2710 lines
87 KiB
Plaintext
2710 lines
87 KiB
Plaintext
$MODULE Book 5 · Lesson 2: Where Can I Buy Some Shampoo? {st-page_031_001.jpg|Shelves filled with soap, shampoo, mouthwash, and toothpaste in a store next to a service window}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book5_lesson2
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DESCRIPTION: Ordinal numbers and dates, bathroom and grocery vocabulary, "there is/are", "some/any", "can" for possibility, quantifiers (a few, a little, a lot of), plus spelling, punctuation, and reading 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: John | achird | Male student
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VOICE: Friend | aoede | Female student
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VOICE: Mark | charon | Male voice
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VOICE: Jack | achird | Male voice
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VOICE: Student1 | charon | Male student
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VOICE: Student2 | achird | Male student
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VOICE: Instructor | aoede | Female instructor
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VOICE: Student | achird | Male student
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VOICE: Mother | aoede | Female speaker
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VOICE: Ted | schedar | Male speaker
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VOICE: Narrator | achernar | speaker (auto)
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$SESSION 2-1: Ordinal Numbers, Dates, and the Letter B
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# Source: LLA 2A Figure 1
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$DIALOGUE Ordinal Numbers: Thirteenth to Twentieth
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ID: 5-2a-f1
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INTRO: In this lesson you'll learn to say dates, name the things in a bathroom and a store, and talk about what you need and what you can do. First, the ordinal numbers — listen and repeat each one.
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INSTRUCTION: Listen and repeat each number.
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REPEAT
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VOCAB: thirteenth
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LINE: 13th — thirteenth {bk05-l2a-f1-01.mp3}
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VOCAB: fourteenth
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LINE: 14th — fourteenth {bk05-l2a-f1-02.mp3}
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VOCAB: fifteenth
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LINE: 15th — fifteenth {bk05-l2a-f1-03.mp3}
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VOCAB: sixteenth
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LINE: 16th — sixteenth {bk05-l2a-f1-04.mp3}
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VOCAB: seventeenth
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LINE: 17th — seventeenth {bk05-l2a-f1-05.mp3}
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VOCAB: eighteenth
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LINE: 18th — eighteenth {bk05-l2a-f1-06.mp3}
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VOCAB: nineteenth
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LINE: 19th — nineteenth {bk05-l2a-f1-07.mp3}
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VOCAB: twentieth
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LINE: 20th — twentieth {bk05-l2a-f1-08.mp3}
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# Source: LLA 2A Figure 2
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$PRODUCE Answer with the Date
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ID: 5-2a-f2
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INTRO: Read each statement, then answer the question with the date — like "On December the 18th." Repeat the model after you answer.
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INSTRUCTION: Answer aloud with the date.
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INPUT: speak
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CHECK: reveal
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REPEAT
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EXAMPLE
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TEMPLATE: Classes end on December 18.
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PROMPT: When do classes end? {bk05-l2a-f2-ex-q.mp3}
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RESPONSE: On December the 18th. {bk05-l2a-f2-ex-a.mp3}
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TEMPLATE: Classes start again on January 14.
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PROMPT: When do classes start again? {bk05-l2a-f2-01-q.mp3}
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RESPONSE: On January the 14th. {bk05-l2a-f2-01-a.mp3}
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TEMPLATE: The last football game of the season is on November 19.
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PROMPT: When is the last football game of the season? {bk05-l2a-f2-02-q.mp3}
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RESPONSE: On November the 19th. {bk05-l2a-f2-02-a.mp3}
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TEMPLATE: Jane left on July 13.
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PROMPT: When did Jane leave? {bk05-l2a-f2-03-q.mp3}
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RESPONSE: On July the 13th. {bk05-l2a-f2-03-a.mp3}
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TEMPLATE: Mark went to Houston on May 15.
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PROMPT: When did Mark go to Houston? {bk05-l2a-f2-04-q.mp3}
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RESPONSE: On May the 15th. {bk05-l2a-f2-04-a.mp3}
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TEMPLATE: My next visit to the doctor is on October 20.
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PROMPT: When is your next visit to the doctor? {bk05-l2a-f2-05-q.mp3}
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RESPONSE: On October the 20th. {bk05-l2a-f2-05-a.mp3}
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TEMPLATE: I moved to San Antonio on April 17.
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PROMPT: When did you move to San Antonio? {bk05-l2a-f2-06-q.mp3}
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RESPONSE: On April the 17th. {bk05-l2a-f2-06-a.mp3}
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TEMPLATE: The first basketball game was on January 13.
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PROMPT: When was the first basketball game? {bk05-l2a-f2-07-q.mp3}
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RESPONSE: On January the 13th. {bk05-l2a-f2-07-a.mp3}
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TEMPLATE: The new BX opened on June 16.
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PROMPT: When did the new BX open? {bk05-l2a-f2-08-q.mp3}
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RESPONSE: On June the 16th. {bk05-l2a-f2-08-a.mp3}
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# Source: LLA 2A Figure 3, Chart A
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$DIALOGUE Ordinal Numbers: The Twenties
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ID: 5-2a-f3a
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INTRO: Now the twenties — twenty-first to twenty-ninth. Listen and repeat each one.
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INSTRUCTION: Listen and repeat each number.
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REPEAT
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VOCAB: twenty-first
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LINE: 21st — twenty-first {bk05-l2a-f3-01.mp3}
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VOCAB: twenty-second
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LINE: 22nd — twenty-second {bk05-l2a-f3-02.mp3}
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VOCAB: twenty-third
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LINE: 23rd — twenty-third {bk05-l2a-f3-03.mp3}
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VOCAB: twenty-fourth
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LINE: 24th — twenty-fourth {bk05-l2a-f3-04.mp3}
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VOCAB: twenty-fifth
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LINE: 25th — twenty-fifth {bk05-l2a-f3-05.mp3}
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VOCAB: twenty-sixth
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LINE: 26th — twenty-sixth {bk05-l2a-f3-06.mp3}
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VOCAB: twenty-seventh
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LINE: 27th — twenty-seventh {bk05-l2a-f3-07.mp3}
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VOCAB: twenty-eighth
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LINE: 28th — twenty-eighth {bk05-l2a-f3-08.mp3}
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VOCAB: twenty-ninth
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LINE: 29th — twenty-ninth {bk05-l2a-f3-09.mp3}
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# Source: LLA 2A Figure 3, Chart B
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$DIALOGUE Ordinal Numbers by Tens
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ID: 5-2a-f3b
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INTRO: Counting by tens now, all the way up to one hundred. Listen and repeat.
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INSTRUCTION: Listen and repeat each number.
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REPEAT
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LINE: 20th — twentieth {bk05-l2a-f3-10.mp3}
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VOCAB: thirtieth
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LINE: 30th — thirtieth {bk05-l2a-f3-11.mp3}
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VOCAB: fortieth
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LINE: 40th — fortieth {bk05-l2a-f3-12.mp3}
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VOCAB: fiftieth
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LINE: 50th — fiftieth {bk05-l2a-f3-13.mp3}
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VOCAB: sixtieth
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LINE: 60th — sixtieth {bk05-l2a-f3-14.mp3}
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VOCAB: seventieth
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LINE: 70th — seventieth {bk05-l2a-f3-15.mp3}
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VOCAB: eightieth
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LINE: 80th — eightieth {bk05-l2a-f3-16.mp3}
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VOCAB: ninetieth
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LINE: 90th — ninetieth {bk05-l2a-f3-17.mp3}
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VOCAB: one-hundredth
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LINE: 100th — one-hundredth {bk05-l2a-f3-18.mp3}
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# Source: LLA 2A Figure 4
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$DIALOGUE Say the Dates
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ID: 5-2a-f4
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INTRO: Twelve dates — month, day, and year. Listen and repeat each one.
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INSTRUCTION: Listen and repeat each date.
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REPEAT
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LINE: April 18, 1984 {bk05-l2a-f4-01.mp3}
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LINE: September 21, 1987 {bk05-l2a-f4-02.mp3}
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LINE: October 30, 1992 {bk05-l2a-f4-03.mp3}
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LINE: December 25, 1988 {bk05-l2a-f4-04.mp3}
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LINE: February 14, 1986 {bk05-l2a-f4-05.mp3}
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LINE: March 22, 1990 {bk05-l2a-f4-06.mp3}
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LINE: August 13, 1989 {bk05-l2a-f4-07.mp3}
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LINE: July 24, 1994 {bk05-l2a-f4-08.mp3}
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LINE: January 29, 1991 {bk05-l2a-f4-09.mp3}
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LINE: May 28, 1992 {bk05-l2a-f4-10.mp3}
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LINE: June 16, 1986 {bk05-l2a-f4-11.mp3}
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LINE: November 23, 1987 {bk05-l2a-f4-12.mp3}
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# Source: ST §When's Your Birthday?
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$DIALOGUE Jimmy's First Birthday
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ID: l2-s3
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INTRO: A very short story about a very short person. Read along.
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INSTRUCTION: Read the paragraph.
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Narrator: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.
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# Source: LLA 2A Figure 5
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$PRODUCE Type the Ordinal Numbers
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ID: 5-2a-f5
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INTRO: Listen to each ordinal number, repeat it, and type it as a figure — like "22nd".
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INSTRUCTION: Type the ordinal number.
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INPUT: type
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CHECK: exact
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REPEAT
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EXAMPLE
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PROMPT: 31st {bk05-l2a-f5-ex.mp3}
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RESPONSE: 31st {bk05-l2a-f5-ex.mp3}
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ACCEPT: thirty-first | thirty first
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PROMPT: 22nd {bk05-l2a-f5-01.mp3}
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RESPONSE: 22nd {bk05-l2a-f5-01.mp3}
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ACCEPT: twenty-second | twenty second
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PROMPT: 41st {bk05-l2a-f5-02.mp3}
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RESPONSE: 41st {bk05-l2a-f5-02.mp3}
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ACCEPT: forty-first | forty first
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PROMPT: 80th {bk05-l2a-f5-03.mp3}
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RESPONSE: 80th {bk05-l2a-f5-03.mp3}
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ACCEPT: eightieth
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PROMPT: 73rd {bk05-l2a-f5-04.mp3}
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RESPONSE: 73rd {bk05-l2a-f5-04.mp3}
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ACCEPT: seventy-third | seventy third
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PROMPT: 29th {bk05-l2a-f5-05.mp3}
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RESPONSE: 29th {bk05-l2a-f5-05.mp3}
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ACCEPT: twenty-ninth | twenty ninth
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PROMPT: 30th {bk05-l2a-f5-06.mp3}
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RESPONSE: 30th {bk05-l2a-f5-06.mp3}
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ACCEPT: thirtieth
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PROMPT: 64th {bk05-l2a-f5-07.mp3}
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RESPONSE: 64th {bk05-l2a-f5-07.mp3}
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ACCEPT: sixty-fourth | sixty fourth
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PROMPT: 33rd {bk05-l2a-f5-08.mp3}
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RESPONSE: 33rd {bk05-l2a-f5-08.mp3}
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ACCEPT: thirty-third | thirty third
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PROMPT: 100th {bk05-l2a-f5-09.mp3}
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RESPONSE: 100th {bk05-l2a-f5-09.mp3}
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ACCEPT: one-hundredth | hundredth | one hundredth
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PROMPT: 91st {bk05-l2a-f5-10.mp3}
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RESPONSE: 91st {bk05-l2a-f5-10.mp3}
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ACCEPT: ninety-first | ninety first
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PROMPT: 70th {bk05-l2a-f5-11.mp3}
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RESPONSE: 70th {bk05-l2a-f5-11.mp3}
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ACCEPT: seventieth
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PROMPT: 45th {bk05-l2a-f5-12.mp3}
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RESPONSE: 45th {bk05-l2a-f5-12.mp3}
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ACCEPT: forty-fifth | forty fifth
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PROMPT: 60th {bk05-l2a-f5-13.mp3}
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RESPONSE: 60th {bk05-l2a-f5-13.mp3}
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ACCEPT: sixtieth
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PROMPT: 90th {bk05-l2a-f5-14.mp3}
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RESPONSE: 90th {bk05-l2a-f5-14.mp3}
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ACCEPT: ninetieth
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PROMPT: 50th {bk05-l2a-f5-15.mp3}
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RESPONSE: 50th {bk05-l2a-f5-15.mp3}
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ACCEPT: fiftieth
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PROMPT: 65th {bk05-l2a-f5-16.mp3}
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RESPONSE: 65th {bk05-l2a-f5-16.mp3}
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ACCEPT: sixty-fifth | sixty fifth
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PROMPT: 55th {bk05-l2a-f5-17.mp3}
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RESPONSE: 55th {bk05-l2a-f5-17.mp3}
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ACCEPT: fifty-fifth | fifty fifth
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PROMPT: 40th {bk05-l2a-f5-18.mp3}
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RESPONSE: 40th {bk05-l2a-f5-18.mp3}
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ACCEPT: fortieth
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# Source: LLA 2A Figure 6 (Part 1)
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$DIALOGUE John's Trip
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ID: 5-2a-f6-story
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INTRO: John missed a party — but he has a good excuse. Listen to the conversation about his trip.
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INSTRUCTION: Listen to the dialogue.
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Friend: Hi, John. You didn't come to Mary's house on the 13th. Where were you? {bk05-l2a-f6-01.mp3}
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John: Oh, I went to Houston. {bk05-l2a-f6-02.mp3}
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Friend: Did you go to Los Angeles too? {bk05-l2a-f6-03.mp3}
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John: Yes, I did. I left on the 20th. I saw my brother on the 25th. {bk05-l2a-f6-04.mp3}
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Friend: When did you come to San Antonio? {bk05-l2a-f6-05.mp3}
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John: I flew home on the 28th and was in class on the 31st. {bk05-l2a-f6-06.mp3}
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# Source: LLA 2A Figure 6 (Part 2)
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$PRODUCE Write the Numbers You Hear
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ID: 5-2a-f6
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INPUT: type
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CHECK: exact
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REFERENCE: 5-2a-f6-story
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INTRO: Now listen to sentences from John's story and type the ordinal number you hear in each one.
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INSTRUCTION: Type the ordinal number.
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EXAMPLE
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PROMPT: This is John's second visit to his family. {bk05-l2a-f6-ex.mp3}
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RESPONSE: 2nd {bk05-l2a-f6-ex-b.mp3}
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ACCEPT: second
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PROMPT: You didn't come to Mary's house on the 13th. {bk05-l2a-f6-07.mp3}
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RESPONSE: 13th {bk05-l2a-f6-07-b.mp3}
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ACCEPT: thirteenth
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PROMPT: I left on the 20th. {bk05-l2a-f6-08.mp3}
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RESPONSE: 20th {bk05-l2a-f6-08-b.mp3}
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ACCEPT: twentieth
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PROMPT: I saw my brother on the 25th. {bk05-l2a-f6-09.mp3}
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RESPONSE: 25th {bk05-l2a-f6-09-b.mp3}
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ACCEPT: twenty-fifth | twenty fifth
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PROMPT: I flew home on the 28th. {bk05-l2a-f6-10.mp3}
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RESPONSE: 28th {bk05-l2a-f6-10-b.mp3}
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ACCEPT: twenty-eighth | twenty eighth
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PROMPT: And was in class on the 31st. {bk05-l2a-f6-11.mp3}
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RESPONSE: 31st {bk05-l2a-f6-11-b.mp3}
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ACCEPT: thirty-first | thirty first
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# Source: ST §Pack / Back
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$DIALOGUE The Sounds "p" and "b"
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ID: l2-s4
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INTRO: These word pairs sound almost the same — the only difference is "p" or "b". Listen closely and repeat each pair.
