2648 lines
98 KiB
Plaintext
2648 lines
98 KiB
Plaintext
$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg|A man sitting at a desk writing in a spiral notebook while a woman stands next to him pointing and explaining something}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book7_lesson2
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DESCRIPTION: Shapes and positions, circle parts, basic math talk, comparing with "-er" and "than", and the little words "some", "any", "both", and "other" — with the original lab recordings.
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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: Mary | aoede | Female speaker
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VOICE: Barbara | gacrux | Female speaker
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VOICE: Audrey | achernar | Female speaker
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VOICE: Arthur | iapetus | Male speaker
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VOICE: Basil | orus | Male speaker
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VOICE: Betty | callirrhoe | Female speaker
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VOICE: Craig | puck | Male speaker
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VOICE: Cathy | sulafat | Female speaker
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VOICE: Dora | leda | Female speaker
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VOICE: Doug | achird | Male speaker
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VOICE: Efran | schedar | Male speaker
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VOICE: Edith | aoede | Female speaker
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VOICE: Fred | charon | Male speaker
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VOICE: Fran | gacrux | Female speaker
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VOICE: Chris | achird | Male student
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VOICE: Chuck | schedar | Male student
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VOICE: Customer | achernar | Female customer
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VOICE: Clerk | alnilam | Male clerk
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VOICE: Student | achird | Male student
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VOICE: Instructor | schedar | Male instructor
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VOICE: Student1 | achird | Male student
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VOICE: Student2 | schedar | Male student
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VOICE: Linda | aoede | Female speaker
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VOICE: Mark | achird | Male speaker
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VOICE: Sam | charon | Male speaker
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VOICE: Sue | gacrux | Female speaker
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VOICE: Max | iapetus | Male speaker
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VOICE: Mickey | schedar | Male speaker
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VOICE: Billie | achernar | Female speaker
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VOICE: Dick | orus | Male speaker
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VOICE: Jack | puck | Male speaker
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VOICE: Herb | achird | Male speaker
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VOICE: Boy | charon | Young male speaker
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VOICE: Grocer | achird | Male speaker
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VOICE: StudentA | aoede | Female student
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VOICE: StudentB | achird | Male student
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VOICE: Frank | iapetus | Male speaker
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VOICE: Isabel | sulafat | Female speaker
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VOICE: Carmen | leda | Female speaker
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VOICE: Bob | orus | Male speaker
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VOICE: Alice | kore | Female speaker
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VOICE: Peter | rasalgethi | Male speaker
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VOICE: Henry | umbriel | Male speaker
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VOICE: Sgt_Smith | fenrir | Male speaker
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VOICE: Sgt_White | algenib | Male speaker
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VOICE: Lt_Lee | algieba | Male speaker
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VOICE: Ms_Jan | zephyr | Female speaker
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VOICE: Warren | schedar | Male speaker
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VOICE: Juanita | aoede | Female speaker
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VOICE: Wendell | enceladus | Male speaker
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VOICE: Cpt_Ross | achird | Male speaker
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VOICE: Lt_Dunn | charon | Male speaker
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VOICE: Lucy | achernar | Female speaker
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VOICE: Nikki | sulafat | Female speaker
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VOICE: Lydia | leda | Female speaker
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VOICE: Ann | kore | Female speaker
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VOICE: Alma | zephyr | Female speaker
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VOICE: Ruth | callirrhoe | Female speaker
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VOICE: Paul | iapetus | Male speaker
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VOICE: Marcie | aoede | Female speaker
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VOICE: Marvin | puck | Male speaker
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VOICE: Steve | alnilam | Male speaker
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VOICE: Sgt_Oaks | umbriel | Male speaker
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VOICE: Pvt_Gunn | fenrir | Male speaker
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VOICE: Mr_Shell | algenib | Male speaker
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VOICE: Mr_Castro | algieba | Male speaker
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VOICE: George | schedar | Male speaker
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VOICE: Grant | achird | Male speaker
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VOICE: Les | charon | Male speaker
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$SESSION 2-1: The Board and the Circle
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# Source: LLA 2A Figure 1
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# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — same words, same repeat-after-me role as this cassette figure; cassette kept.
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$DIALOGUE Top, Center, and Bottom {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
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ID: 7-2a-f1
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INTRO: In this lesson you'll learn to talk about shapes and simple math, compare things with "-er" and "than", and use "some", "any", "both", and "other". We start at the blackboard — listen and repeat the words for "top", "center", and "bottom".
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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VOCAB: top
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LINE: This is the top. {bk07-l2a-f1-01.mp3}
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VOCAB: center
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LINE: This is the center. {bk07-l2a-f1-02.mp3}
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VOCAB: bottom
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LINE: This is the bottom. {bk07-l2a-f1-03.mp3}
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VOCAB: opposite
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LINE: The bottom is opposite the top. {bk07-l2a-f1-04.mp3}
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# Source: LLA 2A Figure 1
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$SELECT Where on the Board?
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ID: 7-2a-f1-b
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INTRO: Now listen to each sentence and tap the place on the board it names. Then repeat the sentence.
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INSTRUCTION: Tap the matching position.
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REPEAT
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OPTION: a | top (A) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
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OPTION: b | center (B) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
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OPTION: c | bottom (C) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
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PROMPT: This is the top. {bk07-l2a-f1-05.mp3}
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ANSWER: a
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FEEDBACK: This is the top. {bk07-l2a-f1-06.mp3}
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PROMPT: The bottom is opposite the top. {bk07-l2a-f1-07.mp3}
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ANSWER: c
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FEEDBACK: The bottom is opposite the top. {bk07-l2a-f1-08.mp3}
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PROMPT: This is the center. {bk07-l2a-f1-09.mp3}
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ANSWER: b
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FEEDBACK: This is the center. {bk07-l2a-f1-10.mp3}
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# Source: ST §It's in the Center
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$PRODUCE Top, Center, or Bottom? {st-page_049_002.jpg|A collection of various geometric shapes and objects labeled A through I: A is a triangle, B is a small circle, C is a square, D is a box/rectangle, E is a glove, F is an ID card, G is a hat, H is an apple, I is a cup}
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ID: l2-s2
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INTRO: You'll see a picture full of shapes and objects, labeled A to I. Say where each one is — at the top, in the center, or at the bottom.
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INSTRUCTION: Say where the item is.
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INPUT: speak
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CHECK: llm
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RUBRIC: Treat the model answer as the key; accept any short sentence that names the same position (top, center/middle, or bottom).
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PROMPT: Where is the triangle (A)?
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RESPONSE: It's at the top.
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PROMPT: Where is the small circle (B)?
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RESPONSE: It's at the top.
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PROMPT: Where is the square (C)?
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RESPONSE: It's at the top.
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PROMPT: Where is the rectangle (D)?
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RESPONSE: It's in the center.
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PROMPT: Where is the glove (E)?
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RESPONSE: It's in the center.
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PROMPT: Where is the ID card (F)?
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RESPONSE: It's in the center.
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PROMPT: Where is the hat (G)?
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RESPONSE: It's at the bottom.
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PROMPT: Where is the apple (H)?
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RESPONSE: It's at the bottom.
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PROMPT: Where is the cup (I)?
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RESPONSE: It's at the bottom.
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# Source: LLA 2A Figure 2
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$SELECT The Strongest Word
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ID: 7-2a-f2
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SHOW_PROMPT
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REPEAT
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INTRO: Every English sentence has one word that sounds the strongest. Listen, tap that word, then repeat the sentence just the way you heard it.
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INSTRUCTION: Tap the word you hear most strongly.
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EXAMPLE
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PROMPT: This is the top. {bk07-l2a-f2-ex.mp3}
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OPTION: a | This
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OPTION: b | is
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OPTION: c | the
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OPTION: d | top
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ANSWER: d
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FEEDBACK: This is the top.
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PROMPT: She didn't have any money. {bk07-l2a-f2-01.mp3}
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OPTION: a | She
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OPTION: b | didn't
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OPTION: c | have
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OPTION: d | any
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OPTION: e | money
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ANSWER: d
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FEEDBACK: She doesn't have any money. {bk07-l2a-f2-01-fb.mp3}
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PROMPT: Put it in the center of the circle. {bk07-l2a-f2-02.mp3}
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OPTION: a | Put
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OPTION: b | it
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OPTION: c | center
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OPTION: d | circle
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ANSWER: c
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FEEDBACK: Put it in the center of the circle. {bk07-l2a-f2-02-fb.mp3}
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PROMPT: I like mathematics. {bk07-l2a-f2-03.mp3}
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OPTION: a | I
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OPTION: b | like
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OPTION: c | mathematics
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ANSWER: c
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FEEDBACK: I like mathematics. {bk07-l2a-f2-03-fb.mp3}
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PROMPT: Does a triangle have three sides? {bk07-l2a-f2-04.mp3}
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OPTION: a | triangle
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OPTION: b | have
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OPTION: c | three
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OPTION: d | sides
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ANSWER: c
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FEEDBACK: Does a triangle have 3 sides? {bk07-l2a-f2-04-fb.mp3}
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PROMPT: I don't like to drive fast. {bk07-l2a-f2-05.mp3}
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OPTION: a | don't
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OPTION: b | like
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OPTION: c | drive
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OPTION: d | fast
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ANSWER: b
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FEEDBACK: I don't like to drive fast. {bk07-l2a-f2-05-fb.mp3}
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PROMPT: I can't describe it. {bk07-l2a-f2-06.mp3}
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OPTION: a | I
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OPTION: b | can't
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OPTION: c | describe
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OPTION: d | it
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ANSWER: c
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FEEDBACK: I can't describe it. {bk07-l2a-f2-06-fb.mp3}
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PROMPT: First Street is very narrow. {bk07-l2a-f2-07.mp3}
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OPTION: a | First
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OPTION: b | Street
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OPTION: c | very
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OPTION: d | narrow
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ANSWER: d
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FEEDBACK: First Street is very narrow. {bk07-l2a-f2-07-fb.mp3}
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PROMPT: Third Street is very wide. {bk07-l2a-f2-08.mp3}
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OPTION: a | Third
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OPTION: b | Street
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OPTION: c | very
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OPTION: d | wide
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ANSWER: d
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FEEDBACK: Third Street is very wide. {bk07-l2a-f2-08-fb.mp3}
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PROMPT: I can draw a square now. {bk07-l2a-f2-09.mp3}
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OPTION: a | draw
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OPTION: b | a
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OPTION: c | square
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OPTION: d | now
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ANSWER: c
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FEEDBACK: I can draw a square now. {bk07-l2a-f2-09-fb.mp3}
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# Source: LLA 2A Figure 3
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$DIALOGUE Let's Go to the BX
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ID: 7-2a-f3
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INTRO: Mary and Barbara are making shopping plans. Just listen.
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INSTRUCTION: Listen to the dialogue.
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Mary: Hi, Barbara. Let's go to the BX. I have to buy a blouse. {bk07-l2a-f3-01.mp3}
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Barbara: Okay. I need some socks. What time do you want to go? {bk07-l2a-f3-02.mp3}
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Mary: Let's go now. {bk07-l2a-f3-03.mp3}
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Barbara: Good. We'll take the bus. {bk07-l2a-f3-04.mp3}
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Mary: All right. Let's go. {bk07-l2a-f3-05.mp3}
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# Source: LLA 2A Figure 3
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$PRODUCE One Question About Mary and Barbara
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ID: 7-2a-f3-b
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REFERENCE: 7-2a-f3
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INPUT: type
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CHECK: exact
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INTRO: One question about the conversation. Type the answer — open the dialogue again if you need it.
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INSTRUCTION: Type your answer.
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PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06.mp3}
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RESPONSE: To the BX. {bk07-l2a-f3-07.mp3}
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ACCEPT: the BX | they want to go to the BX | to the BX | BX
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# Source: LLA 2A Figure 5
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$DIALOGUE Parts of a Circle
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ID: 7-2a-f5
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INTRO: A circle has parts with names: the circumference, the diameter, and the radius. Listen and repeat.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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VOCAB: circle
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VOCAB: round
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LINE: A circle is round. {page_038_001.jpg|A black line forming a circle} {bk07-l2a-f5-01.mp3}
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VOCAB: circumference
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LINE: How do you spell circumference? {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise} {bk07-l2a-f5-02.mp3}
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VOCAB: diameter
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LINE: Every circle has a diameter. {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves} {bk07-l2a-f5-03.mp3}
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VOCAB: radius
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LINE: The radius is in the circle. {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius} {bk07-l2a-f5-04.mp3}
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# Source: ST §Let's Talk About Circles
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$DIALOGUE What the Parts of a Circle Mean {st-page_050_001.jpg|Three diagrams showing circles with labeled parts: A shows circumference, B shows diameter, C shows radius}
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ID: l2-s3
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INTRO: Now the same words, explained. Listen and repeat — and yes, "circumference" is still the longest one.
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INSTRUCTION: Listen and repeat the sentences.
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REPEAT
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LINE: The line on the outside of a circle is called the circumference.
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LINE: The line from one side of a circle to the other side is the diameter.
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LINE: It touches the center of the circle.
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LINE: We call the line from the outside of a circle to the center of the circle the radius.
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VOCAB: half
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LINE: The radius of a circle is one half of the diameter.
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# Source: LLA 2A Figure 5
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$SELECT Circle Parts: Match the Picture
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ID: 7-2a-f5-b
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INTRO: Listen to each sentence and tap the picture it talks about. Then repeat the sentence.
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INSTRUCTION: Tap the matching picture.
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REPEAT
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OPTION: a | circle (A) {page_038_001.jpg|A black line forming a circle}
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OPTION: b | circumference (B) {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise}
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OPTION: c | diameter (C) {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves}
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OPTION: d | radius (D) {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius}
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PROMPT: Circumference is a long word. {bk07-l2a-f5-05.mp3}
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ANSWER: b
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FEEDBACK: Circumference is a long word. {bk07-l2a-f5-06.mp3}
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PROMPT: The radius is a short line. {bk07-l2a-f5-07.mp3}
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ANSWER: d
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FEEDBACK: The radius is a short line. {bk07-l2a-f5-08.mp3}
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PROMPT: A circle is round. {bk07-l2a-f5-09.mp3}
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ANSWER: a
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FEEDBACK: A circle is round. {bk07-l2a-f5-10.mp3}
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PROMPT: The diameter is a long line. {bk07-l2a-f5-11.mp3}
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ANSWER: c
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FEEDBACK: The diameter is a long line. {bk07-l2a-f5-12.mp3}
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# Source: ST §More Circles
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$PRODUCE Name the Circle Parts {st-page_050_002.jpg|Four circles labeled A through D showing center point, radius, diameter, and circumference}
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ID: l2-s4
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INTRO: Four circles, four parts. Type the name of the part each picture shows.
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INSTRUCTION: Type the name of the part.
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INPUT: type
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CHECK: exact
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TEMPLATE: Picture A shows the ____{center|center point}.
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RESPONSE: Picture A shows the center.
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TEMPLATE: Picture B shows the ____{radius}.
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RESPONSE: Picture B shows the radius.
