions)
|
|
$PRODUCE Questions About the Keys and the Wallet
|
|
ID: l3-s15
|
|
REFERENCE
|
|
INTRO: Answer the questions about the lost keys and the lost wallet. Speak in full sentences — you can check the paragraphs.
|
|
INSTRUCTION: Answer the questions aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: Are the keys in the kitchen?
|
|
RESPONSE: No, they aren't there.
|
|
|
|
PROMPT: Are they on the TV?
|
|
RESPONSE: No, they aren't on the TV.
|
|
|
|
PROMPT: Are they in the bedroom?
|
|
RESPONSE: No, they aren't in the bedroom.
|
|
|
|
PROMPT: Where are the keys?
|
|
RESPONSE: They are in the car.
|
|
|
|
PROMPT: Could he find his wallet?
|
|
RESPONSE: No, he couldn't find his wallet.
|
|
|
|
PROMPT: Is it in his jacket?
|
|
RESPONSE: No, it's not there.
|
|
|
|
PROMPT: How could he leave the restaurant to check his car?
|
|
RESPONSE: He could leave his friend there.
|
|
|
|
PROMPT: Does he have another choice?
|
|
RESPONSE: Yes, he could ask his friend to lend him the money.
|
|
|
|
# Source: ST §She Could Be at the Library
|
|
|
|
# Source: ST §She Could Be at the Library
|
|
$PRODUCE She Could Be at the Library
|
|
ID: l3-s16
|
|
INTRO: Now you make the guesses. Answer each question aloud with "could" and the cue on the screen.
|
|
INSTRUCTION: Answer aloud using "could" and the cue.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any grammatical sentence expressing possibility using "could" and incorporating the provided cue.
|
|
|
|
EXAMPLE
|
|
PROMPT: I lost my book. Where is it?
|
|
TEMPLATE: (inside the desk)
|
|
RESPONSE: It could be inside the desk.
|
|
|
|
PROMPT: Where could Marcy be? It's already 7:30.
|
|
TEMPLATE: (the library)
|
|
RESPONSE: She could be at the library.
|
|
|
|
PROMPT: Why is she at the library so late?
|
|
TEMPLATE: (have a test tomorrow)
|
|
RESPONSE: She could have a test tomorrow.
|
|
|
|
PROMPT: How long could this meeting last?
|
|
TEMPLATE: (2 hours)
|
|
RESPONSE: It could last 2 hours.
|
|
|
|
PROMPT: My 3-year-old nephew drew this picture. What is it?
|
|
TEMPLATE: (dog under a tree)
|
|
RESPONSE: It could be a dog under a tree.
|
|
|
|
PROMPT: When does the train leave for the city?
|
|
TEMPLATE: (tomorrow night)
|
|
RESPONSE: It could leave tomorrow night.
|
|
|
|
PROMPT: Who is this package for?
|
|
TEMPLATE: (the colonel)
|
|
RESPONSE: It could be for the colonel.
|
|
|
|
PROMPT: Why isn't Ellen home yet?
|
|
TEMPLATE: (stuck in traffic)
|
|
RESPONSE: She could be stuck in traffic.
|
|
|
|
PROMPT: Where's my pen?
|
|
TEMPLATE: (on the secretary's desk)
|
|
RESPONSE: It could be on the secretary's desk.
|
|
|
|
# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
|
|
|
|
# Source: LLA 3D Figures 1-2
|
|
|
|
# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
|
|
|
|
# Source: LLA 3D Figures 1-2
|
|
$DIALOGUE The Umbrella
|
|
ID: 3d-f1
|
|
INTRO: Carl brought his umbrella; his friend didn't. Listen for "might" and "could".
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
|
|
SpeakerB: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
|
|
SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
|
|
|
|
# Source: LLA 3D Figures 3-4
|
|
|
|
# Source: LLA 3D Figures 3-4
|
|
$DIALOGUE Looking for Major Adams
|
|
ID: 3d-f3
|
|
INTRO: Someone needs Major Adams — who could be anywhere. Listen for "may".
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
SpeakerA: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-01.mp3}
|
|
SpeakerB: Isn't he in his office? {bk12-l3d-f2-02.mp3}
|
|
SpeakerA: No, and I need to speak to him now. {bk12-l3d-f2-03.mp3}
|
|
SpeakerB: He may be in the Colonel's office. {bk12-l3d-f2-04.mp3}
|
|
SpeakerA: Thank you. I'll look. {bk12-l3d-f2-05.mp3}
|
|
|
|
# Source: LLA 3D Figures 5-6
|
|
|
|
# Source: LLA 3D Figures 5-6
|
|
$DIALOGUE Where Is Ms. Evans?
