2103 lines
93 KiB
Plaintext
2103 lines
93 KiB
Plaintext
$MODULE Book 9 · Lesson 2: What Happened? {st-page_045_001.jpg|A police officer talking to people at the scene of a traffic accident}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book9_lesson2
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DESCRIPTION: Traffic and accidents: accident vocabulary, traffic laws, the past progressive, telling and reporting commands, comparing things (same, similar, different), and paragraph skills.
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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_INTRO: aoede | Warm, slightly wry teacher voice
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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: Sam | iapetus | Male speaker
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VOICE: Ted | achird | Male speaker
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VOICE: Man1 | schedar | Male speaker
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VOICE: Man2 | charon | Male speaker
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VOICE: SpeakerA | charon | Male speaker
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VOICE: SpeakerB | schedar | Male speaker
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VOICE: Lt_Jackson | charon | Male officer
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VOICE: Sgt_Wilson | schedar | Male soldier
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VOICE: Maj_Johnson | charon | Male officer
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VOICE: Lt_Kline | achird | Male officer
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VOICE: Jan | aoede | Female speaker
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VOICE: Tom | alnilam | Male speaker
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VOICE: Rita | gacrux | Female speaker
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VOICE: Jane | achernar | Female speaker
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VOICE: Steve | charon | Male speaker
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VOICE: Larry | schedar | Male speaker
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VOICE: Policeman | charon | Male speaker
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VOICE: Witness | achird | Male speaker
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VOICE: Boy | orus | Male speaker
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VOICE: Driver | schedar | Male speaker
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VOICE: Bystander | iapetus | Male speaker
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VOICE: Bob | orus | Male speaker
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VOICE: Tim | puck | Male speaker
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VOICE: Ms_Nelson | achernar | Female speaker
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VOICE: Joe | schedar | Male speaker
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VOICE: Don | achird | Male speaker
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VOICE: Jim | charon | Male speaker
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VOICE: Pam | gacrux | Female speaker
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VOICE: Waiter | orus | Male speaker
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VOICE: Harold | puck | Male speaker
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VOICE: Steven | alnilam | Male speaker
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VOICE: Herb_Wilson | iapetus | Male speaker
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VOICE: Ms_Johnson | aoede | Female speaker
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VOICE: Lori_Wilson | gacrux | Female speaker
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VOICE: George | schedar | Male speaker
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VOICE: Edward | achird | Male speaker
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VOICE: Mrs_Hall | achernar | Female speaker
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VOICE: Fred | charon | Male speaker
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VOICE: Jack | orus | Male speaker
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VOICE: Ed | puck | Male speaker
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VOICE: Mike | alnilam | Male speaker
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VOICE: Lee | rasalgethi | Male speaker
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VOICE: Oscar | schedar | Male speaker
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VOICE: Kevin | achird | Male speaker
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VOICE: Narrator | achird | speaker (auto)
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$SESSION 2-1: Traffic and Accidents
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# Source: ST §There Are Always Many Automobiles on the Streets.
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$DIALOGUE Cars, Bikes, and Traffic
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ID: l2-s1
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INTRO: In this lesson you'll learn to talk about traffic and accidents, say what people were doing when something happened, and pass along commands and requests. We start with the words for what's out on the street. Look at each picture, listen, and repeat.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: automobile
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VOCAB: auto
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LINE: The automobile on the left side of the road is white. The auto on the right side is black. {st-page_047_001.jpg|Two cars driving on a road, one white automobile on the left and one black auto on the right}
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VOCAB: accident
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LINE: The drivers of the autos had an accident. It happened on the corner of 4th and Elm. {st-page_047_002.jpg|Two cars crashed into each other at a street corner labeled ELM ST. and 4TH ST.}
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VOCAB: bicycle
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LINE: Jane rides her bicycle to school every day. {st-page_047_003.jpg|A girl riding her bicycle toward a school building}
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VOCAB: bike
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LINE: She rode her bike to the store yesterday. {st-page_047_004.jpg|A girl riding her bicycle toward a grocery store}
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VOCAB: across
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LINE: There's a bank across the street from the library. {st-page_048_001.jpg|A street view showing a CITY BANK building across the street from a LIBRARY}
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VOCAB: careful
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VOCAB: to cross
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LINE: Be careful! Don't cross the street when a bus is coming. {st-page_048_002.jpg|A woman holding a child's hand near a street as a DOWNTOWN bus approaches}
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VOCAB: policeman
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LINE: Jim's father is a policeman. His car has red and blue lights on top. {st-page_048_003.jpg|A police car with flashing lights on top and a officer inside}
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VOCAB: curve
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VOCAB: careless
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LINE: This driver is going very fast around the curve. He's a careless driver. {st-page_048_004.jpg|A car driving very fast around a sharp curve near a SLOW sign}
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LINE: There are many cars on the highway. {st-page_049_001.jpg|Drawing of multiple cars traveling in lanes on a highway}
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VOCAB: traffic
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LINE: There's a lot of traffic. {st-page_049_001.jpg|Drawing of multiple cars traveling in lanes on a highway}
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VOCAB: heavy traffic
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LINE: There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg|Drawing of multiple cars traveling in lanes on a highway}
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VOCAB: traffic jam
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LINE: It's Friday afternoon and everyone wants to get home. No one can move. There's a big traffic jam. {st-page_049_002.jpg|Drawing of heavy traffic congestion in a city street where cars are packed closely together}
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VOCAB: to bother
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LINE: Don't bother me now, Jimmy. I'm very busy. {st-page_049_003.jpg|Drawing of a young boy named Jimmy pulling on his older brother's arm while the brother tries to read a book}
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LINE: The heat bothers me. I can't get cool. {st-page_049_004.jpg|Drawing of a man talking on a telephone near a window, sweating from the heat}
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# Source: LLA 2A Figure 1
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$DIALOGUE An Accident on the Corner
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ID: 9-2a-f1
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INTRO: Ray ran a red light, and now everyone gets new vocabulary out of it. Look at each picture, listen to the sentence, and repeat it.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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LINE: Jeff bought a new automobile. {page_037_001.jpg|A car driving down a street} {bk09-l2a-f1-01.mp3}
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LINE: Jeff had an accident in his automobile. {page_037_002.jpg|A car colliding with another object/car front bumper} {bk09-l2a-f1-02.mp3}
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VOCAB: to run
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LINE: Ray ran the red light. {page_037_003.jpg|A car approaching a traffic light at an intersection} {bk09-l2a-f1-03.mp3}
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VOCAB: to cause
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LINE: Ray caused the accident. {page_037_004.jpg|Two cars involved in a rear-end collision on a highway} {bk09-l2a-f1-04.mp3}
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VOCAB: fault
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LINE: The accident was Ray's fault. {page_037_005.jpg|A man looking in his rearview mirror at a driver behind him} {bk09-l2a-f1-05.mp3}
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LINE: The policeman arrived at the accident. {page_037_006.jpg|A police car parked with light bar on top} {bk09-l2a-f1-06.mp3}
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VOCAB: ticket
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LINE: The policeman gave Ray a ticket. {page_038_001.jpg|A police officer writing a ticket for a male driver in a car} {bk09-l2a-f1-07.mp3}
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LINE: Ray is a very careless driver. {page_038_002.jpg|View from inside a car showing the speedometer reading 80 and a traffic light ahead} {bk09-l2a-f1-08.mp3}
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VOCAB: fine
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LINE: Ray had to pay the fine. {page_038_003.jpg|A man's hands filling out/signing a check for a fine} {bk09-l2a-f1-09.mp3}
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# Source: LLA 2A Figure 1 (matching pass)
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$SELECT Which Picture Is It?
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ID: 9-2a-f1-match
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INTRO: Now prove you were looking. Listen to each sentence, tap the picture it describes, then repeat the model sentence.
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INSTRUCTION: Tap the picture that matches the sentence.
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REPEAT
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OPTION: a | Picture A {page_037_001.jpg|A car driving down a street}
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OPTION: b | Picture B {page_037_002.jpg|A car colliding with another object/car front bumper}
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OPTION: c | Picture C {page_037_003.jpg|A car approaching a traffic light at an intersection}
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OPTION: d | Picture D {page_037_004.jpg|Two cars involved in a rear-end collision on a highway}
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OPTION: e | Picture E {page_037_005.jpg|A man looking in his rearview mirror at a driver behind him}
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OPTION: f | Picture F {page_037_006.jpg|A police car parked with light bar on top}
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OPTION: g | Picture G {page_038_001.jpg|A police officer writing a ticket for a male driver in a car}
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OPTION: h | Picture H {page_038_002.jpg|View from inside a car showing the speedometer reading 80 and a traffic light ahead}
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OPTION: i | Picture I {page_038_003.jpg|A man's hands filling out/signing a check for a fine}
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PROMPT: The men had an accident. {bk09-l2a-f1-10.mp3}
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ANSWER: b
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FEEDBACK: The men had an accident. {bk09-l2a-f1-10-fb.mp3}
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PROMPT: The policeman arrived at the accident. {bk09-l2a-f1-11.mp3}
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ANSWER: f
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FEEDBACK: The policeman arrived at the accident. {bk09-l2a-f1-11-fb.mp3}
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PROMPT: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12.mp3}
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ANSWER: a
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FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-fb.mp3}
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PROMPT: The policeman gave the driver of the dark car a ticket. {bk09-l2a-f1-13.mp3}
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ANSWER: g
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FEEDBACK: The policeman gave the driver of the red car a ticket. {bk09-l2a-f1-13-fb.mp3}
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PROMPT: He ran the red light. {bk09-l2a-f1-14.mp3}
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ANSWER: c
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FEEDBACK: He ran the red light. {bk09-l2a-f1-14-fb.mp3}
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PROMPT: The accident was Ray's fault. {bk09-l2a-f1-15.mp3}
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ANSWER: e
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FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-fb.mp3}
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PROMPT: Ray is a very careless driver. {bk09-l2a-f1-16.mp3}
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ANSWER: h
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FEEDBACK: Ray is a very careless driver. {bk09-l2a-f1-16-fb.mp3}
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PROMPT: The fine was $85. {bk09-l2a-f1-17.mp3}
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ANSWER: i
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FEEDBACK: The fine was $85. {bk09-l2a-f1-17-fb.mp3}
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PROMPT: The driver of the dark car caused the accident. {bk09-l2a-f1-18.mp3}
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ANSWER: d
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FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-fb.mp3}
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# Source: ST §Mrs. Simms Had an Automobile Accident.
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$DIALOGUE Mrs. Simms Has an Accident
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ID: l2-s2
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INTRO: Now a short story. Mrs. Simms was in a hurry, and John was in the wrong place at the wrong time. Just listen — questions come afterward.
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INSTRUCTION: Listen to the story.
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Narrator: John was on his way home after work. He was on the right side of the road. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence}
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Narrator: Mrs. Simms was on her way to the store. She was careless. She drove very fast around the curve. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence}
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Narrator: She drove on John's side of the road. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve}
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LINE: John thought she was going to move back to the other side.
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LINE: She didn't.
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Narrator: She kept on coming in his direction. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve}
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Narrator: She crossed in front of his truck. They ran off the road. {st-page_050_003.jpg|Drawing of two vehicles colliding as one crosses in front of the other off the road}
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Narrator: Mrs. Simms hit the tree. She caused the accident. {st-page_051_001.jpg|Drawing of a car crashing into a tree with smoke rising from the hood}
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VOCAB: dent
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VOCAB: place
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Narrator: Mrs. Simms wasn't hurt. She got out to check her car. It had dents in many places. {st-page_051_002.jpg|Drawing of a woman standing by her crashed car looking at the dented front bumper}
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Narrator: John found a phone. He called the police to tell them about the accident. {st-page_051_003.jpg|Drawing of a man inside a phone booth calling the police while looking out at his truck}
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Narrator: When the policeman arrived, he asked them a lot of questions. {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
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Narrator: "What happened here?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
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Narrator: "Can you show me the place where she crossed in front of you?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
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Narrator: "Was there any other traffic on the road?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
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# Source: ST questions on the Mrs. Simms story
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$PRODUCE Questions About the Accident
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ID: l2-s3
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REFERENCE: l2-s2
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INTRO: Answer each question about the story aloud, in a full sentence. Open the story again if you need it — the policeman took notes; you're allowed to as well.
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INSTRUCTION: Answer the question aloud.
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SHOW_PROMPT
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INPUT: speak
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CHECK: llm
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RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
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PROMPT: Was Mrs. Simms a careful driver?
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RESPONSE: No, she wasn't. She was careless.
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PROMPT: Was the road straight where the accident happened?
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RESPONSE: No, it wasn't. It was curved.
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PROMPT: Was Mrs. Simms on the correct side of the road?
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RESPONSE: No, she was on John's side of the road.
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PROMPT: Did Mrs. Simms move back to the other side?
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RESPONSE: No, she didn't.
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PROMPT: Did Mrs. Simms hit John's truck?
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RESPONSE: No, she didn't. She crossed in front of it and hit a tree.
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PROMPT: Were there many dents in Mrs. Simms's car?
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RESPONSE: Yes, there were.
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PROMPT: What did John do?
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RESPONSE: He called the police.
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PROMPT: What did the policeman ask?
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RESPONSE: He asked what happened, where she crossed in front of John, and if there was other traffic on the road.
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PROMPT: Who caused the accident?
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RESPONSE: Mrs. Simms caused the accident.
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# Source: ST §The Bicycle Rider Caused the Accident.
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$DIALOGUE Whose Fault Was It?