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TEMPLATE: Picture C shows the ____{diameter}.
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RESPONSE: Picture C shows the diameter.
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TEMPLATE: Picture D shows the ____{circumference}.
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RESPONSE: Picture D shows the circumference.
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# Source: LLA 2A Figure 7
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$PRODUCE Write What You Hear
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ID: 7-2a-f7
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INPUT: type
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CHECK: exact
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HIDE_PROMPT
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INTRO: To finish this part: listen to each sentence and type it exactly as you hear it. You'll hear it again afterwards to check.
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INSTRUCTION: Type the sentence you hear.
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PROMPT: I can draw a circle. {bk07-l2a-f7-01.mp3}
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RESPONSE: I can draw a circle. {bk07-l2a-f7-01.mp3}
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PROMPT: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
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RESPONSE: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
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PROMPT: Please describe a square for me. {bk07-l2a-f7-03.mp3}
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RESPONSE: Please describe a square for me. {bk07-l2a-f7-03.mp3}
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PROMPT: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
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RESPONSE: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
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PROMPT: I think I made a mistake. {bk07-l2a-f7-05.mp3}
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RESPONSE: I think I made a mistake. {bk07-l2a-f7-05.mp3}
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$SESSION 2-2: Comparing Things ("-er" and "than")
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# Source: LLA 2A Figure 4
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$DIALOGUE Taller, Faster, Prettier
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ID: 7-2a-f4
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INTRO: In this part you'll learn to compare two people or things with "-er" and "than". Listen to each pair of sentences and repeat.
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INSTRUCTION: Listen and repeat each pair of sentences.
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REPEAT
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LINE: Dorothy is pretty. Dorothy's sister is prettier than she is. {bk07-l2a-f4-01.mp3}
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LINE: Greg is tall. Greg's brother isn't taller than he is. {bk07-l2a-f4-02.mp3}
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LINE: Hank drives fast. Harv drives faster than Hank does. {bk07-l2a-f4-03.mp3}
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LINE: The Winters' house is big. The Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-04.mp3}
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LINE: Jack's car is new. John's car is newer than Jack's. {bk07-l2a-f4-05.mp3}
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LINE: Kay's hair is long. Lettie's hair is longer than Kay's hair. {bk07-l2a-f4-06.mp3}
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# Source: ST §Making Comparisons
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$GRAMMAR Making Comparisons
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ID: l2-s19
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INTRO: Here's how "-er" works — and the three spelling tricks that come with it.
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CARD: **-er** and **than** are added to regular adjectives to compare people or things.
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{Greg is taller than Dana.}
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{This window is cleaner than that one.}
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|
||
CARD: Words that end in a consonant with a short vowel sound before the consonant double the consonant before adding **-er** and **than**.
|
||
{His shoes are wetter than his coat.}
|
||
|
||
CARD: Words that end in a consonant + y change the y to i and add **-er** and **than**.
|
||
{The men were happier than the women.}
|
||
|
||
CARD: Words that end in e need only **-r** and **than**.
|
||
{Today's weather is nicer than yesterday's.}
|
||
|
||
SUMMARY:
|
||
**1. Regular adjectives:**
|
||
| | | |
|
||
|---|---|---|
|
||
| tall | -er | taller |
|
||
| clean | -er | cleaner |
|
||
| narrow | -er | narrower |
|
||
| weak | -er | weaker |
|
||
| slow | -er | slower |
|
||
| long | -er | longer |
|
||
|
||
**2. Consonant doubling:**
|
||
| | | |
|
||
|---|---|---|
|
||
| wet | + ter | wetter |
|
||
| big | + ger | bigger |
|
||
| sad | + der | sadder |
|
||
| hot | + ter | hotter |
|
||
|
||
**3. Consonant + y:**
|
||
| | | |
|
||
|---|---|---|
|
||
| happy | -ier | happier |
|
||
| heavy | -ier | heavier |
|
||
| rainy | -ier | rainier |
|
||
| windy | -ier | windier |
|
||
| thirsty | -ier | thirstier |
|
||
| hungry | -ier | hungrier |
|
||
|
||
**4. Ending in e:**
|
||
| | | |
|
||
|---|---|---|
|
||
| nice | -r | nicer |
|
||
| large | -r | larger |
|
||
| little | -r | littler |
|
||
| late | -r | later |
|
||
| wide | -r | wider |
|
||
| blue | -r | bluer |
|
||
|
||
# Source: ST §The Girl Is Taller Than the Boy
|
||
$DIALOGUE Taller or Shorter?
|
||
ID: l2-s20
|
||
INTRO: Now see the pattern in action — statements first, then questions and answers about them. Just read and listen.
|
||
INSTRUCTION: Read the statements, questions, and answers.
|
||
|
||
LINE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg|A taller girl wearing glasses and holding books standing next to a shorter boy}
|
||
LINE: The squares are larger than the triangles. The triangles are smaller than the squares. {st-page_068_002.jpg|Two large squares shown above two smaller triangles}
|
||
|
||
StudentA: Is the girl shorter than the boy?
|
||
StudentB: No, she isn't. The girl is taller than the boy. The boy is shorter than the girl.
|
||
|
||
StudentA: Are the squares larger than the triangles?
|
||
StudentB: Yes, they are.
|
||
LINE: The squares are larger than the triangles.
|
||
LINE: The triangles are smaller than the squares.
|
||
|
||
# Source: LLA 2A Figure 4
|
||
$PRODUCE Who Is Taller? Answer the Questions
|
||
ID: 7-2a-f4-b
|
||
REFERENCE: 7-2a-f4
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
INTRO: Answer each comparison question aloud in a full sentence — open the sentences again if you need them. Then repeat the model answer.
|
||
INSTRUCTION: Answer the question aloud.
|
||
|
||
PROMPT: Who is prettier, Dorothy or her sister? {bk07-l2a-f4-07-q.mp3}
|
||
RESPONSE: Dorothy's sister is prettier than she is. {bk07-l2a-f4-07-a.mp3}
|
||
|
||
PROMPT: Who is taller, Greg or his brother? {bk07-l2a-f4-08-q.mp3}
|
||
RESPONSE: Greg is taller than his brother. {bk07-l2a-f4-08-a.mp3}
|
||
|
||
PROMPT: Who drives faster, Hank or Harv? {bk07-l2a-f4-09-q.mp3}
|
||
RESPONSE: Harv drives faster than Hank does. {bk07-l2a-f4-09-a.mp3}
|
||
|
||
PROMPT: Is the Walters' house bigger than the Winters' house? {bk07-l2a-f4-10-q.mp3}
|
||
RESPONSE: No, the Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-10-a.mp3}
|
||
|
||
PROMPT: Whose car is newer, Jack's or John's? {bk07-l2a-f4-11-q.mp3}
|
||
RESPONSE: John's car is newer than Jack's. {bk07-l2a-f4-11-a.mp3}
|
||
|
||
PROMPT: Whose hair is longer, Kay's or Lettie's? {bk07-l2a-f4-12-q.mp3}
|
||
RESPONSE: Lettie's hair is longer than Kay's. {bk07-l2a-f4-12-a.mp3}
|
||
|
||
# Source: LLA 2C Figure 1
|
||
$SELECT Yes or No: The Boy, the Girl, and the Shapes {page_051_001.jpg|A man and a woman standing face-to-face with two circles, a rectangle, and a triangle floating between them}
|
||
ID: 7-2c-f1
|
||
INTRO: Look at the picture. Listen to each question comparing the two students and the shapes, and tap Yes or No. Then repeat the answer.
|
||
INSTRUCTION: Tap Yes or No.
|
||
REPEAT
|
||
|
||
OPTION: y | Yes
|
||
OPTION: n | No
|
||
|
||
EXAMPLE
|
||
PROMPT: Is the girl shorter than the boy? {bk07-l2c-f1-01.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, the girl is shorter than the boy. {bk07-l2c-f1-02.mp3}
|
||
|
||
PROMPT: Is the girl taller than the boy? {bk07-l2c-f1-03.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, the girl isn't taller than the boy. {bk07-l2c-f1-04.mp3}
|
||
|
||
PROMPT: Is the boy's hair longer than the girl's hair? {bk07-l2c-f1-05.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, the boy's hair isn't longer than the girl's hair. {bk07-l2c-f1-06.mp3}
|
||
|
||
PROMPT: Is the circle larger than the rectangle? {bk07-l2c-f1-07.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, the circle is larger than the rectangle. {bk07-l2c-f1-08.mp3}
|
||
|
||
PROMPT: Is the triangle smaller than the circle? {bk07-l2c-f1-09.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, the triangle is smaller than the circle. {bk07-l2c-f1-10.mp3}
|
||
|
||
# Source: LLA 2D Figure 2
|
||
$SELECT The Boy or the Girl?
|
||
ID: 7-2d-f2
|
||
INTRO: Another picture, more comparing. Listen to each question, tap the boy or the girl, then repeat the model sentence.
|
||
INSTRUCTION: Tap the correct option.
|
||
REPEAT
|
||
|
||
OPTION: a | A (Boy)
|
||
OPTION: b | B (Girl)
|
||
|
||
EXAMPLE
|
||
PROMPT: Who has the shorter pencil? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-ex.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The girl has the shorter pencil. {bk07-l2d-f2-ex-fb.mp3}
|
||
|
||
PROMPT: Who has the larger box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-01.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: The boy has the larger box. {bk07-l2d-f2-01-fb.mp3}
|
||
|
||
PROMPT: Who has the smaller box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-02.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The girl has the smaller box. {bk07-l2d-f2-02-fb.mp3}
|
||
|
||
PROMPT: Where is the bigger triangle? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-03.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: The bigger triangle is on the smaller table. {bk07-l2d-f2-03-fb.mp3}
|
||
|
||
PROMPT: Where is the smaller ball? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-04.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The smaller ball is on the bigger table. {bk07-l2d-f2-04-fb.mp3}
|
||
|
||
PROMPT: Who has the longer table? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-05.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The girl has the longer table. {bk07-l2d-f2-05-fb.mp3}
|
||
|
||
# Source: ST §Write the Correct Form
|
||
$PRODUCE Spell the "-er" Form
|
||
ID: l2-s22
|
||
INTRO: Type the "-er" form of each word. Watch the spelling — some words double a letter, and "y" likes to become "i".
|
||
INSTRUCTION: Type the "-er" form.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: cold
|
||
RESPONSE: colder
|
||
|
||
TEMPLATE: old
|
||
RESPONSE: older
|
||
|
||
TEMPLATE: new
|
||
RESPONSE: newer
|
||
|
||
TEMPLATE: hard
|
||
RESPONSE: harder
|
||
|
||
TEMPLATE: young
|
||
RESPONSE: younger
|
||
|
||
TEMPLATE: small
|
||
RESPONSE: smaller
|
||
|
||
TEMPLATE: long
|
||
RESPONSE: longer
|
||
|
||
TEMPLATE: large
|
||
RESPONSE: larger
|
||
|
||
TEMPLATE: early
|
||
RESPONSE: earlier
|
||
|
||
TEMPLATE: nice
|
||
RESPONSE: nicer
|
||
|
||
TEMPLATE: happy
|
||
RESPONSE: happier
|
||
|
||
TEMPLATE: heavy
|
||
RESPONSE: heavier
|
||
|
||
TEMPLATE: hungry
|
||
RESPONSE: hungrier
|
||
|
||
TEMPLATE: big
|
||
RESPONSE: bigger
|
||
|
||
TEMPLATE: wet
|
||
RESPONSE: wetter
|
||
|
||
TEMPLATE: sad
|
||
RESPONSE: sadder
|
||
|
||
TEMPLATE: hot
|
||
RESPONSE: hotter
|
||
|
||
# Source: ST §Your Feet Are Bigger Than My Feet
|
||
$PRODUCE Complete the Comparison
|
||
ID: l2-s23
|
||
INTRO: Complete each sentence with the "-er" form of the word in parentheses, plus "than". Type both words.
|
||
INSTRUCTION: Type the comparative form with "than".
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: The radius is ____{shorter than} the diameter. (short)
|
||
RESPONSE: The radius is shorter than the diameter.
|
||
|
||
TEMPLATE: Mr. Wilson is ____{taller than} Mrs. Wilson. (tall)
|
||
RESPONSE: Mr. Wilson is taller than Mrs. Wilson.
|
||
|
||
TEMPLATE: Jan and Bill aren't ____{older than} Linda. (old)
|
||
RESPONSE: Jan and Bill aren't older than Linda.
|
||
|
||
TEMPLATE: My father's car is ____{faster than} my car. (fast)
|
||
RESPONSE: My father's car is faster than my car.
|
||
|
||
TEMPLATE: Are the days ____{longer than} the nights? (long)
|
||
RESPONSE: Are the days longer than the nights?
|
||
|
||
TEMPLATE: Are young men ____{stronger than} old men? (strong)
|
||
RESPONSE: Are young men stronger than old men?
|
||
|
||
TEMPLATE: Today is ____{colder than} yesterday. (cold)
|
||
RESPONSE: Today is colder than yesterday.
|
||
|
||
TEMPLATE: All women aren't ____{weaker than} all men. (weak)
|
||
RESPONSE: All women aren't weaker than all men.
|
||
|
||
TEMPLATE: This square is ____{larger than} the other square. (large)
|
||
RESPONSE: This square is larger than the other square.
|
||
|
||
TEMPLATE: Thomas Street is ____{narrower than} Green Street. (narrow)
|
||
RESPONSE: Thomas Street is narrower than Green Street.
|
||
|
||
TEMPLATE: My desk is ____{cleaner than} Sgt Sam's desk. (clean)
|
||
RESPONSE: My desk is cleaner than Sgt Sam's desk.
|
||
|
||
# Source: ST §The Radius Is Shorter Than the Diameter
|
||
$PRODUCE Finish the Comparison Sentence
|
||
ID: l2-s24
|
||
INTRO: Read the facts, then finish the comparison. Type the whole ending.
|
||
INSTRUCTION: Complete the comparison.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: The radius of the circle is short.
|
||
TEMPLATE: The radius is ____{shorter than the diameter}.
|
||
RESPONSE: The radius is shorter than the diameter.
|
||
|
||
TEMPLATE: The top of the hill is high. The bottom of the hill is low.
|
||
TEMPLATE: The top of the hill is ____{higher than the bottom|higher than the bottom of the hill}.
|
||
RESPONSE: The top of the hill is higher than the bottom.
|
||
|
||
TEMPLATE: That problem is hard. This problem is not hard.
|
||
TEMPLATE: That problem is ____{harder than this problem|harder than this one}.
|
||
RESPONSE: That problem is harder than this problem.
|
||
|
||
TEMPLATE: Line A is straight. Line B is not very straight.
|
||
TEMPLATE: Line A is ____{straighter than Line B|straighter than line b}.
|
||
RESPONSE: Line A is straighter than Line B.
|
||
|
||
TEMPLATE: Yesterday wasn't warm. Today is warm.
|
||
TEMPLATE: Today is ____{warmer than yesterday}.
|
||
RESPONSE: Today is warmer than yesterday.