|
|
ID: 3d-f5
|
|
INTRO: Nancy is looking for Ms. Evans. Linda has three guesses — count how many it takes.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-01.mp3}
|
|
Linda: She could be in the next office. I'll check. {bk12-l3d-f4-02.mp3}
|
|
LINE: She's not there. She might be in the mailroom. {bk12-l3d-f4-03.mp3}
|
|
LINE: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-04.mp3}
|
|
LINE: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-05.mp3}
|
|
Nancy: Thanks, Linda. {bk12-l3d-f4-06.mp3}
|
|
|
|
# Source: LLA 3D Figures 7-8
|
|
|
|
# Source: LLA 3D Figures 7-8
|
|
$DIALOGUE A Ride to Work
|
|
ID: 3d-f7
|
|
INTRO: Two coworkers arrange a ride — maybe. Nothing is certain in this part.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-01.mp3}
|
|
SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-02.mp3}
|
|
SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-03.mp3}
|
|
SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-04.mp3}
|
|
|
|
# Source: LLA 3D Figure 9
|
|
|
|
# Source: LLA 3D Figure 9
|
|
$PRODUCE Answer with Could, May, or Might
|
|
ID: 3d-f9
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Answer each question aloud using the cue on the screen — could, may, or might — then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud using could, may, or might.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: in the library / could
|
|
PROMPT: Where is Mr. Williams? {bk12-l3d-f9-01.mp3}
|
|
RESPONSE: He could be in the library. {bk12-l3d-f9-02.mp3}
|
|
|
|
TEMPLATE: in the living room / could
|
|
PROMPT: Where is my new record? {bk12-l3d-f9-03.mp3}
|
|
RESPONSE: It could be in the living room. {bk12-l3d-f9-04.mp3}
|
|
|
|
TEMPLATE: cold outside / may
|
|
PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-05.mp3}
|
|
RESPONSE: It may be cold outside. {bk12-l3d-f9-06.mp3}
|
|
|
|
TEMPLATE: car in the garage / might
|
|
PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-07.mp3}
|
|
RESPONSE: His car might be in the garage. {bk12-l3d-f9-08.mp3}
|
|
|
|
TEMPLATE: in the neighbor's yard / could
|
|
PROMPT: Where is Sally's dog? {bk12-l3d-f9-09.mp3}
|
|
RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-10.mp3}
|
|
|
|
TEMPLATE: tightening nuts / may
|
|
PROMPT: What is this tool for? {bk12-l3d-f9-11.mp3}
|
|
RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-12.mp3}
|
|
|
|
TEMPLATE: on the dining room table / might
|
|
PROMPT: Where are my keys? {bk12-l3d-f9-13.mp3}
|
|
RESPONSE: They might be on the dining room table. {bk12-l3d-f9-14.mp3}
|
|
|
|
TEMPLATE: late / could
|
|
PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-15.mp3}
|
|
RESPONSE: She could be late. {bk12-l3d-f9-16.mp3}
|
|
|
|
TEMPLATE: you / may
|
|
PROMPT: Who is this package for? {bk12-l3d-f9-17.mp3}
|
|
RESPONSE: It may be for you. {bk12-l3d-f9-18.mp3}
|
|
|
|
TEMPLATE: stuck in traffic / might
|
|
PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-19.mp3}
|
|
RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-20.mp3}
|
|
|
|
TEMPLATE: Lt Mitchell / could
|
|
PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-21.mp3}
|
|
RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-22.mp3}
|
|
|
|
|
|
$LESSON Present Perfect Tense
|
|
|
|
# Source: ST §I'm Not Sure. It Could Be...
|
|
|
|
# Source: ST §I'm Not Sure. It Could Be...
|
|
$DIALOGUE I'm Not Sure. It Could Be...
|
|
ID: l3-s23
|
|
INTRO: Seven short exchanges, all guesses — nobody in this town knows anything for sure. Repeat each dialog.
|
|
INSTRUCTION: Repeat the dialogs about possibility, then read them.
|
|
REPEAT
|
|
|
|
Dan: Where did Al leave the newspaper?
|
|
Sam: I'm not sure. It may be on the patio.
|
|
|
|
Pat: What's the matter with your car? There's grease under it.
|
|
Doug: I don't know. It might be the engine.
|
|
|
|
Paul: What's the matter with Jan? She hasn't said much today.
|
|
Matt: I don't know. She could be worried. Her mother's sick.
|
|
|
|
Steve: Where's Mary? I haven't seen her since lunch.
|
|
Andy: I'm not sure, but she might be in the lab.
|
|
|
|
Peter: Whose stereo is that? It's awfully loud.
|
|
David: It could be Jean's. She likes loud music.
|
|
|
|
Tom: Do you think Mary could still be in the library?
|
|
Tim: Yes, she could be. She's studying for a test.
|
|
|
|
Phil: Could Dave be at the movie?
|
|
Mark: No, but he could be at the game. He was planning to go.
|
|
|
|
# Source: ST §Match the Responses
|
|
|
|
# Source: ST §Match the Responses
|
|
$SELECT Match the Responses
|
|
ID: l3-s24
|
|
INTRO: A four-step hunt for John. Match each line with its best response.
|
|
INSTRUCTION: Match the sentence with the best response.
|
|
OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
|
|
OPTION: b | I'm not sure. He uses both.
|
|
OPTION: c | Good luck!
|
|
OPTION: d | Well, then he may be at the library. He has a test tomorrow.
|
|
|
|
TEMPLATE: Which one? The city or school library?
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Thanks. I'll try the city library.
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Where is John?
|
|
ANSWER: a
|
|
|
|
TEMPLATE: I've already checked there. Where else could he be?
|
|
ANSWER: d
|
|
|
|
# Source: ST §Put the Dialog in Order
|
|
|
|
# Source: ST §Put the Dialog in Order
|
|
$SELECT Put the Dialog in Order
|
|
ID: l3-s25
|
|
ORDER
|
|
INTRO: Same hunt for John — now put the four lines in the order they were said.
|
|
INSTRUCTION: Put the sentences in order to make a dialog.
|
|
|
|
TEMPLATE: Put the sentences in the correct order.
|
|
OPTION: 1 | Where is John?
|
|
OPTION: 2 | I've already checked there. Where else could he be?
|
|
OPTION: 3 | Which one? The city or school library?
|
|
OPTION: 4 | Thanks. I'll try the city library.