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ID: l2-s4
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INTRO: One careless bicycle rider, one bent light pole, and nobody happy about it. Listen and repeat the sentences.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: rider
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LINE: The bicycle rider was careless. He didn't stop when the light turned red. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
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LINE: He ran the red light. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
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VOCAB: stop
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VOCAB: pole
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LINE: The driver of the car had to make a fast stop. He ran into the light pole. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
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VOCAB: at fault
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LINE: The bicycle rider caused the accident. He was at fault. The accident wasn't the driver's fault. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
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VOCAB: to face
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LINE: Jim is facing the sun. The sun is in his eyes and he can't see very well. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving}
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VOCAB: cause
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LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving}
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VOCAB: to break
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LINE: Denis played baseball next to the house. He broke the window in the living room. {st-page_053_003.jpg|Drawing of a boy holding a baseball bat outside a house window that has been shattered}
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$SESSION 2-2: Working with Paragraphs
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# SKIPPED (book): Listening Skills (p. 46) — "TRUE OR FALSE?", "WHAT'S THE TOPIC?", "THE TOPIC" (paragraphs and statements exist only in the teacher's manual). Dropped.
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# Source: LLA 2A Figure 2 (paragraph 1)
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$DIALOGUE A Paragraph: At the Bank
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ID: 9-2a-f2-p1
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INTRO: In this part you'll work with paragraphs — naming their topics, filling in an outline, and typing sentences with correct punctuation. First, listen to a short paragraph about the bank.
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INSTRUCTION: Listen to the paragraph.
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LINE: There are many things you can do at the bank. {bk09-l2a-f2-01.mp3}
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LINE: You can open a checking account or a savings account. {bk09-l2a-f2-02.mp3}
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LINE: You can make deposits or withdrawals on your accounts. {bk09-l2a-f2-03.mp3}
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LINE: You can also cash a check. {bk09-l2a-f2-04.mp3}
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LINE: You can get a lot of information about your money at the bank. {bk09-l2a-f2-05.mp3}
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# Source: LLA 2A Figure 2 (topic 1)
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$PRODUCE Name the Topic: Paragraph One
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ID: 9-2a-f2-t1
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REFERENCE: 9-2a-f2-p1
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INPUT: type
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CHECK: exact
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INTRO: In one or two words, type the topic of the paragraph you just heard. Not the whole paragraph — just what it's about.
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INSTRUCTION: Type the topic.
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TEMPLATE: What is the topic of the paragraph you just heard?
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RESPONSE: the bank
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ACCEPT: the bank | bank | banks
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# Source: LLA 2A Figure 2 (paragraph 2)
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$DIALOGUE A Paragraph: Getting Exercise
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ID: 9-2a-f2-p2
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INTRO: One more paragraph — this one may make you feel like doing push-ups. Just listen.
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INSTRUCTION: Listen to the paragraph.
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LINE: There are many different ways to get exercise. {bk09-l2a-f2-06.mp3}
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LINE: You can run, walk, work out in the gym, or do exercises. {bk09-l2a-f2-07.mp3}
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LINE: Some exercises you can do are sit-ups and push-ups. {bk09-l2a-f2-08.mp3}
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LINE: Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-09.mp3}
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# Source: LLA 2A Figure 2 (topic 2)
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$PRODUCE Name the Topic: Paragraph Two
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ID: 9-2a-f2-t2
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REFERENCE: 9-2a-f2-p2
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INPUT: type
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CHECK: exact
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INTRO: Same job as before — type the topic of this paragraph in one or two words.
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INSTRUCTION: Type the topic.
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TEMPLATE: What is the topic of the paragraph you just heard?
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RESPONSE: exercise
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ACCEPT: exercise | getting exercise | ways to get exercise
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# Source: LLA 2A Figure 3 (passage)
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$DIALOGUE Furniture for a New Home
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ID: 9-2a-f3-passage
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INTRO: Robert and Sandy bought a house, and now the house wants furniture. Listen carefully — you'll fill in an outline of what goes in each room next.
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INSTRUCTION: Listen to the passage.
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LINE: Robert and Sandy bought a new house. {bk09-l2a-f3-01.mp3}
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LINE: Now they have to buy some things for the house. {bk09-l2a-f3-02.mp3}
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LINE: For the living room, they need to buy a sofa, coffee table, and a bookcase. {bk09-l2a-f3-03.mp3}
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LINE: In the kitchen, they need a refrigerator, a stove, and a can opener. {bk09-l2a-f3-04.mp3}
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LINE: And for the bedroom, they will buy a bed, some curtains, and a big mirror. {bk09-l2a-f3-05.mp3}
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# Source: LLA 2A Figure 3 (outline)
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$PRODUCE Fill In the Outline
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ID: 9-2a-f3
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REFERENCE: 9-2a-f3-passage
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INPUT: type
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CHECK: exact
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INTRO: Complete the outline: each room, and the three things Robert and Sandy need for it. Open the passage again if the kitchen goes blank on you.
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INSTRUCTION: Type the correct room or item in each slot.
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|
|
TEMPLATE: Furniture For A New Home
|
|
SLOT: 1 | Room 1 | living room
|
|
SLOT: 2 | Item 1 | sofa
|
|
SLOT: 2 | Item 2 | coffee table
|
|
SLOT: 2 | Item 3 | bookcase
|
|
SLOT: 1 | Room 2 | kitchen
|
|
SLOT: 2 | Item 1 | refrigerator
|
|
SLOT: 2 | Item 2 | stove
|
|
SLOT: 2 | Item 3 | can opener
|
|
SLOT: 1 | Room 3 | bedroom
|
|
SLOT: 2 | Item 1 | bed
|
|
SLOT: 2 | Item 2 | curtains
|
|
SLOT: 2 | Item 3 | mirror
|
|
|
|
# Source: ST §Reading: Coffee and Basketball
|
|
$GRAMMAR Reading: Coffee, Basketball, and a New Dog
|
|
ID: l2-s16-r
|
|
READING
|
|
INTRO: Three short paragraphs to read — about coffee, basketball, and a boy's new dog. Read them at your own pace; the questions come next.
|
|
|
|
CARD: **Paragraph 1.** The word "coffee" may come from an Arabic word. Today people all over the world enjoy coffee. They drink hot coffee and cold coffee. They drink it for breakfast, lunch, and dinner. They also drink it in between meals. There are many different kinds of coffee. They all smell and taste delicious. A lot of people meet friends at restaurants or snack bars to drink coffee and talk. In some countries there are small snack bars that serve only coffee and desserts.
|
|
|
|
CARD: **Paragraph 2.** Basketball is a sport that many boys and girls, and also men and women enjoy. It is not a very old game. Students in the state of Massachusetts played the first game in December 1891. John Naismith wrote the rules for the game. He wanted his students to have a fast, interesting game to play inside in the cold, winter months. The first teams had nine people. Then the number changed to five in the winter of 1897. The game today is almost the same as it was almost a hundred years ago.
|
|
|
|
CARD: **Paragraph 3.** Today is a clear, cold October day. We are all outside working in the yard. My little brother Paul is running around as usual. He's very excited because yesterday he got a terrific present. My parents gave him a dog for his birthday. He likes all animals, but most of all he likes dogs. We had a dog when we lived in Florida. His name was Zero. He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. When we moved here, we had to give him away. The new dog's name is Sam. He is a nice little, black and white dog. He likes to play and run around. Paul says he is going to teach him to do things. I hope he can.
|
|
|
|
# Source: ST §Reading: Topics and Main Ideas
|
|
$PRODUCE Name the Topic of Each Paragraph
|
|
ID: l2-s16
|
|
REFERENCE: l2-s16-r
|
|
INTRO: Type the topic of each paragraph in a word or two. Open the reading again if you need it.
|
|
INSTRUCTION: Write the topic for the paragraph.
|
|
INPUT: type
|
|
CHECK: llm
|
|
RUBRIC: Accept any concise phrase accurately naming the topic.
|
|
|
|
PROMPT: Paragraph 1: What is the topic?
|
|
RESPONSE: coffee
|
|
|
|
PROMPT: Paragraph 2: What is the topic?
|
|
RESPONSE: basketball
|
|
|
|
# Source: ST §Reading: Main Ideas and Titles
|
|
$SELECT Main Ideas and Best Titles
|
|
ID: l2-s17
|
|
REFERENCE: l2-s16-r
|
|
INTRO: Now the harder question: not just what each paragraph is about, but what it says. Tap the correct main idea or title — the reading is there if you need another look.
|
|
INSTRUCTION: Choose the correct main idea or title.
|
|
|
|
TEMPLATE: Paragraph 1: What is the main idea?
|
|
OPTION: a | Coffee is delicious.
|
|
OPTION: b | Snack bars sell different kinds of coffee.
|
|
OPTION: c | People in many countries like coffee.
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Paragraph 2: What is the main idea?
|
|
OPTION: a | Basketball started about 100 years ago and it's almost the same today.
|
|
OPTION: b | Mike Naismith wrote the rules for basketball because he wanted his students to play inside in the winter.
|
|
OPTION: c | Basketball is a fast, interesting, winter sport.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Paragraph 3: What is the best title?
|
|
OPTION: a | Good, Old Zero
|
|
OPTION: b | A Nice Fall Day
|
|
OPTION: c | A Good Present
|
|
ANSWER: c
|
|
|
|
# SKIPPED (book): Reading Skill "DO YOU REMEMBER WHAT YOU READ?" (p. 71) — scanning activity based on a menu graphic omitted from the text extraction. Dropped.
|
|
|
|
# Source: ST §Match Phrases
|
|
$SELECT A Working Day — Match the Endings
|
|
ID: l2-s25
|
|
INTRO: Read each sentence beginning and tap the ending that completes it. Put together, they describe a typical working day in the U.S. — coffee not included.
|
|
INSTRUCTION: Tap the ending that completes each sentence.
|
|
OPTION: a | starts between 7:00 and 9:00.
|
|
OPTION: b | between 5:30 and 7:00.
|
|
OPTION: c | eat breakfast. Then they leave for work.
|
|
OPTION: d | their cars to work, but some take the bus.
|
|
OPTION: e | they have to take a train.
|
|
|
|
TEMPLATE: The work day in the U.S. ____
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Most people get up ____
|
|
ANSWER: b
|
|
|
|
TEMPLATE: They get dressed and ____
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Most of the people drive ____
|
|
ANSWER: d
|
|
|
|
TEMPLATE: There are some people who live so far, ____
|
|
ANSWER: e
|
|
|
|
# Source: LLA 2A Figure 4
|
|
$PRODUCE Capital Letters and Punctuation
|
|
ID: 9-2a-f4
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
LONGFORM
|
|
INTRO: You'll see each sentence with no capital letters or punctuation, and hear it read correctly. Type it the right way — capitals, commas, periods, everything counts here.