|
||
|
||
TEMPLATE: The shirt is not very wet. The sweater is wet.
|
||
TEMPLATE: The sweater is ____{wetter than the shirt}.
|
||
RESPONSE: The sweater is wetter than the shirt.
|
||
|
||
TEMPLATE: My daughter is 18 years old. My son is 16 years old.
|
||
TEMPLATE: My daughter is ____{older than my son}.
|
||
RESPONSE: My daughter is older than my son.
|
||
|
||
TEMPLATE: The red car is new. The green car is not new.
|
||
TEMPLATE: The red car is ____{newer than the green car}.
|
||
RESPONSE: The red car is newer than the green car.
|
||
|
||
TEMPLATE: Linda is happy. Mark isn't very happy.
|
||
TEMPLATE: Linda is ____{happier than Mark}.
|
||
RESPONSE: Linda is happier than Mark.
|
||
|
||
TEMPLATE: I'm not very thirsty. John is thirsty.
|
||
TEMPLATE: John is ____{thirstier than I am|thirstier than me}.
|
||
RESPONSE: John is thirstier than I am.
|
||
|
||
TEMPLATE: Tom woke up at 7 a.m. I woke up at 6 a.m.
|
||
TEMPLATE: I woke up ____{earlier than Tom}.
|
||
RESPONSE: I woke up earlier than Tom.
|
||
|
||
# Source: ST §Statement to Question
|
||
$PRODUCE Turn It into a Question
|
||
ID: l2-s25
|
||
INTRO: Read each statement, then ask the same question about the new person or thing in parentheses. Say it aloud.
|
||
INSTRUCTION: Say the question with the new cue.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
EXAMPLE
|
||
PROMPT: Sgt Sam is older than Lt Lee. (Capt Kim)
|
||
RESPONSE: Is Sgt Sam older than Capt Kim?
|
||
|
||
PROMPT: The red car is faster than the green car. (blue car)
|
||
RESPONSE: Is the red car faster than the blue car?
|
||
|
||
PROMPT: Mary is taller than Jane. (Sue)
|
||
RESPONSE: Is Mary taller than Sue?
|
||
|
||
PROMPT: Problem one is harder than problem two. (problem three)
|
||
RESPONSE: Is problem one harder than problem three?
|
||
|
||
PROMPT: My desk is cleaner than your desk. (his desk)
|
||
RESPONSE: Is your desk cleaner than his desk?
|
||
|
||
PROMPT: Today is colder than yesterday. (last Monday)
|
||
RESPONSE: Is today colder than last Monday?
|
||
|
||
# Source: ST §A Car Is Slower Than a Jet
|
||
$PRODUCE Which Is Faster? Ask and Answer
|
||
ID: l2-s21
|
||
INTRO: Two pictures, two adjectives. Ask a comparison question about them and answer it — like the example with the car and the plane.
|
||
INSTRUCTION: Make a question and answer with "-er" and "than".
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Treat the model as the key. Accept a question-and-answer pair (or just the answer) that correctly compares the same two things with the given adjectives using -er + than; either thing may come first if the comparison stays true.
|
||
|
||
EXAMPLE
|
||
PROMPT: car / plane {st-page_069_001.jpg|A automobile driving on a road}
|
||
RESPONSE: Is a car faster than a plane?\n— No, a car isn't faster than a plane. A plane is faster than a car.
|
||
|
||
TEMPLATE: {st-page_069_001.jpg|A automobile driving on a road}
|
||
PROMPT: slow / fast {st-page_069_002.jpg|A jet airplane flying in the sky}
|
||
RESPONSE: Is a plane slower than a car?\n— No, a plane isn't slower than a car. A car is slower than a plane.
|
||
|
||
TEMPLATE: {st-page_069_003.jpg|A tall skyscraper building next to a smaller building}
|
||
PROMPT: tall / short {st-page_069_004.jpg|A portrait of a man with short hair}
|
||
RESPONSE: Is a house taller than a skyscraper?\n— No, a house isn't taller than a skyscraper. A skyscraper is taller than a house.
|
||
|
||
TEMPLATE: {st-page_070_001.jpg|A tall, big tree with broad leaves}
|
||
PROMPT: big / small {st-page_070_002.jpg|A small bush-like tree}
|
||
RESPONSE: Is a bush bigger than a tree?\n— No, a bush isn't bigger than a tree. A tree is bigger than a bush.
|
||
|
||
TEMPLATE: {st-page_070_003.jpg|A wide garage door open with a car parked inside}
|
||
PROMPT: wide / narrow {st-page_070_004.jpg|A narrow front door of a house with a lamp beside it}
|
||
RESPONSE: Is a front door wider than a garage door?\n— No, a front door isn't wider than a garage door. A garage door is wider than a front door.
|
||
|
||
TEMPLATE: {st-page_070_005.jpg|Two men struggling to carry a heavy box, sweat drops near their heads}
|
||
PROMPT: heavy / light {st-page_070_006.jpg|A man carrying a small, light wrapped parcel easily with one finger}
|
||
RESPONSE: Is a small package heavier than a big box?\n— No, a small package isn't heavier than a big box. A big box is heavier than a small package.
|
||
|
||
TEMPLATE: {st-page_071_001.jpg|A bowl of hot steaming soup}
|
||
PROMPT: hot / cold {st-page_071_002.jpg|An ice cream cone}
|
||
RESPONSE: Is ice cream hotter than soup?\n— No, ice cream isn't hotter than soup. Soup is hotter than ice cream.
|
||
|
||
# Source: ST §His Arms Are Longer Than Bill's Arms (cues expanded so each sentence is fully determined)
|
||
$PRODUCE Make Comparison Sentences {st-page_074_001.jpg|Line drawing of a gorilla standing on all fours with long arms extending to the ground}
|
||
ID: l2-s26
|
||
INTRO: Last comparison drill — promise. Build one sentence from each set of cue words, using "-er" and "than".
|
||
INSTRUCTION: Say a sentence using the cue words.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any grammatically correct comparison sentence using the cue words with -er + than; it must be negative when the cue says "not".
|
||
|
||
EXAMPLE
|
||
PROMPT: his arms / long / Bill's arms
|
||
RESPONSE: His arms are longer than Bill's arms.
|
||
|
||
PROMPT: Joe's ears / not big / Mary's
|
||
RESPONSE: Joe's ears aren't bigger than Mary's.
|
||
|
||
PROMPT: my hands / small / Tom's hands
|
||
RESPONSE: My hands are smaller than Tom's hands.
|
||
|
||
PROMPT: her hair / long / Jean's hair
|
||
RESPONSE: Her hair is longer than Jean's hair.
|
||
|
||
PROMPT: my car / not big / his car
|
||
RESPONSE: My car is not bigger than his car.
|
||
|
||
PROMPT: New York / cold / Cairo
|
||
RESPONSE: New York is colder than Cairo.
|
||
|
||
PROMPT: my uncle / old / Tom
|
||
RESPONSE: My uncle is older than Tom.
|
||
|
||
PROMPT: my sister / young / Sue
|
||
RESPONSE: My sister is younger than Sue.
|
||
|
||
PROMPT: this belt / wide / that belt
|
||
RESPONSE: This belt is wider than that belt.
|
||
|
||
PROMPT: this river / narrow / that river
|
||
RESPONSE: This river is narrower than that river.
|
||
|
||
PROMPT: Texas / big / California
|
||
RESPONSE: Texas is bigger than California.
|
||
|
||
PROMPT: Joe / not older / Mary
|
||
RESPONSE: Joe is not older than Mary.
|
||
|
||
$SESSION 2-3: Describing Things: Shapes and Math Words
|
||
|
||
# Source: LLA 2B Figure 1
|
||
# DROPPED (twin): ST "This Is a Curved Line." — same adjectives, same repeat-after-me role as this cassette figure; cassette kept ("more" is taught by LLA 2D Figure 1 in part 2-4).
|
||
$DIALOGUE Curved, Straight, Heavy, Light
|
||
ID: 7-2b-f1
|
||
INTRO: In this part you'll learn words for describing things — lines, weights, easy problems and hard ones — then the shapes and math words to go with them. Look at each picture, listen, and repeat.
|
||
INSTRUCTION: Listen and repeat each word and sentence.
|
||
REPEAT
|
||
|
||
VOCAB: curved
|
||
LINE: This is a curved line. {page_041_001.jpg|A wavy horizontal line} {bk07-l2b-f1-01.mp3}
|
||
|
||
VOCAB: straight
|
||
LINE: Look at the straight line. {page_041_002.jpg|A straight horizontal line} {bk07-l2b-f1-02.mp3}
|
||
|
||
LINE: Becky has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-03.mp3}
|
||
LINE: Diane has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-04.mp3}
|
||
VOCAB: each
|
||
LINE: Each girl has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-05.mp3}
|
||
|
||
VOCAB: heavy
|
||
LINE: This desk is heavy. {page_041_004.jpg|Two men straining and sweating as they try to lift a large heavy wooden desk together} {bk07-l2b-f1-06.mp3}
|
||
|
||
VOCAB: light
|
||
LINE: This chair is light. {page_042_001.jpg|A simple lightweight wooden chair} {bk07-l2b-f1-07.mp3}
|
||
|
||
VOCAB: hard
|
||
LINE: I can't work this problem. It's hard. {page_042_002.jpg|A math addition problem with five 5-digit numbers stacked: 98752, 36417, 21985, + 85796} {bk07-l2b-f1-08.mp3}
|
||
|
||
VOCAB: easy
|
||
LINE: I can work this problem. It's easy. {page_042_003.jpg|A simple math addition problem: 1 + 1 = 2} {bk07-l2b-f1-09.mp3}
|
||
|
||
# Source: ST §Was It a Hard Test?
|
||
$DIALOGUE Was It a Hard Test?
|
||
ID: l2-s12
|
||
INTRO: Four tiny conversations using the new words. Poor Sam and his 69. Just read and listen.
|
||
INSTRUCTION: Read the dialogs.
|
||
|
||
Sam: What's your score?
|
||
Sue: I made 98. It was an easy test.
|
||
Sam: I thought it was hard. My score was 69!
|
||
Sue: I think you didn't study very much.
|
||
|
||
Max: Did you draw that rectangle?
|
||
Mickey: Yes, do you like it?
|
||
Max: I think it's very nice, Mick, but uh..., why are the sides curved?
|
||
Mickey: What? Oh, you're right; they are curved. I can change that. I'll draw them straight.
|
||
|
||
Billie: I'll help you. That table is heavy.
|
||
Dick: Thanks. I didn't know it was heavy. I thought it was light.
|
||
|
||
Jack: Did you finish your homework?
|
||
Herb: No, I have four more problems in math.
|
||
|
||
# Source: LLA 2B Figure 2
|
||
$SELECT Match the Sentence to the Picture
|
||
ID: 7-2b-f2
|
||
INTRO: Listen to each sentence and tap the picture that matches. Then repeat the sentence.
|
||
INSTRUCTION: Tap the matching picture.
|
||
REPEAT
|
||
|
||
OPTION: a | Picture A {page_043_001.jpg|Two women standing and holding books}
|
||
OPTION: b | Picture B {page_043_002.jpg|An addition problem: 1 + 1 = 2}
|
||
OPTION: c | Picture C {page_043_003.jpg|A long column addition math problem}
|
||
OPTION: d | Picture D {page_043_004.jpg|Two men carrying a heavy object on a stretcher}
|
||
OPTION: e | Picture E {page_043_005.jpg|A wavy line}
|
||
OPTION: f | Picture F {page_043_006.jpg|A straight horizontal line}
|
||
OPTION: g | Picture G {page_043_007.jpg|A wooden chair}
|
||
|
||
EXAMPLE
|
||
PROMPT: This desk is heavy. It's not light. {bk07-l2b-f2-ex.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: This desk is heavy. It's not light. {bk07-l2b-f2-ex-fb.mp3}
|
||
|
||
PROMPT: I can't draw a curved line. {bk07-l2b-f2-01.mp3}
|
||
ANSWER: e
|
||
FEEDBACK: I can't draw a curved line. {bk07-l2b-f2-01-fb.mp3}
|
||
|
||
PROMPT: I read two books today. Each book was very good. {bk07-l2b-f2-02.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: I read two books today. Each book was very good. {bk07-l2b-f2-02-fb.mp3}
|
||
|
||
PROMPT: I worked all the problems in class. They were easy. {bk07-l2b-f2-03.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: I solved all the problems in class today. They were easy. {bk07-l2b-f2-03-fb.mp3}
|
||
|
||
PROMPT: I can move that chair. It's light. {bk07-l2b-f2-04.mp3}
|
||
ANSWER: g
|
||
FEEDBACK: I can move that chair. It's light. {bk07-l2b-f2-04-fb.mp3}
|
||
|
||
PROMPT: I can't work this problem. It's hard. {bk07-l2b-f2-05.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: I can't work this problem. It's hard. {bk07-l2b-f2-05-fb.mp3}
|
||
|
||
PROMPT: Can you draw a straight line? {bk07-l2b-f2-06.mp3}
|
||
ANSWER: f
|
||
FEEDBACK: Can you draw a straight line? {bk07-l2b-f2-06-fb.mp3}
|
||
|
||
# Source: LLA 2B Figure 3
|
||
$DIALOGUE Shapes and Where They Are
|
||
ID: 7-2b-f3
|
||
INTRO: Squares, rectangles, triangles — and where they sit. Listen and repeat each sentence.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: This is a circle. {page_044_001.jpg|A circle inside a frame} {bk07-l2b-f3-01.mp3}
|
||
|
||
VOCAB: square
|
||
LINE: This is a square. {page_044_002.jpg|A square inside a frame} {bk07-l2b-f3-02.mp3}
|
||
|
||
VOCAB: rectangle
|
||
LINE: This is a rectangle. {page_044_003.jpg|A rectangle inside a frame} {bk07-l2b-f3-03.mp3}
|
||
|
||
VOCAB: triangle
|
||
LINE: This is a triangle. {page_044_004.jpg|A triangle inside a frame} {bk07-l2b-f3-04.mp3}
|
||
|
||
LINE: The circle is at the top of the square. {page_044_005.jpg|A square containing a small circle near the top} {bk07-l2b-f3-05.mp3}
|
||
|
||
LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg|A triangle containing a small horizontal rectangle at the bottom} {bk07-l2b-f3-06.mp3}
|
||
|
||
LINE: The circle is in the center of the square. {page_044_007.jpg|A square containing a small circle in the middle} {bk07-l2b-f3-07.mp3}
|
||
|
||
LINE: The triangle is in the center of the rectangle. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-08.mp3}
|
||
LINE: The large circle is at the top. The small circle is at the bottom. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-09.mp3}
|
||
|
||
# Source: LLA 2B Figure 4
|
||
$SELECT Which Picture Is It?
|
||
ID: 7-2b-f4
|
||
INTRO: Now the tricky part: four pictures each time, only one matches what you hear. Listen, tap the letter, then repeat the sentence.
|
||
INSTRUCTION: Tap the correct letter.