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INSTRUCTION: Listen and repeat each pair of words.
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REPEAT
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LINE: pat — bat peach — beach rip — rib pie — by mop — mob tripe — tribe ample — amble staple — stable rope — robe pay — bay rapid — rabid pound — bound
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# Source: LLA 2A Figure 7 (items merged from ST §Write the Letter B)
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$PRODUCE Spell with the Letter "b"
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ID: 5-2a-f7
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INTRO: Read the word, listen to it, and type the missing letter "b" to complete the spelling.
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INSTRUCTION: Type the missing letter(s).
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INPUT: type
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CHECK: exact
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REPEAT
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TEMPLATE: a____{b}out
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PROMPT: about {bk05-l2a-f7-01.mp3}
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RESPONSE: about {bk05-l2a-f7-01.mp3}
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ACCEPT: b
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TEMPLATE: ta____{b}le
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PROMPT: table {bk05-l2a-f7-02.mp3}
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RESPONSE: table {bk05-l2a-f7-02.mp3}
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ACCEPT: b
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TEMPLATE: ____{b}anana
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PROMPT: banana {bk05-l2a-f7-03.mp3}
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RESPONSE: banana {bk05-l2a-f7-03.mp3}
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ACCEPT: b
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TEMPLATE: ca____{b}
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PROMPT: cab {bk05-l2a-f7-04.mp3}
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RESPONSE: cab {bk05-l2a-f7-04.mp3}
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ACCEPT: b
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TEMPLATE: ____{b}eef
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PROMPT: beef {bk05-l2a-f7-05.mp3}
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RESPONSE: beef {bk05-l2a-f7-05.mp3}
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ACCEPT: b
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TEMPLATE: ____{b}ar____{b}er
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PROMPT: barber {bk05-l2a-f7-06.mp3}
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RESPONSE: barber {bk05-l2a-f7-06.mp3}
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TEMPLATE: num____{b}er
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PROMPT: number {bk05-l2a-f7-07.mp3}
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RESPONSE: number {bk05-l2a-f7-07.mp3}
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ACCEPT: b
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TEMPLATE: ____{b}arracks
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PROMPT: barracks {bk05-l2a-f7-08.mp3}
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RESPONSE: barracks {bk05-l2a-f7-08.mp3}
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ACCEPT: b
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TEMPLATE: la____{b}
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PROMPT: lab {bk05-l2a-f7-09.mp3}
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RESPONSE: lab {bk05-l2a-f7-09.mp3}
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ACCEPT: b
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TEMPLATE: ____{b}ase____{b}all
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PROMPT: baseball {bk05-l2a-f7-10.mp3}
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RESPONSE: baseball {bk05-l2a-f7-10.mp3}
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TEMPLATE: foot____{b}all
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PROMPT: football {bk05-l2a-f7-11.mp3}
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RESPONSE: football {bk05-l2a-f7-11.mp3}
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|
ACCEPT: b
|
|
|
|
TEMPLATE: ____{b}athroom
|
|
PROMPT: bathroom {bk05-l2a-f7-12.mp3}
|
|
RESPONSE: bathroom {bk05-l2a-f7-12.mp3}
|
|
ACCEPT: b
|
|
|
|
# ST-only items below (no tape; TTS models)
|
|
TEMPLATE: ____{b}ase
|
|
RESPONSE: base
|
|
|
|
TEMPLATE: ____{b}irthday
|
|
RESPONSE: birthday
|
|
|
|
TEMPLATE: ____{b}asket____{b}all
|
|
RESPONSE: basketball
|
|
|
|
TEMPLATE: ro____{b}e
|
|
RESPONSE: robe
|
|
|
|
TEMPLATE: ____{b}rother
|
|
RESPONSE: brother
|
|
|
|
TEMPLATE: mo____{b}
|
|
RESPONSE: mob
|
|
|
|
|
|
# Source: LLA 2A Figure 8
|
|
$PRODUCE Capital Letters and Punctuation
|
|
ID: 5-2a-f8
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
INTRO: Listen to each sentence and rewrite it with correct capital letters and punctuation. The computer is picky here — that's the point.
|
|
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
|
|
|
TEMPLATE: do you like chicken
|
|
PROMPT: Do you like chicken? {bk05-l2a-f8-01.mp3}
|
|
RESPONSE: Do you like chicken? {bk05-l2a-f8-01.mp3}
|
|
|
|
TEMPLATE: my family does
|
|
PROMPT: My family does. {bk05-l2a-f8-02.mp3}
|
|
RESPONSE: My family does. {bk05-l2a-f8-02.mp3}
|
|
|
|
TEMPLATE: they want chicken every sunday
|
|
PROMPT: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
|
|
RESPONSE: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
|
|
|
|
TEMPLATE: they like chicken with rice and chicken with fruit
|
|
PROMPT: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
|
|
RESPONSE: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
|
|
ACCEPT: They like chicken with rice and chicken with fruit.
|
|
|
|
TEMPLATE: we eat chicken every sunday and sometimes on wednesday
|
|
PROMPT: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
|
|
RESPONSE: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
|
|
ACCEPT: We eat chicken every Sunday and sometimes on Wednesday.
|
|
|
|
TEMPLATE: i like to cook and eat chicken
|
|
PROMPT: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
|
|
RESPONSE: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
|
|
|
|
TEMPLATE: i dont like to clean up
|
|
PROMPT: I don't like to clean up. {bk05-l2a-f8-07.mp3}
|
|
RESPONSE: I don't like to clean up. {bk05-l2a-f8-07.mp3}
|
|
|
|
|
|
$SESSION 2-2: The Barbershop, Need, and Can
|
|
|
|
# Source: LLA 2B Figure 1 (Part 1)
|
|
$DIALOGUE The Barbershop {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
|
|
ID: 5-2b-f1
|
|
INTRO: In this part you'll learn the words of the barbershop, say what people need, and make plans with "can". You'll see a picture of a barbershop — listen and repeat each word and sentence.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
VOCAB: barbershop
|
|
LINE: Dan is at the barbershop. {bk05-l2b-f1-01.mp3}
|
|
|
|
VOCAB: hair
|
|
LINE: Dan's hair is long. {bk05-l2b-f1-02.mp3}
|
|
|
|
VOCAB: face
|
|
LINE: The barber shaves Dan's face. {bk05-l2b-f1-03.mp3}
|
|
|
|
VOCAB: sink
|
|
LINE: The barber puts water in the sink. {bk05-l2b-f1-04.mp3}
|
|
|
|
VOCAB: towel
|
|
LINE: Dan has a towel on his neck. {bk05-l2b-f1-05.mp3}
|
|
|
|
VOCAB: comb
|
|
LINE: The barber combs Dan's hair with a comb. {bk05-l2b-f1-06.mp3}
|
|
|
|
VOCAB: brush
|
|
LINE: He brushes his hair with a brush. {bk05-l2b-f1-07.mp3}
|
|
|
|
VOCAB: shampoo
|
|
LINE: The barber puts shampoo in Dan's hair. {bk05-l2b-f1-08.mp3}
|
|
|
|
VOCAB: soap
|
|
LINE: The barber puts warm soap on Dan's face. {bk05-l2b-f1-09.mp3}
|
|
|
|
VOCAB: mirror
|
|
LINE: The mirror in the barbershop is big. {bk05-l2b-f1-10.mp3}
|
|
|
|
|
|
# Source: LLA 2B Figure 1 (Part 2)
|
|
$PRODUCE What's in the Barbershop? {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
|
|
ID: 5-2b-f1-b
|
|
INTRO: The barbershop picture has numbered items. Listen to each question, answer aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
TEMPLATE: Number 3
|
|
PROMPT: What's number 3? {bk05-l2b-f1-11-q.mp3}
|
|
RESPONSE: It's Dan's face. {bk05-l2b-f1-11-a.mp3}
|
|
|
|
TEMPLATE: Number 5
|
|
PROMPT: What's number 5? {bk05-l2b-f1-12-q.mp3}
|
|
RESPONSE: It's a towel. {bk05-l2b-f1-12-a.mp3}
|
|
|
|
TEMPLATE: Number 9
|
|
PROMPT: What's number 9? {bk05-l2b-f1-13-q.mp3}
|
|
RESPONSE: It's soap. {bk05-l2b-f1-13-a.mp3}
|
|
|
|
TEMPLATE: Number 7
|
|
PROMPT: What's number 7? {bk05-l2b-f1-14-q.mp3}
|
|
RESPONSE: It's a brush. {bk05-l2b-f1-14-a.mp3}
|
|
|
|
TEMPLATE: Number 1
|
|
PROMPT: What's number 1? {bk05-l2b-f1-15-q.mp3}
|
|
RESPONSE: It's a barbershop. {bk05-l2b-f1-15-a.mp3}
|
|
|
|
TEMPLATE: Number 4
|
|
PROMPT: What's number 4? {bk05-l2b-f1-16-q.mp3}
|
|
RESPONSE: It's a sink. {bk05-l2b-f1-16-a.mp3}
|
|
|
|
TEMPLATE: Number 6
|
|
PROMPT: What's number 6? {bk05-l2b-f1-17-q.mp3}
|
|
RESPONSE: It's a comb. {bk05-l2b-f1-17-a.mp3}
|
|
|
|
TEMPLATE: Number 8
|
|
PROMPT: What's number 8? {bk05-l2b-f1-18-q.mp3}
|
|
RESPONSE: It's shampoo. {bk05-l2b-f1-18-a.mp3}
|
|
|
|
TEMPLATE: Number 10
|
|
PROMPT: What's number 10? {bk05-l2b-f1-19-q.mp3}
|
|
RESPONSE: It's a mirror. {bk05-l2b-f1-19-a.mp3}
|
|
|
|
TEMPLATE: Number 2
|
|
PROMPT: What's number 2? {bk05-l2b-f1-20-q.mp3}
|
|
RESPONSE: It's Dan's hair. {bk05-l2b-f1-20-a.mp3}
|
|
|
|
|
|
# Source: LLA 2B Figure 2 (Part 1)
|
|
$DIALOGUE John Goes to the Barbershop
|
|
ID: 5-2b-f2
|
|
INTRO: John gets the full treatment every week — shampoo, haircut, and shave. Listen to the story.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
VOCAB: haircut
|
|
LINE: Every week John goes to the barbershop. He has a shampoo, a haircut, and a shave. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-01.mp3}
|
|
|
|
VOCAB: to wash
|
|
VOCAB: to rinse
|
|
VOCAB: to dry
|
|
LINE: The barber washes John's hair with shampoo. Then he rinses his hair with warm water. He dries his hair with a clean towel. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-02.mp3}
|
|
|
|
VOCAB: to comb
|
|
LINE: Next, John has a haircut. After the haircut, the barber combs and brushes John's hair. {page_038_002.jpg|A barber combing and styling a customer's hair} {bk05-l2b-f2-03.mp3}
|
|
|
|
LINE: Then John has a shave. The barber puts a hot towel on John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-04.mp3}
|
|
|
|
LINE: Next, he takes the towel off and puts warm soap on his face. Then he shaves John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-05.mp3}
|
|
|
|
LINE: John likes to go to the barbershop. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-06.mp3}
|
|
|
|
|
|
# Source: LLA 2B Figure 2 (Part 2)
|
|
$PRODUCE Questions About John's Visit
|
|
ID: 5-2b-f2-b
|
|
REFERENCE: 5-2b-f2
|
|
INTRO: Answer each question about John's visit aloud in a full sentence. Open the story if you need it, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Where does John go every week? {bk05-l2b-f2-07-q.mp3}
|
|
RESPONSE: John goes to the barbershop every week. {bk05-l2b-f2-07-a.mp3}
|
|
|
|
PROMPT: What does John have at the barbershop? {bk05-l2b-f2-08-q.mp3}
|
|
RESPONSE: He has a shampoo, a haircut, and a shave. {bk05-l2b-f2-08-a.mp3}
|
|
|
|
PROMPT: What does the barber rinse John's hair with? {bk05-l2b-f2-09-q.mp3}
|
|
RESPONSE: The barber rinses John's hair with warm water. {bk05-l2b-f2-09-a.mp3}
|
|
|
|
PROMPT: What does the barber dry John's hair with? {bk05-l2b-f2-10-q.mp3}
|
|
RESPONSE: The barber dries John's hair with a clean towel. {bk05-l2b-f2-10-a.mp3}
|
|
|
|
PROMPT: What does the barber do to John's hair after the haircut? {bk05-l2b-f2-11-q.mp3}
|
|
RESPONSE: The barber combs and brushes John's hair. {bk05-l2b-f2-11-a.mp3}
|
|
|
|
PROMPT: What does the barber put on John's face? {bk05-l2b-f2-12-q.mp3}
|
|
RESPONSE: He puts a hot towel on John's face. {bk05-l2b-f2-12-a.mp3}
|
|
|
|
PROMPT: What does the barber do next? {bk05-l2b-f2-13-q.mp3}
|
|
RESPONSE: He puts warm soap on John's face. {bk05-l2b-f2-13-a.mp3}
|
|
|
|
PROMPT: Where does John like to go? {bk05-l2b-f2-14-q.mp3}
|
|
RESPONSE: He likes to go to the barbershop. {bk05-l2b-f2-14-a.mp3}
|
|
|
|
|
|
# Source: ST §I Need a Haircut.
|
|
$DIALOGUE Bob Needs a Haircut
|
|
ID: l2-s20
|
|
INTRO: Bob's hair has plans of its own. Listen and repeat these sentences about what he needs.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: need
|
|
LINE: Bob's hair is long. He needs a haircut. {st-page_048_001.jpg|Front view portrait of a young man with long dark hair}
|
|
|
|
VOCAB: to get
|
|
LINE: He always gets a haircut at Tony's Barbershop. {st-page_048_002.jpg|A barber cutting a man's hair in a barbershop}
|
|
|
|
VOCAB: drugstore
|
|
VOCAB: need to
|
|
LINE: Bob needs to buy shampoo. He buys his shampoo at the drugstore. {st-page_048_003.jpg|A man picking up a bottle of shampoo from a store shelf in a drugstore}
|
|
|
|
|
|
# Source: LLA 2B Figure 3
|
|
$PRODUCE Say What They Need
|
|
ID: 5-2b-f3
|
|
INTRO: You'll hear a situation and a cue word. Say what the person needs — "He needs a new clock." — then repeat the model answer.
|
|
INSTRUCTION: Say a sentence using "need" or "needs".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jack didn't get up on time. (new clock)
|
|
PROMPT: Jack didn't get up on time. New clock. {bk05-l2b-f3-ex-q.mp3}
|
|
RESPONSE: He needs a new clock. {bk05-l2b-f3-ex-a.mp3}
|
|
|
|
TEMPLATE: Mary's coat is old.
|
|
PROMPT: Mary's coat is old. New coat. {bk05-l2b-f3-01-q.mp3}
|
|
RESPONSE: She needs a new coat. {bk05-l2b-f3-01-a.mp3}
|
|
|
|
TEMPLATE: It's cold outside.
|
|
PROMPT: It's cold outside. Gloves and scarf. {bk05-l2b-f3-02-q.mp3}
|
|
RESPONSE: I need my gloves and scarf. {bk05-l2b-f3-02-a.mp3}
|
|
|
|
TEMPLATE: I'm hungry.
|
|
PROMPT: I'm hungry. Snack. {bk05-l2b-f3-03-q.mp3}
|
|
RESPONSE: I need a snack. {bk05-l2b-f3-03-a.mp3}
|
|
|
|
TEMPLATE: Sam wants to look up these words.
|
|
PROMPT: Sam wants to look up these words. Dictionary. {bk05-l2b-f3-04-q.mp3}
|
|
RESPONSE: He needs a dictionary. {bk05-l2b-f3-04-a.mp3}
|
|
|
|
TEMPLATE: The men are thirsty.
|
|
PROMPT: The men are thirsty. Drink. {bk05-l2b-f3-05-q.mp3}
|
|
RESPONSE: They need a drink. {bk05-l2b-f3-05-a.mp3}
|
|
|
|
TEMPLATE: The students want to go downtown.
|
|
PROMPT: The students want to go downtown. Taxi. {bk05-l2b-f3-06-q.mp3}
|
|
RESPONSE: They need a taxi. {bk05-l2b-f3-06-a.mp3}
|
|
|
|
|
|
# Source: LLA 2B Figure 4
|
|
$PRODUCE Need To
|
|
ID: 5-2b-f4
|
|
INTRO: Before a verb, "need" becomes "need to" — "He needs to visit a doctor." Read each sentence and type "need to" or "needs to", then repeat the full sentence.
|
|
INSTRUCTION: Type the missing words.