|
|
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
|
|
|
TEMPLATE: i answered the phones at work today
|
|
PROMPT: I answered the phones at work today. {bk09-l2a-f4-01.mp3}
|
|
RESPONSE: I answered the phones at work today. {bk09-l2a-f4-01.mp3}
|
|
|
|
TEMPLATE: two people called for sergeant anderson while he was at lunch
|
|
PROMPT: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}
|
|
RESPONSE: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}
|
|
|
|
TEMPLATE: he returned their calls when he got back
|
|
PROMPT: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}
|
|
RESPONSE: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}
|
|
|
|
TEMPLATE: mrs green called and wanted to talk to her husband major green
|
|
PROMPT: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}
|
|
RESPONSE: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}
|
|
|
|
TEMPLATE: he was busy
|
|
PROMPT: He was busy. {bk09-l2a-f4-05.mp3}
|
|
RESPONSE: He was busy. {bk09-l2a-f4-05.mp3}
|
|
|
|
TEMPLATE: she said i ll call back later
|
|
PROMPT: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}
|
|
RESPONSE: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}
|
|
|
|
TEMPLATE: i received one call
|
|
PROMPT: I received one call. {bk09-l2a-f4-07.mp3}
|
|
RESPONSE: I received one call. {bk09-l2a-f4-07.mp3}
|
|
|
|
TEMPLATE: it was from my wife
|
|
PROMPT: It was from my wife. {bk09-l2a-f4-08.mp3}
|
|
RESPONSE: It was from my wife. {bk09-l2a-f4-08.mp3}
|
|
|
|
TEMPLATE: she told me to bring home some milk and bread
|
|
PROMPT: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
|
|
RESPONSE: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
|
|
|
|
$SESSION 2-3: Traffic Laws — Buckle Up
|
|
|
|
# Source: ST §All Drivers Must Obey the Traffic Laws.
|
|
$DIALOGUE Obey the Traffic Laws
|
|
ID: l2-s11
|
|
INTRO: This part is about traffic laws — seat belts, insurance, tickets, and the fines that follow careless drivers around. Look at the pictures, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg|A boy standing at a pedestrian crossing with a "DON'T WALK" light sign}
|
|
|
|
VOCAB: right
|
|
VOCAB: law
|
|
LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg|Two lines of cars driving on the right side of a road on a hill}
|
|
|
|
VOCAB: seat belt
|
|
VOCAB: to obey
|
|
LINE: In Texas, all drivers must wear their seat belts. Mrs. Adams and her son obey the law. {st-page_062_003.jpg|A woman and child sitting inside a car with seat belts fastened}
|
|
|
|
VOCAB: to fasten
|
|
VOCAB: to buckle up
|
|
LINE: Lt Dean fastens his seat belt when he gets in a car. He always buckles up. {st-page_062_004.jpg|A driver in a military uniform fastening his seat belt}
|
|
|
|
VOCAB: insurance
|
|
LINE: In many states, drivers must have insurance on their cars. It is the law. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document}
|
|
LINE: The insurance helps pay for the cost of accidents. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document}
|
|
|
|
LINE: Mr. Evans got a ticket. He was driving very fast, and he wasn't wearing a seat belt. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car}
|
|
LINE: He broke two traffic laws. Now Mr. Evans must pay a fine. It will cost him a lot of money. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car}
|
|
|
|
# Source: LLA 2B Figure 1
|
|
$DIALOGUE Buckle Up — It's the Law
|
|
ID: 9-2b-f1
|
|
INTRO: The same laws, now from the lab tape. Look at each picture, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
LINE: All new cars have seatbelts. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-01.mp3}
|
|
LINE: They are fastening their seatbelts. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-02.mp3}
|
|
LINE: They are buckling up. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-03.mp3}
|
|
|
|
LINE: The law says that drivers must buckle up. {page_041_002.jpg|A document titled "STATE OF TEXAS LAW" concerning seat belts} {bk09-l2b-f1-04.mp3}
|
|
LINE: Drivers must obey all traffic laws. {page_041_002.jpg|A document titled "STATE OF TEXAS LAW" concerning seat belts} {bk09-l2b-f1-05.mp3}
|
|
|
|
LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg|A driver talking to a police officer outside his car window} {bk09-l2b-f1-06.mp3}
|
|
|
|
LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg|View from inside a car looking past the driver at a "SLOW 20 SCHOOL ZONE" sign} {bk09-l2b-f1-07.mp3}
|
|
|
|
# Source: LLA 2B Figure 2
|
|
$DIALOGUE Fasten Your Seat Belt
|
|
ID: 9-2b-f2
|
|
INTRO: Sam drives, Ted grumbles, the law wins. Listen to the conversation and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Sam: Fasten your seat belt. {bk09-l2b-f2-01.mp3}
|
|
Ted: Do I have to? {bk09-l2b-f2-02.mp3}
|
|
Sam: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}
|
|
Ted: I don't want to break the law. {bk09-l2b-f2-04.mp3}
|
|
Sam: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}
|
|
|
|
# Source: LLA 2B Figure 2 (role-play, Sam)
|
|
$DIALOGUE Your Turn: Be Sam
|
|
ID: 9-2b-f2-role-sam
|
|
REFERENCE: 9-2b-f2
|
|
PLAY_ROLE: Sam
|
|
INTRO: Same conversation, but now you're Sam — the careful driver. Say Sam's lines in the pauses; you begin.
|
|
|
|
# Source: LLA 2B Figure 2 (role-play, Ted)
|
|
$DIALOGUE Your Turn: Be Ted
|
|
ID: 9-2b-f2-role-ted
|
|
REFERENCE: 9-2b-f2
|
|
PLAY_ROLE: Ted
|
|
INTRO: Switch seats. Now you're Ted, the passenger with opinions — say Ted's lines in the pauses.
|
|
|
|
# DROPPED: LLA 2B Figure 7 word-bank $GRAMMAR (9-2b-f7-bank) — redundant: the select below displays the same bank as its shared option pool.
|
|
# Source: LLA 2B Figure 7
|
|
$SELECT Complete the Sentence — Word Bank
|
|
ID: 9-2b-f7
|
|
INTRO: Listen to each sentence and choose the missing word from the bank — used words dim as you go. Then repeat the completed sentence.
|
|
INSTRUCTION: Choose the missing word from the word bank.
|
|
REPEAT
|
|
|
|
OPTION: automobile | automobile
|
|
OPTION: careless | careless
|
|
OPTION: fine | fine
|
|
OPTION: fault | fault
|
|
OPTION: policeman | policeman
|
|
OPTION: ran | ran
|
|
OPTION: seatbelt | seat belt
|
|
|
|
PROMPT: Roger caused the accident. He ____ the red light. {bk09-l2b-f7-01-q.mp3}
|
|
ANSWER: ran
|
|
FEEDBACK: He ran the red light.
|
|
|
|
PROMPT: The accident was Roger's ____. {bk09-l2b-f7-02-q.mp3}
|
|
ANSWER: fault
|
|
FEEDBACK: The accident was Roger's fault.
|
|
|
|
PROMPT: The ____ gave Roger a ticket. {bk09-l2b-f7-03-q.mp3}
|
|
ANSWER: policeman
|
|
FEEDBACK: The policeman gave Roger a ticket.
|
|
|
|
PROMPT: Roger is a ____ driver. {bk09-l2b-f7-04-q.mp3}
|
|
ANSWER: careless
|
|
FEEDBACK: Roger is a careless driver.
|
|
|
|
PROMPT: Roger had to pay a ____. {bk09-l2b-f7-05-q.mp3}
|
|
ANSWER: fine
|
|
FEEDBACK: Roger had to pay a fine.
|
|
|
|
PROMPT: Major Thomas has a new ____. He drove it to work yesterday. {bk09-l2b-f7-06-q.mp3}
|
|
ANSWER: automobile
|
|
FEEDBACK: Major Thomas has a new automobile.
|
|
|
|
PROMPT: You must fasten your ____. It's the law. {bk09-l2b-f7-07-q.mp3}
|
|
ANSWER: seatbelt
|
|
FEEDBACK: You must fasten your seat belt.
|
|
|
|
# Source: ST §Don't Break Any Laws.
|
|
$SELECT Pick the Best Word
|
|
ID: l2-s12
|
|
INTRO: Read each sentence and tap the word that fits the gap. All the words come from this lesson — no tricks, just tickets.
|
|
INSTRUCTION: Tap the best answer to complete the sentence.
|
|
|
|
TEMPLATE: The driver didn't stop at the stop sign. The policeman gave him a ____.
|
|
OPTION: a | curve
|
|
OPTION: b | bike
|
|
OPTION: c | fault
|
|
OPTION: d | ticket
|
|
ANSWER: d
|
|
|
|
TEMPLATE: We were trying to watch the movie and some people kept talking. They ____ everyone.
|
|
OPTION: a | happened
|
|
OPTION: b | broke
|
|
OPTION: c | bothered
|
|
OPTION: d | stopped
|
|
ANSWER: c
|
|
|
|
TEMPLATE: I have to return these books. Can we make a ____ at the library?
|
|
OPTION: a | stop
|
|
OPTION: b | cause
|
|
OPTION: c | dent
|
|
OPTION: d | card
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Jim walked to the front of the room, turned, and ____ the other students.
|
|
OPTION: a | crossed
|
|
OPTION: b | faced
|
|
OPTION: c | happened
|
|
OPTION: d | broke
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Five cars were in an accident this morning. That caused a big ____.
|
|
OPTION: a | fault
|
|
OPTION: b | traffic jam
|
|
OPTION: c | automobile
|
|
OPTION: d | heavy traffic
|
|
ANSWER: b
|
|
|
|
TEMPLATE: This road is not very straight. There are a lot of ____.
|
|
OPTION: a | dents
|
|
OPTION: b | fines
|
|
OPTION: c | curves
|
|
OPTION: d | tickets
|
|
ANSWER: c
|
|
|
|
TEMPLATE: You shouldn't ____ the street when the sign says "DON'T WALK".
|
|
OPTION: a | ride
|
|
OPTION: b | drive
|
|
OPTION: c | keep on
|
|
OPTION: d | cross
|
|
ANSWER: d
|
|
|
|
TEMPLATE: We always ____ our seat belts immediately after we get in the car.
|
|
OPTION: a | fasten
|
|
OPTION: b | face
|
|
OPTION: c | happen
|
|
OPTION: d | take
|
|
ANSWER: a
|
|
|
|
TEMPLATE: My ____ will help pay the cost if I have an accident.
|
|
OPTION: a | fine
|
|
OPTION: b | fault
|
|
OPTION: c | ticket
|
|
OPTION: d | insurance
|
|
ANSWER: d
|
|
|
|
TEMPLATE: John lives ____ the street from Joe.
|
|
OPTION: a | cross
|
|
OPTION: b | in front
|
|
OPTION: c | across
|
|
OPTION: d | at fault
|
|
ANSWER: c
|
|
|
|
# SKIPPED (book): Listening Skill "WHICH BUILDING IS THE BANK?" (p. 61) — audio directions spoken by instructor with no printed transcript. Dropped.
|
|
# DROPPED: LLA 2B Figure 4 ASCII map $GRAMMAR (9-2b-f4-map) — redundant with the map image carried on the dialogue and items below.
|
|
|
|
# Source: LLA 2B Figure 4 (dialogue)
|
|
$DIALOGUE Getting to the Bank {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
|
|
ID: 9-2b-f4-dialogue
|
|
INTRO: Two men, one map, and lunch on the line. Listen to the directions and follow the route on the map — you'll be asked where the bank and the restaurant are.
|
|
INSTRUCTION: Listen to the directions and follow the map.
|
|
|
|
Man1: I need to go to the bank. Can you tell me how to get there? {bk09-l2b-f4-01.mp3}
|
|
Man2: Okay. We are at Plaza and 15th Street. To get to the bank, go up 15th Street to Main Street. {bk09-l2b-f4-02.mp3}
|
|
LINE: Turn right on Main. Go straight ahead for one block. {bk09-l2b-f4-03.mp3}
|
|
LINE: The bank is on the corner of Main and 4th Streets. {bk09-l2b-f4-04.mp3}
|
|
Man1: Thanks. {bk09-l2b-f4-05.mp3}
|
|
Man2: Sure. Oh, have you eaten lunch? {bk09-l2b-f4-06.mp3}
|
|
Man1: No, I haven't. {bk09-l2b-f4-07.mp3}
|
|
Man2: Do you want to eat later? {bk09-l2b-f4-08.mp3}
|
|
Man1: Yes. {bk09-l2b-f4-09.mp3}
|
|
Man2: Let's meet at the Mexican restaurant at 11:30. {bk09-l2b-f4-10.mp3}
|
|
Man1: Okay. How do you get there from the bank? {bk09-l2b-f4-11.mp3}
|
|
Man2: The bank is on Main and 4th. To get to the restaurant, go across 4th Street and up one block. {bk09-l2b-f4-12.mp3}
|
|
LINE: The restaurant is on the corner of Broadway and 4th. {bk09-l2b-f4-13.mp3}
|
|
Man1: Thanks. I'll see you at 11:30. {bk09-l2b-f4-14.mp3}
|
|
|
|
# Source: LLA 2B Figure 4 (questions)
|
|
$SELECT Find It on the Map
|
|
ID: 9-2b-f4
|
|
REFERENCE: 9-2b-f4-dialogue
|
|
INTRO: Based on those directions, tap where the bank and the restaurant are on the map. If you lost the route somewhere on Main Street, open the dialogue again.
|
|
INSTRUCTION: Tap the correct location.
|
|
|
|
OPTION: a | A
|
|
OPTION: b | B
|
|
OPTION: c | C
|
|
OPTION: d | D
|
|
OPTION: e | E
|
|
|
|
TEMPLATE: Where is the bank? {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Where is the restaurant? {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
|
|
ANSWER: e
|
|
|
|
$SESSION 2-4: Same, Similar, or Different?
|
|
|
|
# Source: LLA 2B Figure 3 (presentation)
|
|
$DIALOGUE Alike, Similar, or Different
|
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ID: 9-2b-f3
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INTRO: In this part you'll learn to compare things: the same, similar, alike, or different. Look at each pair of pictures, listen, and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: similar
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LINE: The Smiths' house is similar to the Johnsons' house. {bk09-l2b-f3-houses.jpg|Two houses side by side: a brick house with a dark roof, and a different house with a slanted roof} {bk09-l2b-f3-01.mp3}
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VOCAB: different
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LINE: Kevin's truck is different from mine. {bk09-l2b-f3-trucks.jpg|Two pickup trucks side by side: a dark truck with KEVIN on the door, and a smaller plain light truck} {bk09-l2b-f3-02.mp3}
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VOCAB: the same
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LINE: Peter's score is the same as Jim's. {bk09-l2b-f3-scores.jpg|Two test papers side by side: Peter Jennings' paper marked 96, and Jim Boud's paper marked 96} {bk09-l2b-f3-03.mp3}
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VOCAB: alike
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LINE: Their suits are alike. {bk09-l2b-f3-suits.jpg|Two men side by side wearing identical suits and ties} {bk09-l2b-f3-04.mp3}
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# Source: LLA 2B Figure 3 (questions)
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$SELECT Similar, the Same, or Alike?
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ID: 9-2b-f3-b
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INTRO: Look at each pair of pictures, listen to the question, and tap the right word. Then repeat the correct answer.
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INSTRUCTION: Tap the correct word.