|
||
REPEAT
|
||
|
||
OPTION: a | A
|
||
OPTION: b | B
|
||
OPTION: c | C
|
||
OPTION: d | D
|
||
|
||
EXAMPLE
|
||
PROMPT: The triangle is at the top of the square. {page_045_001.jpg|Four squares labeled a, b, c, d containing geometric shapes in various positions} {bk07-l2b-f4-ex.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-01-fb.mp3}
|
||
|
||
PROMPT: The circle is at the top of the triangle. {page_045_002.jpg|Four triangles and circles labeled a, b, c, d containing shapes in various positions} {bk07-l2b-f4-02.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: The circle is at the top of the triangle. {bk07-l2b-f4-02-fb.mp3}
|
||
|
||
PROMPT: The triangle is at the bottom of the square. {page_045_003.jpg|Four squares labeled a, b, c, d containing triangles in various positions} {bk07-l2b-f4-03.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: The triangle is at the bottom of the square. {bk07-l2b-f4-03-fb.mp3}
|
||
|
||
PROMPT: The square is at the bottom of the triangle. {page_045_004.jpg|Four triangles and squares labeled a, b, c, d containing small shapes inside} {bk07-l2b-f4-04.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: The square is at the bottom of the triangle. {bk07-l2b-f4-04-fb.mp3}
|
||
|
||
PROMPT: The square is in the center of the circle. {page_045_005.jpg|Four circles and squares labeled a, b, c, d containing shapes inside or on edges} {bk07-l2b-f4-05.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: The square is in the center of the circle. {bk07-l2b-f4-05-fb.mp3}
|
||
|
||
PROMPT: The circle is in the center of the square. {page_046_001.jpg|Four squares labeled a, b, c, d containing shapes inside} {bk07-l2b-f4-06.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: The circle is in the center of the square. {bk07-l2b-f4-06-fb.mp3}
|
||
|
||
PROMPT: The triangle is at the top of the square. {page_046_002.jpg|Four squares labeled a, b, c, d containing small triangles in different positions inside} {bk07-l2b-f4-07.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-07-fb.mp3}
|
||
|
||
PROMPT: The large circle is at the bottom of the square. {page_046_003.jpg|Four squares labeled a, b, c, d containing pairs of small circles in different arrangements} {bk07-l2b-f4-08.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The large circle is at the bottom of the square. {bk07-l2b-f4-08-fb.mp3}
|
||
|
||
PROMPT: The small triangle is at the top of the square. {page_046_004.jpg|Four squares labeled a, b, c, d containing pairs of small triangles in different arrangements} {bk07-l2b-f4-09.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: The small triangle is at the top of the square. {bk07-l2b-f4-09-fb.mp3}
|
||
|
||
PROMPT: The rectangle is in the center of the square. {page_046_005.jpg|Four squares labeled a, b, c, d containing rectangles in different positions} {bk07-l2b-f4-10.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: The rectangle is in the center of the square. {bk07-l2b-f4-10-fb.mp3}
|
||
|
||
# Source: LLA 2B Figure 5
|
||
$DIALOGUE Math Words
|
||
ID: 7-2b-f5
|
||
INTRO: Add, subtract, multiply, divide — the words that make numbers do things. Listen and repeat each one.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: to add
|
||
LINE: I can add numbers. {bk07-l2b-f5-01.mp3}
|
||
NOTES: 3 + 3 = 6
|
||
|
||
VOCAB: to divide
|
||
LINE: Can you divide six by two? {bk07-l2b-f5-02.mp3}
|
||
NOTES: 6 ÷ 2 = 3
|
||
|
||
VOCAB: to equal
|
||
LINE: Two and two equals four. {bk07-l2b-f5-03.mp3}
|
||
NOTES: 2 + 2 = 4
|
||
|
||
VOCAB: to multiply
|
||
LINE: We learned to multiply in class today. {bk07-l2b-f5-04.mp3}
|
||
NOTES: 3 × 3 = 9
|
||
|
||
VOCAB: to subtract
|
||
LINE: I must learn to subtract. {bk07-l2b-f5-05.mp3}
|
||
NOTES: 10 - 9 = 1
|
||
|
||
VOCAB: to understand
|
||
LINE: Do you understand this math? {page_047_001.jpg|A man standing at a chalkboard with algebra equations, explaining to a woman who looks confused} {bk07-l2b-f5-06.mp3}
|
||
|
||
VOCAB: minus
|
||
LINE: Eight minus four equals four. {bk07-l2b-f5-07.mp3}
|
||
NOTES: 8 - 4 = 4
|
||
|
||
VOCAB: plus
|
||
LINE: One plus one equals two. {bk07-l2b-f5-08.mp3}
|
||
NOTES: 1 + 1 = 2
|
||
|
||
VOCAB: times
|
||
LINE: Two times five equals ten. {bk07-l2b-f5-09.mp3}
|
||
NOTES: 2 × 5 = 10
|
||
|
||
VOCAB: problem
|
||
LINE: This is a hard math problem. {bk07-l2b-f5-10.mp3}
|
||
|
||
LINE: Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg|A man giving a whole apple to Ronnie, while another man holds only half an apple} {bk07-l2b-f5-11.mp3}
|
||
|
||
# Source: ST §Problems in Math (distinct items only; the rest duplicated LLA 2B Figure 5)
|
||
$DIALOGUE More Math Words
|
||
ID: l2-s15
|
||
INTRO: A few more ways Americans say math out loud. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: and
|
||
VOCAB: from
|
||
LINE: Two and one equals three. Four from five equals one.
|
||
|
||
VOCAB: total
|
||
LINE: The total is eight. We added the numbers and got a total of eight.
|
||
|
||
VOCAB: multiplied by
|
||
LINE: Multiply these numbers. Five multiplied by five is twenty-five.
|
||
|
||
VOCAB: divided by
|
||
LINE: Six divided by two is three. How much is twenty-five divided by five?
|
||
|
||
# Source: LLA 2B Figure 6 (two duplicate distractor options repaired: "÷" restored)
|
||
$SELECT Hear the Problem, Find the Equation
|
||
ID: 7-2b-f6
|
||
INTRO: Listen to the math problem and tap the equation that says the same thing.
|
||
INSTRUCTION: Tap the correct equation.
|
||
|
||
EXAMPLE
|
||
PROMPT: 4 times 2 {bk07-l2b-f6-ex.mp3}
|
||
OPTION: a | 4 - 2
|
||
OPTION: b | 4 + 2
|
||
OPTION: c | 4 × 2
|
||
OPTION: d | 4 ÷ 2
|
||
ANSWER: c
|
||
FEEDBACK: 4 times 2 {bk07-l2b-f6-01-fb.mp3}
|
||
|
||
PROMPT: 7 minus 3 {bk07-l2b-f6-02.mp3}
|
||
OPTION: a | 7 + 3
|
||
OPTION: b | 7 - 3
|
||
OPTION: c | 7 × 3
|
||
OPTION: d | 7 ÷ 3
|
||
ANSWER: b
|
||
FEEDBACK: 7 minus 3 {bk07-l2b-f6-02-fb.mp3}
|
||
|
||
PROMPT: 9 plus 8 {bk07-l2b-f6-03.mp3}
|
||
OPTION: a | 9 + 8
|
||
OPTION: b | 9 × 8
|
||
OPTION: c | 9 - 8
|
||
OPTION: d | 9 ÷ 8
|
||
ANSWER: a
|
||
FEEDBACK: 9 plus 8 {bk07-l2b-f6-03-fb.mp3}
|
||
|
||
PROMPT: 10 divided by 5 {bk07-l2b-f6-04.mp3}
|
||
OPTION: a | 10 × 5
|
||
OPTION: b | 10 ÷ 5
|
||
OPTION: c | 10 + 5
|
||
OPTION: d | 10 - 5
|
||
ANSWER: b
|
||
FEEDBACK: 10 divided by 5 {bk07-l2b-f6-04-fb.mp3}
|
||
|
||
PROMPT: 22 minus 6 {bk07-l2b-f6-05.mp3}
|
||
OPTION: a | 32 - 6
|
||
OPTION: b | 22 - 7
|
||
OPTION: c | 6 - 22
|
||
OPTION: d | 22 - 6
|
||
ANSWER: d
|
||
FEEDBACK: 22 minus 6 {bk07-l2b-f6-05-fb.mp3}
|
||
|
||
PROMPT: 15 divided by 3 {bk07-l2b-f6-06.mp3}
|
||
OPTION: a | 15 ÷ 3
|
||
OPTION: b | 50 - 3
|
||
OPTION: c | 15 - 30
|
||
OPTION: d | 15 + 30
|
||
ANSWER: a
|
||
FEEDBACK: 15 divided by 3 {bk07-l2b-f6-06-fb.mp3}
|
||
|
||
PROMPT: 12 plus 4 {bk07-l2b-f6-07.mp3}
|
||
OPTION: a | 24 + 4
|
||
OPTION: b | 12 + 40
|
||
OPTION: c | 12 + 4
|
||
OPTION: d | 12 + 14
|
||
ANSWER: c
|
||
FEEDBACK: 12 plus 4 {bk07-l2b-f6-07-fb.mp3}
|
||
|
||
PROMPT: 8 times 3 {bk07-l2b-f6-08.mp3}
|
||
OPTION: a | 18 × 30
|
||
OPTION: b | 18 × 3
|
||
OPTION: c | 8 × 3
|
||
OPTION: d | 80 × 3
|
||
ANSWER: c
|
||
FEEDBACK: 8 times 3 {bk07-l2b-f6-08-fb.mp3}
|
||
|
||
# Source: LLA 2B Figure 7
|
||
$PRODUCE Do the Math
|
||
ID: 7-2b-f7
|
||
INPUT: type
|
||
CHECK: exact
|
||
REPEAT
|
||
INTRO: Now you do the arithmetic. Listen to the problem, type the answer, then repeat the full equation you hear back.
|
||
INSTRUCTION: Type the answer to the math problem.
|
||
|
||
PROMPT: 4 times 2 {bk07-l2b-f7-01.mp3}
|
||
RESPONSE: 4 times 2 equals 8. {bk07-l2b-f7-01-fb.mp3}
|
||
ACCEPT: 8 | eight
|
||
|
||
PROMPT: 7 minus 3 {bk07-l2b-f7-02.mp3}
|
||
RESPONSE: 7 minus 3 is 4. {bk07-l2b-f7-02-fb.mp3}
|
||
ACCEPT: 4 | four
|
||
|
||
PROMPT: 9 plus 8 {bk07-l2b-f7-03.mp3}
|
||
RESPONSE: 9 plus 8 equals 17. {bk07-l2b-f7-03-fb.mp3}
|
||
ACCEPT: 17 | seventeen
|
||
|
||
PROMPT: 10 divided by 5 {bk07-l2b-f7-04.mp3}
|
||
RESPONSE: 10 divided by 5 is 2. {bk07-l2b-f7-04-fb.mp3}
|
||
ACCEPT: 2 | two
|
||
|
||
PROMPT: 22 minus 6 {bk07-l2b-f7-05.mp3}
|
||
RESPONSE: 22 minus 6 equals 16. {bk07-l2b-f7-05-fb.mp3}
|
||
ACCEPT: 16 | sixteen
|
||
|
||
PROMPT: 15 divided by 3 {bk07-l2b-f7-06.mp3}
|
||
RESPONSE: 15 divided by 3 is 5. {bk07-l2b-f7-06-fb.mp3}
|
||
ACCEPT: 5 | five
|
||
|
||
PROMPT: 12 plus 4 {bk07-l2b-f7-07.mp3}
|
||
RESPONSE: 12 plus 4 equals 16. {bk07-l2b-f7-07-fb.mp3}
|
||
ACCEPT: 16 | sixteen
|
||
|
||
PROMPT: 8 times 3 {bk07-l2b-f7-08.mp3}
|
||
RESPONSE: 8 times 3 is 24. {bk07-l2b-f7-08-fb.mp3}
|
||
ACCEPT: 24 | twenty-four | twenty four
|
||
|
||
# SKIPPED (book): ST Listening Skill "DRAW THESE SHAPES." (p. 65) — instructor-read drawing task with no recorded audio or printed stimulus sentences.
|
||
|
||
$SESSION 2-4: Math Problems, Prices, and Numbers
|
||
|
||
# Source: ST §Explain the Problem to Me
|
||
$DIALOGUE Explain the Problem to Me
|
||
ID: l2-s5
|
||
INTRO: In this part you'll talk about math problems, mistakes, and prices. First, the words for when things go wrong — and how to fix them. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: Here is a math problem. What is the answer?
|
||
LINE: Each apple costs 20 cents. What do three apples cost?
|
||
|
||
LINE: I understand the problem. I can work the problem.
|
||
|
||
VOCAB: to count
|
||
LINE: Count the apples again. There are 12 apples in the box, not 11.
|
||
|
||
VOCAB: error
|
||
VOCAB: to make a mistake
|
||
LINE: Your answer is correct. You didn't make an error. You didn't make a mistake.
|
||
|
||
VOCAB: to explain
|
||
LINE: Who can explain the problem? Who can talk about it?
|
||
|
||
# Source: ST §I Don't Understand This Problem
|
||
$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg|A young man writing in an open workbook with a pencil while a young woman points to it and explains}
|
||
ID: l2-s6
|
||
INTRO: Mark did nine problems out of ten — and number ten is winning. Listen to Linda help him, and repeat each line.
|
||
INSTRUCTION: Listen and repeat the dialog.
|
||
REPEAT
|
||
|
||
Linda: Did you do the homework last night?
|
||
Mark: I did nine of the problems, but I didn't understand number ten.
|
||
|
||
Linda: But Mrs. Murphy explained each problem in class yesterday.
|
||
|
||
VOCAB: explanation
|
||
Mark: I know, but her explanation of number ten wasn't clear.
|
||
Linda: I think I see your error. You counted 121 boxes, but there are only 120.
|
||
Mark: Where?
|
||
Linda: Here.
|
||
Mark: Now, I understand. Thanks.
|
||
Linda: You're welcome.
|
||
|
||
# Source: ST §Questions on the Dialog
|
||
$PRODUCE Questions About Linda and Mark
|
||
ID: l2-s7
|
||
REFERENCE: l2-s6
|
||
INTRO: Six questions about Linda and Mark. Type your answers in complete sentences — the dialog is one tap away if you need it.
|
||
INSTRUCTION: Type a complete-sentence answer.
|
||
INPUT: type
|
||
CHECK: llm
|
||
SHOW_PROMPT
|
||
RUBRIC: Treat the model answer as the factual key; accept any complete-sentence phrasing of the same fact.
|
||
|
||
PROMPT: Why didn't Mark do all of his homework?
|
||
RESPONSE: He didn't understand number ten.
|
||
|
||
PROMPT: Did Mrs. Murphy explain the homework?
|
||
RESPONSE: Yes, she did.
|
||
|
||
PROMPT: Did Mark understand Mrs. Murphy's explanation?
|
||
RESPONSE: No, he didn't.
|
||
|
||
PROMPT: How many problems did Mark finish?
|
||
RESPONSE: He finished nine problems.