|
|
ANSWER: 1,2,3,4
|
|
|
|
# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students make
|
|
# up questions and answers based on loose prompts (a car, health, etc.); requires a partner.
|
|
|
|
$LESSON 3-4: -ing and -ed Adjectives
|
|
|
|
# Source: LLA 3B Listening/Speaking Activity
|
|
|
|
# Source: LLA 3B Listening/Speaking Activity
|
|
$DIALOGUE Feelings — Exciting or Excited?
|
|
ID: 3b-ls1
|
|
INTRO: This part is about feelings: is the movie boring, or are you bored? Listen to the pairs of sentences and repeat them.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: My son's soccer game was very exciting. {bk12-l3b-f1-20.mp3}
|
|
LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-21.mp3}
|
|
LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-22.mp3}
|
|
LINE: Bob is interested in learning Italian. {bk12-l3b-f1-23.mp3}
|
|
LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-24.mp3}
|
|
LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-25.mp3}
|
|
LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-26.mp3}
|
|
LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-27.mp3}
|
|
LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-28.mp3}
|
|
LINE: John worked late today. He looks very tired. {bk12-l3b-f1-29.mp3}
|
|
LINE: The fire was frightening for everyone. {bk12-l3b-f1-30.mp3}
|
|
LINE: The children were frightened when the lights went out. {bk12-l3b-f1-31.mp3}
|
|
|
|
# Source: ST §-ing / -ed adjectives
|
|
|
|
# Source: ST §-ing / -ed adjectives
|
|
$GRAMMAR -ing or -ed?
|
|
ID: l3-s18
|
|
INTRO: Here's the one rule that sorts out every pair you just heard.
|
|
|
|
| |
|
|
|---|
|
|
| The **-ing** adjective describes the person/thing **causing** the feeling. |
|
|
| The **-ed** adjective describes the person **experiencing/having** the feeling. |
|
|
|
|
{My son's soccer game was very exciting.} — the game causes the feeling.
|
|
|
|
{Sergeant Roberts is excited about his high test score.} — the sergeant has the feeling.
|
|
|
|
The pairs in this lesson: {exciting} / {excited}, {interesting} / {interested}, {boring} / {bored}, {confusing} / {confused}, {tiring} / {tired}, {frightening} / {frightened}.
|
|
|
|
# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
|
|
|
|
# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
|
|
$PRODUCE Answer with -ing or -ed
|
|
ID: 3b-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Answer each question aloud using the cue on the screen — add -ing or -ed to the word — then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud using an -ing or -ed adjective.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: the movie / interest
|
|
PROMPT: How was the movie? {bk12-l3b-f2-ex-q.mp3}
|
|
RESPONSE: The movie was interesting. {bk12-l3b-f2-ex-a.mp3}
|
|
|
|
TEMPLATE: He / excite
|
|
PROMPT: How does Peter feel about his new job? {bk12-l3b-f2-01-q.mp3}
|
|
RESPONSE: He is very excited about his new job. {bk12-l3b-f2-01-a.mp3}
|
|
|
|
TEMPLATE: She / bore
|
|
PROMPT: What's wrong with Judy today? {bk12-l3b-f2-02-q.mp3}
|
|
RESPONSE: She's bored. {bk12-l3b-f2-02-a.mp3}
|
|
|
|
TEMPLATE: It / confuse
|
|
PROMPT: Why did you spend so much time on that question? {bk12-l3b-f2-03-q.mp3}
|
|
RESPONSE: It was confusing. {bk12-l3b-f2-03-a.mp3}
|
|
|
|
TEMPLATE: It / tire
|
|
PROMPT: How was your vacation to the mountains? {bk12-l3b-f2-04-q.mp3}
|
|
RESPONSE: It was very tiring. {bk12-l3b-f2-04-a.mp3}
|
|
|
|
TEMPLATE: She / frighten
|
|
PROMPT: How did your daughter feel after the accident? {bk12-l3b-f2-05-q.mp3}
|
|
RESPONSE: She was frightened. {bk12-l3b-f2-05-a.mp3}
|
|
|
|
TEMPLATE: It / excite
|
|
PROMPT: How was Jan's trip to Europe? {bk12-l3b-f2-06-q.mp3}
|
|
RESPONSE: It was very exciting. {bk12-l3b-f2-06-a.mp3}
|
|
|
|
TEMPLATE: no / I / confuse
|
|
PROMPT: Could you understand my directions? {bk12-l3b-f2-07-q.mp3}
|
|
RESPONSE: No, I was confused. {bk12-l3b-f2-07-a.mp3}
|
|
|
|
TEMPLATE: I / bore
|
|
PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3}
|
|
RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3}
|
|
|
|
# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
|
|
# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
|
|
# kept the cassette version.
|
|
|
|
# Source: ST §Is George Excited or Exciting?
|
|
|
|
# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
|
|
# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
|
|
# kept the cassette version.
|
|
|
|
# Source: ST §Is George Excited or Exciting?
|
|
$PRODUCE Excited or Exciting?
|
|
ID: l3-s20
|
|
INTRO: Type the correct form — -ing or -ed — for each sentence. Remember: the thing causes, the person feels.
|
|
INSTRUCTION: Type the correct word to complete the sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: George is ____{excited} (excited, exciting) about his new job.
|
|
RESPONSE: George is excited about his new job.
|
|
ACCEPT: excited
|
|
|
|
TEMPLATE: Is basketball an ____{exciting} (excited, exciting) game?
|
|
RESPONSE: Is basketball an exciting game?
|
|
ACCEPT: exciting
|
|
|
|
TEMPLATE: Was Barbara ____{frightened} (frightened, frightening) after the accident?
|
|
RESPONSE: Was Barbara frightened after the accident?