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REPEAT
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PROMPT: Look at the houses. Are they similar, the same, or alike? {bk09-l2b-f3-houses.jpg|Two houses side by side: a brick house with a dark roof, and a different house with a slanted roof} {bk09-l2b-f3-05-q.mp3}
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OPTION: a | similar
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OPTION: b | the same
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OPTION: c | alike
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ANSWER: a
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FEEDBACK: The houses are similar. {bk09-l2b-f3-05-a.mp3}
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PROMPT: Look at the trucks. Are they similar, the same, or different? {bk09-l2b-f3-trucks.jpg|Two pickup trucks side by side: a dark truck with KEVIN on the door, and a smaller plain light truck} {bk09-l2b-f3-06-q.mp3}
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OPTION: a | similar
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OPTION: b | the same
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OPTION: c | different
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ANSWER: c
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FEEDBACK: The trucks are different. {bk09-l2b-f3-06-a.mp3}
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PROMPT: Look at the scores. Are they similar, the same, or different? {bk09-l2b-f3-scores.jpg|Two test papers side by side: Peter Jennings' paper marked 96, and Jim Boud's paper marked 96} {bk09-l2b-f3-07-q.mp3}
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OPTION: a | similar
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OPTION: b | the same
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OPTION: c | different
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ANSWER: b
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FEEDBACK: The scores are the same. {bk09-l2b-f3-07-a.mp3}
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PROMPT: Look at the suits. Are they similar, different, or alike? {bk09-l2b-f3-suits.jpg|Two men side by side wearing identical suits and ties} {bk09-l2b-f3-08-q.mp3}
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OPTION: a | similar
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OPTION: b | different
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OPTION: c | alike
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ANSWER: c
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FEEDBACK: The suits are alike. {bk09-l2b-f3-08-a.mp3}
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# Source: ST §Your Uniform Is Similar to Mine. (recast as cards)
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$GRAMMAR Comparing Things
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ID: l2-s26
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INTRO: A quick tour of the four ways to compare — the same, similar, alike, and different. Small words, big arguments.
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CARD: When two things are exactly equal, use **the same** — or **the same as** to name the second thing.
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{My name is the same as your name.}
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{Our names are the same.}
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CARD: When two things are equal in many ways but not all, use **similar (to)**, **like**, or **alike**.
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{Tim's car is similar to Allen's car.}
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{Bob's shirt is like Mike's.}
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{Their shirts are alike.}
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CARD: When two things are not equal, use **different** — or **different from** to name the second thing.
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{Army uniforms are different from Navy uniforms.}
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{Army and Navy uniforms are different.}
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SUMMARY:
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| Meaning | Expressions |
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|---|---|
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| exactly equal | the same, the same as |
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| equal in many ways | similar (to), like, alike |
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| not equal | different, different from |
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# Source: ST §Alike, Similar, Different
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$DIALOGUE Talking About Same and Different
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ID: l2-s27
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INTRO: Five short conversations comparing uniforms, clocks, soap, and sports. Listen and repeat each line.
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INSTRUCTION: Listen and repeat the dialogs.
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REPEAT
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Fred: Our uniforms are alike.
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Jack: Yes, they're very similar. Only the sleeves are different.
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Fred: You're right. The other things are the same.
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Jack: Is Al's uniform the same as ours?
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VOCAB: different from
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Fred: No. His is different from ours. He's in the Navy.
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Sam: Noon and 1200 hours are the same.
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Ed: Noon is the same as 1200 hours.
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Sam: 1200 hours and noon are alike.
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Mike: Soap and shampoo are similar.
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Lee: I know. Shampoo is similar to soap.
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Mike: Yes, shampoo and soap are alike. They both are used to clean.
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Oscar: Soccer and American football are different.
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Kevin: I know what you mean! The two games are not alike.
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Oscar: American football is different from soccer.
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# Source: ST §Jim's Jacket Is Similar to Mine.
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$SELECT Which Word Fits?
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ID: l2-s28
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INTRO: Read each little situation and decide: the same, similar, or different? The details decide it — read carefully before you tap.
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INSTRUCTION: Read the sentences and tap the correct answer.
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EXAMPLE
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TEMPLATE: Mike's car is red, and so is mine. My car has two doors, and Mike's has four. The cars are....
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OPTION: a | the same
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OPTION: b | alike
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OPTION: c | similar
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ANSWER: c
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TEMPLATE: Fred's car and my car are different colors inside, but they're both black outside and are three years old. Our cars are....
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OPTION: a | similar
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OPTION: b | the same
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OPTION: c | different
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ANSWER: a
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TEMPLATE: Jack's house is white and has seven rooms. Jill's is white too. It also has seven rooms. The color and the number of rooms are....
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OPTION: a | the same
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OPTION: b | different
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OPTION: c | similar
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ANSWER: a
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TEMPLATE: John works in a store. His brother Clark flies a plane. Their jobs are....
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OPTION: a | alike
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OPTION: b | different
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OPTION: c | similar
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ANSWER: b
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TEMPLATE: Janet ordered a piece of cake for dessert. Nancy's dessert was a piece of hot apple pie. Janet's dessert was not... Nancy's.
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OPTION: a | similar to
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OPTION: b | the same as
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OPTION: c | different from
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ANSWER: b
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TEMPLATE: Yesterday it rained all day. Today it's clear, hot, and dry. The weather today is ... the weather yesterday.
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OPTION: a | different from
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OPTION: b | similar to
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OPTION: c | the same as
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ANSWER: a
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TEMPLATE: John's math test was very hard. Carl's math test was very easy. The tests were....
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OPTION: a | similar
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OPTION: b | the same
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OPTION: c | different
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ANSWER: c
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# Source: ST §One Triangle Is the Same as the Other.
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$PRODUCE Compare the Pictures
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ID: l2-s29
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INTRO: Look at each pair of pictures and type the comparison words that complete the sentences. More than one word can fit some gaps — any correct one counts.
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INSTRUCTION: Type the missing comparison word or phrase in each gap.
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INPUT: type
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CHECK: exact
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EXAMPLE
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TEMPLATE: One ball is ____{the same as|like} the other. {st-page_087_001.jpg|Two identical soccer balls}
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TEMPLATE: The soccer balls are ____{the same|alike}.
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RESPONSE: One ball is the same as the other. The soccer balls are the same.
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EXAMPLE
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TEMPLATE: The sun is ____{different from} the moon. {st-page_087_002.jpg|A drawing of a large spiky sun next to a small smooth moon}
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TEMPLATE: The sun and moon are ____{different}.
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RESPONSE: The sun is different from the moon. The sun and moon are different.
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TEMPLATE: These books are not ____{the same|alike}, but they're ____{similar}. {st-page_087_003.jpg|Two different travel books about Europe}
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TEMPLATE: One book is ____{similar to|like} the other.
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RESPONSE: These books are not the same, but they're similar. One book is similar to the other.
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TEMPLATE: A menu is ____{different from} a book. {st-page_088_001.jpg|A menu folder next to a book}
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TEMPLATE: A book and a menu are not ____{the same|alike}.
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RESPONSE: A menu is different from a book. A book and a menu are not the same.
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TEMPLATE: Triangle 1 is ____{the same as|like} Triangle 2, but they're not ____{different}. {st-page_088_002.jpg|Two identical triangles side by side}
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RESPONSE: Triangle 1 is the same as Triangle 2, but they're not different.
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TEMPLATE: A circle and a triangle are ____{different}. {st-page_088_003.jpg|A circle next to a triangle}
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TEMPLATE: The shapes are not ____{the same|alike}.
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RESPONSE: A circle and a triangle are different. The shapes are not the same.
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TEMPLATE: Steve's car is ____{similar to|the same as|like} Carol's car. {st-page_088_004.jpg|Two nearly identical classic automobiles}
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TEMPLATE: Their cars are ____{similar|the same|alike}.
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RESPONSE: Steve's car is similar to Carol's car. Their cars are similar.
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TEMPLATE: A lake is not ____{the same as|like} a river. {st-page_088_005.jpg|A landscape showing a lake in front of mountains next to a river}
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TEMPLATE: Lakes and rivers are ____{different}.
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RESPONSE: A lake is not the same as a river. Lakes and rivers are different.
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TEMPLATE: The cats are ____{similar|alike}, but they're not ____{the same}. {st-page_089_001.jpg|Two cats drawn together, one striped and one lighter}
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RESPONSE: The cats are similar, but they're not the same.
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# Source: ST §Are Boots Similar to Shoes?
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$PRODUCE Ask and Answer: Compare Two Things
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ID: l2-s30
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INTRO: You'll see two things. Ask aloud whether they're similar, the same, or different — then answer your own question. Yes, both halves are your job.
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INSTRUCTION: Ask a comparison question about the two items, then answer it aloud.
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INPUT: speak
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CHECK: llm
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RUBRIC: Accept any reasonable question-and-answer pair comparing the two named items using "like", "alike", "the same (as)", "similar (to)", or "different (from)". The comparison must be factually sensible; exact wording is free.
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EXAMPLE
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TEMPLATE: boots / shoes
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RESPONSE: Are boots and shoes similar? Yes, they are. We wear both on our feet.
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TEMPLATE: bus / truck
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RESPONSE: Are a bus and a truck similar? Yes, they are both large motor vehicles.
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TEMPLATE: a baseball / a football
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RESPONSE: Are a baseball and a football different? Yes, they are different shapes and used in different sports.
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TEMPLATE: a clock / a watch
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RESPONSE: Is a clock similar to a watch? Yes, both tell time, but a watch is worn on the wrist.
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TEMPLATE: ship / boat
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RESPONSE: Is a ship different from a boat? Yes, a ship is much larger than a boat.
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TEMPLATE: snack bar / restaurant
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RESPONSE: Is a snack bar similar to a restaurant? Yes, both serve food, but a restaurant is usually bigger and more formal.
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TEMPLATE: car / automobile
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RESPONSE: Are a car and an automobile the same? Yes, they are the same thing.
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TEMPLATE: ocean / lake
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RESPONSE: Is an ocean different from a lake? Yes, an ocean has saltwater and is much larger than a lake.
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TEMPLATE: grocery store / commissary
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RESPONSE: Is a commissary similar to a grocery store? Yes, a commissary is a grocery store on a military base.
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TEMPLATE: road / highway
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RESPONSE: Is a road similar to a highway? Yes, both are for driving, but a highway is larger and faster.
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TEMPLATE: pencil / chalk
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RESPONSE: Are a pencil and chalk similar? Yes, both are used for writing, but chalk is used on a chalkboard.
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$SESSION 2-5: Tell Him to Do It
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# Source: ST §Ask Captain Henry to Come to My Office. (recast as cards)
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$GRAMMAR Ask or Tell Someone to Do Something
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ID: l2-s18
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INTRO: In this part you'll learn to pass along commands and requests — and then to report who told whom to do what. Here's the pattern.
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CARD: To pass on a request or command, use **ask** or **tell** + a person + **to** + verb.
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{Ask Bob to pay the bill.}
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{Tell Bob to write a check.}
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CARD: **Ask** is polite — a request. **Tell** is stronger — a command.
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{Ask Captain Henry to come to my office.}
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{Tell Sergeant Hays to bring my car at 1:00.}
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CARD: The pattern works for any errand you'd rather not do yourself.
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{Please tell Mark to move his car.}
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{Ask Fred to turn off the lights.}
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{Tell Major Sanders to call the BX manager.}
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{Ask Mr. Carter to sign this letter.}
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SUMMARY:
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| | | |
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|---|---|---|
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| Ask | Bob | to pay the bill. |
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| Tell | Bob | to write a check. |
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| | Bob | to go to the store. |
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# Source: ST §Indirect Imperatives
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$DIALOGUE Ask Him to Wait
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ID: l2-s19
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INTRO: Five quick exchanges where somebody gets somebody else to do the work. Listen and repeat each line.
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INSTRUCTION: Listen and repeat the dialogs.
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REPEAT
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Bob: Mark is ready to leave.
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Tim: Ask him to wait a second.
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Ms_Nelson: Do you need to talk to John?
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Tom: Yes. Tell him to call me at 10:00.
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Jan: Look at all of these dirty dishes!
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Sam: Tell one of the children to wash them.
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Joe: Lewis fell and hurt his knee.
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Don: Tell him to go to the hospital right away.
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Jim: Mrs. Walker wants to open a savings account.
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Pam: Please ask her to fill out this form.
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# Source: LLA 2B Figure 5
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$DIALOGUE Tell Mike to Lock the Door
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ID: 9-2b-f5
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INTRO: Now the tape gives the orders. Listen to each sentence and repeat it.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Tell Mike to lock the door. {bk09-l2b-f5-01.mp3}
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LINE: Tell Fred not to pick me up tomorrow. {bk09-l2b-f5-02.mp3}
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LINE: Tell the children to fasten their seat belts. {bk09-l2b-f5-03.mp3}
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LINE: Tell Jimmy to cross the street at the corner. {bk09-l2b-f5-04.mp3}
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LINE: Tell Janice to obey the teacher. {bk09-l2b-f5-05.mp3}
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LINE: Tell Lori to sit in the front seat. {bk09-l2b-f5-06.mp3}
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LINE: Tell Dad to meet me at 6 o'clock. {bk09-l2b-f5-07.mp3}
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LINE: Tell Private Williams to clean the barracks. {bk09-l2b-f5-08.mp3}
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# Source: ST §Tell Dave to Open the Window. (context lines added — see report)
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$PRODUCE Pass the Job Along
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ID: l2-s20
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INTRO: Nobody wants the chore, so everyone passes it along. Read the situation, then complete each excuse with "Tell" or "Ask" and the cue in parentheses.
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INSTRUCTION: Type the missing sentence using the cue.
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INPUT: type
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CHECK: exact
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EXAMPLE
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TEMPLATE: The room is hot. Someone needs to open the window.
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TEMPLATE: Mike: Ted's nearer. ____{Tell him to open it.} (him)
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RESPONSE: Tell him to open it.
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EXAMPLE
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TEMPLATE: The room is hot. Someone needs to open the window.
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TEMPLATE: Ted: I'm busy. ____{Tell Dave to do it.} (Dave)
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RESPONSE: Tell Dave to do it.