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Tom is sick. (visit a doctor)\nHe ____{needs to} visit a doctor.
|
|
PROMPT: Tom is sick. Visit a doctor. {bk05-l2b-f4-ex-q.mp3}
|
|
RESPONSE: He needs to visit a doctor. {bk05-l2b-f4-ex-a.mp3}
|
|
|
|
TEMPLATE: It's late.\nI ____{need to} have dinner.
|
|
PROMPT: It's late. You have dinner? {bk05-l2b-f4-01-q.mp3}
|
|
RESPONSE: I need to have dinner. {bk05-l2b-f4-01-a.mp3}
|
|
|
|
TEMPLATE: Bill is late for class.\nHe ____{needs to} get up early.
|
|
PROMPT: Bill is late for class. Get up early. {bk05-l2b-f4-02-q.mp3}
|
|
RESPONSE: He needs to get up early. {bk05-l2b-f4-02-a.mp3}
|
|
|
|
TEMPLATE: It's hot in here.\nI ____{need to} take off my coat.
|
|
PROMPT: It's hot in here. Take off your coat. {bk05-l2b-f4-03-q.mp3}
|
|
RESPONSE: I need to take off my coat. {bk05-l2b-f4-03-a.mp3}
|
|
|
|
TEMPLATE: Paul wants to go downtown.\nHe ____{needs to} take a bus.
|
|
PROMPT: Paul wants to go downtown. Take a bus. {bk05-l2b-f4-04-q.mp3}
|
|
RESPONSE: He needs to take a bus. {bk05-l2b-f4-04-a.mp3}
|
|
|
|
TEMPLATE: Jan's very tired.\nShe ____{needs to} go to bed.
|
|
PROMPT: Jan's very tired. Go to bed. {bk05-l2b-f4-05-q.mp3}
|
|
RESPONSE: She needs to go to bed. {bk05-l2b-f4-05-a.mp3}
|
|
|
|
TEMPLATE: Mark's hands are cold.\nHe ____{needs to} wear his gloves.
|
|
PROMPT: Mark's hands are cold. Wear his gloves. {bk05-l2b-f4-06-q.mp3}
|
|
RESPONSE: He needs to wear his gloves. {bk05-l2b-f4-06-a.mp3}
|
|
|
|
|
|
# Source: LLA 2B Figure 5
|
|
$DIALOGUE Saturday Plans
|
|
ID: 5-2b-f5
|
|
INTRO: Mark and Jack have a whole Saturday and no plan — yet. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Mark: Jack, tomorrow is Saturday. What can we do? {bk05-l2b-f5-01.mp3}
|
|
Jack: We can sleep late. {bk05-l2b-f5-02.mp3}
|
|
Mark: Yes. Or we can get up early and play a game of tennis. {bk05-l2b-f5-03.mp3}
|
|
Jack: I need to buy a new shirt. {bk05-l2b-f5-04.mp3}
|
|
Mark: Well, we can go downtown and you can buy a new shirt. {bk05-l2b-f5-05.mp3}
|
|
Jack: Good. Then we can have lunch at the new French restaurant. {bk05-l2b-f5-06.mp3}
|
|
Mark: Yes. And after lunch we can go to a movie. {bk05-l2b-f5-07.mp3}
|
|
Jack: We can have a good day tomorrow. {bk05-l2b-f5-08.mp3}
|
|
|
|
# Source: LLA 2B Figure 5 (role-play pass)
|
|
$DIALOGUE Saturday Plans: Take Jack's Part
|
|
ID: 5-2b-f5-role-jack
|
|
REFERENCE: 5-2b-f5
|
|
PLAY_ROLE: Jack
|
|
INTRO: Now practice the conversation again. You are Jack — speak Jack's lines in the pauses.
|
|
INSTRUCTION: You are Jack — speak your lines in the pauses.
|
|
|
|
|
|
# Source: ST §Can for Possibility
|
|
$GRAMMAR Can: Saying What's Possible
|
|
ID: l2-s23
|
|
INTRO: Mark and Jack used "can" for every plan they made. Here's the pattern in a few short cards.
|
|
|
|
CARD: Use **can** to say something is possible.
|
|
{You can buy shoes at a shoe store.}
|
|
|
|
CARD: The negative is **can't**.
|
|
{You can't buy a car at the BX.}
|
|
|
|
CARD: For a yes/no question, put **can** first.
|
|
{Can you get a haircut on Saturday?}
|
|
{Yes, you can.}
|
|
{No, you can't.}
|
|
|
|
CARD: A question word comes before **can**.
|
|
{Where can we go this weekend?}
|
|
{We can go to Dallas.}
|
|
|
|
SUMMARY:
|
|
| Sentence Type | Example |
|
|
|---|---|
|
|
| Statement | You can buy shoes at a shoe store. |
|
|
| Negative | You can't buy a car at the BX. |
|
|
| Yes/No Question | Can you get a haircut on Saturday? — Yes, you can. / No, you can't. |
|
|
| Information Question | Where can we go this weekend? — We can go to Dallas. |
|
|
|
|
|
|
# Source: LLA 2B Figure 6
|
|
$PRODUCE Complete with Can or Can't
|
|
ID: 5-2b-f6
|
|
HIDE_PROMPT
|
|
INTRO: Listen to each question and type "can" or "can't" to complete the answer on screen, then repeat the full answer.
|
|
INSTRUCTION: Type the missing word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
PROMPT: What can I eat for dinner? {bk05-l2b-f6-01-q.mp3}
|
|
TEMPLATE: You ____{can} eat chicken for dinner.
|
|
RESPONSE: You can eat chicken for dinner. {bk05-l2b-f6-01-a.mp3}
|
|
ACCEPT: can
|
|
|
|
PROMPT: Where can we eat dinner on Sunday? {bk05-l2b-f6-02-q.mp3}
|
|
TEMPLATE: We ____{can} eat at the Chinese restaurant.
|
|
RESPONSE: We can eat at the Chinese restaurant. {bk05-l2b-f6-02-a.mp3}
|
|
ACCEPT: can
|
|
|
|
PROMPT: Which city can we visit this summer? {bk05-l2b-f6-03-q.mp3}
|
|
TEMPLATE: We ____{can} visit Los Angeles or New York.
|
|
RESPONSE: We can visit Los Angeles or New York. {bk05-l2b-f6-03-a.mp3}
|
|
ACCEPT: can
|
|
|
|
PROMPT: Can you go with me to the movie tonight? {bk05-l2b-f6-04-q.mp3}
|
|
TEMPLATE: No, I ____{can't|cannot}.
|
|
RESPONSE: No, I can't. {bk05-l2b-f6-04-a.mp3}
|
|
ACCEPT: can't | cannot
|
|
|
|
PROMPT: When can you leave? {bk05-l2b-f6-05-q.mp3}
|
|
TEMPLATE: I ____{can} leave at noon.
|
|
RESPONSE: I can leave at noon. {bk05-l2b-f6-05-a.mp3}
|
|
ACCEPT: can
|
|
|
|
PROMPT: Can you play tennis this Saturday? {bk05-l2b-f6-06-q.mp3}
|
|
TEMPLATE: Yes, I ____{can}.
|
|
RESPONSE: Yes, I can. {bk05-l2b-f6-06-a.mp3}
|
|
ACCEPT: can
|
|
|
|
|
|
# Source: LLA 2B Figure 7
|
|
$PRODUCE Listen and Complete the Sentence
|
|
ID: 5-2b-f7
|
|
HIDE_PROMPT
|
|
INTRO: You'll hear a statement and a question word like "who" or "where". Type the missing information to complete the sentence on screen.
|
|
INSTRUCTION: Type the missing words.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
PROMPT: Mark can play tomorrow. Who? {bk05-l2b-f7-ex-q.mp3}
|
|
TEMPLATE: ____{Mark} can play tomorrow.
|
|
RESPONSE: Mark can play tomorrow.
|
|
ACCEPT: Mark
|
|
|
|
PROMPT: Anne can wear her long dress to the dance. What? {bk05-l2b-f7-01-q.mp3}
|
|
TEMPLATE: Anne can wear ____{her long dress} to the dance.
|
|
RESPONSE: Anne can wear her long dress to the dance.
|
|
ACCEPT: her long dress
|
|
|
|
PROMPT: Sam can go to the movie tomorrow night. Where? {bk05-l2b-f7-02-q.mp3}
|
|
TEMPLATE: Sam can go ____{to the movie|to the movies} tomorrow night.
|
|
RESPONSE: Sam can go to the movie tomorrow night.
|
|
ACCEPT: to the movie | to the movies
|
|
|
|
PROMPT: Dan can visit John this weekend. Who? {bk05-l2b-f7-03-q.mp3}
|
|
TEMPLATE: ____{Dan} can visit John this weekend.
|
|
RESPONSE: Dan can visit John this weekend.
|
|
ACCEPT: Dan
|
|
|
|
PROMPT: Tom can play football this Saturday. What? {bk05-l2b-f7-04-q.mp3}
|
|
TEMPLATE: Tom can play ____{football} this Saturday.
|
|
RESPONSE: Tom can play football this Saturday.
|
|
ACCEPT: football
|
|
|
|
PROMPT: You can buy socks at some grocery stores. Where? {bk05-l2b-f7-05-q.mp3}
|
|
TEMPLATE: You can buy socks ____{at some grocery stores}.
|
|
RESPONSE: You can buy socks at some grocery stores.
|
|
ACCEPT: at some grocery stores
|
|
|
|
PROMPT: We can review our lessons tomorrow. When? {bk05-l2b-f7-06-q.mp3}
|
|
TEMPLATE: We can review our lessons ____{tomorrow}.
|
|
RESPONSE: We can review our lessons tomorrow.
|
|
ACCEPT: tomorrow
|
|
|
|
|
|
# Source: ST §Can You Come to My Room?
|
|
$PRODUCE Ask and Answer with Can
|
|
ID: l2-s26
|
|
INTRO: Now build your own questions. Use the two cues to ask a "Can..." question, then give a short answer — yes or no, your choice. The model shows one possibility.
|
|
INSTRUCTION: Ask and answer aloud using "can".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any well-formed "Can ...?" question built from the cue words plus a matching short answer ("Yes, I can." / "No, we can't."); either yes or no is fine, and small changes of subject or wording are fine. The "can + subject + verb" question form is the point — a question without "can" fails.
|
|
|
|
EXAMPLE
|
|
PROMPT: play soccer / after class
|
|
RESPONSE: Can you play soccer after class?\n— Yes, I can.
|
|
|
|
EXAMPLE
|
|
PROMPT: go to the movies / Friday
|
|
RESPONSE: Can we go to the movies this Friday?\n— No, we can't.
|
|
|
|
PROMPT: watch TV / your room
|
|
RESPONSE: Can we watch TV in your room?\n— Yes, we can.
|
|
|
|
PROMPT: go to the drugstore / after class
|
|
RESPONSE: Can you go to the drugstore after class?\n— Yes, I can.
|
|
|
|
PROMPT: work / after 5
|
|
RESPONSE: Can you work after 5?\n— No, I can't.
|
|
|
|
PROMPT: wash hands / sink
|
|
RESPONSE: Can I wash my hands in the sink?\n— Yes, you can.
|
|
|
|
PROMPT: get haircut / on Saturday
|
|
RESPONSE: Can you get a haircut on Saturday?\n— Yes, I can.
|
|
|
|
PROMPT: move / that chair
|
|
RESPONSE: Can you move that chair?\n— Yes, I can.
|
|
|
|
PROMPT: review / new words
|
|
RESPONSE: Can we review the new words?\n— Yes, we can.
|
|
|
|
PROMPT: eat / Chinese restaurant
|
|
RESPONSE: Can we eat at a Chinese restaurant?\n— Yes, we can.
|
|
|
|
PROMPT: study / Lesson 1
|
|
RESPONSE: Can you study Lesson 1?\n— Yes, I can.
|
|
|
|
PROMPT: buy shampoo / grocery store
|
|
RESPONSE: Can you buy shampoo at the grocery store?\n— Yes, you can.
|
|
|
|
# SKIPPED (book): Function "WHERE CAN I BUY SOME SHAMPOO?" (ST p. 48) — open-ended partner substitution role-play, no solo path.
|
|
|
|
|
|
$SESSION 2-3: There Is and There Are
|
|
|
|
# Source: LLA 2C Figure 1
|
|
$DIALOGUE In the Language Lab {page_043_001.jpg|A language laboratory desk setup with a blackboard, clock, tape recorder with headphones, and student chairs}
|
|
ID: 5-2c-f1
|
|
INTRO: This part is about saying what's there — "there is" and "there are". You'll see a picture of a language lab. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: There is a clock in the lab. {bk05-l2c-f1-01.mp3}
|
|
LINE: There are headsets in the lab. {bk05-l2c-f1-02.mp3}
|
|
LINE: There's a chalkboard in the lab. {bk05-l2c-f1-03.mp3}
|
|
LINE: There are chairs in the lab. {bk05-l2c-f1-04.mp3}
|
|
LINE: Is there a TV in the lab?\n— No, there isn't a TV in the lab. {bk05-l2c-f1-05.mp3}
|
|
LINE: Are there tapes in the lab?\n— Yes, there are tapes in the lab. {bk05-l2c-f1-06.mp3}
|
|
LINE: There isn't a radio in the lab. {bk05-l2c-f1-07.mp3}
|
|
LINE: There isn't a dictionary in the lab. {bk05-l2c-f1-08.mp3}
|
|
|
|
|
|
# Source: ST §There Is / There Are (past-tense examples from ST §Is There Chalk in the Classroom?)
|
|
$GRAMMAR There Is and There Are
|
|
ID: l2-s10
|
|
INTRO: The pattern you just heard, in a few short cards.
|
|
|
|
CARD: Use **there is** for one thing.
|
|
{There is a book on your desk.}
|
|
|
|
CARD: Use **there are** for more than one.
|
|
{There are three pens under the table.}
|
|
|
|
CARD: In speech, **there is** becomes **there's**, and **there are** becomes **there're**.
|
|
{There's a clock in the classroom.}
|
|
|
|
CARD: For a question, put **is** or **are** first, and answer short.
|
|
{Is there a map on the wall?}
|
|
{Yes, there is.}
|
|
{Are there desks in the classroom?}
|
|
{No, there aren't.}
|
|
|
|
CARD: For the past, use **there was** and **there were**.