|
|
ACCEPT: frightened
|
|
|
|
TEMPLATE: That new movie is very ____{frightening} (frightened, frightening). I won't let my children see it.
|
|
RESPONSE: That new movie is very frightening. I won't let my children see it.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: My morning class is ____{boring} (bored, boring).
|
|
RESPONSE: My morning class is boring.
|
|
ACCEPT: boring
|
|
|
|
TEMPLATE: Alan's nephew is already ____{bored} (bored, boring) with school.
|
|
RESPONSE: Alan's nephew is already bored with school.
|
|
ACCEPT: bored
|
|
|
|
TEMPLATE: Ms. Sanders thinks that maps are ____{confusing} (confused, confusing).
|
|
RESPONSE: Ms. Sanders thinks that maps are confusing.
|
|
ACCEPT: confusing
|
|
|
|
TEMPLATE: Lester is ____{confused} (confused, confusing) about which college to attend.
|
|
RESPONSE: Lester is confused about which college to attend.
|
|
ACCEPT: confused
|
|
|
|
TEMPLATE: Is the baby crying because he is ____{tired} (tired, tiring)?
|
|
RESPONSE: Is the baby crying because he is tired?
|
|
ACCEPT: tired
|
|
|
|
TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____{tiring} (tired, tiring).
|
|
RESPONSE: When you move a lot of heavy furniture to a new house, it's tiring.
|
|
ACCEPT: tiring
|
|
|
|
# Source: ST §A Letter from Dave
|
|
|
|
# Source: ST §A Letter from Dave
|
|
$PRODUCE A Letter from Dave
|
|
ID: l3-s21
|
|
INTRO: Dave writes home from college. Complete his letter with the -ing or -ed forms. His Wednesday math class, you'll learn, is not thrilling.
|
|
INSTRUCTION: Type the correct word to complete the sentences from Dave's letter.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: First of all, college is very ____{exciting} (excited, exciting).
|
|
RESPONSE: First of all, college is very exciting.
|
|
ACCEPT: exciting
|
|
|
|
TEMPLATE: I think the people are ____{interesting} (interested, interesting) because they are from different countries.
|
|
RESPONSE: I think the people are interesting because they are from different countries.
|
|
ACCEPT: interesting
|
|
|
|
TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings.
|
|
RESPONSE: The first day I was confused about the buildings.
|
|
ACCEPT: confused
|
|
|
|
TEMPLATE: It was really ____{tiring} (tired, tiring).
|
|
RESPONSE: It was really tiring.
|
|
ACCEPT: tiring
|
|
|
|
TEMPLATE: I thought it would be ____{frightening} (frightened, frightening) to live away from home.
|
|
RESPONSE: I thought it would be frightening to live away from home.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: Don't worry, Dad, I'm not ____{frightened} (frightened, frightening).
|
|
RESPONSE: Don't worry, Dad, I'm not frightened.
|
|
ACCEPT: frightened
|
|
|
|
TEMPLATE: I haven't found anything ____{frightening} (frightened, frightening) about school yet.
|
|
RESPONSE: I haven't found anything frightening about school yet.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: Most of my classes are very ____{interesting} (interested, interesting), but my Wednesday morning math class is ____{boring} (bored, boring).
|
|
RESPONSE: Most of my classes are very interesting, but my Wednesday morning math class is boring.
|
|
|
|
TEMPLATE: That is the only time of the day that I am ____{bored} (bored, boring).
|
|
RESPONSE: That is the only time of the day that I am bored.
|
|
ACCEPT: bored
|
|
|
|
TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring).
|
|
RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired.
|
|
ACCEPT: tired
|
|
|
|
# Source: ST §Interesting or Interested?
|
|
|
|
# Source: ST §Interesting or Interested?
|
|
$PRODUCE Interesting or Interested?
|
|
ID: l3-s22
|
|
INTRO: Now answer freely. Use an -ing or -ed adjective in each answer, and speak whole sentences.
|
|
INSTRUCTION: Answer the questions aloud using -ing or -ed adjectives.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling.
|
|
|
|
PROMPT: Could you follow Herb's directions?
|
|
RESPONSE: No, his directions were confusing.
|
|
|
|
PROMPT: How was your trip to Hawaii?
|
|
RESPONSE: It was exciting.
|
|
|
|
PROMPT: What's wrong with Major Jones today?
|
|
RESPONSE: He is tired.
|
|
|
|
PROMPT: Why did Ted spend so much time on that one question?
|
|
RESPONSE: He was confused.
|
|
|
|
PROMPT: How's that new movie?
|
|
RESPONSE: It is interesting.
|
|
|
|
PROMPT: How was the flight from Yemen to New York?
|
|
RESPONSE: It was tiring.
|
|
|
|
PROMPT: How did Polly and Anna feel during the storm?
|
|
RESPONSE: They were frightened.
|
|
|
|
PROMPT: How does Lt Alonzo feel about his score of 95?
|
|
RESPONSE: He is excited.
|
|
|
|
# Source: LLA 3A Figure 4
|
|
|
|
# Source: LLA 3A Figure 4
|
|
$SELECT How Do They Feel?
|
|
ID: 3a-f4
|
|
INTRO: Listen to short dialogs and read between the lines: how does the speaker feel? Tap the word that finishes the sentence, then repeat the answer.
|
|
INSTRUCTION: Tap the correct answer.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: What happened, Gina? That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
|
|
TEMPLATE: Gina is ______.
|
|
OPTION: a | happy
|
|
OPTION: b | sad
|
|
OPTION: c | angry {bk12-l3a-f4-ex-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: Hi, Jack. Is Mr. West your barber too? Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
|
|
TEMPLATE: Jack is ______.