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TEMPLATE: The car is dirty. Someone needs to wash it.
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TEMPLATE: Jack: I'm tired. ____{Tell Ted to wash it|Ask Ted to wash it}. (Ted)
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RESPONSE: Tell Ted to wash it.
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TEMPLATE: The car is dirty. Someone needs to wash it.
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TEMPLATE: Ted: I can't. ____{Tell Herb to do it|Ask Herb to do it}. (Herb)
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RESPONSE: Tell Herb to do it.
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TEMPLATE: The phone is ringing. Someone needs to answer it.
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TEMPLATE: Diane: Betty's closer. ____{Tell her to answer it|Ask her to answer it}. (her)
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RESPONSE: Tell her to answer it.
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TEMPLATE: The phone is ringing. Someone needs to answer it.
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TEMPLATE: Betty: I always do it. ____{Tell Alice to answer it|Ask Alice to answer it}. (Alice)
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RESPONSE: Tell Alice to answer it.
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TEMPLATE: The cats are hungry. Someone needs to feed them.
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TEMPLATE: Allen: I'm busy. ____{Tell Steve to feed them|Ask Steve to feed them}. (Steve)
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RESPONSE: Tell Steve to feed them.
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TEMPLATE: The cats are hungry. Someone needs to feed them.
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TEMPLATE: Steve: They're Sue's. ____{Tell her to feed them|Ask her to feed them}. (her)
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RESPONSE: Tell her to feed them.
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TEMPLATE: The library books are due back. Someone needs to take them.
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TEMPLATE: Mark: I'm doing my homework. ____{Tell Lee to take them|Ask Lee to take them}. (Lee)
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RESPONSE: Tell Lee to take them.
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TEMPLATE: The library books are due back. Someone needs to take them.
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TEMPLATE: Lee: I did it the last time. ____{Tell Tom to do it|Ask Tom to do it}. (Tom)
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RESPONSE: Tell Tom to do it.
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# Source: ST §Did You Ask the Waiter to Bring Us Coffee? (recast as cards)
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$GRAMMAR Asked and Told
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ID: l2-s21
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INTRO: Now the past: reporting a request or command that already happened. Same pattern, one small change.
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CARD: To report a request or command, use **asked** or **told** + a person + **to** + verb.
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{I asked Bob to pay the bill.}
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{I told Bob to write a check.}
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CARD: For a negative command, use **not to**.
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{He told us not to ride our bikes across the street.}
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SUMMARY:
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| | | |
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|---|---|---|
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| I asked | Bob | to pay the bill. |
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| I told | Bob | to write a check. |
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| | Bob | to go to the store. |
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# Source: ST §Reported Imperatives
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$DIALOGUE Which Form Did She Tell Us to Keep?
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ID: l2-s22
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INTRO: Three scenes — a breakfast order, a mix-up at the bank, and a policeman with opinions about bicycles. Listen and read along; no repeating this time.
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INSTRUCTION: Listen and read the dialogs.
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Waiter: Do you want to look at the breakfast or lunch menu, sir?
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Harold: Please bring me the breakfast menu.
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Waiter: Here you are, sir. I'll be back in a few minutes to take your order.
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Harold: Hi, Steven. Sit down and eat with me.
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Steven: Thanks. Which menu did you ask the waiter to bring?
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Harold: I asked him to bring the breakfast menu.
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Steven: Good. Did you ask him to bring coffee, too?
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Harold: No, I didn't, but I will.
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Herb_Wilson: We'd like to open a checking account.
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Ms_Johnson: Please fill out these two forms. You keep the white one and give me the green one.
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Herb_Wilson: Which form did she tell us to keep?
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Lori_Wilson: She told us to keep the green one.
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Herb_Wilson: Here you are ma'am. Here's the white form.
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Ms_Johnson: I told you to keep the white form. I need the green one.
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Herb_Wilson: I'm sorry. Here's the green one.
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Policeman: Get off your bicycles, boys.
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George: What did that policeman tell us to do?
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Edward: He told us to get off our bicycles.
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Policeman: Don't ride your bikes across the street. It's not safe. Walk beside them.
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Mrs_Hall: George, what did the policeman tell you and Edward?
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George: He told us not to ride our bikes across the street.
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# Source: LLA 2B Figure 6
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$PRODUCE What Did They Say?
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ID: 9-2b-f6
|
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INPUT: speak
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CHECK: reveal
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INTRO: Listen to each short exchange and the question that follows, then answer aloud in a complete sentence — "He told him to..." Then repeat the model answer.
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INSTRUCTION: Answer the question aloud.
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REPEAT
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PROMPT: Ted, tell your brother not to bother me.\n— Okay, Sam, I will.\nWhat did Sam tell Ted? {bk09-l2b-f6-01-q.mp3}
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RESPONSE: He told him to tell his brother not to bother him. {bk09-l2b-f6-01-a.mp3}
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PROMPT: Mike, lock the door.\n— I'll lock it when I leave.\nWhat did he tell Mike to do? {bk09-l2b-f6-02-q.mp3}
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RESPONSE: He told him to lock the door. {bk09-l2b-f6-02-a.mp3}
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PROMPT: Private James, clean this room.\n— Yes, sir, right away.\nWhat did the sergeant tell Private James? {bk09-l2b-f6-03-q.mp3}
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RESPONSE: He told him to clean the room. {bk09-l2b-f6-03-a.mp3}
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PROMPT: Sir, Captain Lewis is on the phone.\n— Tell her that I'll call her later.\nWhat did Captain Sims tell Private Williams? {bk09-l2b-f6-04-q.mp3}
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RESPONSE: He told him to tell Captain Lewis that he'd call her later. {bk09-l2b-f6-04-a.mp3}
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PROMPT: Jack, wait for me this afternoon.\n— Okay, I will.\nWhat did Sally tell Jack? {bk09-l2b-f6-05-q.mp3}
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RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3}
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# Source: LLA 2D Figure 2
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$PRODUCE Report the Command
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ID: 9-2d-f2
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INPUT: speak
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CHECK: reveal
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INTRO: More overheard orders. Listen to the exchange and the question, answer aloud in a complete sentence, then repeat the model answer.
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INSTRUCTION: Answer the question aloud.
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REPEAT
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EXAMPLE
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PROMPT: Jimmy, tell Joanne to come in now.\n— Joanne, come in now.\nWhat did Jimmy tell Joanne? {bk09-l2d-f2-ex-q.mp3}
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RESPONSE: He told Joanne to come in. {bk09-l2d-f2-ex-a.mp3}
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PROMPT: Harry, tell Mike to help you move the bookcase.\n— Mike, help me move the bookcase.\nWhat did Harry tell Mike to do? {bk09-l2d-f2-01-q.mp3}
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RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-a.mp3}
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PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office.\n— Sergeant Jackson, take the student record to Major Johnson's office.\nWhat did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-02-q.mp3}
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RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-02-a.mp3}
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PROMPT: Jill, tell Tammy to get up.\n— Tammy, get up.\nWhat did Jill tell Tammy? {bk09-l2d-f2-03-q.mp3}
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RESPONSE: She told her to get up. {bk09-l2d-f2-03-a.mp3}
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PROMPT: George, tell Sam not to eat so fast.\n— Sam, don't eat so fast.\nWhat did George tell Sam? {bk09-l2d-f2-04-q.mp3}
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RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-04-a.mp3}
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PROMPT: Tell Tom to lock the door when he leaves.\n— Tom, don't forget to lock the door when you leave.\nWhat did she tell Tom? {bk09-l2d-f2-05-q.mp3}
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RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-05-a.mp3}
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PROMPT: Private Anderson, clean your shoes.\n— Yes, sir.\nWhat did he tell Private Anderson? {bk09-l2d-f2-06-q.mp3}
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RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-06-a.mp3}
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# Source: LLA 2D Figure 3
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$SELECT Pick the Right Report
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ID: 9-2d-f3
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INTRO: Listen to each exchange and tap the sentence that correctly reports what was said. Then repeat the correct answer.
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INSTRUCTION: Tap the correct sentence.
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REPEAT
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PROMPT: Sarah, tell Suzy to answer that phone.\n— Suzy, please answer that phone.\nWhat did Sarah tell Suzy? {bk09-l2d-f3-01-q.mp3}
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OPTION: a | She said to answer the door.
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OPTION: b | She told her to answer the phone. {bk09-l2d-f3-01-a.mp3}
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OPTION: c | She said to answer the phone.
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OPTION: d | She told her to go home.
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ANSWER: b
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PROMPT: Sergeant Evans, bring me that letter.\n— Yes, ma'am, Lieutenant Richards.\nWhat did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-02-q.mp3}
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OPTION: a | She told him to open the letter.
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OPTION: b | She said to mail the letter.
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OPTION: c | She told him to bring her the letter. {bk09-l2d-f3-02-a.mp3}
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OPTION: d | She said to write a letter.
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ANSWER: c
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PROMPT: Janet, get up. You'll miss your bus.\n— Okay, Dad.\nWhat did Dad tell Janet? {bk09-l2d-f3-03-q.mp3}
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OPTION: a | He said to ride the bus.
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OPTION: b | He told her to go to sleep.
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OPTION: c | He said to miss the bus.
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OPTION: d | He told her to get up. {bk09-l2d-f3-03-a.mp3}
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ANSWER: d
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PROMPT: Sam, leave that window open. It's hot in here.\n— Okay, Mrs. Dennis.\nWhat did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-04-q.mp3}
|
|
OPTION: a | She told him to leave the window open. {bk09-l2d-f3-04-a.mp3}
|
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OPTION: b | She said to close the window.
|
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OPTION: c | She told him to open the door.
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OPTION: d | She said to do your homework.
|
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ANSWER: a
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PROMPT: Alice, move these books.\n— I'll move them in a minute.\nWhat did he tell Alice to do? {bk09-l2d-f3-05-q.mp3}
|
|
OPTION: a | He told her to open her book.
|
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OPTION: b | He told her to move the books. {bk09-l2d-f3-05-a.mp3}
|
|
OPTION: c | He said he would give her a book.
|
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OPTION: d | He said to buy a new book.
|
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ANSWER: b
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PROMPT: Rita, take these papers to the office.\n— I'll take them right away, Mr. Scott.\nWhat did he tell Rita to do? {bk09-l2d-f3-06-q.mp3}
|
|
OPTION: a | He said to go home.
|
|
OPTION: b | He told her to mail the papers.
|
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OPTION: c | He said he'd buy her lunch.
|
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OPTION: d | He told her to take the papers to the office. {bk09-l2d-f3-06-a.mp3}
|
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ANSWER: d
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# Source: ST §Sgt Smith Told Airman Harris to Clean the Barracks.
|
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$PRODUCE Ask or Tell — Report It
|
|
ID: l2-s23
|
|
INTRO: Read each command or request and report it aloud: "told" for commands, "asked" for the polite ones. The please is your clue.
|
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INSTRUCTION: Report what the person asked or told someone to do.
|
|
SHOW_PROMPT
|
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INPUT: speak
|
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CHECK: reveal
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EXAMPLE
|
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PROMPT: Sgt Smith: Airman Harris, clean the barracks.
|
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RESPONSE: He told him to clean the barracks.
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EXAMPLE
|
|
PROMPT: Maj Dean: Will you please sit down, lieutenant?
|
|
RESPONSE: He asked him to sit down.
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PROMPT: Harold: Jim, will you please cut the grass today?
|
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RESPONSE: Harold asked Jim to cut the grass today.
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PROMPT: Gilbert: Don't forget your umbrella, Bob.
|
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RESPONSE: Gilbert told Bob not to forget his umbrella.
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PROMPT: Roland: Waiter, please bring me the check.
|
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RESPONSE: Roland asked the waiter to bring him the check.
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PROMPT: Sgt Morales: Come in and close the door, airman.
|
|
RESPONSE: Sgt Morales told the airman to come in and close the door.
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PROMPT: Lt Miller: Close that window, sergeant.
|
|
RESPONSE: Lt Miller told the sergeant to close the window.
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PROMPT: Carol: Please turn off the light in the kitchen, Sue.
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RESPONSE: Carol asked Sue to turn off the light in the kitchen.
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PROMPT: Mr. Wells: Look at the problem on the chalkboard, Mac.
|
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RESPONSE: Mr. Wells told Mac to look at the problem on the chalkboard.
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|
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PROMPT: Ms. Nelson: Please don't take this book from the library, Mr. Knight.
|
|
RESPONSE: Ms. Nelson asked Mr. Knight not to take the book from the library.
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PROMPT: Mr. Holder: Students, be on time for the quiz tomorrow.
|
|
RESPONSE: Mr. Holder told the students to be on time for the quiz tomorrow.
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PROMPT: Mr. Randall: Boys, please don't leave those wet towels on the floor.
|
|
RESPONSE: Mr. Randall asked the boys not to leave the wet towels on the floor.
|
|
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# Source: ST §What Did Billy's Mother Tell Him to Do?
|
|
$PRODUCE Billy's Day
|
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ID: l2-s24
|
|
INTRO: Six cartoon panels of Billy's day, which ends — spoiler — with a broken window. Look at each picture and report aloud what people told or asked him to do.
|
|
INSTRUCTION: Look at the cartoon and answer the questions aloud.
|
|
SHOW_PROMPT
|
|
INPUT: speak
|
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CHECK: llm
|
|
RUBRIC: Treat the model answer as the key; accept any phrasing that reports the same command or request with "told" or "asked" (+ person + to/not to + verb).
|
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|
|
EXAMPLE
|
|
PROMPT: What did Billy's mother tell him to do in picture 1? {st-page_082_001.jpg|Billy asking to play and mother telling him to stay home and eat supper}
|
|
RESPONSE: She told him to stay home and eat his supper.