|
||
|
||
PROMPT: Which problem did Linda explain to Mark?
|
||
RESPONSE: She explained problem number ten.
|
||
|
||
PROMPT: What was Mark's mistake?
|
||
RESPONSE: He counted 121 boxes instead of 120.
|
||
|
||
# Source: ST §Linda Understood the Homework
|
||
$PRODUCE Fill In the Missing Word
|
||
ID: l2-s8
|
||
INTRO: Same words, your turn to use them. Type the missing word in each sentence.
|
||
INSTRUCTION: Type the correct word.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: How many ____{problems} are there on the test?
|
||
RESPONSE: How many problems are there on the test?
|
||
|
||
TEMPLATE: Linda ____{explained} the homework to Mark.
|
||
RESPONSE: Linda explained the homework to Mark.
|
||
|
||
TEMPLATE: Walter wrote ____{each} answer correctly on his test paper.
|
||
RESPONSE: Walter wrote each answer correctly on his test paper.
|
||
|
||
TEMPLATE: Did you ____{understand} his explanation?
|
||
RESPONSE: Did you understand his explanation?
|
||
|
||
TEMPLATE: You made a(n) ____{error|mistake} on number eight. That's the wrong answer.
|
||
RESPONSE: You made an error on number eight. That's the wrong answer.
|
||
|
||
TEMPLATE: The math problems are not alike. ____{Each} one is different.
|
||
RESPONSE: The math problems are not alike. Each one is different.
|
||
|
||
TEMPLATE: Linda ____{understood} the homework, but Mark didn't understand it.
|
||
RESPONSE: Linda understood the homework, but Mark didn't understand it.
|
||
|
||
TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
|
||
RESPONSE: The teacher gave the students 25 problems for homework.
|
||
|
||
TEMPLATE: I don't understand number six. Will you please ____{explain} it again?
|
||
RESPONSE: I don't understand number six. Will you please explain it again?
|
||
|
||
TEMPLATE: How many students did you ____{count} in Mrs. Green's class? There were 12 students in her class.
|
||
RESPONSE: How many students did you count in Mrs. Green's class? There were 12 students in her class.
|
||
|
||
TEMPLATE: Did you understand Mrs. Murphy's ____{explanation} of problem three?
|
||
RESPONSE: Did you understand Mrs. Murphy's explanation of problem three?
|
||
|
||
# Source: LLA 2C Figure 3
|
||
$DIALOGUE Chris and Chuck's Math Problem
|
||
ID: 7-2c-f3
|
||
INTRO: Chris made a mistake on problem four — Chuck spots it in seconds. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Chris: I think I made a mistake on one of my math problems. {bk07-l2c-f3-01.mp3}
|
||
LINE: Will you help me with it? {bk07-l2c-f3-02.mp3}
|
||
Chuck: Yes, I'll help you. Which problem is it? {bk07-l2c-f3-03.mp3}
|
||
Chris: It's number 4. It's very hard. {bk07-l2c-f3-04.mp3}
|
||
Chuck: Oh, I see your mistake. {bk07-l2c-f3-05.mp3}
|
||
LINE: You needed to multiply, but you added. {bk07-l2c-f3-06.mp3}
|
||
Chris: I understand now. Thanks a lot. {bk07-l2c-f3-07.mp3}
|
||
Chuck: You're welcome. See you later. {bk07-l2c-f3-08.mp3}
|
||
|
||
# Source: LLA 2D Figure 1
|
||
$DIALOGUE Price, Than, More
|
||
ID: 7-2d-f1
|
||
INTRO: Three little words you'll need for shopping. Look at the pictures and repeat each sentence.
|
||
INSTRUCTION: Listen and repeat each sentence.
|
||
REPEAT
|
||
|
||
VOCAB: price
|
||
LINE: What's the price of these apples? {page_057_001.jpg|A woman pointing at apples stacked behind a counter to a male clerk} {bk07-l2d-f1-01.mp3}
|
||
|
||
VOCAB: than
|
||
LINE: One pencil is longer than the other pencil. {page_057_002.jpg|Two pencils placed side by side horizontally, top one longer than bottom one} {bk07-l2d-f1-02.mp3}
|
||
|
||
VOCAB: more
|
||
LINE: I'd like more coffee, please. {page_057_003.jpg|A woman sitting at a table with a coffee cup, requesting more coffee} {bk07-l2d-f1-03.mp3}
|
||
|
||
# Source: ST §That's a Good Price
|
||
$DIALOGUE That's a Good Price
|
||
ID: l2-s16
|
||
INTRO: How to ask what things cost — and how the answers sound. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the words and sentences.
|
||
REPEAT
|
||
|
||
VOCAB: to cost
|
||
LINE: The price of each apple is 20 cents. Each apple costs 20 cents.
|
||
LINE: What's the price of bananas? Bananas are 35 cents a pound today.
|
||
LINE: How much do oranges cost? The price of oranges is three pounds for a dollar.
|
||
|
||
# Source: ST §I Need More Apples
|
||
$DIALOGUE I Need More Apples {st-page_063_001.jpg|A grocer behind a fruit counter handing a bag of apples to a young boy. Boxes of fruit are labeled: BANANAS 35¢ lb, APPLES 20¢ ea, ORANGES 3 lbs $1}
|
||
ID: l2-s17
|
||
INTRO: A boy, four apples, and 80 cents — but only three quarters in his pocket. Listen and repeat the dialog.
|
||
INSTRUCTION: Listen and repeat the dialog.
|
||
REPEAT
|
||
|
||
Boy: Please, sir, I need more apples.
|
||
Grocer: Okay, son. How many do you need?
|
||
Boy: I think about four more apples. Here are three quarters.
|
||
|
||
VOCAB: some more
|
||
Grocer: Four apples are 80 cents. Do you have some more money?
|
||
Boy: Yeah. Here's a nickel.
|
||
NOTES: yeah = yes
|
||
Grocer: Thank you.
|
||
|
||
# Source: LLA 2D Figure 3
|
||
$DIALOGUE Two Short Dialogs: A Price and a Problem
|
||
ID: 7-2d-f3
|
||
INTRO: Two quick scenes — a shirt with a price tag, and a math problem going wrong in every direction. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Customer: Can you tell me the price of this shirt? {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-01.mp3}
|
||
Clerk: Yes. It's $14.00. {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-02.mp3}
|
||
|
||
Student: I don't understand this problem. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-03.mp3}
|
||
Instructor: Here you must multiply, not divide. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-04.mp3}
|
||
LINE: And here you must add, not subtract. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-05.mp3}
|
||
|
||
# Source: ST §Let's Go into the Lab
|
||
$DIALOGUE Into, Divide, Half
|
||
ID: l2-s18
|
||
INTRO: One more small word — "into" — for walking, cutting cake, and, occasionally, bumping. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: into
|
||
LINE: The teacher is walking into the lab. {st-page_064_001.jpg|A woman walking through an open door into a room marked "LANGUAGE LAB"}
|
||
|
||
VOCAB: divide (into)
|
||
LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg|A woman standing at a table cutting a round cake with a knife}
|
||
|
||
LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg|Two young boys standing next to each other, each holding half of a divided apple}
|
||
|
||
LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg|A man rubbing his head in pain after bumping hard into a closed door, with a sound effect "BONK!"}
|
||
|
||
# Source: LLA 2D Figure 5 (part 1)
|
||
$DIALOGUE Shapes in Class
|
||
ID: 7-2d-f5-d1
|
||
INTRO: Two students compare notes about geometry class. Just listen.
|
||
INSTRUCTION: Listen to the dialogue.
|
||
|
||
Student1: Today we studied different shapes in class. {bk07-l2d-f5-01.mp3}
|
||
Student2: What shapes did you study? {bk07-l2d-f5-02.mp3}
|
||
Student1: We drew circles, triangles, squares, and rectangles. {bk07-l2d-f5-03.mp3}
|
||
Student2: We'll study shapes next week. {bk07-l2d-f5-04.mp3}
|
||
Student1: Well, I have to go. I have to do my homework. {bk07-l2d-f5-05.mp3}
|
||
Student2: I do too. See you tomorrow. {bk07-l2d-f5-06.mp3}
|
||
|
||
# Source: LLA 2D Figure 5 (part 2)
|
||
$PRODUCE How Many Shapes?
|
||
ID: 7-2d-f5-q1
|
||
REFERENCE: 7-2d-f5-d1
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: One question about what you just heard. Type the answer.
|
||
INSTRUCTION: Type the answer.
|
||
|
||
PROMPT: How many different shapes do they say in the dialogue? {bk07-l2d-f5-07.mp3}
|
||
RESPONSE: 4 shapes {bk07-l2d-f5-08.mp3}
|
||
ACCEPT: 4 | four | four shapes | 4 different shapes | four different shapes
|
||
|
||
# Source: LLA 2D Figure 5 (part 3)
|
||
$DIALOGUE Buying Apples
|
||
ID: 7-2d-f5-d2
|
||
INTRO: At the fruit stand: two prices, one decision. Just listen.
|
||
INSTRUCTION: Listen to the dialogue.
|
||
|
||
Customer: What is the price of these apples? {bk07-l2d-f5-09.mp3}
|
||
Clerk: Those are 49 cents a pound. {bk07-l2d-f5-10.mp3}
|
||
Customer: How much are these larger ones? {bk07-l2d-f5-11.mp3}
|
||
Clerk: They're 79 cents a pound. {bk07-l2d-f5-12.mp3}
|
||
Customer: They cost more money, but they look good. Let's buy a pound of the larger ones. {bk07-l2d-f5-13.mp3}
|
||
|
||
# Source: LLA 2D Figure 5 (part 4)
|
||
$PRODUCE Which Apples?
|
||
ID: 7-2d-f5-q2
|
||
REFERENCE: 7-2d-f5-d2
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: One question about the apples. Type the answer.
|
||
INSTRUCTION: Type the answer.
|
||
|
||
PROMPT: Which apples did they buy? {bk07-l2d-f5-14.mp3}
|
||
RESPONSE: They bought the larger apples. {bk07-l2d-f5-15.mp3}
|
||
ACCEPT: the larger ones | the larger apples | larger ones | larger apples | they bought the larger ones
|
||
|
||
# Source: LLA 2C Figure 5 (part 1)
|
||
$DIALOGUE Captain Jackson's Shopping
|
||
ID: 7-2c-f5-d1
|
||
INTRO: Captain Jackson has a long shopping list. Listen closely — the numbers matter in a moment.
|
||
INSTRUCTION: Listen to the paragraph.
|
||
|
||
LINE: Captain Jackson is going to the commissary today. {bk07-l2c-f5-01.mp3}
|
||
LINE: He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-02.mp3}
|
||
|
||
# Source: LLA 2C Figure 5 (part 1, questions)
|
||
$PRODUCE Captain Jackson's Numbers
|
||
ID: 7-2c-f5-p1
|
||
INPUT: type
|
||
CHECK: exact
|
||
REFERENCE: 7-2c-f5-d1
|
||
INTRO: How much of everything? Type each number — replay the paragraph if the beans and tomatoes blur together.
|
||
INSTRUCTION: Type each number as digits or words.
|
||
|
||
TEMPLATE: 1. Cans of beans: ____
|
||
RESPONSE: 4
|
||
ACCEPT: four
|
||
|
||
TEMPLATE: 2. Pounds of potatoes: ____
|
||
RESPONSE: 5
|
||
ACCEPT: five
|
||
|
||
TEMPLATE: 3. Chickens: ____
|
||
RESPONSE: 3
|
||
ACCEPT: three
|
||
|
||
TEMPLATE: 4. Gallons of milk: ____
|
||
RESPONSE: 2
|
||
ACCEPT: two
|
||
|
||
TEMPLATE: 5. Pounds of tomatoes: ____
|
||
RESPONSE: 4
|
||
ACCEPT: four
|
||
|
||
TEMPLATE: 6. Big boxes of rice: ____
|
||
RESPONSE: 1
|
||
ACCEPT: one
|
||
|
||
# Source: LLA 2C Figure 5 (part 2)
|
||
$DIALOGUE Mike's Test Scores
|
||
ID: 7-2c-f5-d2
|
||
INTRO: Now Mike and his five tests — highs, lows, and a big goal. Listen for the numbers.
|
||
INSTRUCTION: Listen to the paragraph.
|
||
|
||
LINE: Mike had 5 tests last month. {bk07-l2c-f5-03.mp3}
|
||
LINE: He made the highest score on test number 1. His score was 96. {bk07-l2c-f5-04.mp3}
|
||
LINE: His lowest score was on test number 4. He made a 74. {bk07-l2c-f5-05.mp3}
|
||
LINE: His other scores were 82, 77, and 90. {bk07-l2c-f5-06.mp3}
|
||
LINE: This month he will have 6 tests. He wants a score of 100 this month. {bk07-l2c-f5-07.mp3}
|
||
|
||
# Source: LLA 2C Figure 5 (part 2, questions)
|
||
$PRODUCE Mike's Numbers
|
||
ID: 7-2c-f5-p2
|
||
INPUT: type
|
||
CHECK: exact
|
||
REFERENCE: 7-2c-f5-d2
|
||
INTRO: Type Mike's numbers, in order. The paragraph is there to replay if you need it.
|
||
INSTRUCTION: Type each number as digits or words.
|
||
|
||
TEMPLATE: 7. Tests last month: ____
|
||
RESPONSE: 5
|
||
ACCEPT: five
|
||
|
||
TEMPLATE: 8. Highest score test number: ____
|
||
RESPONSE: 1
|
||
ACCEPT: one
|
||
|
||
TEMPLATE: 9. Highest score: ____
|
||
RESPONSE: 96
|
||
ACCEPT: ninety-six | ninety six
|
||
|
||
TEMPLATE: 10. Lowest score test number: ____
|
||
RESPONSE: 4
|
||
ACCEPT: four
|
||
|
||
TEMPLATE: 11. Lowest score: ____
|
||
RESPONSE: 74
|
||
ACCEPT: seventy-four | seventy four
|
||
|
||
TEMPLATE: 12. First other score: ____
|
||
RESPONSE: 82
|
||
ACCEPT: eighty-two | eighty two
|
||
|
||
TEMPLATE: 13. Second other score: ____
|
||
RESPONSE: 77
|
||
ACCEPT: seventy-seven | seventy seven
|
||
|
||
TEMPLATE: 14. Third other score: ____
|
||
RESPONSE: 90
|
||
ACCEPT: ninety
|
||
|
||
TEMPLATE: 15. Tests this month: ____
|
||
RESPONSE: 6
|
||
ACCEPT: six
|
||
|
||
TEMPLATE: 16. Target score this month: ____
|
||
RESPONSE: 100
|
||
ACCEPT: one hundred | a hundred
|
||
|
||
# Source: LLA 2C Figure 6 (part 1)
|
||
$DIALOGUE Connecting Points
|
||
ID: 7-2c-f6-directions
|
||
INTRO: Close your eyes and draw in your head: lines from point to point, making shapes. Just listen.
|
||
INSTRUCTION: Listen to the directions.