|
|
{There was a good show on TV last night.}
|
|
{There were two good movies on TV on Saturday.}
|
|
{There wasn't a good game on TV last night.}
|
|
|
|
SUMMARY:
|
|
| Question | Short Answer |
|
|
|---|---|
|
|
| Is there a map on the wall? | Yes, there is. / No, there isn't. |
|
|
| Are there desks in the classroom? | Yes, there are. / No, there aren't. |
|
|
|
|
|
|
# Source: LLA 2C Figure 2 (Part 1)
|
|
$PRODUCE Is There a Bed in Dan's Room? {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
|
|
ID: 5-2c-f2-q
|
|
INTRO: You'll see a picture of Dan's room. Listen to each question, answer aloud in a complete sentence, and repeat the correct answer.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Is there a bed in Dan's room? {bk05-l2c-f2-01-q.mp3}
|
|
RESPONSE: Yes, there is a bed in Dan's room. {bk05-l2c-f2-01-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: Is there a radio in Dan's room? {bk05-l2c-f2-02-q.mp3}
|
|
RESPONSE: No, there isn't a radio in Dan's room. {bk05-l2c-f2-02-a.mp3}
|
|
|
|
PROMPT: Is there a calendar in Dan's room? {bk05-l2c-f2-03-q.mp3}
|
|
RESPONSE: No, there isn't a calendar in Dan's room. {bk05-l2c-f2-03-a.mp3}
|
|
|
|
PROMPT: Are there books in Dan's room? {bk05-l2c-f2-04-q.mp3}
|
|
RESPONSE: Yes, there are books in Dan's room. {bk05-l2c-f2-04-a.mp3}
|
|
|
|
PROMPT: Are there students in Dan's room? {bk05-l2c-f2-05-q.mp3}
|
|
RESPONSE: No, there aren't students in Dan's room. {bk05-l2c-f2-05-a.mp3}
|
|
|
|
PROMPT: Is there a clock in Dan's room? {bk05-l2c-f2-06-q.mp3}
|
|
RESPONSE: Yes, there is a clock in Dan's room. {bk05-l2c-f2-06-a.mp3}
|
|
|
|
|
|
# Source: LLA 2C Figure 2 (Part 2)
|
|
$PRODUCE Ask About Dan's Room {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
|
|
ID: 5-2c-f2-ask
|
|
INTRO: Your turn to ask. Use each cue word to ask a question about Dan's room — "Is there...?" or "Are there...?" — then repeat the model question.
|
|
INSTRUCTION: Ask a question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: clock {bk05-l2c-f2-07-q.mp3}
|
|
TEMPLATE: (clock)
|
|
RESPONSE: Is there a clock in Dan's room? {bk05-l2c-f2-07-a.mp3}
|
|
|
|
PROMPT: windows {bk05-l2c-f2-08-q.mp3}
|
|
TEMPLATE: (windows)
|
|
RESPONSE: Are there windows in Dan's room? {bk05-l2c-f2-08-a.mp3}
|
|
|
|
PROMPT: chair {bk05-l2c-f2-09-q.mp3}
|
|
TEMPLATE: (chair)
|
|
RESPONSE: Is there a chair in Dan's room? {bk05-l2c-f2-09-a.mp3}
|
|
|
|
PROMPT: TV {bk05-l2c-f2-10-q.mp3}
|
|
TEMPLATE: (TV)
|
|
RESPONSE: Is there a TV in Dan's room? {bk05-l2c-f2-10-a.mp3}
|
|
|
|
PROMPT: books {bk05-l2c-f2-11-q.mp3}
|
|
TEMPLATE: (books)
|
|
RESPONSE: Are there books in Dan's room? {bk05-l2c-f2-11-a.mp3}
|
|
|
|
PROMPT: pictures {bk05-l2c-f2-12-q.mp3}
|
|
TEMPLATE: (pictures)
|
|
RESPONSE: Are there pictures in Dan's room? {bk05-l2c-f2-12-a.mp3}
|
|
|
|
|
|
# Source: ST §What Is There in the Classroom?
|
|
$PRODUCE What's in the Classroom?
|
|
ID: l2-s12
|
|
INTRO: Think of an ordinary classroom. Use each cue to say what's in it — "There's a clock in the classroom." or "There are desks in the classroom."
|
|
INSTRUCTION: Say a sentence using "There's a..." or "There are..." with "in the classroom".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: calendar
|
|
RESPONSE: There's a calendar in the classroom.
|
|
|
|
EXAMPLE
|
|
PROMPT: books
|
|
RESPONSE: There are books in the classroom.
|
|
|
|
PROMPT: clock
|
|
RESPONSE: There's a clock in the classroom.
|
|
|
|
PROMPT: bulletin board
|
|
RESPONSE: There's a bulletin board in the classroom.
|
|
|
|
PROMPT: desks
|
|
RESPONSE: There are desks in the classroom.
|
|
|
|
PROMPT: chalkboard
|
|
RESPONSE: There's a chalkboard in the classroom.
|
|
|
|
PROMPT: map
|
|
RESPONSE: There's a map in the classroom.
|
|
|
|
PROMPT: chairs
|
|
RESPONSE: There are chairs in the classroom.
|
|
|
|
PROMPT: tape recorder
|
|
RESPONSE: There's a tape recorder in the classroom.
|
|
|
|
PROMPT: pictures
|
|
RESPONSE: There are pictures in the classroom.
|
|
|
|
PROMPT: notebooks
|
|
RESPONSE: There are notebooks in the classroom.
|
|
|
|
PROMPT: chalk
|
|
RESPONSE: There's chalk in the classroom.
|
|
|
|
|
|
# Source: LLA 2C Figure 3
|
|
$DIALOGUE Some Useful Words
|
|
ID: 5-2c-f3
|
|
INTRO: Five small words you'll meet everywhere — "change", "only", "thing", "pocket", and "birthday". Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
VOCAB: to change
|
|
LINE: I changed my answer from true to false. {bk05-l2c-f3-01.mp3}
|
|
LINE: The seasons change from hot to cold. {bk05-l2c-f3-02.mp3}
|
|
|
|
VOCAB: only
|
|
LINE: I don't need a recorder. I only need a tape. {bk05-l2c-f3-03.mp3}
|
|
LINE: I didn't buy French fries. I only bought a drink. {bk05-l2c-f3-04.mp3}
|
|
|
|
VOCAB: thing
|
|
LINE: A headset and tapes are things in a lab. {bk05-l2c-f3-05.mp3}
|
|
LINE: A desk and a chalkboard are things in a classroom. {bk05-l2c-f3-06.mp3}
|
|
|
|
VOCAB: pocket
|
|
LINE: My shirt has a pocket. {bk05-l2c-f3-07.mp3}
|
|
LINE: My comb and money are in my pockets. {bk05-l2c-f3-08.mp3}
|
|
|
|
VOCAB: birthday
|
|
LINE: John is 21 today. It's his birthday. {bk05-l2c-f3-09.mp3}
|
|
LINE: David bought John a shirt for his birthday. {bk05-l2c-f3-10.mp3}
|
|
|
|
|
|
# Source: LLA 2C Figure 4 (Part 1)
|
|
$DIALOGUE Mary Gets Ready for the Dance
|
|
ID: 5-2c-f4-story
|
|
INTRO: Tonight is John's birthday dance, and Mary has a pocket problem. Listen to the story.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Tonight there is a dance for John's birthday. {bk05-l2c-f4-01.mp3}
|
|
LINE: Mary wants to change her clothes before the dance. {bk05-l2c-f4-02.mp3}
|
|
LINE: She is wearing a dress with only one pocket. {bk05-l2c-f4-03.mp3}
|
|
LINE: Mary likes to put things in her pockets. {bk05-l2c-f4-04.mp3}
|
|
LINE: She puts her pen, her comb, her brush, and her money in her pockets. {bk05-l2c-f4-05.mp3}
|
|
LINE: She needs a dress with two pockets for all those things. {bk05-l2c-f4-06.mp3}
|
|
LINE: Jack is here. She can't change now; she's very late. {bk05-l2c-f4-07.mp3}
|
|
LINE: With one pocket, she can only take her comb and her money to the dance. {bk05-l2c-f4-08.mp3}
|
|
|
|
|
|
# Source: LLA 2C Figure 4 (Part 2)
|
|
$PRODUCE Questions About Mary
|
|
ID: 5-2c-f4
|
|
REFERENCE: 5-2c-f4-story
|
|
INTRO: Answer each question about Mary aloud. Open the story if you need help, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Whose birthday is it? {bk05-l2c-f4-09-q.mp3}
|
|
RESPONSE: It's John's birthday. {bk05-l2c-f4-09-a.mp3}
|
|
|
|
PROMPT: What does Mary want to do? {bk05-l2c-f4-10-q.mp3}
|
|
RESPONSE: She wants to change her clothes. {bk05-l2c-f4-10-a.mp3}
|
|
|
|
PROMPT: How many pockets does Mary's dress have? {bk05-l2c-f4-11-q.mp3}
|
|
RESPONSE: Mary's dress has only one pocket. {bk05-l2c-f4-11-a.mp3}
|
|
|
|
PROMPT: What does Mary like to do? {bk05-l2c-f4-12-q.mp3}
|
|
RESPONSE: Mary likes to put things in her pockets. {bk05-l2c-f4-12-a.mp3}
|
|
|
|
PROMPT: Does Mary change her dress? {bk05-l2c-f4-13-q.mp3}
|
|
RESPONSE: No, Mary doesn't change her dress. {bk05-l2c-f4-13-a.mp3}
|
|
|
|
|
|
# Source: ST §She Only Needs Rice.
|
|
$DIALOGUE She Only Needs Rice {st-page_049_001.jpg|A woman reaching for a bag labeled "RICE" on a shelf at a grocery store while holding a shopping basket}
|
|
ID: l2-s22
|
|
INTRO: One more pocket story — Linda's going shopping, and she needs exactly one thing. Read along.
|
|
INSTRUCTION: Read the paragraph.
|
|
|
|
Narrator: Linda didn't like her white skirt. It didn't have any pockets.
|
|
Narrator: She changed her skirt. Now, she's wearing a skirt with pockets.
|
|
Narrator: Linda likes to put her money in her pockets.
|
|
Narrator: Linda's going to the grocery store and needs a skirt with pockets.
|
|
Narrator: She needs to get some rice.
|
|
Narrator: She wants to cook chicken and rice for dinner.
|
|
Narrator: Rice is the only thing she needs from the store.
|
|
|
|
|
|
# Source: LLA 2C Figure 9 (Part 1)
|
|
$DIALOGUE After the Test
|
|
ID: 5-2c-f9-dialogue
|
|
INTRO: Two students compare notes after a hard day. Just listen.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Student1: Did you do okay today? {bk05-l2c-f9-01.mp3}
|
|
Student2: Yes. I studied very hard last night. {bk05-l2c-f9-02.mp3}
|
|
Student1: Did you look up all the new words? {bk05-l2c-f9-03.mp3}
|
|
Student2: Yes. And I memorized all the words in the lesson too. {bk05-l2c-f9-04.mp3}
|
|
Student1: Well, I answered every question in that test booklet. {bk05-l2c-f9-05.mp3}
|
|
Student2: I did too. We did okay. {bk05-l2c-f9-06.mp3}
|
|
|
|
|
|
# Source: LLA 2C Figure 9 (Part 2)
|
|
$SELECT What Are They Talking About?
|
|
ID: 5-2c-f9
|
|
REFERENCE: 5-2c-f9-dialogue
|
|
INTRO: What are the two students talking about? Tap the correct answer — listen again if you need to.
|
|
INSTRUCTION: Tap the correct answer.
|
|
|
|
OPTION: a | words
|
|
OPTION: b | a class
|
|
OPTION: c | a test
|
|
|
|
TEMPLATE: What are the students talking about?
|
|
ANSWER: c
|
|
FEEDBACK: The dialogue is about a test. {bk05-l2c-f9-07.mp3}
|
|
|
|
|
|
$SESSION 2-4: Some and Any
|
|
|
|
# Source: LLA 2C Figure 5
|
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$DIALOGUE Some and Any: Two Desks
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ID: 5-2c-f5
|
|
INTRO: This part is about "some" and "any" — with a little food to practice on. Ann's desk is full; Tom's is suspiciously empty. Listen and repeat each sentence.
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INSTRUCTION: Listen and repeat each sentence.
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|
REPEAT
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LINE: This is Ann's desk. There are some books on her desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-01.mp3}
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LINE: This is Tom's desk. There aren't any books on his desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-02.mp3}
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LINE: There are some pens on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-03.mp3}
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LINE: There aren't any pens on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-04.mp3}
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LINE: There are some pictures on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-05.mp3}
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LINE: There aren't any pictures on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-06.mp3}
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# Source: ST §Some / Any
|
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$GRAMMAR Some and Any
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ID: l2-s15
|
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INTRO: When to say "some" and when to say "any" — the short version.
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CARD: Use **some** in statements.
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{Bill has some money.}
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CARD: Use **any** in negatives.
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{Bill doesn't have any money.}
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|
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CARD: In questions, both are fine.
|
|
{Does Bill have any money?}
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{Does Bill have some money?}
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SUMMARY:
|
|
| Sentence Type | Example |
|
|
|---|---|
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|
| Statement | Bill has some money. |
|
|
| Negative | Bill doesn't have any money. |
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| Question | Does Bill have any money? / Does Bill have some money? |
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# Source: LLA 2C Figure 6
|
|
$PRODUCE Make Sentences with Some and Any
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ID: 5-2c-f6
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INTRO: Read the cue words and listen for "some" or "any". Say the complete sentence aloud, then repeat the model answer.
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INSTRUCTION: Say the sentence aloud.
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INPUT: speak
|
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CHECK: reveal
|
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REPEAT
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|
|
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EXAMPLE
|
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PROMPT: some {bk05-l2c-f6-ex1-q.mp3}
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TEMPLATE: (some)\nAlice / have / apples
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RESPONSE: Alice has some apples. {bk05-l2c-f6-ex1-a.mp3}
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EXAMPLE
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PROMPT: any {bk05-l2c-f6-ex2-q.mp3}
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TEMPLATE: (any)\nMark / have / apples
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RESPONSE: Mark doesn't have any apples. {bk05-l2c-f6-ex2-a.mp3}
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PROMPT: some {bk05-l2c-f6-01-q.mp3}
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TEMPLATE: (some)\nJan / want / oranges
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RESPONSE: Jan wants some oranges. {bk05-l2c-f6-01-a.mp3}
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PROMPT: some {bk05-l2c-f6-02-q.mp3}
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TEMPLATE: (some)\nBill / look up / words yesterday
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RESPONSE: Bill looked up some words yesterday. {bk05-l2c-f6-02-a.mp3}
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PROMPT: any {bk05-l2c-f6-03-q.mp3}
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TEMPLATE: (any)\nJill / have / money
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RESPONSE: Jill doesn't have any money. {bk05-l2c-f6-03-a.mp3}
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PROMPT: some {bk05-l2c-f6-04-q.mp3}
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TEMPLATE: (some)\nDan / has / ties
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RESPONSE: Dan has some ties. {bk05-l2c-f6-04-a.mp3}
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PROMPT: any {bk05-l2c-f6-05-q.mp3}
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TEMPLATE: (any)\nPaul / buy / bread yesterday
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RESPONSE: Paul didn't buy any bread yesterday. {bk05-l2c-f6-05-a.mp3}
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PROMPT: any {bk05-l2c-f6-06-q.mp3}
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TEMPLATE: (any)\nTom / need / shoes
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RESPONSE: Tom doesn't need any shoes. {bk05-l2c-f6-06-a.mp3}
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# Source: ST §He Doesn't Want Any Soup.
|
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$DIALOGUE Ted Doesn't Want Any Soup
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ID: l2-s16
|
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INTRO: Lunch negotiations with Mother. Listen and repeat the conversation.
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INSTRUCTION: Listen and repeat the conversation.
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REPEAT
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|
|
|
VOCAB: some
|
|
Mother: Do you want some soup for lunch, Ted?