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|
|
PROMPT: What did Billy's mother ask him to do in picture 2? {st-page_082_002.jpg|Billy finishing food and mother asking him to take his plate and glass to the kitchen}
|
|
RESPONSE: She asked him to take his plate and glass to the kitchen.
|
|
|
|
PROMPT: What did Billy's dad tell him to do in picture 3? {st-page_082_003.jpg|Billy leaving and dad telling him to be home by 8:00}
|
|
RESPONSE: He told him to be home by 8:00.
|
|
|
|
PROMPT: What did Billy tell the girl to do in picture 4? {st-page_082_004.jpg|Girl suggesting volleyball and Billy telling her to get her soccer ball}
|
|
RESPONSE: He told her to get her soccer ball.
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|
|
|
PROMPT: What did the girl tell Billy in picture 5? {st-page_082_005.jpg|Billy kicking ball and girl warning him not to hit the house}
|
|
RESPONSE: She told him to be careful and not to hit the house.
|
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|
|
PROMPT: What did Billy ask the girl to do in picture 6? {st-page_082_006.jpg|Broken window and Billy asking the girl to go home right away}
|
|
RESPONSE: He asked her to go home right away.
|
|
|
|
$SESSION 2-6: What Were You Doing?
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|
|
# Source: LLA 2C Figure 1 (vocabulary)
|
|
$DIALOGUE Getting Around Town
|
|
ID: 9-2c-f1-vocab
|
|
INTRO: This part teaches the past progressive — saying what was happening. First, a few more words for the road. Look at each picture, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg|A collection of toy cars and trucks arranged in rows on display shelves} {bk09-l2c-f1-01.mp3}
|
|
|
|
LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg|A man sitting at a desk reading a book while a young boy stands next to him} {bk09-l2c-f1-02.mp3}
|
|
|
|
VOCAB: to ride
|
|
LINE: Larry rides the bus to work every day. {page_047_003.jpg|A bus driver in uniform stepping down from the entrance of a bus} {bk09-l2c-f1-03.mp3}
|
|
|
|
LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg|A military policeman riding a bicycle} {bk09-l2c-f1-04.mp3}
|
|
|
|
LINE: The children cross the street at the corner. {page_048_001.jpg|Three children carrying books and bags walking past a school crossing sign} {bk09-l2c-f1-05.mp3}
|
|
|
|
VOCAB: to keep on
|
|
LINE: The weather won't stop them. They'll keep on driving. {page_048_002.jpg|Cars driving on a road during a heavy rainstorm} {bk09-l2c-f1-06.mp3}
|
|
|
|
VOCAB: to happen
|
|
LINE: The accident happened in a rainstorm. {page_048_003.jpg|A policeman riding a bicycle in the rain next to a car} {bk09-l2c-f1-07.mp3}
|
|
|
|
LINE: I have insurance. It will get you a new bicycle. {page_048_004.jpg|A policeman in uniform inspecting insurance papers shown to him by a man in the rain} {bk09-l2c-f1-08.mp3}
|
|
|
|
LINE: Where is that place? It's at the corner of Main and 6th Streets. {page_049_001.jpg|A street corner with pedestrians walking past storefronts and a street sign showing MAIN ST. and SIXTH ST.} {bk09-l2c-f1-09.mp3}
|
|
|
|
# Source: LLA 2C Figure 1 (matching pass)
|
|
$SELECT Which Picture? — Around Town
|
|
ID: 9-2c-f1-match
|
|
INTRO: Listen to each sentence and tap the picture it describes. Then repeat the correct sentence.
|
|
INSTRUCTION: Tap the picture described by the sentence.
|
|
REPEAT
|
|
|
|
OPTION: a | Picture A {page_047_001.jpg|A collection of toy cars and trucks arranged in rows on display shelves}
|
|
OPTION: b | Picture B {page_047_002.jpg|A man sitting at a desk reading a book while a young boy stands next to him}
|
|
OPTION: c | Picture C {page_047_003.jpg|A bus driver in uniform stepping down from the entrance of a bus}
|
|
OPTION: d | Picture D {page_047_004.jpg|A military policeman riding a bicycle}
|
|
OPTION: e | Picture E {page_048_001.jpg|Three children carrying books and bags walking past a school crossing sign}
|
|
OPTION: f | Picture F {page_048_002.jpg|Cars driving on a road during a heavy rainstorm}
|
|
OPTION: g | Picture G {page_048_003.jpg|A policeman riding a bicycle in the rain next to a car}
|
|
OPTION: h | Picture H {page_048_004.jpg|A policeman in uniform inspecting insurance papers shown to him by a man in the rain}
|
|
OPTION: i | Picture I {page_049_001.jpg|A street corner with pedestrians walking past storefronts and a street sign showing MAIN ST. and SIXTH ST.}
|
|
|
|
PROMPT: Robert likes to ride the bus to school. {bk09-l2c-f1-10.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: Robert likes to ride the bus to school. {bk09-l2c-f1-10-fb.mp3}
|
|
|
|
PROMPT: Tim's little brother bothers me a lot. {bk09-l2c-f1-11.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-fb.mp3}
|
|
|
|
PROMPT: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12.mp3}
|
|
ANSWER: h
|
|
FEEDBACK: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-fb.mp3}
|
|
|
|
PROMPT: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-fb.mp3}
|
|
|
|
PROMPT: It happened Thursday night during the rain. {bk09-l2c-f1-14.mp3}
|
|
ANSWER: g
|
|
FEEDBACK: It happened Thursday night during the rain. {bk09-l2c-f1-14-fb.mp3}
|
|
|
|
PROMPT: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15.mp3}
|
|
ANSWER: i
|
|
FEEDBACK: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15-fb.mp3}
|
|
|
|
PROMPT: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16.mp3}
|
|
ANSWER: d
|
|
FEEDBACK: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-fb.mp3}
|
|
|
|
PROMPT: Everyone must look to the left and look to the right before they cross the street. {bk09-l2c-f1-17.mp3}
|
|
ANSWER: e
|
|
FEEDBACK: Everyone must look to the left and look to the right before they cross the street. {bk09-l2c-f1-17-fb.mp3}
|
|
|
|
PROMPT: The rain kept on for 3 hours. {bk09-l2c-f1-18.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: The rain kept on for 3 hours. {bk09-l2c-f1-18-fb.mp3}
|
|
|
|
# Source: LLA 2C Figure 1 (past continuous sentences)
|
|
$DIALOGUE What Was Everyone Doing?
|
|
ID: 9-2c-f1-sentences
|
|
INTRO: Now the new pattern itself. Everyone was doing something — sleeping, eating, crying. Listen to each sentence and repeat it.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: I was sleeping at 10:30. {bk09-l2c-f1-19.mp3}
|
|
LINE: I wasn't eating chicken. {bk09-l2c-f1-20.mp3}
|
|
LINE: I was eating fish. {bk09-l2c-f1-21.mp3}
|
|
LINE: When I called, he was eating breakfast. {bk09-l2c-f1-22.mp3}
|
|
LINE: They were studying at 4:30. {bk09-l2c-f1-23.mp3}
|
|
LINE: Mike was driving a new car yesterday. {bk09-l2c-f1-24.mp3}
|
|
LINE: Bobby was talking on the phone when I arrived. {bk09-l2c-f1-25.mp3}
|
|
LINE: The baby was crying when I left. {bk09-l2c-f1-26.mp3}
|
|
LINE: Jack and Roger were exercising in the gym yesterday afternoon. {bk09-l2c-f1-27.mp3}
|
|
LINE: Sally was reading a language book in the library. {bk09-l2c-f1-28.mp3}
|
|
LINE: Why were they running? {bk09-l2c-f1-29.mp3}
|
|
|
|
# Source: ST §Anne Was Studying in the Library. (recast as cards)
|
|
$GRAMMAR Was and Were + -ing
|
|
ID: l2-s5
|
|
INTRO: Here's the pattern you just heard, spelled out. It shows an action that was going on over a period of time in the past.
|
|
|
|
CARD: For an action in progress in the past, use **was** or **were** + verb + **-ing**.
|
|
{I was studying last night.}
|
|
{Mark and Al were studying last night.}
|
|
|
|
CARD: Questions ask what was happening at that moment.
|
|
{What were you doing last night?}
|
|
{I was studying in the library.}
|
|
|
|
|
|
SUMMARY:
|
|
| | | |
|
|
|---|---|---|
|
|
| I | was studying | last night. |
|
|
| Mark | was studying | last night. |
|
|
| Mark and Al | were studying | last night. |
|
|
|
|
# Source: ST §I Was Thinking About My Vacation.
|
|
$DIALOGUE I Was Thinking About My Vacation
|
|
ID: l2-s6
|
|
INTRO: Three short conversations, all asking the same nosy question: what were you doing? Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Jan: Why were you smiling a minute ago?
|
|
Tom: I was thinking.
|
|
Jan: What were you thinking about?
|
|
Tom: My vacation next week.
|
|
|
|
Rita: What were you doing last night?
|
|
Jane: I was studying at the library.
|
|
Rita: What were you studying?
|
|
Jane: French. I was reviewing for today's test.
|
|
|
|
Steve: I don't understand this exercise.
|
|
Larry: Were you listening to the teacher?
|
|
Steve: No. What was he saying?
|
|
Larry: He was explaining this exercise.
|
|
|
|
# Source: ST §Substitution: Past Progressive
|
|
$PRODUCE Change the Sentence
|
|
ID: l2-s7
|
|
INTRO: You'll hear a sentence and see a cue. Say the sentence again, swapping in the cue — and keep "was" and "were" agreeing with whoever's doing the studying.
|
|
INSTRUCTION: Say the sentence again, changing it with the cue.
|
|
SHOW_PROMPT
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
EXAMPLE
|
|
PROMPT: Helen was reading a book last night.
|
|
TEMPLATE: (Jane)
|
|
RESPONSE: Jane was reading a book last night.
|
|
|
|
PROMPT: Jane was reading a book last night.
|
|
TEMPLATE: (watching a movie)
|
|
RESPONSE: Jane was watching a movie last night.
|
|
|
|
PROMPT: Jane was watching a movie last night.
|
|
TEMPLATE: (They)
|
|
RESPONSE: They were watching a movie last night.
|
|
|
|
PROMPT: They were watching a movie last night.
|
|
TEMPLATE: (studying in the library)
|
|
RESPONSE: They were studying in the library last night.
|
|
|
|
PROMPT: They were studying in the library last night.
|
|
TEMPLATE: (Paul)
|
|
RESPONSE: Paul was studying in the library last night.
|
|
|
|
PROMPT: Paul was studying in the library last night.
|
|
TEMPLATE: (writing a letter)
|
|
RESPONSE: Paul was writing a letter last night.
|
|
|
|
# Source: LLA 2C Figure 2
|
|
$PRODUCE Answer About the Pictures
|
|
ID: 9-2c-f2
|
|
INTRO: Look at the picture and the cue, listen to the question, and answer aloud in the past progressive. Then repeat the correct answer.
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INSTRUCTION: Answer the question aloud based on the picture.
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INPUT: speak
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CHECK: reveal
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REPEAT
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EXAMPLE
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TEMPLATE: sleeping (10:30) {page_049_002.jpg|A man sleeping in bed with a clock showing 10:30 on the nightstand}
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PROMPT: Was John watching TV at 10:30? {bk09-l2c-f2-01-q.mp3}
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RESPONSE: No, he was sleeping. {bk09-l2c-f2-01-a.mp3}
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|
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TEMPLATE: studying (8:15) {page_049_003.jpg|A man wearing a shirt labeled 'George' sitting at a desk studying under a clock showing 8:15}
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PROMPT: Was George studying after dinner? {bk09-l2c-f2-02-q.mp3}
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RESPONSE: Yes, George was studying after dinner. {bk09-l2c-f2-02-a.mp3}
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TEMPLATE: exercising {page_050_001.jpg|Two men exercising, one lifting dumbbells and the other riding a stationary exercise bike}
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PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {bk09-l2c-f2-03-q.mp3}
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RESPONSE: They were exercising in the gym. {bk09-l2c-f2-03-a.mp3}
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TEMPLATE: watching TV (9:30) {page_050_002.jpg|A man watching television in a room with a clock on the wall showing 9:30}
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PROMPT: What was Bob doing at 9:30 last night? {bk09-l2c-f2-04-q.mp3}
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RESPONSE: He was watching TV. {bk09-l2c-f2-04-a.mp3}
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TEMPLATE: commissary {page_050_003.jpg|A military officer entering a building with a sign that reads COMMISSARY}
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PROMPT: Was Captain Kirk going to the officers' club at noon? {bk09-l2c-f2-05-q.mp3}
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RESPONSE: No, he was going to the commissary. {bk09-l2c-f2-05-a.mp3}
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TEMPLATE: writing a letter {page_050_004.jpg|A woman in military uniform sitting at a desk writing a letter in an office with other personnel}
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PROMPT: What was Private Anderson doing in class this morning? {bk09-l2c-f2-06-q.mp3}
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RESPONSE: She was writing a letter. {bk09-l2c-f2-06-a.mp3}
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TEMPLATE: fish {page_050_005.jpg|Two men sitting at a table eating a meal with fish on their plates}
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PROMPT: Were the students eating chicken last night? {bk09-l2c-f2-07-q.mp3}
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RESPONSE: No, they were eating fish. {bk09-l2c-f2-07-a.mp3}
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TEMPLATE: getting a haircut {page_050_006.jpg|A man sitting in a barber chair receiving a haircut from a barber}
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PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {bk09-l2c-f2-08-q.mp3}
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RESPONSE: He was getting a haircut. {bk09-l2c-f2-08-a.mp3}
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# Source: ST §What Was Laura Doing Yesterday?