|
|
OPTION: a | sick
|
|
OPTION: b | pleased {bk12-l3a-f4-01-a.mp3}
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
|
|
PROMPT: What are you doing here at the airport so late at night, Jim? I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
|
|
TEMPLATE: The plane is ______.
|
|
OPTION: a | early
|
|
OPTION: b | late {bk12-l3a-f4-02-a.mp3}
|
|
OPTION: c | on time
|
|
ANSWER: b
|
|
|
|
PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
|
|
TEMPLATE: Lt Andrews is ______.
|
|
OPTION: a | upset {bk12-l3a-f4-03-a.mp3}
|
|
OPTION: b | happy
|
|
OPTION: c | sad
|
|
ANSWER: a
|
|
|
|
PROMPT: Jimmy, what's wrong? They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
|
|
TEMPLATE: The tea is too ______.
|
|
OPTION: a | sour
|
|
OPTION: b | salty
|
|
OPTION: c | sweet {bk12-l3a-f4-04-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: Where are you going in such a hurry? To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
|
|
TEMPLATE: He's ______.
|
|
OPTION: a | sad
|
|
OPTION: b | excited {bk12-l3a-f4-05-a.mp3}
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
|
|
$LESSON 3-5: Indirect Speech and Dictation
|
|
|
|
# Source: ST §Indirect Speech
|
|
|
|
# Source: ST §Indirect Speech
|
|
$GRAMMAR Indirect Speech
|
|
ID: l3-s26
|
|
INTRO: New part: reporting what people said. "I know the answer" becomes "He said that he knew the answer." Here's the pattern.
|
|
|
|
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|
|
|---|---|
|
|
| **Tom:** I know the answer. | What did Tom say?<br>Tom {said (that) he knew} the answer. |
|
|
|
|
A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**.
|
|
|
|
The following changes are made:
|
|
1. The present tense verb in direct speech changes to the **past tense** in indirect speech.
|
|
2. The **pronouns** are changed in indirect speech.
|
|
3. The conjunction **that** is used to introduce the clause. It is sometimes omitted.
|
|
|
|
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
|
|
|
|
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
|
|
$DIALOGUE Eric Said That He Wanted to Add a Second Story
|
|
ID: l3-s27
|
|
INTRO: Read how Alan reports Eric's building plans — the whole list, moved into the past tense.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Alan: Hey, Eric, what are your plans for the house?
|
|
Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
Narrator: (Later)
|
|
Tony: Hi, Alan. Do you know what Eric plans to do to his house?
|
|
Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 1)
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 1)
|
|
$DIALOGUE Mike's Plans
|
|
ID: 3c-f1-d1
|
|
INTRO: Listen to a short conversation and take notes — a question follows.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-01.mp3}
|
|
LINE: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-02.mp3}
|
|
LINE: That sounds nice. It will be nice once it's finished. {bk12-l3c-f1-03.mp3}
|
|
LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-04.mp3}
|
|
LINE: No, I didn't. {bk12-l3c-f1-05.mp3}
|
|
LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-06.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 1)
|
|
|
|
# Source: LLA 3C Figure 1 (Question 1)
|
|
$PRODUCE What Did Mike Say?
|
|
ID: 3c-f1-q1
|
|
REFERENCE
|
|
INTRO: Now report Mike's plans yourself. Answer aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What did Mike say about his house? {bk12-l3c-f1-07-q.mp3}
|
|
RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-07-a.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 2)
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 2)
|
|
$DIALOGUE Mrs. Parker Is Away
|
|
ID: 3c-f1-d2
|
|
INTRO: A shorter one this time. Listen and take notes.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-08.mp3}
|
|
LINE: She's not home. She's in Chicago. {bk12-l3c-f1-09.mp3}
|
|
LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-10.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 2)
|
|
|
|
# Source: LLA 3C Figure 1 (Question 2)
|
|
$PRODUCE What Did Mr. Parker Say?
|
|
ID: 3c-f1-q2
|
|
REFERENCE
|
|
INTRO: Report what Mr. Parker said. Answer aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-11-q.mp3}
|
|
RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-11-a.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 3)
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 3)
|
|
$DIALOGUE Looking for Sergeant Robinson
|
|
ID: 3c-f1-d3
|
|
INTRO: One more conversation to report — this one travels through three people. Listen and take notes.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
LINE: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-12.mp3}
|
|
LINE: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-13.mp3}
|
|
LINE: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-14.mp3}
|
|
LINE: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-15.mp3}
|
|
LINE: Thank you, sir. I'll come back later. {bk12-l3c-f1-16.mp3}
|
|
LINE: Sergeant Robinson? {bk12-l3c-f1-17.mp3}
|
|
LINE: Yes, sir. {bk12-l3c-f1-18.mp3}
|
|
LINE: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-19.mp3}
|
|
LINE: Thank you for the message, sir. {bk12-l3c-f1-20.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 3)
|
|
|
|
# Source: LLA 3C Figure 1 (Question 3)
|
|
$PRODUCE What Did Captain Brooks Say?
|
|
ID: 3c-f1-q3
|
|
REFERENCE
|
|
INTRO: Report Captain Brooks. Answer aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-21-q.mp3}
|
|
RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-21-a.mp3}
|
|
|
|
# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
|
|
|
|
# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
|
|
|
|
# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
|
|
|
|
# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
|
|
$PRODUCE Write the Question
|
|
ID: 3c-f3
|
|
INTRO: Now you build the reported question. Read each short dialog, type the missing answer, then type the question with "say".