|
||
|
||
LINE: Draw a line from point A to point B. Draw a line from point B to point C. {bk07-l2c-f6-01.mp3}
|
||
LINE: Draw a line from point C to point D. Draw a line from point D to point A. {bk07-l2c-f6-02.mp3}
|
||
LINE: Draw a line from point E to point F. Draw a line from point F to point G. Draw a line from point G to point E. {bk07-l2c-f6-03.mp3}
|
||
LINE: Draw a line from point H to point I. Draw a line from point I to point J. {bk07-l2c-f6-04.mp3}
|
||
LINE: Draw a line from point J to point K. Draw a line from point K to point H. {bk07-l2c-f6-05.mp3}
|
||
|
||
# Source: LLA 2C Figure 6 (part 2)
|
||
$PRODUCE Name the Shapes
|
||
ID: 7-2c-f6
|
||
INPUT: type
|
||
CHECK: exact
|
||
REFERENCE: 7-2c-f6-directions
|
||
INTRO: What did those lines make? Type the name of each shape — replay the directions if you lost count of the points.
|
||
INSTRUCTION: Type the name of the shape.
|
||
|
||
TEMPLATE: 1. Shape ABCD is a ____.
|
||
PROMPT: Shape ABCD is a square. {bk07-l2c-f6-06.mp3}
|
||
RESPONSE: square {bk07-l2c-f6-06-b.mp3}
|
||
ACCEPT: a square
|
||
|
||
TEMPLATE: 2. Shape EFG is a ____.
|
||
PROMPT: Shape EFG is a triangle. {bk07-l2c-f6-07.mp3}
|
||
RESPONSE: triangle {bk07-l2c-f6-07-b.mp3}
|
||
ACCEPT: a triangle
|
||
|
||
TEMPLATE: 3. Shape HIJK is a ____.
|
||
PROMPT: Shape HIJK is a rectangle. {bk07-l2c-f6-08.mp3}
|
||
RESPONSE: rectangle {bk07-l2c-f6-08-b.mp3}
|
||
ACCEPT: a rectangle
|
||
|
||
# SKIPPED (tape): LLA 2C Figure 7 — physical freehand drawing instructions without text assessment
|
||
|
||
$SESSION 2-5: "Both" and "the Other"
|
||
|
||
# Source: LLA 2A Figure 6
|
||
$DIALOGUE Both, Please
|
||
ID: 7-2a-f6
|
||
INTRO: This part is about two handy little words: "both" — the two together — and "the other" — the second one. Listen to the mini-dialogues and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Audrey: Do you want cream and sugar? {bk07-l2a-f6-01.mp3}
|
||
VOCAB: both
|
||
Arthur: Yes. I'd like both, please. {bk07-l2a-f6-02.mp3}
|
||
|
||
Basil: This is my car. {bk07-l2a-f6-03.mp3}
|
||
VOCAB: other
|
||
Betty: Then whose car is the other? {bk07-l2a-f6-04.mp3}
|
||
Basil: It's my brother's. {bk07-l2a-f6-05.mp3}
|
||
|
||
Craig: Do you like chocolate or vanilla ice cream? {bk07-l2a-f6-06.mp3}
|
||
Cathy: I like both. {bk07-l2a-f6-07.mp3}
|
||
Craig: I do too. {bk07-l2a-f6-08.mp3}
|
||
|
||
Dora: That's my sister's book. {bk07-l2a-f6-09.mp3}
|
||
Doug: Oh. Then the other is my book. {bk07-l2a-f6-10.mp3}
|
||
|
||
Efran: I study mathematics and language in school. {bk07-l2a-f6-11.mp3}
|
||
Edith: I study both too. {bk07-l2a-f6-12.mp3}
|
||
|
||
Fred: Do you know whose pens these are? {bk07-l2a-f6-13.mp3}
|
||
Fran: One is my pen, but I don't know about the other. {bk07-l2a-f6-14.mp3}
|
||
|
||
# Source: new (gap: "both" / "the other" are drilled on the tape and in the book but never explained)
|
||
$GRAMMAR "Both" and "the Other"
|
||
ID: 7-2a-f6-g
|
||
INTRO: The rule of two, in two cards.
|
||
|
||
CARD: **Both** means the two together — this one AND that one.
|
||
{I like both.}
|
||
{Both books are small.}
|
||
|
||
CARD: When you talk about two things, the second one is **the other**.
|
||
{One is my pen, but I don't know about the other.}
|
||
{This pencil is Tom's. The other is Bob's pencil.}
|
||
|
||
SUMMARY:
|
||
| Word | Meaning | Example |
|
||
|---|---|---|
|
||
| both | the two together | Both are new. |
|
||
| the other | the second of two | One glove is wet, but the other's okay. |
|
||
|
||
# Source: LLA 2A Figure 6
|
||
$PRODUCE Questions: Both or the Other?
|
||
ID: 7-2a-f6-b
|
||
REFERENCE: 7-2a-f6
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
INTRO: Answer each question about the mini-dialogues aloud — open them again if a detail escapes you. Then repeat the model answer.
|
||
INSTRUCTION: Answer the question aloud.
|
||
|
||
PROMPT: Does Arthur want cream and sugar? {bk07-l2a-f6-15-q.mp3}
|
||
RESPONSE: Yes, he'd like both. {bk07-l2a-f6-15-a.mp3}
|
||
|
||
PROMPT: Whose is the other car? {bk07-l2a-f6-16-q.mp3}
|
||
RESPONSE: It's Basil's brother's. {bk07-l2a-f6-16-a.mp3}
|
||
|
||
PROMPT: Does Cathy like chocolate or vanilla ice cream? {bk07-l2a-f6-17-q.mp3}
|
||
RESPONSE: She likes both. {bk07-l2a-f6-17-a.mp3}
|
||
|
||
PROMPT: Which book is Doug's? {bk07-l2a-f6-18-q.mp3}
|
||
RESPONSE: The other is his. {bk07-l2a-f6-18-a.mp3}
|
||
|
||
PROMPT: Ephraim studies both mathematics and language. What does Edith study? {bk07-l2a-f6-19-q.mp3}
|
||
RESPONSE: She studies both too. {bk07-l2a-f6-19-a.mp3}
|
||
|
||
PROMPT: Does Fran know whose pens these are? {bk07-l2a-f6-20-q.mp3}
|
||
RESPONSE: One is her pen, but she doesn't know about the other. {bk07-l2a-f6-20-a.mp3}
|
||
|
||
# Source: ST §Both Are Small
|
||
$DIALOGUE Both Are Small
|
||
ID: l2-s31
|
||
INTRO: Ten sentences showing "both" at work. Just read and listen.
|
||
INSTRUCTION: Read the sentences and notice how "both" is used.
|
||
|
||
LINE: This book is small. The other book is also small. Both books are small. Both are small.
|
||
LINE: Tom speaks Spanish and English. Marie speaks English and Arabic. Both speak two languages.
|
||
LINE: Did you take my book and his book? Yes, I took both of them.
|
||
LINE: My car is new. Your car is also new. Both are new.
|
||
LINE: I read two books. I liked both of them.
|
||
LINE: Do you want milk or coffee? I'll have both, please.
|
||
LINE: Do you speak French or English? I speak both.
|
||
LINE: Do you want chicken or fish? I don't know. I like both.
|
||
LINE: Is your mother or dad there? No, both are out.
|
||
LINE: Jean wants a hamburger, and Phil wants one, too. Both want a hamburger.
|
||
|
||
# Source: ST §One Twin Is a Boy; the Other Is a Girl
|
||
$DIALOGUE One Is a Boy; the Other Is a Girl
|
||
ID: l2-s32
|
||
INTRO: Now "the other" — one thing, then the second one. Read and listen.
|
||
INSTRUCTION: Read the sentences and notice how "other" is used.
|
||
|
||
LINE: One student is from Europe. The other is from Africa.
|
||
LINE: This pencil is Tom's. The other is Bob's pencil.
|
||
LINE: I'll eat the big piece of cake. You can have the other.
|
||
LINE: One glove is wet, but the other's okay.
|
||
LINE: There's only one shoe here. Where's the other?
|
||
LINE: Mary has two sons. One's a student and the other's in the military.
|
||
LINE: One class is studying math. The other is studying English.
|
||
LINE: We took a two-week vacation. We stayed in Florida for one week and in Georgia the other.
|
||
|
||
# Source: ST §Use Both
|
||
$PRODUCE Answer with "Both"
|
||
ID: l2-s33
|
||
INTRO: Why choose? Answer each either-or question with "both", aloud.
|
||
INSTRUCTION: Answer using "both".
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any clear answer that correctly uses "both" to answer the question.
|
||
|
||
EXAMPLE
|
||
PROMPT: Do you need a blue shirt or a white one?
|
||
RESPONSE: I need both.
|
||
|
||
PROMPT: Do you want coffee or tea?
|
||
RESPONSE: I want both.
|
||
|
||
PROMPT: Did you invite Mark or Bill?
|
||
RESPONSE: I invited both of them.
|
||
|
||
PROMPT: Do you speak Spanish or French?
|
||
RESPONSE: I speak both.
|
||
|
||
PROMPT: Are you studying math or English?
|
||
RESPONSE: I'm studying both.
|
||
|
||
# Source: ST §This Car Belongs to Me; the Other Belongs to My Father
|
||
$PRODUCE Finish with "the Other"
|
||
ID: l2-s34
|
||
INTRO: Finish each sentence's second half with "the other" and the cue in parentheses.
|
||
INSTRUCTION: Complete the sentence using "the other".
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept any sentence correctly completing the contrast using "the other" and the cue word(s).
|
||
|
||
TEMPLATE: This box of candy is for me; ... (the teacher)
|
||
RESPONSE: the other is for the teacher.
|
||
|
||
TEMPLATE: One woman is my mother; ... (my sister)
|
||
RESPONSE: the other is my sister.
|
||
|
||
TEMPLATE: One building is the commissary; ... (the dispensary)
|
||
RESPONSE: the other is the dispensary.
|
||
|
||
TEMPLATE: One coat is for me; ... (my father)
|
||
RESPONSE: the other is for my father.
|
||
|
||
TEMPLATE: This blouse is green; ... (blue)
|
||
RESPONSE: the other is blue.
|
||
|
||
TEMPLATE: One desk is light; ... (heavy)
|
||
RESPONSE: the other is heavy.
|
||
|
||
TEMPLATE: That's a baseball; ... (basketball)
|
||
RESPONSE: the other is a basketball.
|
||
|
||
TEMPLATE: This car belongs to me; ... (my friend)
|
||
RESPONSE: the other belongs to my friend.
|
||
|
||
TEMPLATE: This problem is easy; ... (hard)
|
||
RESPONSE: the other is hard.
|
||
|
||
TEMPLATE: One cup is coffee; ... (tea)
|
||
RESPONSE: the other is tea.
|
||
|
||
# SKIPPED (book): ST Reading Skill "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." (p. 72) — physical actions and page drawing tasks (drawing shapes on inside back cover / touching toes).
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 1
|
||
ID: l2-s13-r-p1
|
||
READING
|
||
INTRO: Small words like "one", "there", and "both" point back at something. Read each short paragraph, then decide what the highlighted words point to.
|
||
|
||
CARD: **Paragraph 1.** I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy **a new one**.
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 1
|
||
ID: l2-s13-p1
|
||
REFERENCE: l2-s13-r-p1
|
||
INTRO: So — a new what?
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | a school
|
||
OPTION: b | a storm
|
||
OPTION: c | a clock
|
||
|
||
TEMPLATE: A new one =
|
||
ANSWER: c
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 2
|
||
ID: l2-s13-r-p2
|
||
READING
|
||
|
||
CARD: **Paragraph 2.** I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's **his home**.
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 2
|
||
ID: l2-s13-p2
|
||
REFERENCE: l2-s13-r-p2
|
||
INTRO: Whose home — and where?
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | the United States
|
||
OPTION: b | Mr. Jones
|
||
OPTION: c | a good teacher
|
||
|
||
TEMPLATE: His home =
|
||
ANSWER: a
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 3
|
||
ID: l2-s13-r-p3
|
||
READING
|
||
|
||
CARD: **Paragraph 3.** Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like **these changes**.
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 3
|
||
ID: l2-s13-p3
|
||
REFERENCE: l2-s13-r-p3
|
||
INTRO: Which changes are we complaining about?
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | changes in the day
|
||
OPTION: b | changes in the weather
|
||
OPTION: c | changes in the clouds
|
||
|
||
TEMPLATE: These changes =
|
||
ANSWER: b
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 4
|
||
ID: l2-s13-r-p4
|
||
READING
|
||
|
||
CARD: **Paragraph 4.** Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's **his job**!
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 4
|
||
ID: l2-s13-p4
|
||
REFERENCE: l2-s13-r-p4
|
||
INTRO: What exactly is Bob's job?
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | to be a mechanic
|
||
OPTION: b | to be a truck driver
|
||
OPTION: c | to be a worker
|
||
|
||
TEMPLATE: His job =
|
||
ANSWER: a
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 5
|
||
ID: l2-s13-r-p5
|
||
READING
|
||
|
||
CARD: **Paragraph 5.** There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go **inside**.
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 5
|
||
ID: l2-s13-p5
|
||
REFERENCE: l2-s13-r-p5
|
||
INTRO: Inside what, exactly?