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|
$PRODUCE Laura's Busy Day
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ID: l2-s8
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INTRO: Laura's whole day, one clock at a time. Look at each picture and answer the question aloud with "She was..." — the clocks don't lie.
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INSTRUCTION: Answer the questions about Laura's day using the past progressive.
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SHOW_PROMPT
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INPUT: speak
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CHECK: llm
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RUBRIC: Accept a complete sentence in the past progressive stating the same fact as the model answer; short forms like "She was standing at the bus stop" are fine, but the past progressive form is the point — a different tense fails.
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EXAMPLE
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PROMPT: What was Laura doing at 6:30? {st-page_057_001.jpg|A woman sitting at a table eating breakfast next to a clock showing 6:30}
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RESPONSE: She was eating breakfast.
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|
|
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PROMPT: Where was Laura standing at 7:00? {st-page_057_002.jpg|Laura standing by a bus stop sign and a clock showing 7:00}
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RESPONSE: She was standing at the bus stop.
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|
|
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PROMPT: Who was Laura talking to at 9:00? {st-page_057_003.jpg|Laura talking to a young boy next to a wall clock showing 9:00}
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RESPONSE: She was talking to a young boy.
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|
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PROMPT: When was Laura running? {st-page_058_001.jpg|Laura running past a digital clock showing 12:00}
|
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RESPONSE: She was running at 12:00.
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|
|
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PROMPT: What was Laura buying at 4:30? {st-page_058_002.jpg|Laura pushing a grocery cart with fruit at a market next to a clock showing 4:30}
|
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RESPONSE: She was buying groceries.
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|
|
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PROMPT: When was Laura cooking dinner? {st-page_058_003.jpg|Laura cooking food in a pan on a stove next to a clock showing 6:30}
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RESPONSE: She was cooking dinner at 6:30.
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|
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PROMPT: Who was Laura talking to at 8:00? {st-page_058_004.jpg|Laura talking on the telephone next to a clock showing 8:00}
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RESPONSE: She was talking on the telephone to a friend.
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|
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# Source: ST §Reading: An Important Day for Al
|
|
$GRAMMAR Reading: An Important Day for Al
|
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ID: l2-s9-r
|
|
READING
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INTRO: Al met the President — and, being organized, took notes on his whole day. Read his notes; the questions come next.
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CARD: **Al's Notes — Morning**
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• 5:30 a.m. — ate breakfast, Dad called to make sure I was awake
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• 6:00 a.m. — read the paper, my friend Joe called to make sure I was awake
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|
• 6:30 a.m. — left for the office, there was an accident near the base and a big traffic jam
|
|
• 7:00 a.m. — reviewed the schedule for the morning, Sgt Lewis came by to see if I needed anything
|
|
• 9:45 a.m. — met the President's flight
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|
|
|
CARD: **Al's Notes — Midday and Afternoon**
|
|
• 10:45 a.m. — The President spoke to the men, I made a last minute check of the dining room
|
|
• 11:00 a.m. — ate lunch
|
|
• 12:00 p.m. — showed the President around the base, it began to rain
|
|
• 12:30 p.m. — rode with the President back to the airport, the rain stopped
|
|
• 1:00 p.m. — returned to my office, what a day! I met the President!
|
|
|
|
# Source: ST §Questions on Al's Day
|
|
$PRODUCE Questions About Al's Day
|
|
ID: l2-s9
|
|
REFERENCE: l2-s9-r
|
|
INTRO: Answer each question aloud in the past progressive — what was Al doing when each thing happened? His notes are right there if the timeline gets away from you.
|
|
INSTRUCTION: Answer the questions using the past progressive.
|
|
SHOW_PROMPT
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the factual key; accept any past progressive sentence stating the same fact. The past progressive form is the point — a different tense fails.
|
|
|
|
EXAMPLE
|
|
PROMPT: What was Al doing when Joe called him?
|
|
RESPONSE: He was reading the newspaper.
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|
|
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EXAMPLE
|
|
PROMPT: Was Al going home when he saw the accident?
|
|
RESPONSE: No, he was going to his office.
|
|
|
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PROMPT: What was Al doing when Sgt Lewis came by?
|
|
RESPONSE: He was reviewing the schedule for the morning.
|
|
|
|
PROMPT: What was Al doing when it began to rain?
|
|
RESPONSE: He was showing the President around the base.
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|
|
|
PROMPT: What was Al doing when the rain stopped?
|
|
RESPONSE: He was riding with the President back to the airport.
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|
|
|
# Source: ST §Past Progressive Form
|
|
$PRODUCE Type the Right Form
|
|
ID: l2-s10
|
|
INTRO: Last drill of the part: type the past progressive form of the verb in parentheses. "Was" or "were" — that's the whole game.
|
|
INSTRUCTION: Type the past progressive form of the verb in parentheses.
|
|
INPUT: type
|
|
CHECK: exact
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|
|
|
TEMPLATE: John ____{was playing} soccer when he hurt his foot. (play)
|
|
RESPONSE: John was playing soccer when he hurt his foot.
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|
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TEMPLATE: What ____{were} you ____{writing} in your book? (write)
|
|
RESPONSE: What were you writing in your book?
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|
|
|
TEMPLATE: She ____{was riding} her bike to the store. (ride)
|
|
RESPONSE: She was riding her bike to the store.
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|
|
|
TEMPLATE: They ____{were eating} lunch when I saw them. (eat)
|
|
RESPONSE: They were eating lunch when I saw them.
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|
|
|
TEMPLATE: Did you hear what the teacher ____{was saying}? (say)
|
|
RESPONSE: Did you hear what the teacher was saying?
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|
|
|
TEMPLATE: I ____{was cooking} dinner when you called. (cook)
|
|
RESPONSE: I was cooking dinner when you called.
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|
|
|
TEMPLATE: We ____{were watching} TV when Tom came home. (watch)
|
|
RESPONSE: We were watching TV when Tom came home.
|
|
|
|
TEMPLATE: Do you remember what you ____{were doing} in 1980? (do)
|
|
RESPONSE: Do you remember what you were doing in 1980?
|
|
|
|
# SKIPPED (tape): Figures 6 and 7 in the LLA 2C tape transcript — audio belongs to Lesson 2D (bled into transcript file past lesson end boundary).
|
|
|
|
$SESSION 2-7: On the Road — What Happened?
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|
|
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# Source: ST §The Light Car Is in Back of the Dark Car.
|
|
$DIALOGUE In Front Of, Behind, In Back Of
|
|
ID: l2-s13
|
|
INTRO: In this part you'll describe traffic scenes and hear witnesses explain an accident to a policeman. First, the position words. Look at the picture, listen, and repeat.
|
|
INSTRUCTION: Look at the picture and repeat the sentences.
|
|
REPEAT
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|
|
VOCAB: in front of
|
|
LINE: The bus is in front of the automobile. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it}
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|
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VOCAB: dark
|
|
VOCAB: behind
|
|
LINE: The dark car is behind the bus. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it}
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|
|
|
VOCAB: light
|
|
VOCAB: in back of
|
|
LINE: The light car is in back of the dark car. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it}
|
|
|
|
LINE: The woman is wearing a dark coat. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it}
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|
|
|
LINE: They are crossing the street in front of the bus. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it}
|
|
|
|
# Source: LLA 2D Figure 1 (presentation)
|
|
$DIALOGUE Traffic Situations
|
|
ID: 9-2d-f1
|
|
INTRO: Seven street scenes — buses, bicycles, and one unlucky light pole. Look at each picture, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: The children are on the bus behind the truck. {page_053_001.jpg|A school bus driving past a ONE WAY sign next to a pickup truck} {bk09-l2d-f1-01.mp3}
|
|
|
|
LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg|A man driving a vehicle under a bright sun with a SPEED LIMIT sign visible in the windshield} {bk09-l2d-f1-02.mp3}
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|
|
|
LINE: They must park across from the school. {page_053_003.jpg|A car parked in front of a building labeled SCHOOL} {bk09-l2d-f1-03.mp3}
|
|
|
|
LINE: The bicycle is in back of that small car. {page_053_004.jpg|A person riding a bicycle near a pedestrian crossing sign and a traffic light with a car stopped nearby} {bk09-l2d-f1-04.mp3}
|
|
|
|
LINE: Fred is in the car in front of the police car. {page_054_001.jpg|A police car parked behind another car near a street sign} {bk09-l2d-f1-05.mp3}
|
|
|
|
LINE: Someone left their light blue car by the lake. {page_054_002.jpg|A car swerving off the road toward a tree} {bk09-l2d-f1-06.mp3}
|
|
|
|
LINE: His dark car hit the light pole. {page_054_003.jpg|A car crashed into a wooden utility pole with smoke rising from the hood} {bk09-l2d-f1-07.mp3}
|
|
|
|
# Source: LLA 2D Figure 1 (matching pass)
|
|
$SELECT Match the Traffic Scene
|
|
ID: 9-2d-f1-b
|
|
INTRO: Listen to each sentence and tap the scene being described. Then repeat the correct sentence.
|
|
INSTRUCTION: Tap the correct picture.
|
|
REPEAT
|
|
|
|
OPTION: a | Picture A {page_053_001.jpg|A school bus driving past a ONE WAY sign next to a pickup truck}
|
|
OPTION: b | Picture B {page_053_002.jpg|A man driving a vehicle under a bright sun with a SPEED LIMIT sign visible in the windshield}
|
|
OPTION: c | Picture C {page_053_003.jpg|A car parked in front of a building labeled SCHOOL}
|
|
OPTION: d | Picture D {page_053_004.jpg|A person riding a bicycle near a pedestrian crossing sign and a traffic light with a car stopped nearby}
|
|
OPTION: e | Picture E {page_054_001.jpg|A police car parked behind another car near a street sign}
|
|
OPTION: f | Picture F {page_054_002.jpg|A car swerving off the road toward a tree}
|
|
OPTION: g | Picture G {page_054_003.jpg|A car crashed into a wooden utility pole with smoke rising from the hood}
|
|
|
|
EXAMPLE
|
|
PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-08.mp3}
|
|
ANSWER: e
|
|
|
|
PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-09.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-fb.mp3}
|
|
|
|
PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-10.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-fb.mp3}
|
|
|
|
PROMPT: The school bus is behind the truck. {bk09-l2d-f1-11.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: The school bus is behind the truck. {bk09-l2d-f1-11-fb.mp3}
|
|
|
|
PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-12.mp3}
|
|
ANSWER: g
|
|
FEEDBACK: That dark car ran into the light pole. {bk09-l2d-f1-12-fb.mp3}
|
|
|
|
PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13.mp3}
|
|
ANSWER: d
|
|
FEEDBACK: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-fb.mp3}
|
|
|
|
PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-fb.mp3}
|
|
|
|
# Source: ST §What Did You See?
|
|
$DIALOGUE Talking to the Policeman {st-page_066_001.jpg|A police officer taking notes at the scene of a car accident}
|
|
ID: l2-s14
|
|
INTRO: An accident on the corner, and everyone has a version of it — the witness, the boy, the driver. Listen to each account and repeat the lines.
|
|
INSTRUCTION: Listen and repeat the dialogs.
|
|
REPEAT
|
|
|
|
Policeman: What did you see?
|
|
Witness: Well, sir. The white car made a fast stop.
|
|
LINE: He tried to miss the boy on the bicycle.
|
|
LINE: The black car didn't have time to stop. He hit the white car.
|
|
|
|
Policeman: What happened here?
|
|
Witness: The driver in the white car was careful. He tried to stop.
|
|
LINE: The boy on the bicycle was careless. The accident was his fault.
|
|
LINE: The driver in the black car just didn't have enough time to stop.
|
|
|
|
Policeman: I want to know what happened here.
|
|
Boy: There was a lot of traffic.
|
|
LINE: The car was coming around the curve.
|
|
LINE: I was looking straight ahead.
|
|
LINE: I just didn't see the car.
|
|
LINE: The driver didn't have enough time to stop.
|
|
LINE: He hit me.
|
|
|
|
Policeman: Tell me what happened.
|
|
Driver: I tried to stop, sir.
|
|
LINE: I was coming around the curve.
|
|
LINE: I just didn't see the boy in time.
|
|
LINE: I hit him.
|
|
LINE: Then this car hit me.
|
|
Policeman: Did you have your seat belt fastened?
|
|
Driver: Yes, sir. I wasn't hurt because I buckled up.
|
|
|
|
Bystander: I didn't see what happened. Was it the boy's fault?
|
|
Witness: I saw the accident, but I don't know whose fault it was.
|
|
Bystander: Do you think he'll get a ticket?
|
|
Witness: I don't know. He needs to be more careful.
|
|
|
|
# Source: ST §What Happened?
|
|
$SELECT What Would They Say?
|
|
ID: l2-s15
|
|
INTRO: A curious bystander asks about the accident. Tap the reply that actually makes sense — only one of the three does.
|
|
INSTRUCTION: Tap the best response to each question.
|
|
|
|
TEMPLATE: Bystander: How did the accident happen?
|
|
OPTION: a | The man was walking straight ahead.
|
|
OPTION: b | The white car was going very fast.
|
|
OPTION: c | The woman was talking to her friend.