|
|
INSTRUCTION: Type the missing question and answer.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Mike: Do you speak French or Spanish?
|
|
TEMPLATE: Stan: I speak French.
|
|
TEMPLATE: QUESTION: Did Stan say that he spoke French or Spanish?
|
|
RESPONSE: Did Stan say that he spoke French or Spanish?
|
|
|
|
TEMPLATE: Ann: Do you want Chinese or Italian food?
|
|
TEMPLATE: Pat: ____{I want Italian food.}
|
|
TEMPLATE: QUESTION: ____{Did Pat say he wanted Chinese or Italian food?|Did Pat say that he wanted Chinese or Italian food?}
|
|
RESPONSE: Pat: I want Italian food. QUESTION: Did Pat say he wanted Chinese or Italian food?
|
|
|
|
TEMPLATE: Bill: Do you want to watch TV or go to the movies?
|
|
TEMPLATE: Frank: ____{I want to watch TV.}
|
|
TEMPLATE: QUESTION: ____{Did Frank say that he wanted to watch TV or go to the movies?|Did Frank say he wanted to watch TV or go to the movies?}
|
|
RESPONSE: Frank: I want to watch TV. QUESTION: Did Frank say that he wanted to watch TV or go to the movies?
|
|
|
|
TEMPLATE: Shirley: Do you swim every day?
|
|
TEMPLATE: Paul: ____{No, I don't like to swim.}
|
|
TEMPLATE: QUESTION: ____{Did Paul say that he swam every day?|Did Paul say he swam every day?}
|
|
RESPONSE: Paul: No, I don't like to swim. QUESTION: Did Paul say that he swam every day?
|
|
|
|
# Source: LLA 3B Figure 3 (Dialog 1)
|
|
|
|
# Source: LLA 3B Figure 3 (Dialog 1)
|
|
$DIALOGUE A Message for Captain Douglas
|
|
ID: 3b-f3
|
|
INTRO: Reported speech at work: Sergeant Richards is stuck in Detroit and needs two more days of leave. Listen to how the message travels.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Female1: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
|
|
Male1: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
|
|
Female1: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
|
|
Male1: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
|
|
Female1: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
|
|
Male1: Thanks. {bk12-l3b-f3-d1-06.mp3}
|
|
Female1: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
|
|
Male2: Yes. {bk12-l3b-f3-d1-08.mp3}
|
|
Female1: Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-09.mp3}
|
|
Male2: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-10.mp3}
|
|
Female1: Yes, sir. {bk12-l3b-f3-d1-11.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Question 1)
|
|
|
|
# Source: LLA 3B Figure 3 (Question 1)
|
|
$PRODUCE What Did Sergeant Richards Need?
|
|
ID: 3b-f3-b
|
|
REFERENCE
|
|
INTRO: Now answer the question about the phone call. Speak your answer out loud in a full sentence.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: Accept any phrasing that states Sergeant Richards needed to ask for 2 more days of leave.
|
|
|
|
PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
|
|
RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Dialog 2)
|
|
|
|
# Source: LLA 3B Figure 3 (Dialog 2)
|
|
$DIALOGUE A Dinner Invitation
|
|
ID: 3b-f3-c
|
|
INTRO: Another message passed along: Sue invites Lorraine to dinner — by way of Lorraine's mother. Listen.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Female1: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
|
|
Female2: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
|
|
Female1: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
|
|
Female2: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
|
|
Female1: It's not until 7 tonight. I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-05.mp3}
|
|
Female2: Thanks. {bk12-l3b-f3-d2-06.mp3}
|
|
Female2: I'm home, Mom. {bk12-l3b-f3-d2-07.mp3}
|
|
Female1: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. Did you tell her that I could go? {bk12-l3b-f3-d2-08.mp3}
|
|
Female2: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-09.mp3}
|
|
Female1: Yes, Ma'am. {bk12-l3b-f3-d2-10.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Question 2)
|
|
|
|
# Source: LLA 3B Figure 3 (Question 2)
|
|
$PRODUCE Where Does Sue Want Lorraine to Go?
|
|
ID: 3b-f3-d
|
|
REFERENCE
|
|
INTRO: Now answer the question about the second conversation. Speak your answer out loud in a full sentence.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: Accept any phrasing that states Sue wants Lorraine to go to her house for dinner at 7 o'clock.
|
|
|
|
PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
|
|
RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
|
|
|
|
# Source: LLA 3C Figure 4
|
|
|
|
# Source: LLA 3C Figure 4
|
|
$PRODUCE Dictation: Randy's Decision
|
|
ID: 3c-f4
|
|
INTRO: Dictation time. Randy has big decisions to make; you just have to type them. Listen to each phrase and type exactly what you hear.