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VOCAB: any
|
|
Ted: No, I don't want any soup, Mother. Thanks. Can I have some fruit, please?
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Mother: Yes, Ted, you can have some fruit. Do you want some tea?
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Ted: Do you have any cold tea?
|
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Mother: Yes. Do you want some sugar, too?
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Ted: Yes, thank you, Mother.
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|
|
# SKIPPED (book): "DID YOU HAVE ANY FRUIT FOR LUNCH YESTERDAY?" (ST p. 44) — open-ended personal food-item list and classmate Q&A drill.
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# Source: ST §What's on the Table?
|
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$PRODUCE Some or Any: What's on the Table? {st-page_045_001.jpg|A tabletop with a fruit bowl containing apples, bananas, and pears, a loaf of sliced bread, a stick of butter, and salt and pepper shakers}
|
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ID: l2-s17
|
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INTRO: Look at the table in the picture, then type "some" or "any" to complete each sentence about it.
|
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INSTRUCTION: Type "some" or "any" to complete each sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Are there ____ books on the table?
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RESPONSE: Are there any books on the table?
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ACCEPT: any
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|
|
|
TEMPLATE: There aren't ____ radios on the table.
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RESPONSE: There aren't any radios on the table.
|
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ACCEPT: any
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|
|
|
TEMPLATE: There's ____ fruit on the table.
|
|
RESPONSE: There's some fruit on the table.
|
|
ACCEPT: some
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|
|
|
TEMPLATE: Are there ____ apples on the table?
|
|
RESPONSE: Are there any apples on the table?
|
|
ACCEPT: any
|
|
|
|
TEMPLATE: There are ____ bananas on the table.
|
|
RESPONSE: There are some bananas on the table.
|
|
ACCEPT: some
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|
|
|
TEMPLATE: Are there ____ pears on the table?
|
|
RESPONSE: Are there any pears on the table?
|
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ACCEPT: any
|
|
|
|
TEMPLATE: Is there ____ bread on the table?
|
|
RESPONSE: Is there any bread on the table?
|
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ACCEPT: any
|
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|
|
TEMPLATE: There's ____ butter on the table.
|
|
RESPONSE: There's some butter on the table.
|
|
ACCEPT: some
|
|
|
|
TEMPLATE: There isn't ____ sugar on the table.
|
|
RESPONSE: There isn't any sugar on the table.
|
|
ACCEPT: any
|
|
|
|
TEMPLATE: There's ____ salt and pepper on the table.
|
|
RESPONSE: There's some salt and pepper on the table.
|
|
ACCEPT: some
|
|
|
|
|
|
# Source: LLA 2C Figure 7
|
|
$PRODUCE Did She Buy Some Eggs? {page_046_001.jpg|Two paper grocery bags marked with large question marks}
|
|
ID: 5-2c-f7
|
|
INTRO: Mrs. Brown went shopping, but her bags are a mystery. Ask each question aloud with the cue word, then listen — the answer tells you what she bought.
|
|
INSTRUCTION: Ask a question aloud with "some" or "any".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: eggs {bk05-l2c-f7-ex-q.mp3}
|
|
TEMPLATE: eggs
|
|
RESPONSE: Did she buy some eggs?\n— Yes, she did. {bk05-l2c-f7-ex-a.mp3}
|
|
|
|
PROMPT: bread {bk05-l2c-f7-01-q.mp3}
|
|
TEMPLATE: (any) bread
|
|
RESPONSE: Did she buy any bread?\n— No, she didn't.
|
|
|
|
PROMPT: chicken {bk05-l2c-f7-02-q.mp3}
|
|
TEMPLATE: (some) chicken
|
|
RESPONSE: Did she buy some chicken?\n— Yes, she did.
|
|
|
|
PROMPT: milk {bk05-l2c-f7-03-q.mp3}
|
|
TEMPLATE: (some) milk
|
|
RESPONSE: Did she buy some milk?\n— No, she didn't.
|
|
|
|
PROMPT: rice {bk05-l2c-f7-04-q.mp3}
|
|
TEMPLATE: (any) rice
|
|
RESPONSE: Did she buy any rice?\n— Yes, she did.
|
|
|
|
PROMPT: apples {bk05-l2c-f7-05-q.mp3}
|
|
TEMPLATE: (some) apples
|
|
RESPONSE: Did she buy some apples?\n— No, she didn't.
|
|
|
|
PROMPT: orange juice {bk05-l2c-f7-06-q.mp3}
|
|
TEMPLATE: (some) orange juice
|
|
RESPONSE: Did she buy some orange juice?\n— No, she didn't.
|
|
|
|
PROMPT: ice cream {bk05-l2c-f7-07-q.mp3}
|
|
TEMPLATE: (any) ice cream
|
|
RESPONSE: Did she buy any ice cream?\n— Yes, she did.
|
|
|
|
|
|
# Source: LLA 2C Figure 8 (Part 1)
|
|
$DIALOGUE Linda at the Commissary
|
|
ID: 5-2c-f8-story
|
|
INTRO: Linda's family has ordered dinner, dessert, and cake — no pressure. Listen to the story.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Linda wants to go to the commissary this afternoon. {bk05-l2c-f8-01.mp3}
|
|
LINE: She needs some things: she needs meat and rice to cook for dinner. {bk05-l2c-f8-02.mp3}
|
|
LINE: Her son wants some ice cream for dessert. {bk05-l2c-f8-03.mp3}
|
|
LINE: And her husband wants some chocolate cake. {bk05-l2c-f8-04.mp3}
|
|
LINE: She can buy all these things at the commissary. {bk05-l2c-f8-05.mp3}
|
|
|
|
|
|
# Source: LLA 2C Figure 8 (Part 2)
|
|
$PRODUCE Questions About Linda
|
|
ID: 5-2c-f8
|
|
REFERENCE: 5-2c-f8-story
|
|
INTRO: Answer each question about Linda aloud in a complete sentence. Open the story if you need help, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Where does Linda want to go? {bk05-l2c-f8-06-q.mp3}
|
|
RESPONSE: Linda wants to go to the commissary. {bk05-l2c-f8-06-a.mp3}
|
|
|
|
PROMPT: Does Linda have meat for dinner? {bk05-l2c-f8-07-q.mp3}
|
|
RESPONSE: No, she doesn't have any meat for dinner. {bk05-l2c-f8-07-a.mp3}
|
|
|
|
PROMPT: What does her son want for dessert? {bk05-l2c-f8-08-q.mp3}
|
|
RESPONSE: Her son wants some ice cream. {bk05-l2c-f8-08-a.mp3}
|
|
|
|
PROMPT: What does her husband want from the commissary? {bk05-l2c-f8-09-q.mp3}
|
|
RESPONSE: Her husband wants some chocolate cake. {bk05-l2c-f8-09-a.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 3
|
|
$DIALOGUE Breakfast and Lunch
|
|
ID: 5-2d-f3
|
|
INTRO: Dan at the table: butter on his toast, sugar in his coffee, and salt and pepper in the soup. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Dan likes toast and coffee for breakfast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-01.mp3}
|
|
|
|
VOCAB: butter
|
|
LINE: He likes butter on his toast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-02.mp3}
|
|
|
|
VOCAB: sugar
|
|
LINE: He drinks his coffee with sugar. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-03.mp3}
|
|
|
|
VOCAB: soup
|
|
LINE: Dan likes soup for lunch. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-04.mp3}
|
|
|
|
VOCAB: salt
|
|
VOCAB: pepper
|
|
LINE: He puts salt and pepper in his soup. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-05.mp3}
|
|
|
|
|
|
# Source: ST §Do You Like to Put Sugar in Your Tea?
|
|
$PRODUCE Do You Like Sugar in Your Tea?
|
|
ID: l2-s14
|
|
INTRO: Now about your own table. Use the two cues to ask "Do you like to put...?" and answer honestly — the model is just one possibility.
|
|
INSTRUCTION: Ask and answer aloud with "like to put".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any well-formed "Do you like to put X on/in your Y?" question built from the two cue words plus a yes/no answer in a full sentence; either yes or no is fine. The "like to put" pattern is the point — a question without it fails.
|
|
|
|
EXAMPLE
|
|
PROMPT: salt / French fries
|
|
RESPONSE: Do you like to put salt on your French fries?\n— Yes, I like to put salt on my French fries.
|
|
|
|
PROMPT: salt / chicken
|
|
RESPONSE: Do you like to put salt on your chicken?\n— Yes, I like to put salt on my chicken.
|
|
|
|
PROMPT: sugar / coffee
|
|
RESPONSE: Do you like to put sugar in your coffee?\n— Yes, I like to put sugar in my coffee.
|
|
|
|
PROMPT: sugar / rice
|
|
RESPONSE: Do you like to put sugar on your rice?\n— Yes, I like to put sugar on my rice.
|
|
|
|
PROMPT: butter / bread
|
|
RESPONSE: Do you like to put butter on your bread?\n— Yes, I like to put butter on my bread.
|
|
|
|
PROMPT: pepper / soup
|
|
RESPONSE: Do you like to put pepper in your soup?\n— Yes, I like to put pepper in my soup.
|
|
|
|
PROMPT: salt / tea
|
|
RESPONSE: Do you like to put salt in your tea?\n— No, I don't like to put salt in my tea.
|
|
|
|
PROMPT: sugar / milk
|
|
RESPONSE: Do you like to put sugar in your milk?\n— Yes, I like to put sugar in my milk.
|
|
|
|
PROMPT: salt / fruit
|
|
RESPONSE: Do you like to put salt on your fruit?\n— No, I don't like to put salt on my fruit.
|
|
|
|
PROMPT: pepper / salad
|
|
RESPONSE: Do you like to put pepper on your salad?\n— Yes, I like to put pepper on my salad.
|
|
|
|
PROMPT: sugar / tea
|
|
RESPONSE: Do you like to put sugar in your tea?\n— Yes, I like to put sugar in my tea.
|
|
|
|
|
|
$SESSION 2-5: In the Bathroom
|
|
|
|
# Source: LLA 2D Figure 1 (Part 1)
|
|
$DIALOGUE Things in the Bathroom {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
|
|
ID: 5-2d-f1
|
|
INTRO: This part is all about the bathroom — what's in it, and what you do there every morning. You'll see a numbered diagram. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: sink
|
|
LINE: This is a sink. {bk05-l2d-f1-01.mp3}
|
|
|
|
VOCAB: soap
|
|
LINE: This is soap. {bk05-l2d-f1-02.mp3}
|
|
|
|
VOCAB: toothbrush
|
|
LINE: This is a toothbrush. {bk05-l2d-f1-03.mp3}
|
|
|
|
VOCAB: toothpaste
|
|
LINE: This is toothpaste. {bk05-l2d-f1-04.mp3}
|
|
|
|
VOCAB: toilet
|
|
LINE: This is a toilet. {bk05-l2d-f1-05.mp3}
|
|
|
|
VOCAB: toilet paper
|
|
LINE: This is toilet paper. {bk05-l2d-f1-06.mp3}
|
|
|
|
VOCAB: towel
|
|
LINE: This is a towel. {bk05-l2d-f1-07.mp3}
|
|
|
|
VOCAB: shampoo
|
|
LINE: This is shampoo. {bk05-l2d-f1-08.mp3}
|
|
|
|
VOCAB: washcloth
|
|
LINE: This is a washcloth. {bk05-l2d-f1-09.mp3}
|
|
|
|
VOCAB: comb
|
|
LINE: This is a comb. {bk05-l2d-f1-10.mp3}
|
|
|
|
VOCAB: brush
|
|
LINE: This is a brush. {bk05-l2d-f1-11.mp3}
|
|
|
|
VOCAB: mirror
|
|
LINE: This is a mirror. {bk05-l2d-f1-12.mp3}
|
|
|
|
LINE: These are clean towels. {bk05-l2d-f1-13.mp3}
|
|
|
|
|
|
# Source: ST §What Number Is the Shower?
|
|
$SELECT Find the Number {st-page_036_001.jpg|Diagram of a bathroom with numbered items for identification}
|
|
ID: l2-s7
|
|
INTRO: A quick check before you speak: for each bathroom item, tap its number in the diagram.
|
|
INSTRUCTION: Look at the diagram and tap the correct number for each item.
|
|
OPTION: 1 | 1
|
|
OPTION: 2 | 2
|
|
OPTION: 3 | 3
|
|
OPTION: 4 | 4
|
|
OPTION: 5 | 5
|
|
OPTION: 6 | 6
|
|
OPTION: 7 | 7
|
|
OPTION: 8 | 8
|
|
OPTION: 9 | 9
|
|
OPTION: 10 | 10
|
|
OPTION: 11 | 11
|
|
OPTION: 12 | 12
|
|
OPTION: 13 | 13
|
|
|
|
TEMPLATE: towel
|
|
ANSWER: 1
|
|
|
|
TEMPLATE: shower
|
|
ANSWER: 2
|
|
|
|
TEMPLATE: shampoo
|
|
ANSWER: 3
|
|
|
|
TEMPLATE: washcloth
|
|
ANSWER: 4
|
|
|
|
TEMPLATE: soap
|
|
ANSWER: 5
|
|
|
|
TEMPLATE: toilet
|
|
ANSWER: 6
|
|
|
|
TEMPLATE: toilet paper
|
|
ANSWER: 7
|
|
|
|
TEMPLATE: comb
|
|
ANSWER: 8
|
|
|
|
TEMPLATE: mirror
|
|
ANSWER: 9
|
|
|
|
TEMPLATE: brush
|
|
ANSWER: 10
|
|
|
|
TEMPLATE: sink
|
|
ANSWER: 11
|
|
|
|
TEMPLATE: toothpaste
|
|
ANSWER: 12
|
|
|
|
TEMPLATE: toothbrush
|
|
ANSWER: 13
|
|
|
|
|
|
# Source: LLA 2D Figure 1 (Part 2)
|
|
$PRODUCE What's Number 5? {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
|
|
ID: 5-2d-f1-b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now say the answers. Listen to each question about the numbered diagram, answer aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud based on the diagram.