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | customers
|
||
OPTION: b | a window
|
||
OPTION: c | the bank
|
||
|
||
TEMPLATE: Inside =
|
||
ANSWER: c
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 6
|
||
ID: l2-s13-r-p6
|
||
READING
|
||
|
||
CARD: **Paragraph 6.** I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see **both** very well. I take people with me. They like to look out of the windows of my airplane.
|
||
|
||
# Source: ST §Reading: Pronoun Referents
|
||
$SELECT Select the Referent — Paragraph 6
|
||
ID: l2-s13-p6
|
||
REFERENCE: l2-s13-r-p6
|
||
INTRO: "Both" — but both of what? This is the word you've been practicing.
|
||
INSTRUCTION: Tap the correct meaning.
|
||
OPTION: a | my job is hard and a small plane
|
||
OPTION: b | the people and the windows in my plane
|
||
OPTION: c | the city and the land around the city
|
||
|
||
TEMPLATE: Both =
|
||
ANSWER: c
|
||
|
||
# Source: ST §Which Words Are the Same?
|
||
$PRODUCE Which Words Are the Same?
|
||
ID: l2-s14
|
||
INTRO: Same skill, no answer choices this time. Read each little text and type the word or words the highlighted phrase points to.
|
||
INSTRUCTION: Type the word or words the highlighted phrase refers to.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
|
||
TEMPLATE: There = ____{Europe|military bases in Europe}
|
||
RESPONSE: There = Europe
|
||
|
||
TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have *a red one*. Would you like to see one in a different color?" "No, thank you," Joan said.
|
||
TEMPLATE: A red one = ____{a red hat}
|
||
RESPONSE: A red one = a red hat
|
||
|
||
TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
|
||
TEMPLATE: This office = ____{an office|the office}
|
||
RESPONSE: This office = an office
|
||
|
||
TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
|
||
TEMPLATE: These vegetables = ____{tomatoes and onions}
|
||
RESPONSE: These vegetables = tomatoes and onions
|
||
|
||
TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
|
||
TEMPLATE: Good score = ____{100}
|
||
RESPONSE: Good score = 100
|
||
|
||
TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
|
||
TEMPLATE: The money = ____{fifty dollars}
|
||
RESPONSE: The money = fifty dollars
|
||
|
||
$SESSION 2-6: "Some" and "Any"
|
||
|
||
# Source: ST §Do You Want Some?
|
||
$DIALOGUE Do You Want Some?
|
||
ID: l2-s27
|
||
INTRO: This part is about "some" and "any". First, ten tiny conversations where people offer, need, and take "some". Just read and listen.
|
||
INSTRUCTION: Read the dialogs.
|
||
|
||
Frank: I made some coffee. Do you want some?
|
||
Betty: Sure. I'll take a cup.
|
||
|
||
Isabel: Ralph gave me a box of candy. Would you like some?
|
||
Carmen: No, thanks. I'm not hungry now.
|
||
|
||
Bob: I need some black shoes. Can you show me some?
|
||
Clerk: Yes, sir, I'll bring some.
|
||
|
||
Alice: Is there more orange juice?
|
||
Peter: Yes, there's some on the table.
|
||
|
||
Henry: Did you see any mountains on your trip?
|
||
Billie: Yes, I saw some in New Mexico.
|
||
|
||
Sgt_Smith: Do you need some film for your camera?
|
||
Sgt_White: No, I have some. I bought film yesterday.
|
||
|
||
Lt_Lee: Would you like sugar in your tea?
|
||
Ms_Jan: Yes, I would like some, please.
|
||
|
||
Warren: How was the test? Were the problems hard?
|
||
Jack: Yes, some of them were.
|
||
|
||
Juanita: Where can I get traveler's checks?
|
||
Wendell: You can get some at the bank.
|
||
|
||
Cpt_Ross: I wrote three letters this afternoon.
|
||
Lt_Dunn: I'll write some, too. We can mail them together.
|
||
|
||
# Source: ST §Do You Have Any?
|
||
$DIALOGUE Do You Have Any?
|
||
ID: l2-s28
|
||
INTRO: Now the other side: ten conversations where there ISN'T any. Read and listen.
|
||
INSTRUCTION: Read the dialogs.
|
||
|
||
Lucy: I need some paper. Do you have any?
|
||
Nikki: Sure. Here's some.
|
||
|
||
Peter: Have some coffee.
|
||
Lydia: No, thanks. I never drink any at night.
|
||
|
||
Ann: Is she taking anything for her sore back?
|
||
Bob: No, she doesn't like medicine. She never takes any.
|
||
|
||
Alma: The sergeant has three stripes.
|
||
Ruth: The airman doesn't have any.
|
||
|
||
Paul: Did you make any mistakes on the test?
|
||
Marcie: No, not any. I made 100.
|
||
|
||
Marvin: How many women are there in the class?
|
||
Steve: There aren't any. The students are all men.
|
||
|
||
Sgt_Oaks: Do you want some help?
|
||
Pvt_Gunn: No thanks, I don't need any.
|
||
|
||
Mr_Shell: Did you buy stamps yesterday?
|
||
Mr_Castro: No, I didn't get any.
|
||
|
||
George: How many children does he have?
|
||
Grant: He doesn't have any.
|
||
|
||
Sue: I made a salad. Do you want any?
|
||
Les: Yes, give me some, please.
|
||
|
||
# Source: new (gap: "some"/"any" are drilled heavily but never explained)
|
||
$GRAMMAR "Some" or "Any"?
|
||
ID: l2-s27-g
|
||
INTRO: The short rule behind all those dialogs.
|
||
|
||
CARD: Use **some** when there IS an amount — in statements and in friendly offers.
|
||
{There's some on the table.}
|
||
{Do you want some coffee?}
|
||
|
||
CARD: Use **any** when there ISN'T — in negative sentences, and often in questions.
|
||
{I don't need any.}
|
||
{She never takes any medicine.}
|
||
{Did you make any mistakes on the test?}
|
||
|
||
SUMMARY:
|
||
| Word | Where it lives | Example |
|
||
|---|---|---|
|
||
| some | statements, offers | I made some coffee. Would you like some? |
|
||
| any | negatives, many questions | I didn't get any. Do you have any? |
|
||
|
||
# Source: LLA 2C Figure 1 (oral drill)
|
||
$PRODUCE Breakfast with "Some"
|
||
ID: 7-2c-f1-some
|
||
INTRO: Breakfast, eight ways. Answer each question aloud using the cue word and "some". Then repeat the model answer.
|
||
INSTRUCTION: Answer aloud with "some".
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: eggs
|
||
PROMPT: What did you have for breakfast? {bk07-l2c-f1-11.mp3}
|
||
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-12.mp3}
|
||
|
||
TEMPLATE: eggs
|
||
PROMPT: What did you have for breakfast? {bk07-l2c-f1-13.mp3}
|
||
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-14.mp3}
|
||
|
||
TEMPLATE: milk
|
||
PROMPT: What did you have for breakfast? {bk07-l2c-f1-15.mp3}
|
||
RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-16.mp3}
|
||
|
||
TEMPLATE: orange juice
|
||
PROMPT: What did you have for breakfast? {bk07-l2c-f1-17.mp3}
|
||
RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-18.mp3}
|
||
|
||
TEMPLATE: tea
|
||
PROMPT: What did she have for breakfast? {bk07-l2c-f1-19.mp3}
|
||
RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-20.mp3}
|
||
|
||
TEMPLATE: coffee
|
||
PROMPT: What did he have for breakfast? {bk07-l2c-f1-21.mp3}
|
||
RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-22.mp3}
|
||
|
||
TEMPLATE: bread and butter
|
||
PROMPT: What did they eat for breakfast? {bk07-l2c-f1-23.mp3}
|
||
RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-24.mp3}
|
||
|
||
TEMPLATE: fruit
|
||
PROMPT: What do you want for breakfast? {bk07-l2c-f1-25.mp3}
|
||
RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-26.mp3}
|
||
|
||
# Source: LLA 2C Figure 1 (oral drill)
|
||
$PRODUCE The Wilsons Didn't Have Any
|
||
ID: 7-2c-f1-any
|
||
INTRO: The Wilson family's kitchen is remarkably empty this morning. Put each new food word into the negative sentence with "any", then repeat the model.
|
||
INSTRUCTION: Say the sentence with "any".
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: eggs
|
||
PROMPT: The Wilson family didn't have any butter for breakfast today. {bk07-l2c-f1-27.mp3}
|
||
RESPONSE: The Wilson family didn't have any eggs for breakfast today. {bk07-l2c-f1-28.mp3}
|
||
|
||
TEMPLATE: rice
|
||
PROMPT: rice {bk07-l2c-f1-29.mp3}
|
||
RESPONSE: The Wilson family didn't have any rice for breakfast today. {bk07-l2c-f1-30.mp3}
|
||
|
||
TEMPLATE: tea
|
||
PROMPT: tea {bk07-l2c-f1-31.mp3}
|
||
RESPONSE: The Wilson family didn't have any tea for breakfast today. {bk07-l2c-f1-32.mp3}
|
||
|
||
TEMPLATE: bread
|
||
PROMPT: bread {bk07-l2c-f1-33.mp3}
|
||
RESPONSE: The Wilson family didn't have any bread for breakfast today. {bk07-l2c-f1-34.mp3}
|
||
|
||
TEMPLATE: coffee
|
||
PROMPT: coffee {bk07-l2c-f1-35.mp3}
|
||
RESPONSE: The Wilson family didn't have any coffee for breakfast today. {bk07-l2c-f1-36.mp3}
|
||
|
||
TEMPLATE: milk
|
||
PROMPT: milk {bk07-l2c-f1-37.mp3}
|
||
RESPONSE: The Wilson family didn't have any milk for breakfast today. {bk07-l2c-f1-38.mp3}
|
||
|
||
# Source: ST §I Need Some Stamps. Do You Have Any?
|
||
$PRODUCE Type "Some" or "Any"
|
||
ID: l2-s30
|
||
INTRO: Twelve sentences, one blank each. Type "some" or "any" — the sentence tells you which.
|
||
INSTRUCTION: Type "some" or "any".
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: I have ____{some} paper.
|
||
RESPONSE: I have some paper.
|
||
|
||
TEMPLATE: John doesn't have ____{any}.
|
||
RESPONSE: John doesn't have any.
|
||
|
||
TEMPLATE: We need ____{some} pictures.
|
||
RESPONSE: We need some pictures.
|
||
|
||
TEMPLATE: He has ____{some} oranges.
|
||
RESPONSE: He has some oranges.
|
||
|
||
TEMPLATE: She doesn't have ____{any} fruit.
|
||
RESPONSE: She doesn't have any fruit.
|
||
|
||
TEMPLATE: The boys need ____{some} shirts.
|
||
RESPONSE: The boys need some shirts.
|
||
|
||
TEMPLATE: They don't need ____{any} shoes.
|
||
RESPONSE: They don't need any shoes.
|
||
|
||
TEMPLATE: Linda bought ____{some} eggs.
|
||
RESPONSE: Linda bought some eggs.
|
||
|
||
TEMPLATE: She didn't buy ____{any} apples.
|
||
RESPONSE: She didn't buy any apples.
|
||
|
||
TEMPLATE: He wanted ____{some} vegetables.
|
||
RESPONSE: He wanted some vegetables.
|
||
|
||
TEMPLATE: She didn't have ____{any} quarters.
|
||
RESPONSE: She didn't have any quarters.
|
||
|
||
TEMPLATE: She gave him ____{some} dimes.
|
||
RESPONSE: She gave him some dimes.
|
||
|
||
# Source: LLA 2C Figure 2
|
||
$PRODUCE Listen: "Some" or "Any"?
|
||
ID: 7-2c-f2
|
||
INTRO: Now by ear. Listen to each sentence and type "some" or "any" in the blank, then repeat the full sentence.
|
||
INSTRUCTION: Type "some" or "any".
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: I want ____{some} tea.
|
||
PROMPT: I want some tea. {bk07-l2c-f2-ex.mp3}
|
||
RESPONSE: I want some tea. {bk07-l2c-f2-ex.mp3}
|
||
|
||
TEMPLATE: I need ____{some} money.
|
||
PROMPT: I need some money. {bk07-l2c-f2-01.mp3}
|
||
RESPONSE: I need some money. {bk07-l2c-f2-01-fb.mp3}
|
||
|
||
TEMPLATE: I didn't buy ____{any} fruit.
|
||
PROMPT: I didn't buy any fruit. {bk07-l2c-f2-02.mp3}
|
||
RESPONSE: I didn't buy any fruit. {bk07-l2c-f2-02-fb.mp3}
|
||
|
||
TEMPLATE: Do you want ____{some} coffee?
|
||
PROMPT: Do you want some coffee? {bk07-l2c-f2-03.mp3}
|
||
RESPONSE: Do you want some coffee? {bk07-l2c-f2-03-fb.mp3}
|
||
|
||
TEMPLATE: He put ____{some} money on the table.
|
||
PROMPT: He put some money on the table. {bk07-l2c-f2-04.mp3}
|
||
RESPONSE: He put some money on the table. {bk07-l2c-f2-04-fb.mp3}
|
||
|
||
TEMPLATE: She doesn't have ____{any} friends here.
|
||
PROMPT: She doesn't have any friends here. {bk07-l2c-f2-05.mp3}
|
||
RESPONSE: She doesn't have any friends here. {bk07-l2c-f2-05-fb.mp3}
|
||
|
||
TEMPLATE: Did you put ____{some} shirts in the suitcase?
|
||
PROMPT: Did you put some shirts in the suitcase? {bk07-l2c-f2-06.mp3}
|
||
RESPONSE: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-fb.mp3}
|
||
|
||
TEMPLATE: I want ____{some} bread and butter.
|
||
PROMPT: I want some bread and butter. {bk07-l2c-f2-07.mp3}
|
||
RESPONSE: I want some bread and butter. {bk07-l2c-f2-07-fb.mp3}
|
||
|
||
TEMPLATE: She doesn't have ____{any} boys in her class.
|
||
PROMPT: She doesn't have any boys in her class. {bk07-l2c-f2-08.mp3}
|
||
RESPONSE: She doesn't have any boys in her class. {bk07-l2c-f2-08-fb.mp3}
|
||
|
||
TEMPLATE: He never takes ____{any} medicine.
|
||
PROMPT: He never takes any medicine. {bk07-l2c-f2-09.mp3}
|
||
RESPONSE: She never takes any medicine. {bk07-l2c-f2-09-fb.mp3}
|
||
|
||
TEMPLATE: He doesn't have ____{any} hair on his head.
|
||
PROMPT: He doesn't have any hair on his head. {bk07-l2c-f2-10.mp3}
|
||
RESPONSE: He doesn't have any hair on his head. {bk07-l2c-f2-10-fb.mp3}
|
||
|
||
# Source: ST §Answer with Some or Any
|
||
$PRODUCE Answer with "Some" or "Any"
|
||
ID: l2-s29
|
||
INTRO: Last pass: answer each question aloud — "some" when the answer is yes, "any" when it's no. The cue in parentheses tells you which.
|
||
INSTRUCTION: Answer using "some" for yes and "any" for no.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Require "some" in affirmative responses and "any" in negative responses.
|
||
|
||
EXAMPLE
|
||
PROMPT: Does he have any sisters? (yes)
|
||
RESPONSE: Yes, I think he has some.
|
||
|
||
PROMPT: Would you like a cup of tea? (no)
|
||
RESPONSE: No, thanks. I don't want any.
|
||
|
||
PROMPT: Do you need any envelopes? (yes)
|
||
RESPONSE: Yes, I need some.
|
||
|
||
PROMPT: Does she have any children? (no)
|
||
RESPONSE: No, she doesn't have any.
|
||
|
||
PROMPT: Did you buy any stamps? (yes)
|
||
RESPONSE: Yes, I bought some.
|
||
|
||
PROMPT: Are there any mistakes on the test? (no)
|
||
RESPONSE: No, there aren't any.
|
||
|
||
# SKIPPED (book): ST "I NEED SOME CHANGE. DO YOU HAVE ANY?" (p. 69) — open classmate pair Q&A practice with no solo path.
|
||
|
||
$SESSION 2-7: Reading, Stress, and Punctuation
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 1
|
||
ID: l2-s9-r-p1
|
||
READING
|
||
INTRO: Last part: reading and listening skills. You'll read six short paragraphs, one at a time, and name each one's topic in a few words right after reading it.
|
||
|
||
CARD: **Paragraph 1.** This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 1
|
||
ID: l2-s9-p1
|
||
REFERENCE: l2-s9-r-p1
|
||
INTRO: In a few words: what is the paragraph about?
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: my math class
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 2
|
||
ID: l2-s9-r-p2
|
||
READING
|
||
|
||
CARD: **Paragraph 2.** Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 2
|
||
ID: l2-s9-p2
|
||
REFERENCE: l2-s9-r-p2
|
||
INTRO: Paragraph two — same job: name its topic.