|
|
INSTRUCTION: Type what you hear.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: Randy is in his last year {bk12-l3c-f4-01.mp3}
|
|
RESPONSE: Randy is in his last year {bk12-l3c-f4-01.mp3}
|
|
|
|
PROMPT: of high school. {bk12-l3c-f4-02.mp3}
|
|
RESPONSE: of high school. {bk12-l3c-f4-02.mp3}
|
|
|
|
PROMPT: Last Friday {bk12-l3c-f4-03.mp3}
|
|
RESPONSE: Last Friday {bk12-l3c-f4-03.mp3}
|
|
|
|
PROMPT: he made up his mind {bk12-l3c-f4-04.mp3}
|
|
RESPONSE: he made up his mind {bk12-l3c-f4-04.mp3}
|
|
|
|
PROMPT: to go to college. {bk12-l3c-f4-05.mp3}
|
|
RESPONSE: to go to college. {bk12-l3c-f4-05.mp3}
|
|
|
|
PROMPT: Now he has to decide {bk12-l3c-f4-06.mp3}
|
|
RESPONSE: Now he has to decide {bk12-l3c-f4-06.mp3}
|
|
|
|
PROMPT: what career field to choose. {bk12-l3c-f4-07.mp3}
|
|
RESPONSE: what career field to choose. {bk12-l3c-f4-07.mp3}
|
|
|
|
PROMPT: His parents told him {bk12-l3c-f4-08.mp3}
|
|
RESPONSE: His parents told him {bk12-l3c-f4-08.mp3}
|
|
|
|
PROMPT: that a degree in business {bk12-l3c-f4-09.mp3}
|
|
RESPONSE: that a degree in business {bk12-l3c-f4-09.mp3}
|
|
|
|
PROMPT: would give him {bk12-l3c-f4-10.mp3}
|
|
RESPONSE: would give him {bk12-l3c-f4-10.mp3}
|
|
|
|
PROMPT: a good future. {bk12-l3c-f4-11.mp3}
|
|
RESPONSE: a good future. {bk12-l3c-f4-11.mp3}
|
|
|
|
PROMPT: He's still confused {bk12-l3c-f4-12.mp3}
|
|
RESPONSE: He's still confused {bk12-l3c-f4-12.mp3}
|
|
|
|
PROMPT: about the courses {bk12-l3c-f4-13.mp3}
|
|
RESPONSE: about the courses {bk12-l3c-f4-13.mp3}
|
|
|
|
PROMPT: he wants to study {bk12-l3c-f4-14.mp3}
|
|
RESPONSE: he wants to study {bk12-l3c-f4-14.mp3}
|
|
|
|
PROMPT: but he has time {bk12-l3c-f4-15.mp3}
|
|
RESPONSE: but he has time {bk12-l3c-f4-15.mp3}
|
|
|
|
PROMPT: to think it over. {bk12-l3c-f4-16.mp3}
|
|
RESPONSE: to think it over. {bk12-l3c-f4-16.mp3}
|
|
|
|
$LESSON 3-6: Present Perfect and Listening Skills
|
|
|
|
# Source: LLA 3D Listening/Speaking Activity
|
|
|
|
# Source: LLA 3D Listening/Speaking Activity
|
|
$DIALOGUE Present Perfect — Listen and Repeat
|
|
ID: 3d-ls1
|
|
INTRO: Last part: the present perfect — for things that have already happened, or have gone on until now — plus some number and sound practice to finish. Listen to the sentences and repeat them.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-23.mp3}
|
|
LINE: He's broken his leg. {bk12-l3d-f9-24.mp3}
|
|
LINE: This dog has cost us a lot of money. {bk12-l3d-f9-25.mp3}
|
|
LINE: The water in the lake has frozen. {bk12-l3d-f9-26.mp3}
|
|
LINE: Mark has had that car since 1984. {bk12-l3d-f9-27.mp3}
|
|
LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-28.mp3}
|
|
LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-29.mp3}
|
|
LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-30.mp3}
|
|
LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-31.mp3}
|
|
LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-32.mp3}
|
|
LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-33.mp3}
|
|
|
|
# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
|
|
|
|
# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
|
|
$GRAMMAR The Present Perfect
|
|
ID: 3d-ls1-b
|
|
INTRO: A quick look at the pattern you just heard, before you drill it.
|
|
|
|
The present perfect is **have / has** + the past participle:
|
|
|
|
{The meeting has already begun.} — {He's broken his leg.}
|
|
|
|
Use it for things that have already happened, or that started in the past and continue now:
|
|
|
|
{Mark has had that car since 1984.} — {I've ridden the bus for 3 years.}
|
|
|
|
Watch the irregular past participles from these sentences: **begun, broken, cost, frozen, had, kept, paid, ridden, slept, taught, withdrawn**.
|
|
|
|
# Source: LLA 3D Figure 10
|
|
|
|
# Source: LLA 3D Figure 10
|
|
$PRODUCE Answer in the Present Perfect
|
|
ID: 3d-f10
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Answer each question aloud in the present perfect, using the cue words on the screen, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud using the cue words.
|
|
REPEAT
|
|
|
|
TEMPLATE: meeting / already / begin
|
|
PROMPT: Why do I have to hurry? {bk12-l3d-f10-01.mp3}
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RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-02.mp3}
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TEMPLATE: he / break / leg
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PROMPT: What has he broken? {bk12-l3d-f10-03.mp3}
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RESPONSE: He has broken his leg. {bk12-l3d-f10-04.mp3}
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TEMPLATE: dog / cost
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PROMPT: What has cost us a lot of money? {bk12-l3d-f10-05.mp3}
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RESPONSE: This dog has cost us a lot of money. {bk12-l3d-f10-06.mp3}
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TEMPLATE: water / lake
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PROMPT: What has frozen? {bk12-l3d-f10-07.mp3}
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RESPONSE: The water in the lake has frozen. {bk12-l3d-f10-08.mp3}
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TEMPLATE: since / 1984
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PROMPT: How long has Mark had that car? {bk12-l3d-f10-09.mp3}
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RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-10.mp3}
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TEMPLATE: all / old jackets
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PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-11.mp3}
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RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-12.mp3}
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TEMPLATE: no
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PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-13.mp3}
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RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-14.mp3}
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TEMPLATE: ride / bus / three years
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PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-15.mp3}
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RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-16.mp3}
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TEMPLATE: sleep well / three nights
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PROMPT: Why is Jill tired? {bk12-l3d-f10-17.mp3}
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RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-18.mp3}
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TEMPLATE: teach / that course / six years
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PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-19.mp3}
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RESPONSE: He has taught that course for 6 years. {bk12-l3d-f10-20.mp3}
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TEMPLATE: withdraw / money / Swiss bank
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PROMPT: What has Peter done with his money? {bk12-l3d-f10-21.mp3}
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RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-22.mp3}
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# Source: LLA 3D Figure 11
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# Source: LLA 3D Figure 11
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$PRODUCE Write the Numbers
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ID: 3d-f11
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INPUT: type
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CHECK: exact
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INTRO: Two short paragraphs full of numbers. Listen carefully and type the numbers you hear in the blanks.