|
|
REPEAT
|
|
|
|
TEMPLATE: Number 1
|
|
PROMPT: What's number 1? {bk05-l2d-f1-14-q.mp3}
|
|
RESPONSE: It's a sink. {bk05-l2d-f1-14-a.mp3}
|
|
|
|
TEMPLATE: Number 2
|
|
PROMPT: What's number 2? {bk05-l2d-f1-15-q.mp3}
|
|
RESPONSE: It's soap. {bk05-l2d-f1-15-a.mp3}
|
|
|
|
TEMPLATE: Number 3
|
|
PROMPT: What's number 3? {bk05-l2d-f1-16-q.mp3}
|
|
RESPONSE: It's a toothbrush. {bk05-l2d-f1-16-a.mp3}
|
|
|
|
TEMPLATE: Number 4
|
|
PROMPT: What's number 4? {bk05-l2d-f1-17-q.mp3}
|
|
RESPONSE: It's toothpaste. {bk05-l2d-f1-17-a.mp3}
|
|
|
|
TEMPLATE: Number 5
|
|
PROMPT: What's number 5? {bk05-l2d-f1-18-q.mp3}
|
|
RESPONSE: It's a toilet. {bk05-l2d-f1-18-a.mp3}
|
|
|
|
TEMPLATE: Number 6
|
|
PROMPT: What's number 6? {bk05-l2d-f1-19-q.mp3}
|
|
RESPONSE: It's toilet paper. {bk05-l2d-f1-19-a.mp3}
|
|
|
|
TEMPLATE: Number 7
|
|
PROMPT: What's number 7? {bk05-l2d-f1-20-q.mp3}
|
|
RESPONSE: It's a towel. {bk05-l2d-f1-20-a.mp3}
|
|
|
|
TEMPLATE: Number 8
|
|
PROMPT: What's number 8? {bk05-l2d-f1-21-q.mp3}
|
|
RESPONSE: It's shampoo. {bk05-l2d-f1-21-a.mp3}
|
|
|
|
TEMPLATE: Number 9
|
|
PROMPT: What's number 9? {bk05-l2d-f1-22-q.mp3}
|
|
RESPONSE: It's a washcloth. {bk05-l2d-f1-22-a.mp3}
|
|
|
|
TEMPLATE: Number 10
|
|
PROMPT: What's number 10? {bk05-l2d-f1-23-q.mp3}
|
|
RESPONSE: It's a comb. {bk05-l2d-f1-23-a.mp3}
|
|
|
|
TEMPLATE: Number 11
|
|
PROMPT: What's number 11? {bk05-l2d-f1-24-q.mp3}
|
|
RESPONSE: It's a brush. {bk05-l2d-f1-24-a.mp3}
|
|
|
|
TEMPLATE: Number 12
|
|
PROMPT: What's number 12? {bk05-l2d-f1-25-q.mp3}
|
|
RESPONSE: It's a mirror. {bk05-l2d-f1-25-a.mp3}
|
|
|
|
TEMPLATE: Number 13
|
|
PROMPT: What's number 13? {bk05-l2d-f1-26-q.mp3}
|
|
RESPONSE: They're clean towels. {bk05-l2d-f1-26-a.mp3}
|
|
|
|
|
|
# Source: ST §Paul Wants to Clean Up.
|
|
$DIALOGUE Paul Cleans Up
|
|
ID: l2-s8
|
|
INTRO: Paul's face has had a long day. Listen and repeat the sentences about how he cleans up.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
VOCAB: bathroom
|
|
VOCAB: face
|
|
VOCAB: dirty
|
|
LINE: Paul's face is dirty. He goes to the bathroom to clean up. {st-page_036_002.jpg|A young man looking at his dirty face in a bathroom mirror}
|
|
|
|
VOCAB: to wash
|
|
VOCAB: to rinse
|
|
LINE: He washes his face with soap. Next, he rinses his face with clean water. {st-page_036_003.jpg|A young man leaning over a sink washing and rinsing his face with water}
|
|
|
|
VOCAB: to dry
|
|
LINE: He dries his face with a towel. {st-page_037_001.jpg|A boy standing in front of a bathroom mirror, drying his face with a towel}
|
|
|
|
VOCAB: to brush
|
|
VOCAB: tooth
|
|
LINE: He brushes his teeth. He doesn't brush one tooth; he brushes all his teeth. {st-page_037_002.jpg|A boy standing in front of a bathroom mirror, brushing his teeth with a toothbrush}
|
|
|
|
VOCAB: to comb
|
|
VOCAB: hair
|
|
LINE: Paul combs his hair with his brown comb. {st-page_037_003.jpg|A boy looking in a bathroom mirror and combing his hair}
|
|
|
|
VOCAB: clean
|
|
LINE: His face and teeth are clean now. {st-page_037_004.jpg|A smiling boy with clean face and hair looking forward}
|
|
|
|
|
|
# Source: LLA 2D Figure 2 (Part 1) — kept as a pronunciation pass; the sentence panels above teach the words
|
|
$DIALOGUE Personal Care Words: Say Them Clearly
|
|
ID: 5-2d-f2-vocab
|
|
INTRO: You know all these words now — this pass is just for your pronunciation. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
LINE: Bathroom. {bk05-l2d-f2-v01.mp3}
|
|
|
|
LINE: Brush. {bk05-l2d-f2-v02.mp3}
|
|
|
|
LINE: Clean. {bk05-l2d-f2-v03.mp3}
|
|
|
|
LINE: Comb. {bk05-l2d-f2-v04.mp3}
|
|
|
|
LINE: Dirty. {bk05-l2d-f2-v05.mp3}
|
|
|
|
LINE: Dry. {bk05-l2d-f2-v06.mp3}
|
|
|
|
LINE: Face. {bk05-l2d-f2-v07.mp3}
|
|
|
|
LINE: Hair. {bk05-l2d-f2-v08.mp3}
|
|
|
|
LINE: Rinse. {bk05-l2d-f2-v09.mp3}
|
|
|
|
LINE: Shampoo. {bk05-l2d-f2-v10.mp3}
|
|
|
|
LINE: Sink. {bk05-l2d-f2-v11.mp3}
|
|
|
|
LINE: Soap. {bk05-l2d-f2-v12.mp3}
|
|
|
|
LINE: Teeth. {bk05-l2d-f2-v13.mp3}
|
|
|
|
LINE: Toothbrush. {bk05-l2d-f2-v14.mp3}
|
|
|
|
LINE: Toothpaste. {bk05-l2d-f2-v15.mp3}
|
|
|
|
LINE: Towel. {bk05-l2d-f2-v16.mp3}
|
|
|
|
LINE: Washcloth. {bk05-l2d-f2-v17.mp3}
|
|
|
|
LINE: Wash. {bk05-l2d-f2-v18.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 2 (Part 2)
|
|
$PRODUCE John's Evening Routine
|
|
ID: 5-2d-f2
|
|
INPUT: type
|
|
CHECK: exact
|
|
HIDE_PROMPT
|
|
INTRO: John worked on his car all day — now everything needs washing. Listen to the story and type the missing words in each blank.
|
|
INSTRUCTION: Type the missing word(s).
|
|
|
|
TEMPLATE: John worked on his car ____{all day}.
|
|
PROMPT: John worked on his car all day. {bk05-l2d-f2-01.mp3}
|
|
RESPONSE: John worked on his car all day. {bk05-l2d-f2-01.mp3}
|
|
|
|
TEMPLATE: His hands and ____{face} are ____{dirty}.
|
|
PROMPT: His hands and face are dirty. {bk05-l2d-f2-02.mp3}
|
|
RESPONSE: His hands and face are dirty. {bk05-l2d-f2-02.mp3}
|
|
|
|
TEMPLATE: At 6:30, it was ____{time for dinner}.
|
|
PROMPT: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}
|
|
RESPONSE: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}
|
|
|
|
TEMPLATE: He went to his ____{bathroom}.
|
|
PROMPT: He went to his bathroom. {bk05-l2d-f2-04.mp3}
|
|
RESPONSE: He went to his bathroom. {bk05-l2d-f2-04.mp3}
|
|
|
|
TEMPLATE: He ____{washed} his hands and face in the ____{sink} with ____{soap} and a ____{washcloth}.
|
|
PROMPT: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}
|
|
RESPONSE: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}
|
|
|
|
TEMPLATE: He rinsed his hands and face with ____{clean} water and ____{combed} his hair.
|
|
PROMPT: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}
|
|
RESPONSE: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}
|
|
|
|
TEMPLATE: After dinner, he ____{took a shower}.
|
|
PROMPT: After dinner he took a shower. {bk05-l2d-f2-07.mp3}
|
|
RESPONSE: After dinner he took a shower. {bk05-l2d-f2-07.mp3}
|
|
|
|
TEMPLATE: He washed his ____{hair} with ____{shampoo},
|
|
PROMPT: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}
|
|
RESPONSE: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}
|
|
|
|
TEMPLATE: ____{rinsed} his hair,
|
|
PROMPT: Rinsed his hair. {bk05-l2d-f2-09.mp3}
|
|
RESPONSE: Rinsed his hair. {bk05-l2d-f2-09.mp3}
|
|
|
|
TEMPLATE: and then ____{dried} his hair with a clean ____{towel}.
|
|
PROMPT: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}
|
|
RESPONSE: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}
|
|
|
|
TEMPLATE: He ____{brushed} his ____{teeth} with his new ____{toothbrush} and ____{toothpaste}.
|
|
PROMPT: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}
|
|
RESPONSE: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}
|
|
|
|
TEMPLATE: Then he ____{went to bed}.
|
|
PROMPT: Then he went to bed. {bk05-l2d-f2-12.mp3}
|
|
RESPONSE: Then he went to bed. {bk05-l2d-f2-12.mp3}
|
|
|
|
|
|
# Source: ST §Carol's Morning
|
|
$PRODUCE Carol's Morning
|
|
ID: l2-s9
|
|
INTRO: Carol's first day at work starts in the bathroom. Look at each picture cue and type the missing word.
|
|
INSTRUCTION: Look at the picture cue and type the missing word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Carol got up at six this morning. She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg|shower head spraying water}
|
|
RESPONSE: Carol got up at six this morning. She went to her bathroom and took a shower.
|
|
ACCEPT: shower
|
|
|
|
TEMPLATE: She washed her ____{hair} with ____{shampoo}. {st-page_038_003.jpg|soap bar with suds}
|
|
RESPONSE: She washed her hair with shampoo.
|
|
|
|
TEMPLATE: She put ____{soap} on her ____{washcloth}. {st-page_038_005.jpg|washcloth}
|
|
RESPONSE: She put soap on her washcloth.
|
|
|
|
TEMPLATE: She washed her body and face. She rinsed with clean water. She got out of the ____{shower}. {st-page_038_006.jpg|shower}
|
|
RESPONSE: She washed her body and face. She rinsed with clean water. She got out of the shower.
|
|
ACCEPT: shower
|
|
|
|
TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg|towel on a rack}
|
|
RESPONSE: She dried her hair and body with a towel.
|
|
ACCEPT: towel
|
|
|
|
TEMPLATE: Next, she put toothpaste on her ____{toothbrush} and brushed her ____{teeth}. {st-page_038_009.jpg|teeth being brushed}
|
|
RESPONSE: Next, she put toothpaste on her toothbrush and brushed her teeth.
|
|
|
|
TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg|comb}
|
|
RESPONSE: She combed her hair with her comb.
|
|
ACCEPT: comb
|
|
|
|
TEMPLATE: She put on her clothes and had ____{breakfast}. She was ready for her first day at work.
|
|
RESPONSE: She put on her clothes and had breakfast. She was ready for her first day at work.
|
|
ACCEPT: breakfast
|
|
|
|
|
|
$SESSION 2-6: Shopping and Quantities
|
|
|
|
# Source: LLA 2D Figure 4
|
|
$DIALOGUE Where David Gets Things
|
|
ID: 5-2d-f4
|
|
INTRO: Last new part: shopping — where to buy things, and how to say how much. David needs salt, pepper, and chalk, and he knows exactly where to go. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: David needs salt and pepper. {page_052_001.jpg|A man looking frustrated at a dining table shaking salt and pepper shakers over his food} {bk05-l2d-f4-01.mp3}
|
|
|
|
VOCAB: to get
|
|
VOCAB: grocery store
|
|
LINE: David gets his salt and pepper at a grocery store. {page_052_002.jpg|A man at a grocery store holding a container of salt and a container of pepper near shelves of produce} {bk05-l2d-f4-02.mp3}
|
|
|
|
VOCAB: chalk
|
|
LINE: David needs some chalk for the chalkboard. {page_052_003.jpg|A man standing next to a chalkboard that has "HOMEWORK FOR" written on it} {bk05-l2d-f4-03.mp3}
|
|
|
|
VOCAB: drugstore
|
|
LINE: David gets his chalk at the drugstore. {page_052_004.jpg|A man at a store looking at school supplies and picking up a box labeled "CHALK"} {bk05-l2d-f4-04.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 5
|
|
$PRODUCE Where Can I Get Some Shampoo?
|
|
ID: 5-2d-f5
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: The lesson's big question, at last. Ask where to get each item aloud, then listen to where you can buy it and repeat.
|
|
INSTRUCTION: Ask the question aloud, then repeat the answer.
|
|
REPEAT
|
|
|
|
TEMPLATE: shampoo
|
|
PROMPT: Where can I get some shampoo? {bk05-l2d-f5-01-q.mp3}
|
|
RESPONSE: You can get some shampoo at a grocery store or at a drugstore. {bk05-l2d-f5-01-a.mp3}
|
|
|
|
TEMPLATE: toothpaste
|
|
PROMPT: Where can I get some toothpaste? {bk05-l2d-f5-02-q.mp3}
|
|
RESPONSE: You can get some toothpaste at the grocery store or at the drugstore. {bk05-l2d-f5-02-a.mp3}
|
|
|
|
TEMPLATE: apples
|
|
PROMPT: Where can I get some apples? {bk05-l2d-f5-03-q.mp3}
|
|
RESPONSE: You can get some apples at a grocery store. {bk05-l2d-f5-03-a.mp3}
|
|
|
|
TEMPLATE: rice
|
|
PROMPT: Where can I get some rice? {bk05-l2d-f5-04-q.mp3}
|
|
RESPONSE: You can get some rice at a grocery store. {bk05-l2d-f5-04-a.mp3}
|
|
|
|
TEMPLATE: soap
|
|
PROMPT: Where can I get some soap? {bk05-l2d-f5-05-q.mp3}
|
|
RESPONSE: You can get some soap at a grocery store or at a drugstore. {bk05-l2d-f5-05-a.mp3}
|
|
|
|
TEMPLATE: razor
|
|
PROMPT: Where can I get a razor? {bk05-l2d-f5-06-q.mp3}
|
|
RESPONSE: You can get a razor at a grocery store or at a drugstore. {bk05-l2d-f5-06-a.mp3}
|
|
|
|
TEMPLATE: medicine
|
|
PROMPT: Where can I get some medicine? {bk05-l2d-f5-07-q.mp3}
|
|
RESPONSE: You can get some medicine at a grocery store or at a drugstore. {bk05-l2d-f5-07-a.mp3}
|
|
|
|
TEMPLATE: salt
|
|
PROMPT: Where can I get some salt? {bk05-l2d-f5-08-q.mp3}
|
|
RESPONSE: You can get some salt at a grocery store. {bk05-l2d-f5-08-a.mp3}
|
|
|
|
|
|
# Source: ST §You Can Get Cigarettes at the BX.
|
|
$PRODUCE You Can Buy It There
|
|
ID: l2-s25
|
|
INTRO: Use the two cues to say where you can buy or get each thing — "You can buy food at a grocery store."
|
|
INSTRUCTION: Make a sentence using "can" with "buy" or "get".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: food / grocery store
|
|
RESPONSE: You can buy food at a grocery store.
|
|
|
|
EXAMPLE
|
|
PROMPT: cigarettes / drugstore
|
|
RESPONSE: You can get cigarettes at a drugstore.
|
|
|
|
PROMPT: meat / grocery store
|
|
RESPONSE: You can buy meat at a grocery store.
|
|
|
|
PROMPT: haircut / barbershop
|
|
RESPONSE: You can get a haircut at a barbershop.
|
|
|
|
PROMPT: medicine / drugstore
|
|
RESPONSE: You can buy medicine at a drugstore.
|
|
|
|
PROMPT: meal / restaurant
|
|
RESPONSE: You can get a meal at a restaurant.
|
|
|
|
PROMPT: hamburger / snack bar
|
|
RESPONSE: You can get a hamburger at a snack bar.
|
|
|
|
PROMPT: clothes / clothing store
|
|
RESPONSE: You can buy clothes at a clothing store.
|
|
|
|
PROMPT: toothpaste / drugstore
|
|
RESPONSE: You can buy toothpaste at a drugstore.
|
|
|
|
PROMPT: shoes / shoe store
|
|
RESPONSE: You can buy shoes at a shoe store.
|
|
|
|
|
|
# Source: LLA 2D Figure 6 (Part 1)
|
|
$GRAMMAR What the Stores Sell
|
|
ID: 5-2d-f6-chart
|
|
INTRO: Here are the lists of what the grocery store and the drugstore sell. Keep them handy — the next questions are about them.