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: buying a money order
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 3
|
||
ID: l2-s9-r-p3
|
||
READING
|
||
|
||
CARD: **Paragraph 3.** This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 3
|
||
ID: l2-s9-p3
|
||
REFERENCE: l2-s9-r-p3
|
||
INTRO: What's this one about?
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: Bob's trip to Los Angeles
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 4
|
||
ID: l2-s9-r-p4
|
||
READING
|
||
|
||
CARD: **Paragraph 4.** Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 4
|
||
ID: l2-s9-p4
|
||
REFERENCE: l2-s9-r-p4
|
||
INTRO: Halfway there. Name the topic.
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: Joan's houses
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 5
|
||
ID: l2-s9-r-p5
|
||
READING
|
||
|
||
CARD: **Paragraph 5.** John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 5
|
||
ID: l2-s9-p5
|
||
REFERENCE: l2-s9-r-p5
|
||
INTRO: Poor John. What's the paragraph about?
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: John's bad day
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$GRAMMAR Reading: What's It About? — Paragraph 6
|
||
ID: l2-s9-r-p6
|
||
READING
|
||
|
||
CARD: **Paragraph 6.** I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.
|
||
|
||
# Source: ST §Reading: Six Short Paragraphs
|
||
$PRODUCE Write the Topic — Paragraph 6
|
||
ID: l2-s9-p6
|
||
REFERENCE: l2-s9-r-p6
|
||
INTRO: Last topic to name.
|
||
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
|
||
|
||
PROMPT: What is the topic?
|
||
RESPONSE: doing homework
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$GRAMMAR Reading: Find the Main Idea — Paragraph 1
|
||
ID: l2-s10-r-p1
|
||
READING
|
||
INTRO: Now a step up from topics: read each paragraph, then choose the sentence that states its main idea.
|
||
|
||
CARD: **Paragraph 1.** I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$SELECT What's the Main Idea — Paragraph 1
|
||
ID: l2-s10-p1
|
||
REFERENCE: l2-s10-r-p1
|
||
INTRO: Which sentence covers the whole paragraph? Tap it.
|
||
INSTRUCTION: Tap the main idea of the paragraph.
|
||
OPTION: a | I will buy film for my camera.
|
||
OPTION: b | My mother and father live in San Antonio.
|
||
OPTION: c | I'll take my vacation in San Antonio.
|
||
|
||
TEMPLATE: What is the main idea?
|
||
ANSWER: c
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$GRAMMAR Reading: Find the Main Idea — Paragraph 2
|
||
ID: l2-s10-r-p2
|
||
READING
|
||
|
||
CARD: **Paragraph 2.** Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$SELECT What's the Main Idea — Paragraph 2
|
||
ID: l2-s10-p2
|
||
REFERENCE: l2-s10-r-p2
|
||
INTRO: Careful — two options are true, but only one is the main idea.
|
||
INSTRUCTION: Tap the main idea of the paragraph.
|
||
OPTION: a | The children are good students.
|
||
OPTION: b | Mrs. Truman has a good class.
|
||
OPTION: c | Elementary school children are good students.
|
||
|
||
TEMPLATE: What is the main idea?
|
||
ANSWER: b
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$GRAMMAR Reading: Find the Main Idea — Paragraph 3
|
||
ID: l2-s10-r-p3
|
||
READING
|
||
|
||
CARD: **Paragraph 3.** Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$SELECT What's the Main Idea — Paragraph 3
|
||
ID: l2-s10-p3
|
||
REFERENCE: l2-s10-r-p3
|
||
INTRO: What's the big picture about Mickey?
|
||
INSTRUCTION: Tap the main idea of the paragraph.
|
||
OPTION: a | Mickey is a barber.
|
||
OPTION: b | Mickey cuts men's hair all day long.
|
||
OPTION: c | Mickey goes home and relaxes.
|
||
|
||
TEMPLATE: What is the main idea?
|
||
ANSWER: a
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$GRAMMAR Reading: Find the Main Idea — Paragraph 4
|
||
ID: l2-s10-r-p4
|
||
READING
|
||
|
||
CARD: **Paragraph 4.** Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$SELECT What's the Main Idea — Paragraph 4
|
||
ID: l2-s10-p4
|
||
REFERENCE: l2-s10-r-p4
|
||
INTRO: Fish, beef, prices — but what's the point of it all?
|
||
INSTRUCTION: Tap the main idea of the paragraph.
|
||
OPTION: a | Dinner at the Big Onion costs $6.95.
|
||
OPTION: b | Sgt Connors likes beef a lot, but Sgt Miller likes fish.
|
||
OPTION: c | Many airmen think the Big Onion has delicious food.
|
||
|
||
TEMPLATE: What is the main idea?
|
||
ANSWER: c
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$GRAMMAR Reading: Find the Main Idea — Paragraph 5
|
||
ID: l2-s10-r-p5
|
||
READING
|
||
|
||
CARD: **Paragraph 5.** Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.
|
||
|
||
# Source: ST §Reading: Five Paragraphs
|
||
$SELECT What's the Main Idea — Paragraph 5
|
||
ID: l2-s10-p5
|
||
REFERENCE: l2-s10-r-p5
|
||
INTRO: Last one — what's the main idea of Tony's story?
|
||
INSTRUCTION: Tap the main idea of the paragraph.
|
||
OPTION: a | Tony's store sells different kinds of clothes.
|
||
OPTION: b | Tony sells many shirts and dresses in the summer.
|
||
OPTION: c | In the winter, he sells a lot of coats, jackets, hats, and gloves.
|
||
|
||
TEMPLATE: What is the main idea?
|
||
ANSWER: a
|
||
|
||
# Source: LLA 2C Figure 4 (part 1)
|
||
$DIALOGUE Our New Teacher
|
||
ID: 7-2c-f4-story
|
||
INTRO: Now listening skills. Here's a short paragraph about Miss Evans, the new teacher. Just listen — you'll fill in her story next.
|
||
INSTRUCTION: Listen to the story.
|
||
|
||
LINE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-01.mp3}
|
||
LINE: She is tall and has black hair. {bk07-l2c-f4-02.mp3}
|
||
LINE: She is always smiling. {bk07-l2c-f4-03.mp3}
|
||
LINE: Miss Evans wears very nice clothes. {bk07-l2c-f4-04.mp3}
|
||
LINE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-05.mp3}
|
||
LINE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-06.mp3}
|
||
|
||
# Source: LLA 2C Figure 4 (part 2)
|
||
$PRODUCE Fill In Miss Evans's Story
|
||
ID: 7-2c-f4
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
REFERENCE: 7-2c-f4-story
|
||
INTRO: Listen to each sentence again and type the missing words. The full story is one tap away.
|
||
INSTRUCTION: Type the missing word(s).
|
||
|
||
TEMPLATE: Our new teacher, Miss Evans ____{looks} like my Aunt Sarah.
|
||
PROMPT: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}
|
||
RESPONSE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}
|
||
|
||
TEMPLATE: She ____{is} tall and has black hair.
|
||
PROMPT: She is tall and has black hair. {bk07-l2c-f4-08.mp3}
|
||
RESPONSE: She is tall and has black hair. {bk07-l2c-f4-08.mp3}
|
||
|
||
TEMPLATE: ____{She} is always smiling.
|
||
PROMPT: She is always smiling. {bk07-l2c-f4-09.mp3}
|
||
RESPONSE: She is always smiling. {bk07-l2c-f4-09.mp3}
|
||
|
||
TEMPLATE: Miss Evans ____{wears} very nice clothes.
|
||
PROMPT: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}
|
||
RESPONSE: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}
|
||
|
||
TEMPLATE: I think ____{she} and Aunt Sarah buy their ____{clothes} at the same store.
|
||
PROMPT: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
|
||
RESPONSE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
|
||
|
||
TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sarah?
|
||
PROMPT: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
|
||
RESPONSE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
|
||
|
||
# Source: LLA 2D Figure 4
|
||
$SELECT The Strongest Word, Again
|
||
ID: 7-2d-f4
|
||
SHOW_PROMPT
|
||
INTRO: One more round of finding the strongest word — this time with the whole lesson's vocabulary in the sentences. Tap the word, then repeat the sentence.
|
||
INSTRUCTION: Tap the stressed word.
|
||
REPEAT
|
||
|
||
PROMPT: What is two times three? {bk07-l2d-f4-01.mp3}
|
||
OPTION: a | What
|
||
OPTION: b | two
|
||
OPTION: c | times
|
||
OPTION: d | three
|
||
ANSWER: d
|
||
FEEDBACK: What is two times three? {bk07-l2d-f4-01-fb.mp3}
|
||
|
||
PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02.mp3}
|
||
OPTION: a | bottom
|
||
OPTION: b | top
|
||
ANSWER: b
|
||
FEEDBACK: Is this the bottom or the top? {bk07-l2d-f4-02-fb.mp3}
|
||
|
||
PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03.mp3}
|
||
OPTION: a | only
|
||
OPTION: b | half
|
||
OPTION: c | glass
|
||
OPTION: d | milk
|
||
ANSWER: b
|
||
FEEDBACK: I want only half a glass of milk, please. {bk07-l2d-f4-03-fb.mp3}
|
||
|
||
PROMPT: This is easy. {bk07-l2d-f4-04.mp3}
|
||
OPTION: a | This
|
||
OPTION: b | easy
|
||
ANSWER: b
|
||
FEEDBACK: This is easy. {bk07-l2d-f4-04-fb.mp3}
|
||
|
||
PROMPT: These problems are hard. {bk07-l2d-f4-05.mp3}
|
||
OPTION: a | problems
|
||
OPTION: b | hard
|
||
ANSWER: b
|
||
FEEDBACK: These problems are very hard. {bk07-l2d-f4-05-fb.mp3}
|
||
|
||
PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06.mp3}
|
||
OPTION: a | want
|
||
OPTION: b | each
|
||
OPTION: c | repeat
|
||
OPTION: d | sentence
|
||
ANSWER: b
|
||
FEEDBACK: I want each of you to repeat this sentence. {bk07-l2d-f4-06-fb.mp3}
|
||
|
||
PROMPT: A bus is very heavy. {bk07-l2d-f4-07.mp3}
|
||
OPTION: a | bus
|
||
OPTION: b | very
|
||
OPTION: c | heavy
|
||
ANSWER: c
|
||
FEEDBACK: A bus is very heavy. {bk07-l2d-f4-07-fb.mp3}
|
||
|
||
PROMPT: The total price is $25.00. {bk07-l2d-f4-08.mp3}
|
||
OPTION: a | total
|
||
OPTION: b | price
|
||
OPTION: c | 25
|
||
ANSWER: a
|
||
FEEDBACK: The total price is $25. {bk07-l2d-f4-08-fb.mp3}
|
||
|
||
PROMPT: All of my students understand. {bk07-l2d-f4-09.mp3}
|
||
OPTION: a | All
|
||
OPTION: b | students
|
||
OPTION: c | understand
|
||
ANSWER: a
|
||
FEEDBACK: All of my students understand. {bk07-l2d-f4-09-fb.mp3}
|
||
|
||
PROMPT: Ten plus ten equals twenty. {bk07-l2d-f4-10.mp3}
|
||
OPTION: a | plus
|
||
OPTION: b | equals
|
||
OPTION: c | twenty
|
||
ANSWER: c
|
||
FEEDBACK: 10 plus 10 equals 20. {bk07-l2d-f4-10-fb.mp3}
|
||
|
||
# Source: LLA 2C Figure 8
|
||
$PRODUCE Fix the Capitals and Punctuation: At the Restaurant
|
||
ID: 7-2c-f8
|
||
INPUT: type
|
||
CHECK: exact
|
||
NORMALIZE: strict
|
||
HIDE_PROMPT
|
||
INTRO: You'll see sentences with no capital letters and no punctuation. Listen, then retype each one correctly — capitals and punctuation count this time.
|
||
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
||
|
||
TEMPLATE: do you always leave a tip for the waiter at a restaurant
|
||
PROMPT: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
|
||
RESPONSE: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
|
||
|
||
TEMPLATE: last week my family and i went to a new restaurant
|
||
PROMPT: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
|
||
RESPONSE: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
|
||
|
||
TEMPLATE: after dinner dad wrote a check
|
||
PROMPT: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
|
||
RESPONSE: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
|
||
|
||
TEMPLATE: he didnt have any money for a tip
|
||
PROMPT: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
|
||
RESPONSE: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
|
||
|
||
TEMPLATE: i gave him three dollars
|
||
PROMPT: I gave him $3. {bk07-l2c-f8-05.mp3}
|
||
RESPONSE: I gave him three dollars. {bk07-l2c-f8-05.mp3}
|
||
ACCEPT: I gave him $3.
|
||
|
||
TEMPLATE: he left it on the table for the waitress
|
||
PROMPT: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
|
||
RESPONSE: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
|
||
|
||
# Source: LLA 2D Figure 6
|
||
$PRODUCE Fix the Capitals and Punctuation: Shopping
|
||
ID: 7-2d-f6
|
||
INPUT: type
|
||
CHECK: exact
|
||
NORMALIZE: strict
|
||
LONGFORM
|
||
HIDE_PROMPT
|
||
INTRO: One last paragraph to repair, sentence by sentence — capitals and punctuation again. When you finish this one, the lesson is done. Nicely done getting here.
|
||
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
||
|
||
TEMPLATE: my two brothers and i went to a store last week
|
||
PROMPT: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
|
||
RESPONSE: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
|
||
|
||
TEMPLATE: we wanted to shop
|
||
PROMPT: We wanted to shop. {bk07-l2d-f6-02.mp3}
|
||
RESPONSE: We wanted to shop. {bk07-l2d-f6-02.mp3}
|
||
|
||
TEMPLATE: one of my brothers bought a blue sweater
|
||
PROMPT: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
|
||
RESPONSE: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
|
||
|
||
TEMPLATE: the other one bought a pair of pants and a pair of shoes
|
||
PROMPT: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
|
||
RESPONSE: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
|
||
|
||
TEMPLATE: i didnt buy anything
|
||
PROMPT: I didn't buy anything. {bk07-l2d-f6-05.mp3}
|
||
RESPONSE: I didn't buy anything. {bk07-l2d-f6-05.mp3}
|
||
|
||
TEMPLATE: i didnt have any money
|
||
PROMPT: I didn't have any money. {bk07-l2d-f6-06.mp3}
|
||
RESPONSE: I didn't have any money. {bk07-l2d-f6-06.mp3}
|
||
|
||
TEMPLATE: i will have some money next week
|
||
PROMPT: I will have some money next week. {bk07-l2d-f6-07.mp3}
|
||
RESPONSE: I will have some money next week. {bk07-l2d-f6-07.mp3}
|
||
|
||
TEMPLATE: i want to go shopping again
|
||
PROMPT: I want to go shopping again. {bk07-l2d-f6-08.mp3}
|
||
RESPONSE: I want to go shopping again. {bk07-l2d-f6-08.mp3}
|