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INSTRUCTION: Type the numbers.
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PROMPT: Nick got a job last week... {bk12-l3d-f11-01.mp3}
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TEMPLATE: Number 1: ____{250}
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TEMPLATE: Number 2: ____{530}
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TEMPLATE: Number 3: ____{1,001|1001}
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RESPONSE: 250, 530, 1,001
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PROMPT: Jane's daughter goes to the biggest elementary school in the city... {bk12-l3d-f11-02.mp3}
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TEMPLATE: Kindergarten: ____{200}
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TEMPLATE: 1st grade: ____{250}
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TEMPLATE: 2nd grade: ____{247}
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TEMPLATE: 3rd grade: ____{272}
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TEMPLATE: 4th grade: ____{302}
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|
TEMPLATE: 5th grade: ____{287}
|
|
RESPONSE: 200, 250, 247, 272, 302, 287
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# Source: ST §Circle the Same Sound
|
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# Source: ST §Circle the Same Sound
|
|
$SELECT Same Sound
|
|
ID: l3-s12
|
|
INTRO: Time to tune your ears — or at least your spelling. Tap the word whose underlined letters make the same sound as the underlined part of the first word.
|
|
INSTRUCTION: Tap the word that has the same sound for the underlined part.
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EXAMPLE
|
|
TEMPLATE: l*au*gh
|
|
OPTION: a | b*u*g
|
|
OPTION: b | b*ee*f
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|
OPTION: c | d*au*ghter
|
|
ANSWER: a
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|
|
TEMPLATE: a*cc*ept
|
|
OPTION: a | *c*ook
|
|
OPTION: b | *r*ice
|
|
OPTION: c | *e*gg
|
|
ANSWER: a|b
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|
|
|
TEMPLATE: profe*ss*ion
|
|
OPTION: a | *sh*ut
|
|
OPTION: b | *ch*air
|
|
OPTION: c | *s*it
|
|
ANSWER: a
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|
|
|
TEMPLATE: te*ch*nical
|
|
OPTION: a | *ch*arge
|
|
OPTION: b | *n*eck
|
|
OPTION: c | *q*uiet
|
|
ANSWER: c
|
|
|
|
TEMPLATE: re*f*usal
|
|
OPTION: a | *b*usy
|
|
OPTION: b | *c*ashier
|
|
OPTION: c | *c*ross
|
|
ANSWER: b
|
|
|
|
TEMPLATE: di*sc*uss
|
|
OPTION: a | *d*ecide
|
|
OPTION: b | *c*ause
|
|
OPTION: c | *ch*arge
|
|
ANSWER: a|b
|
|
|
|
TEMPLATE: *ch*oice
|
|
OPTION: a | *c*ash
|
|
OPTION: b | *ch*arge
|
|
OPTION: c | *n*eck
|
|
ANSWER: b
|
|
|
|
TEMPLATE: *kn*ow
|
|
OPTION: a | *n*ew
|
|
OPTION: b | *k*eep
|
|
OPTION: c | *q*uick
|
|
ANSWER: a
|
|
|
|
TEMPLATE: re*fu*se
|
|
OPTION: a | *p*ass
|
|
OPTION: b | *n*oise
|
|
OPTION: c | *sh*ine
|
|
ANSWER: c|a
|
|
|
|
TEMPLATE: edu*ca*tion
|
|
OPTION: a | *sh*op
|
|
OPTION: b | *ch*oose
|
|
OPTION: c | *t*ime
|
|
ANSWER: a
|
|
|
|
TEMPLATE: *ed*ucate
|
|
OPTION: a | *c*ircle
|
|
OPTION: b | *l*oose
|
|
OPTION: c | *f*orget
|
|
ANSWER: b|c
|
|
|
|
# Source: ST §What Does It Mean?
|
|
|
|
# Source: ST §What Does It Mean?
|
|
$SELECT What Does It Mean?
|
|
ID: l3-s17
|
|
INTRO: Last activity. Tap the word that means the same as the underlined word in each sentence. That's Lesson 3 — you've added on quite a bit yourself.
|
|
INSTRUCTION: Select the word with the same meaning as the underlined word.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
|
|
OPTION: a | try to get fish
|
|
OPTION: b | buy fish
|
|
OPTION: c | eat fish
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
|
|
OPTION: a | came to the meeting
|
|
OPTION: b | didn't have the meeting
|
|
OPTION: c | spoke at the meeting
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
|
|
OPTION: a | a talk
|
|
OPTION: b | a present
|
|
OPTION: c | a cry
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
|
|
OPTION: a | dirty
|
|
OPTION: b | hard
|
|
OPTION: c | clean
|
|
ANSWER: c
|
|
|
|
TEMPLATE: He's in the hospital with an unknown *disease*.
|
|
OPTION: a | sickness
|
|
OPTION: b | word
|
|
OPTION: c | vehicle
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
|
|
OPTION: a | bought
|
|
OPTION: b | cooked
|
|
OPTION: c | enlarged
|
|
ANSWER: b
|