|
|
|
|
| The grocery store sells: | The drugstore sells: |
|
|
|---|---|
|
|
| {milk and bread} | {medicine} |
|
|
| {salt and pepper} | {chalk} |
|
|
| {rice} | {socks} |
|
|
| {meat} | {books} |
|
|
| {sugar} | {scarfs} |
|
|
| {shampoo} | {shampoo} |
|
|
| {eggs} | {soap} |
|
|
|
|
|
|
# Source: LLA 2D Figure 6 (Part 2)
|
|
$SELECT Can I Get It There?
|
|
ID: 5-2d-f6
|
|
REFERENCE: 5-2d-f6-chart
|
|
INTRO: Listen to each question about the two stores. Tap "Yes, you can" or "No, you can't" — check the lists if you need to — then repeat the answer.
|
|
INSTRUCTION: Tap the correct answer.
|
|
REPEAT
|
|
|
|
OPTION: a | Yes, you can.
|
|
OPTION: b | No, you can't.
|
|
|
|
PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Yes, you can. {bk05-l2d-f6-01-a.mp3}
|
|
|
|
PROMPT: Can I get meat at the drugstore? {bk05-l2d-f6-02-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: No, you can't. {bk05-l2d-f6-02-a.mp3}
|
|
|
|
PROMPT: Can I get rice at the grocery store? {bk05-l2d-f6-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Yes, you can. {bk05-l2d-f6-03-a.mp3}
|
|
|
|
PROMPT: Can I get a scarf at the grocery store? {bk05-l2d-f6-04-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: No, you can't. {bk05-l2d-f6-04-a.mp3}
|
|
|
|
PROMPT: Can I get shampoo at the drugstore? {bk05-l2d-f6-05-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Yes, you can. {bk05-l2d-f6-05-a.mp3}
|
|
|
|
PROMPT: Can I get a book at the grocery store? {bk05-l2d-f6-06-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: No, you can't. {bk05-l2d-f6-06-a.mp3}
|
|
|
|
PROMPT: Can I get eggs at the drugstore? {bk05-l2d-f6-07-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: No, you can't. {bk05-l2d-f6-07-a.mp3}
|
|
|
|
PROMPT: Can I get sugar at the grocery store? {bk05-l2d-f6-08-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Yes, you can. {bk05-l2d-f6-08-a.mp3}
|
|
|
|
PROMPT: Can I get chalk at the drugstore? {bk05-l2d-f6-09-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Yes, you can. {bk05-l2d-f6-09-a.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 7
|
|
$DIALOGUE Getting Supplies
|
|
ID: 5-2d-f7
|
|
INTRO: A student needs toothpaste, eggs, and — why not — a map. Listen to the conversation and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Instructor: Can I help you? {bk05-l2d-f7-01.mp3}
|
|
Student: Yes, I need some things. {bk05-l2d-f7-02.mp3}
|
|
Instructor: What do you need? {bk05-l2d-f7-03.mp3}
|
|
Student: I need some toothpaste and a toothbrush. {bk05-l2d-f7-04.mp3}
|
|
Instructor: You can get those at the drugstore. {bk05-l2d-f7-05.mp3}
|
|
Student: Where can I get some milk and eggs? {bk05-l2d-f7-06.mp3}
|
|
Instructor: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-07.mp3}
|
|
Student: I want a map, too. {bk05-l2d-f7-08.mp3}
|
|
Instructor: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-09.mp3}
|
|
Student: Thanks. {bk05-l2d-f7-10.mp3}
|
|
|
|
# Source: LLA 2D Figure 7 (role-play pass)
|
|
$DIALOGUE Getting Supplies: You're the Student
|
|
ID: 5-2d-f7-role-student
|
|
REFERENCE: 5-2d-f7
|
|
PLAY_ROLE: Student
|
|
INTRO: Now take the student's role. Respond to the instructor in the pauses.
|
|
INSTRUCTION: You are the student — speak your lines in the pauses.
|
|
|
|
|
|
# Source: LLA 2D Figure 8
|
|
$DIALOGUE A Few and A Lot Of
|
|
ID: 5-2d-f8
|
|
INTRO: Three apples, or a basketful? Listen and learn "a few", "a lot of", and "lots of", and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: a few
|
|
LINE: These are a few apples. {page_054_001.jpg|Three apples sitting on a surface} {bk05-l2d-f8-01.mp3}
|
|
|
|
VOCAB: a lot of
|
|
VOCAB: lots of
|
|
LINE: These are a lot of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-02.mp3}
|
|
|
|
LINE: These are lots of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-03.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 10
|
|
$DIALOGUE A Little and A Lot Of
|
|
ID: 5-2d-f10
|
|
INTRO: A glass of water, or a whole lake? With things you can't count, use "a little" instead of "a few". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: a little
|
|
LINE: This is a little water. {page_055_001.jpg|A clear glass partly filled with water sitting on a table} {bk05-l2d-f10-01.mp3}
|
|
|
|
LINE: This is a lot of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-02.mp3}
|
|
|
|
LINE: This is lots of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-03.mp3}
|
|
|
|
|
|
# Source: ST §A Lot Of, A Few, A Little
|
|
$GRAMMAR A Few, A Little, A Lot Of
|
|
ID: l2-s27
|
|
INTRO: When to say "a few", when "a little", and when "a lot of" — the short version.
|
|
|
|
CARD: Use **a few** with things you can count.
|
|
{a few pencils}
|
|
{a few students}
|
|
{a few dollars}
|
|
|
|
CARD: Use **a little** with things you can't count.
|
|
{a little salt}
|
|
{a little water}
|
|
{a little money}
|
|
|
|
CARD: **A lot of**, **lots of**, and **some** work with both kinds.
|
|
{a lot of pencils}
|
|
{lots of shampoo}
|
|
|
|
SUMMARY:
|
|
| Count Nouns (**a few**) | Non-count Nouns (**a little**) |
|
|
|---|---|
|
|
| a few desks | a little salt |
|
|
| a few pencils | a little sugar |
|
|
| a few students | a little soup |
|
|
| a few teachers | a little shampoo |
|
|
| a few tables | a little toothpaste |
|
|
| a few chairs | a little butter |
|
|
| a few books | a little soap |
|
|
| a few stores | a little orange juice |
|
|
| a few clothes | a little milk |
|
|
| a few dollars | a little water |
|
|
| a few apples | a little rice |
|
|
| | a little money |
|
|
|
|
*Note: **a lot of**, **lots of**, and **some** can be used with both count and non-count nouns.*
|
|
|
|
|
|
# Source: LLA 2D Figure 9
|
|
$PRODUCE A Few or A Lot?
|
|
ID: 5-2d-f9
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Read each sentence, listen to the number, and say the sentence again with "a few", "a lot of", or "lots of" — three is a few; a hundred is a lot.
|
|
INSTRUCTION: Say the new sentence aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: There are civilians in class. (3)
|
|
PROMPT: There are civilians in class. 3. {bk05-l2d-f9-ex1-q.mp3}
|
|
RESPONSE: There are a few civilians in class. {bk05-l2d-f9-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: There are sailors in class. (20)
|
|
PROMPT: There are sailors in class. 20. {bk05-l2d-f9-ex2-q.mp3}
|
|
RESPONSE: There are a lot of sailors in class. {bk05-l2d-f9-ex2-a.mp3}
|
|
|
|
TEMPLATE: We need dictionaries. (30)
|
|
PROMPT: 30. {bk05-l2d-f9-01-q.mp3}
|
|
RESPONSE: We need a lot of dictionaries. {bk05-l2d-f9-01-a.mp3}
|
|
|
|
TEMPLATE: Did you buy new tapes? (2)
|
|
PROMPT: 2. {bk05-l2d-f9-02-q.mp3}
|
|
RESPONSE: Did you buy a few new tapes? {bk05-l2d-f9-02-a.mp3}
|
|
|
|
TEMPLATE: We checked test booklets. (100)
|
|
PROMPT: 100. {bk05-l2d-f9-03-q.mp3}
|
|
RESPONSE: We checked lots of test booklets. {bk05-l2d-f9-03-a.mp3}
|
|
|
|
TEMPLATE: I only visited cities last summer. (3)
|
|
PROMPT: 3. {bk05-l2d-f9-04-q.mp3}
|
|
RESPONSE: I only visited a few cities last summer. {bk05-l2d-f9-04-a.mp3}
|
|
|
|
TEMPLATE: Mary bought new sweaters. (4)
|
|
PROMPT: 4. {bk05-l2d-f9-05-q.mp3}
|
|
RESPONSE: Mary bought a few new sweaters. {bk05-l2d-f9-05-a.mp3}
|
|
|
|
TEMPLATE: Do we need hamburgers? (30)
|
|
PROMPT: 30. {bk05-l2d-f9-06-q.mp3}
|
|
RESPONSE: Do we need a lot of hamburgers? {bk05-l2d-f9-06-a.mp3}
|
|
|
|
|
|
# Source: LLA 2D Figure 11
|
|
$PRODUCE Answer with Quantifiers
|
|
ID: 5-2d-f11
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Listen to each question and answer aloud using the cue words on screen. Then repeat the model answer.
|
|
INSTRUCTION: Answer aloud using the prompt words.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: no / only a few or a little
|
|
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-ex1-q.mp3}
|
|
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: yes / lots of
|
|
PROMPT: Do you drink a lot of milk? {bk05-l2d-f11-ex2-q.mp3}
|
|
RESPONSE: Yes, I drink lots of milk. {bk05-l2d-f11-ex2-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: no / just a few or a little
|
|
PROMPT: Did you eat a lot of salad? {bk05-l2d-f11-ex3-q.mp3}
|
|
RESPONSE: No, I just ate a little salad. {bk05-l2d-f11-ex3-a.mp3}
|
|
|
|
TEMPLATE: no / only a little or a few
|
|
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-01-q.mp3}
|
|
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-01-a.mp3}
|
|
|
|
TEMPLATE: yes / a lot of
|
|
PROMPT: Does Bill have lots of money? {bk05-l2d-f11-02-q.mp3}
|
|
RESPONSE: Yes, Bill has a lot of money. {bk05-l2d-f11-02-a.mp3}
|
|
|
|
TEMPLATE: yes / lots of
|
|
PROMPT: Do you put a lot of sugar in your tea? {bk05-l2d-f11-03-q.mp3}
|
|
RESPONSE: Yes, I put lots of sugar in my tea. {bk05-l2d-f11-03-a.mp3}
|
|
|
|
TEMPLATE: yes / a little or a few
|
|
PROMPT: Do you need some shampoo? {bk05-l2d-f11-04-q.mp3}
|
|
RESPONSE: Yes, I need a little shampoo. {bk05-l2d-f11-04-a.mp3}
|
|
|
|
TEMPLATE: no / just a little or a few
|
|
PROMPT: Did you see a lot of movies this summer? {bk05-l2d-f11-05-q.mp3}
|
|
RESPONSE: No, I just saw a few movies this summer. {bk05-l2d-f11-05-a.mp3}
|
|
|
|
TEMPLATE: yes / a little or a few
|
|
PROMPT: Do you need any oranges? {bk05-l2d-f11-06-q.mp3}
|
|
RESPONSE: Yes, I need a few oranges. {bk05-l2d-f11-06-a.mp3}
|
|
|
|
|
|
# Source: ST §A Few, A Lot Of, Lots Of
|
|
$PRODUCE Type A Few, A Lot Of, or Lots Of
|
|
ID: l2-s30
|
|
INTRO: Now in writing. Read each pair of sentences and type "a few", "a lot of", or "lots of" — the numbers in parentheses tell you which.
|
|
INSTRUCTION: Type "a few", "a lot of", or "lots of" based on the numbers in parentheses.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jan has ____{a few} scarfs. (two) Pat has ____{a lot of|lots of} scarfs. (twenty)
|
|
RESPONSE: Jan has a few scarfs. Pat has a lot of scarfs.
|
|
|
|
TEMPLATE: Peter bought ____{a lot of|lots of} tapes. (ten) Dan bought ____{a few} tapes. (three)
|
|
RESPONSE: Peter bought a lot of tapes. Dan bought a few tapes.
|
|
|
|
TEMPLATE: Mrs. Jackson got ____{a few} towels. (four) Mrs. Green got ____{a lot of|lots of} towels. (twelve)
|
|
RESPONSE: Mrs. Jackson got a few towels. Mrs. Green got a lot of towels.
|
|
|
|
TEMPLATE: There are ____{a lot of|lots of} students in his morning class. (twenty-five) There are only ____{a few} students in his afternoon class. (five)
|
|
RESPONSE: There are a lot of students in his morning class. There are only a few students in his afternoon class.
|
|
|
|
TEMPLATE: Joe has ____{a few} white shirts. (two) Ted has ____{a lot of|lots of} white shirts. (twelve)
|
|
RESPONSE: Joe has a few white shirts. Ted has a lot of white shirts.
|
|
|
|
|
|
# Source: ST §Do You Want a Little or a Lot of Water?
|
|
$PRODUCE A Little or a Lot — About You
|
|
ID: l2-s29
|
|
INTRO: Last drill of the part, and it's about you. Ask the choice question from the cues, then answer for yourself — a little, a few, or a lot. The model is one possibility.
|
|
INSTRUCTION: Ask and answer aloud with "a little or a lot of" or "a few or a lot of".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a well-formed "Do you ... a little or a lot of ...?" question (or "a few or a lot of" for countable things) built from the cues, plus any answer choosing one of the quantifiers; either choice is fine. Using "a few" with a non-count noun, or "a little" with a count noun, fails — that pairing is the point.
|
|
|
|
EXAMPLE
|
|
PROMPT: want / rice
|
|
RESPONSE: Do you want a little or a lot of rice?\n— I want a little rice.
|
|
|
|
EXAMPLE
|
|
PROMPT: have / books
|
|
RESPONSE: Do you have a few or a lot of books?\n— I have a few books.
|
|
|
|
PROMPT: drink / milk
|
|
RESPONSE: Do you drink a little or a lot of milk?\n— I drink a lot of milk.
|
|
|
|
PROMPT: want / sugar
|
|
RESPONSE: Do you want a little or a lot of sugar?\n— I want a little sugar.
|
|
|
|
PROMPT: eat / soup
|
|
RESPONSE: Do you eat a little or a lot of soup?\n— I eat a lot of soup.
|
|
|
|
PROMPT: want / fruit
|
|
RESPONSE: Do you want a little or a lot of fruit?\n— I want a little fruit.
|
|
|
|
PROMPT: have / money
|
|
RESPONSE: Do you have a little or a lot of money?\n— I have a little money.
|
|
|
|
PROMPT: want / meat
|
|
RESPONSE: Do you want a little or a lot of meat?\n— I want a lot of meat.
|
|
|
|
PROMPT: have / clothes
|
|
RESPONSE: Do you have a few or a lot of clothes?\n— I have a lot of clothes.
|
|
|
|
PROMPT: want / apples
|
|
RESPONSE: Do you want a few or a lot of apples?\n— I want a few apples.
|
|
|
|
PROMPT: see / desks
|
|
RESPONSE: Do you see a few or a lot of desks?\n— I see a lot of desks.
|
|
|
|
PROMPT: have / dollars
|
|
RESPONSE: Do you have a few or a lot of dollars?\n— I have a few dollars.
|
|
|
|
|
|
$SESSION 2-7: Sounds, Spelling, and Reading
|
|
|
|
# Source: ST §Eat / It
|
|
$DIALOGUE The Sounds "ee" and "i"
|
|
ID: l2-s18
|
|
INTRO: Last part: sharp ears, sharp spelling, and sharp reading. These word pairs differ only in the vowel — listen closely and repeat each pair.
|
|
INSTRUCTION: Listen and repeat each pair of words.