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Bystander: Did the white car hit the other car?
|
|
OPTION: a | Yes, and the white car was at fault.
|
|
OPTION: b | Yes, and there was a lot of traffic.
|
|
OPTION: c | Yes, and it bothered the policeman.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Bystander: Why did the accident happen?
|
|
OPTION: a | The driver broke the law.
|
|
OPTION: b | The car was in traffic.
|
|
OPTION: c | The accident was on 6th St.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Bystander: Did the policeman give him a ticket?
|
|
OPTION: a | Yes, because he didn't bother the policeman.
|
|
OPTION: b | Yes, because he didn't obey the law.
|
|
OPTION: c | Yes, because he wasn't careless.
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Bystander: Where did the accident happen?
|
|
OPTION: a | It happened on the car.
|
|
OPTION: b | It happened on the corner of 11th and Ave H.
|
|
OPTION: c | It happened on a bicycle.
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Bystander: What happened?
|
|
OPTION: a | Two cars hit.
|
|
OPTION: b | A car hit.
|
|
OPTION: c | A bicycle hit.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Bystander: Were the drivers hurt?
|
|
OPTION: a | Yes, they were.
|
|
OPTION: b | Yes, they weren't.
|
|
OPTION: c | Yes, he was.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Bystander: When did the accident happen?
|
|
OPTION: a | On the highway. I heard it.
|
|
OPTION: b | In the morning. I saw it.
|
|
OPTION: c | At the corner. I was in it.
|
|
ANSWER: b
|
|
|
|
# SKIPPED (book): "WHO CAN TELL ME WHAT HAPPENED?" (p. 69) — open instructor-led role-play with unscripted situations. Dropped.
|
|
|
|
# Source: LLA 2D Figure 4
|
|
$DIALOGUE The Accident
|
|
ID: 9-2d-f4
|
|
INTRO: Harry had an accident — and, unlike Ray from earlier in the lesson, he was wearing his seat belt. Listen to the conversation and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
SpeakerA: What happened? {bk09-l2d-f4-01.mp3}
|
|
SpeakerB: Harry had an accident. {bk09-l2d-f4-02.mp3}
|
|
LINE: That man in the dark car ran into him. {bk09-l2d-f4-03.mp3}
|
|
LINE: He ran the red light. {bk09-l2d-f4-04.mp3}
|
|
SpeakerA: Was Harry hurt? {bk09-l2d-f4-05.mp3}
|
|
SpeakerB: No. He was wearing his seatbelt. {bk09-l2d-f4-06.mp3}
|
|
LINE: That helped him. {bk09-l2d-f4-07.mp3}
|
|
SpeakerA: Where are the police? {bk09-l2d-f4-08.mp3}
|
|
SpeakerB: They already left. {bk09-l2d-f4-09.mp3}
|
|
SpeakerA: Did that man get a ticket? {bk09-l2d-f4-10.mp3}
|
|
SpeakerB: Yes. He got 2 tickets, one because he caused the accident. {bk09-l2d-f4-11.mp3}
|
|
LINE: And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-12.mp3}
|
|
SpeakerA: Does Harry have insurance? {bk09-l2d-f4-13.mp3}
|
|
SpeakerB: Yes, and so does the other driver. {bk09-l2d-f4-14.mp3}
|
|
|
|
$SESSION 2-8: Review — Listen, Answer, Write
|
|
|
|
# Source: LLA 2D Figure 5 (dialog 1)
|
|
$DIALOGUE A Long-Distance Call
|
|
ID: 9-2d-f5-d1
|
|
INTRO: Last part — a review of the whole lesson: office conversations, sentence endings, syllables, and some writing to finish. First, listen to Lieutenant Jackson and Sergeant Wilson.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Lt_Jackson: Sergeant Wilson, where is Captain Russell? {bk09-l2d-f5-01.mp3}
|
|
Sgt_Wilson: He's in Colonel Smith's office, Lieutenant Jackson. {bk09-l2d-f5-02.mp3}
|
|
Lt_Jackson: He has a long-distance phone call. {bk09-l2d-f5-03.mp3}
|
|
Sgt_Wilson: I'll get him right away. {bk09-l2d-f5-04.mp3}
|
|
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# Source: LLA 2D Figure 5 (question 1)
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$PRODUCE Why the Hurry?
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ID: 9-2d-f5-q1
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REFERENCE: 9-2d-f5-d1
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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INTRO: Answer the question about the conversation aloud, in a full sentence.
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INSTRUCTION: Answer the question aloud.
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RUBRIC: Accept any statement that Captain Russell has a long-distance phone call.
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PROMPT: Why is Lieutenant Jackson looking for Captain Russell? {bk09-l2d-f5-05.mp3}
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RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-05-a.mp3}
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# Source: LLA 2D Figure 5 (dialog 2)
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$DIALOGUE Looking for Major Billings
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ID: 9-2d-f5-d2
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INTRO: One more office scene. Major Johnson owes someone a lunch — listen for why.
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INSTRUCTION: Listen to the dialogue.
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Maj_Johnson: Lieutenant Kline, I'm looking for Major Billings. {bk09-l2d-f5-06.mp3}
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Lt_Kline: I haven't seen him, sir. {bk09-l2d-f5-07.mp3}
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Maj_Johnson: I want to take him to lunch. He took me one day last week. {bk09-l2d-f5-08.mp3}
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Lt_Kline: Well, Major Johnson, he should be back in about 30 minutes. {bk09-l2d-f5-09.mp3}
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Maj_Johnson: Ask him to call me when he comes in. {bk09-l2d-f5-10.mp3}
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Lt_Kline: Yes, sir, I will. {bk09-l2d-f5-11.mp3}
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# Source: LLA 2D Figure 5 (question 2)
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$PRODUCE Why Is He Looking for Him?
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ID: 9-2d-f5-q2
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REFERENCE: 9-2d-f5-d2
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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INTRO: Answer the question about the conversation aloud, in a full sentence.
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INSTRUCTION: Answer the question aloud.
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RUBRIC: Accept any statement that he wants to take him to lunch.
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PROMPT: Why is Major Johnson looking for Major Billings? {bk09-l2d-f5-12.mp3}
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RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-12-a.mp3}
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# Source: LLA 2C Figure 3
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$SELECT Finish the Sentence
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ID: 9-2c-f3
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INTRO: A review of this lesson's accident words. Listen to the beginning of each sentence and tap the phrase that finishes it best; then repeat the whole sentence.
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INSTRUCTION: Choose the correct phrase to complete the sentence.
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REPEAT
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OPTION: a | broke his arm.
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OPTION: b | caused an accident.
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OPTION: c | fasten his seat belt.
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OPTION: d | a careful driver.
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OPTION: e | obeys the law.
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OPTION: f | fine was expensive.
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PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01-q.mp3}
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ANSWER: c
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FEEDBACK: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-a.mp3}
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PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02-q.mp3}
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ANSWER: e
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FEEDBACK: He always obeys the law. {bk09-l2c-f3-02-a.mp3}
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PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03-q.mp3}
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ANSWER: a
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FEEDBACK: He broke his arm. {bk09-l2c-f3-03-a.mp3}
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PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04-q.mp3}
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ANSWER: d
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FEEDBACK: He is a careful driver. {bk09-l2c-f3-04-a.mp3}
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PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05-q.mp3}
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ANSWER: b
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FEEDBACK: He caused an accident. {bk09-l2c-f3-05-a.mp3}
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PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06-q.mp3}
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ANSWER: f
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FEEDBACK: This fine was expensive. {bk09-l2c-f3-06-a.mp3}
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# Source: LLA 2C Figure 4
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$SELECT How Many Syllables?
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ID: 9-2c-f4
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INTRO: Now just listen for the beats. You'll hear this lesson's words one at a time — tap how many syllables you hear, then say the word back.
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INSTRUCTION: Tap the number of syllables.
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REPEAT
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OPTION: a | 1 syllable
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OPTION: b | 2 syllables
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OPTION: c | 3 syllables
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OPTION: d | 4 syllables
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PROMPT: traffic {bk09-l2c-f4-01.mp3}
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ANSWER: b
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FEEDBACK: traffic {bk09-l2c-f4-01-fb.mp3}
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PROMPT: fine {bk09-l2c-f4-02.mp3}
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ANSWER: a
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FEEDBACK: fine {bk09-l2c-f4-02-fb.mp3}
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PROMPT: accident {bk09-l2c-f4-03.mp3}
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ANSWER: c
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FEEDBACK: accident {bk09-l2c-f4-03-fb.mp3}
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PROMPT: policeman {bk09-l2c-f4-04.mp3}
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ANSWER: c
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FEEDBACK: policeman {bk09-l2c-f4-04-fb.mp3}
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PROMPT: ticket {bk09-l2c-f4-05.mp3}
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ANSWER: b
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FEEDBACK: ticket {bk09-l2c-f4-05-fb.mp3}
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PROMPT: fault {bk09-l2c-f4-06.mp3}
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ANSWER: a
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FEEDBACK: fault {bk09-l2c-f4-06-fb.mp3}
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PROMPT: careless {bk09-l2c-f4-07.mp3}
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ANSWER: b
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FEEDBACK: careless {bk09-l2c-f4-07-fb.mp3}
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PROMPT: bicycle {bk09-l2c-f4-08.mp3}
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ANSWER: c
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FEEDBACK: bicycle {bk09-l2c-f4-08-fb.mp3}
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PROMPT: cross {bk09-l2c-f4-09.mp3}
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ANSWER: a
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FEEDBACK: cross {bk09-l2c-f4-09-fb.mp3}
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PROMPT: insurance {bk09-l2c-f4-10.mp3}
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ANSWER: c
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FEEDBACK: insurance {bk09-l2c-f4-10-fb.mp3}
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# Source: LLA 2B Figure 8
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$PRODUCE Write What You Hear
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ID: 9-2b-f8
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INPUT: type
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CHECK: exact
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INTRO: Listen to each sentence and type exactly what you hear. The full sentence plays back after you answer, so you can check yourself.
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INSTRUCTION: Type the sentence you hear.
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PROMPT: John lost his job. {bk09-l2b-f8-01.mp3}
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RESPONSE: John lost his job. {bk09-l2b-f8-01.mp3}
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PROMPT: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}
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RESPONSE: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}
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PROMPT: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}
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RESPONSE: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}
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PROMPT: Where did you hide my book? {bk09-l2b-f8-04.mp3}
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RESPONSE: Where did you hide my book? {bk09-l2b-f8-04.mp3}
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PROMPT: That bread smells delicious. {bk09-l2b-f8-05.mp3}
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RESPONSE: That bread smells delicious. {bk09-l2b-f8-05.mp3}
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PROMPT: This soup tastes salty. {bk09-l2b-f8-06.mp3}
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RESPONSE: This soup tastes salty. {bk09-l2b-f8-06.mp3}
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PROMPT: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
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RESPONSE: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
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PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
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RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
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# Source: LLA 2C Figure 5
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$PRODUCE A Phone Call — Write Each Sentence
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ID: 9-2c-f5
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INPUT: type
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CHECK: exact
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INTRO: One more round of writing by ear: a short paragraph about John's long-distance call, one sentence at a time. Type each sentence you hear.
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INSTRUCTION: Type the sentence you hear.
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PROMPT: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}
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RESPONSE: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}
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PROMPT: He called his sister in California. {bk09-l2c-f5-02.mp3}
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RESPONSE: He called his sister in California. {bk09-l2c-f5-02.mp3}
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PROMPT: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
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RESPONSE: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
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PROMPT: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}
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RESPONSE: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}
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PROMPT: The second time, he got her. {bk09-l2c-f5-05.mp3}
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RESPONSE: The second time, he got her. {bk09-l2c-f5-05.mp3}
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PROMPT: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}
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RESPONSE: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}
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PROMPT: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
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RESPONSE: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
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PROMPT: They had a good conversation. {bk09-l2c-f5-08.mp3}
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RESPONSE: They had a good conversation. {bk09-l2c-f5-08.mp3}
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# Source: ST §Let's Make the Sentences Longer.
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$PRODUCE Make the Sentences Longer
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ID: l2-s31
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INTRO: Last one in the lesson. Read each short sentence, pick one word from each numbered list, and say the longer sentence aloud. Then you're done — go tell someone to take a break. Better yet, take one yourself.
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INSTRUCTION: Say the expanded sentence, using one word from each numbered list.
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INPUT: speak
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CHECK: llm
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RUBRIC: Accept any grammatically correct expansion of the sentence that uses one valid option from each numbered word list.
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TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant.
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TEMPLATE: 1: happy, young
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TEMPLATE: 2: nice, French
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TEMPLATE: 3: small, new
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RESPONSE: The young woman met the French sailor at a small restaurant.
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TEMPLATE: They were (1) to see each other after (2) years.
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TEMPLATE: 1: happy, glad
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TEMPLATE: 2: many, five
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RESPONSE: They were happy to see each other after five years.
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TEMPLATE: They (1) in the restaurant and talked about (2).
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TEMPLATE: 1: sat, stayed
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TEMPLATE: 2: English classes, many things
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RESPONSE: They sat in the restaurant and talked about many things.
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TEMPLATE: They ate a (1) meal and left the restaurant (2).
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TEMPLATE: 1: good, delicious
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TEMPLATE: 2: late, at 10 o'clock
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RESPONSE: They ate a delicious meal and left the restaurant at 10 o'clock.
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