|
|
REPEAT
|
|
|
|
LINE: feet — fit sleep — slip leave — live cheap — chip read — rid ease — is field — filled sheep — ship green — grin neat — knit he'll — hill we'll — will
|
|
|
|
|
|
# Source: LLA 2B Figure 8
|
|
$PRODUCE Spelling Practice
|
|
ID: 5-2b-f8
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Listen to each word and type it, letter-perfect.
|
|
INSTRUCTION: Type the word you hear.
|
|
|
|
PROMPT: bones {bk05-l2b-f8-01.mp3}
|
|
RESPONSE: bones {bk05-l2b-f8-01.mp3}
|
|
|
|
PROMPT: muscles {bk05-l2b-f8-02.mp3}
|
|
RESPONSE: muscles {bk05-l2b-f8-02.mp3}
|
|
|
|
PROMPT: head {bk05-l2b-f8-03.mp3}
|
|
RESPONSE: head {bk05-l2b-f8-03.mp3}
|
|
|
|
PROMPT: move {bk05-l2b-f8-04.mp3}
|
|
RESPONSE: move {bk05-l2b-f8-04.mp3}
|
|
|
|
PROMPT: touch {bk05-l2b-f8-05.mp3}
|
|
RESPONSE: touch {bk05-l2b-f8-05.mp3}
|
|
|
|
PROMPT: sore {bk05-l2b-f8-06.mp3}
|
|
RESPONSE: sore {bk05-l2b-f8-06.mp3}
|
|
|
|
PROMPT: mouth {bk05-l2b-f8-07.mp3}
|
|
RESPONSE: mouth {bk05-l2b-f8-07.mp3}
|
|
|
|
PROMPT: throat {bk05-l2b-f8-08.mp3}
|
|
RESPONSE: throat {bk05-l2b-f8-08.mp3}
|
|
|
|
PROMPT: medicine {bk05-l2b-f8-09.mp3}
|
|
RESPONSE: medicine {bk05-l2b-f8-09.mp3}
|
|
|
|
PROMPT: thumb {bk05-l2b-f8-10.mp3}
|
|
RESPONSE: thumb {bk05-l2b-f8-10.mp3}
|
|
|
|
|
|
# Source: ST §Same or Different?
|
|
$SELECT Same or Different?
|
|
ID: l2-s31
|
|
INTRO: Read each pair of phrases carefully — some differ by only a single letter. Tap "Same" or "Different".
|
|
INSTRUCTION: Tap "Same" if the two phrases are exactly the same, or "Different" if not.
|
|
OPTION: S | Same
|
|
OPTION: D | Different
|
|
|
|
EXAMPLE
|
|
TEMPLATE: good food / good food
|
|
ANSWER: S
|
|
|
|
EXAMPLE
|
|
TEMPLATE: cold chicken / old chicken
|
|
ANSWER: D
|
|
|
|
TEMPLATE: begin again / began again
|
|
ANSWER: D
|
|
|
|
TEMPLATE: call late / call late
|
|
ANSWER: S
|
|
|
|
TEMPLATE: let's swim / let swim
|
|
ANSWER: D
|
|
|
|
TEMPLATE: big apple / big apple
|
|
ANSWER: S
|
|
|
|
TEMPLATE: open the door / open the store
|
|
ANSWER: D
|
|
|
|
TEMPLATE: new buildings / new buildings
|
|
ANSWER: S
|
|
|
|
TEMPLATE: my brother / my brother
|
|
ANSWER: S
|
|
|
|
TEMPLATE: hot bread / not bread
|
|
ANSWER: D
|
|
|
|
TEMPLATE: plane takes off / planes take off
|
|
ANSWER: D
|
|
|
|
TEMPLATE: six answer sheets / sixth answer sheet
|
|
ANSWER: D
|
|
|
|
TEMPLATE: all classrooms / all classrooms
|
|
ANSWER: S
|
|
|
|
TEMPLATE: a clean shirt / a clean skirt
|
|
ANSWER: D
|
|
|
|
TEMPLATE: three daughters / three daughters
|
|
ANSWER: S
|
|
|
|
TEMPLATE: happy child / happy children
|
|
ANSWER: D
|
|
|
|
TEMPLATE: next lesson / next lesson
|
|
ANSWER: S
|
|
|
|
|
|
# Source: ST §Is Big the Same as Large?
|
|
$SELECT Which Word Means the Same?
|
|
ID: l2-s32
|
|
INTRO: For each word, tap the word that means about the same thing.
|
|
INSTRUCTION: Tap the word with about the same meaning as the word on the left.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: start
|
|
OPTION: a | answer
|
|
OPTION: b | end
|
|
OPTION: c | begin
|
|
OPTION: d | study
|
|
OPTION: e | rinse
|
|
ANSWER: c
|
|
|
|
EXAMPLE
|
|
TEMPLATE: big
|
|
OPTION: a | long
|
|
OPTION: b | million
|
|
OPTION: c | much
|
|
OPTION: d | clean
|
|
OPTION: e | large
|
|
ANSWER: e
|
|
|
|
TEMPLATE: every
|
|
OPTION: a | wrong
|
|
OPTION: b | eighty
|
|
OPTION: c | any
|
|
OPTION: d | right
|
|
OPTION: e | all
|
|
ANSWER: e
|
|
|
|
TEMPLATE: talk
|
|
OPTION: a | know
|
|
OPTION: b | speak
|
|
OPTION: c | salute
|
|
OPTION: d | call
|
|
OPTION: e | memorize
|
|
ANSWER: b
|
|
|
|
TEMPLATE: select
|
|
OPTION: a | choose
|
|
OPTION: b | circle
|
|
OPTION: c | open
|
|
OPTION: d | write
|
|
OPTION: e | learn
|
|
ANSWER: a
|
|
|
|
TEMPLATE: pants
|
|
OPTION: a | shirt
|
|
OPTION: b | man
|
|
OPTION: c | trousers
|
|
OPTION: d | legs
|
|
OPTION: e | clothes
|
|
ANSWER: c
|
|
|
|
TEMPLATE: base
|
|
OPTION: a | post
|
|
OPTION: b | hospital
|
|
OPTION: c | BX
|
|
OPTION: d | military
|
|
OPTION: e | commissary
|
|
ANSWER: a
|
|
|
|
TEMPLATE: much
|
|
OPTION: a | some
|
|
OPTION: b | all
|
|
OPTION: c | every
|
|
OPTION: d | many
|
|
OPTION: e | million
|
|
ANSWER: d
|
|
|
|
TEMPLATE: father
|
|
OPTION: a | officer
|
|
OPTION: b | man
|
|
OPTION: c | family
|
|
OPTION: d | child
|
|
OPTION: e | dad
|
|
ANSWER: e
|
|
|
|
TEMPLATE: quiz
|
|
OPTION: a | answer
|
|
OPTION: b | test
|
|
OPTION: c | class
|
|
OPTION: d | teacher
|
|
OPTION: e | question
|
|
ANSWER: b
|
|
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TEMPLATE: must
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OPTION: a | need to
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OPTION: b | look at
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OPTION: c | get up
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OPTION: d | have to
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OPTION: e | put on
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ANSWER: d
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TEMPLATE: look at
|
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OPTION: a | sit
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OPTION: b | learn
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OPTION: c | watch
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OPTION: d | study
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OPTION: e | read
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ANSWER: c
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# Source: ST §Same or Opposite?
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$SELECT Same or Opposite?
|
|
ID: l2-s33
|
|
INTRO: Do the two words mean the same thing, or the opposite? Tap your answer.
|
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INSTRUCTION: Tap "Same" if the words have similar meanings, or "Opposite" if they have opposite meanings.
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|
OPTION: S | Same
|
|
OPTION: O | Opposite
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|
|
EXAMPLE
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|
TEMPLATE: dirty / clean
|
|
ANSWER: O
|
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|
|
EXAMPLE
|
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TEMPLATE: mess hall / dining hall
|
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ANSWER: S
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|
|
|
TEMPLATE: headphones / headset
|
|
ANSWER: S
|
|
|
|
TEMPLATE: sick / well
|
|
ANSWER: O
|
|
|
|
TEMPLATE: bad / good
|
|
ANSWER: O
|
|
|
|
TEMPLATE: old / young
|
|
ANSWER: O
|
|
|
|
TEMPLATE: long / short
|
|
ANSWER: O
|
|
|
|
TEMPLATE: quiz / test
|
|
ANSWER: S
|
|
|
|
TEMPLATE: begin / start
|
|
ANSWER: S
|
|
|
|
TEMPLATE: sad / happy
|
|
ANSWER: O
|
|
|
|
TEMPLATE: cent / penny
|
|
ANSWER: S
|
|
|
|
TEMPLATE: morning / evening
|
|
ANSWER: O
|
|
|
|
|
|
# Source: ST §Alphabetical Order
|
|
$SELECT Alphabetical Order
|
|
ID: l2-s35
|
|
ORDER
|
|
INTRO: Put the words in dictionary order, A to Z — it's how you'll find them later.
|
|
INSTRUCTION: Put the words in alphabetical order.
|
|
|
|
TEMPLATE: Put these words in alphabetical order.
|
|
OPTION: a | friend
|
|
OPTION: b | hospital
|
|
OPTION: c | fruit
|
|
OPTION: d | toothbrush
|
|
OPTION: e | dictionary
|
|
OPTION: f | select
|
|
OPTION: g | headset
|
|
OPTION: h | schedule
|
|
ANSWER: e,a,c,g,b,h,f,d
|
|
|
|
TEMPLATE: Put these words in alphabetical order.
|
|
OPTION: a | restaurant
|
|
OPTION: b | sweater
|
|
OPTION: c | question
|
|
OPTION: d | thumb
|
|
OPTION: e | library
|
|
OPTION: f | quarter
|
|
OPTION: g | language
|
|
OPTION: h | yesterday
|
|
ANSWER: g,e,f,c,a,b,d,h
|
|
|
|
|
|
# Source: new (gap: ST §Read and Circle "Store Ad" questions shipped with no ad text or image; ad reconstructed from the answer key — needs human check)
|
|
$GRAMMAR Reading: Kay's Winter Sale Ad
|
|
ID: l2-s19-ad
|
|
READING
|
|
INTRO: Read this store advertisement carefully — the next questions are all about it.
|
|
|
|
CARD: **KAY'S — WINTER SALE!**
|
|
Scarves — were $7.00, now $5.50.
|
|
Short coats — were $76.00, now $56.00.
|
|
Gloves — now only $18.90.
|
|
Sale ends September 30.
|
|
Store hours: Monday through Saturday, 9:00 a.m. to 9:00 p.m. Sundays, 12:00 noon to 5:00 p.m. Closed on holidays.
|
|
|
|
|
|
# Source: ST §Read and Circle: Store Ad
|
|
$SELECT Questions About the Ad
|
|
ID: l2-s19
|
|
REFERENCE: l2-s19-ad
|
|
INTRO: Answer the questions about Kay's ad. Open the ad again whenever you need it.
|
|
INSTRUCTION: Tap the correct answer about the store advertisement.
|
|
|
|
TEMPLATE: How much do scarves cost now?
|
|
OPTION: a | $7.00
|
|
OPTION: b | $5.50
|
|
OPTION: c | $6.50
|
|
ANSWER: b
|
|
|
|
TEMPLATE: How much were short coats before the sale?
|
|
OPTION: a | $75.00
|
|
OPTION: b | $76.00
|
|
OPTION: c | $56.00
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Is the store open every day?
|
|
OPTION: a | yes
|
|
OPTION: b | no
|
|
ANSWER: b
|
|
|
|
TEMPLATE: When does the sale end?
|
|
OPTION: a | On Sundays at 5:00
|
|
OPTION: b | September 30
|
|
OPTION: c | September 3
|
|
ANSWER: b
|
|
|
|
TEMPLATE: How much are the gloves?
|
|
OPTION: a | $74.00
|
|
OPTION: b | $19.80
|
|
OPTION: c | $18.90
|
|
ANSWER: c
|
|
|
|
TEMPLATE: What time does the store open on Mondays?
|
|
OPTION: a | at nine in the morning
|
|
OPTION: b | at nine at night
|
|
OPTION: c | at noon
|
|
ANSWER: a
|
|
|
|
TEMPLATE: What time does the store close on Sundays?
|
|
OPTION: a | at nine in the morning
|
|
OPTION: b | at noon
|
|
OPTION: c | at five in the afternoon
|
|
ANSWER: c
|
|
|
|
TEMPLATE: What's the name of the store?
|
|
OPTION: a | Winter Sale
|
|
OPTION: b | Kay's
|
|
OPTION: c | Scarfs
|
|
ANSWER: b
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (example)
|
|
$GRAMMAR Reading: Find the Topic — Example
|
|
ID: l2-s34-r-ex
|
|
READING
|
|
INTRO: Every paragraph is about one thing — its topic. Read this example paragraph and think about what it's about.
|
|
|
|
CARD: Military bases are like small towns. Military men and women can live, work, study, and play on a base. Bases have barracks or dormitories. They also have snack bars, restaurants, and mess halls. Libraries, barbershops, drugstores, and hospitals or dispensaries are on bases, too.
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (example)
|
|
$SELECT Find the Topic — Example
|
|
ID: l2-s34-ex
|
|
REFERENCE: l2-s34-r-ex
|
|
INTRO: Here's the worked example — the topic is the whole paragraph's subject, not one detail.
|
|
INSTRUCTION: Select the topic of the paragraph.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: What is the topic of the paragraph?
|
|
OPTION: a | military people
|
|
OPTION: b | small towns
|
|
OPTION: c | military bases
|
|
OPTION: d | base buildings
|
|
ANSWER: c
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (paragraph 1)
|
|
$GRAMMAR Reading: Find the Topic — Paragraph 1
|
|
ID: l2-s34-r-p1
|
|
READING
|
|
INTRO: Now you. Read the paragraph and look for its topic.
|
|
|
|
CARD: **Paragraph 1.** There are four seasons in a year. The months of the winter season are December, January, and February. March, April, and May are the months of spring. The months of the summer season are June, July, and August. September, October, and November are the autumn months.
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (paragraph 1)
|
|
$SELECT Find the Topic — Paragraph 1
|
|
ID: l2-s34-p1
|
|
REFERENCE: l2-s34-r-p1
|
|
INTRO: Tap the topic of the paragraph you just read.
|
|
INSTRUCTION: Select the topic of the paragraph.
|
|
|
|
TEMPLATE: What is the topic of the paragraph?
|
|
OPTION: a | the months
|
|
OPTION: b | summer
|
|
OPTION: c | one year
|
|
OPTION: d | four seasons
|
|
ANSWER: d
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (paragraph 2)
|
|
$GRAMMAR Reading: Find the Topic — Paragraph 2
|
|
ID: l2-s34-r-p2
|
|
READING
|
|
INTRO: One more paragraph — read it and find the topic.
|
|
|
|
CARD: **Paragraph 2.** High school students play different sports in different seasons. In the fall, the students can play outside. Football is the fall sport in the schools. In the winter, it's very cold. Students play basketball inside. In the spring, they can go outside again. They play baseball in the spring.
|
|
|
|
|
|
# Source: ST §Topic of Paragraphs (paragraph 2)
|
|
$SELECT Find the Topic — Paragraph 2
|
|
ID: l2-s34-p2
|
|
REFERENCE: l2-s34-r-p2
|
|
INTRO: Last one in the lesson — find the topic and you're done. Nicely worked.
|
|
INSTRUCTION: Select the topic of the paragraph.
|
|
|
|
TEMPLATE: What is the topic of the paragraph?
|
|
OPTION: a | football
|
|
OPTION: b | different sports
|
|
OPTION: c | students
|
|
OPTION: d | outside sports
|
|
ANSWER: b
|