david
dc3056ee4e
Converted, refined, and re-sliced both LLA tracks from the tape with the tester-round rules (passage->DIALOGUE+REFERENCE splits, vocab on the first teaching line, sentence-sized read-only cards, merged-beat detection with best-of-two sampling, repair loop hard-gated on figure coverage). Book 10 masters now include tape lessons 2C-4D — ten lessons of audio content the earlier masters never shipped (they used only 1A-2B). All ten masters lint clean, 100% cassette coverage on every taped lesson. Co-authored-by: Cursor <cursoragent@cursor.com>
2344 lines
95 KiB
Plaintext
2344 lines
95 KiB
Plaintext
$MODULE Book 11 · Lesson 2: This Street Is One-Way! {st-page_042_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book11_lesson2
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DESCRIPTION: Driving and traffic: signs, signals, and safe-driving vocabulary, plus indefinite pronouns ("someone", "nobody"), the linking verbs "get" and "become", and adjective clauses with "who", "which", and "that".
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Lynn | aoede | Female speaker
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VOICE: Carl | achernar | Male speaker
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VOICE: Instructor | achird | Male speaker
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VOICE: Waiter | achernar | Male speaker
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VOICE: Martin | achird | Male speaker
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VOICE: Martha | aoede | Female speaker
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VOICE: Morton | achernar | Male speaker
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VOICE: Marian | aoede | Female speaker
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VOICE: James | achernar | Male speaker
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VOICE: Ralph | achird | Male speaker
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VOICE: StudentA | achernar | Male speaker
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VOICE: StudentB | aoede | Female speaker
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VOICE: Kathy | gacrux | Female
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VOICE: Kevin | achernar | Male
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VOICE: Sally | gacrux | Female
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VOICE: Steve | achernar | Male
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VOICE: Maria | gacrux | Female
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VOICE: David | achernar | Male
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VOICE: Janet | gacrux | Female
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VOICE: Jason | achernar | Male
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VOICE: Alice | gacrux | Female
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VOICE: Larry | achernar | Male
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VOICE: Jan | gacrux | Female
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VOICE: Bob | achernar | Male
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VOICE: Tom | achernar | Male
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VOICE: Ann | gacrux | Female
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VOICE: Keith | achernar | Male
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VOICE: Frank | achernar | Male
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VOICE: Woman1 | gacrux | Female voice
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VOICE: Man1 | achernar | Male voice
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VOICE: Man2 | achird | Male voice
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VOICE: Man3 | schedar | Male voice
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VOICE: ID | achernar | speaker (auto)
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VOICE: Narrator | achird | speaker (auto)
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$SESSION 2-1: Carl Learns to Drive
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# Source: LLA 2A Figure 1
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$DIALOGUE Carl's Driving Lesson {page_036_001.jpg}
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ID: 2a-f1
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INTRO: In this lesson you'll learn to talk about driving — traffic, signs, and speed limits — and pick up some grammar: "someone" and "nobody", "get" and "become", and "who", "which", and "that". First, meet Carl, a student driver having a very hard morning downtown. Just listen to his story.
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INSTRUCTION: Listen to the paragraph.
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LINE: Carl is a student driver. {bk11-l2a-f1-01.mp3}
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VOCAB: instructor
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LINE: Mr. Ford is his instructor. {bk11-l2a-f1-02.mp3}
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LINE: Yesterday, Carl practiced driving on roads without much traffic. {bk11-l2a-f1-03.mp3}
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VOCAB: relaxed
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LINE: He was relaxed and enjoyed his lesson. {bk11-l2a-f1-04.mp3}
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LINE: Today is different. {bk11-l2a-f1-05.mp3}
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LINE: He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-06.mp3}
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VOCAB: nervous
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LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-07.mp3}
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LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-08.mp3}
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LINE: The streets downtown are narrow and crowded. {bk11-l2a-f1-09.mp3}
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VOCAB: to confuse
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LINE: They confuse Carl because they all look alike to him. {bk11-l2a-f1-10.mp3}
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VOCAB: to fail
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VOCAB: lost
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LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-11.mp3}
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VOCAB: way
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LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-12.mp3}
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LINE: Carl is making a lot of mistakes. {bk11-l2a-f1-13.mp3}
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LINE: Mr. Ford is nervous too. {bk11-l2a-f1-14.mp3}
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LINE: He'll tell Carl how to get out of downtown. {bk11-l2a-f1-15.mp3}
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VOCAB: to follow
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LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-16.mp3}
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# Source: LLA 2A Figure 1
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$PRODUCE Questions About Carl
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ID: 2a-f1-b
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REFERENCE
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INTRO: Now the questions. Answer each one aloud in a full sentence, then repeat the model answer. Carl made the mistakes — you just have to describe them.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: What is the instructor's name? {bk11-l2a-f1-17-q.mp3}
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RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-17-a.mp3}
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PROMPT: What is he teaching Carl? {bk11-l2a-f1-18-q.mp3}
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RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-18-a.mp3}
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PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-19-q.mp3}
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RESPONSE: He felt relaxed. {bk11-l2a-f1-19-a.mp3}
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PROMPT: How does he feel today? {bk11-l2a-f1-20-q.mp3}
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RESPONSE: He feels nervous. {bk11-l2a-f1-20-a.mp3}
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PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-21-q.mp3}
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RESPONSE: They confuse him. {bk11-l2a-f1-21-a.mp3}
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PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-22-q.mp3}
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RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-22-a.mp3}
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PROMPT: Is Carl lost? {bk11-l2a-f1-23-q.mp3}
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RESPONSE: Yes, he's lost. {bk11-l2a-f1-23-a.mp3}
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PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-24-q.mp3}
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RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-24-a.mp3}
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PROMPT: How will he get out of downtown? {bk11-l2a-f1-25-q.mp3}
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RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-25-a.mp3}
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# Source: LLA 2A Figure 2
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$SELECT Similar Meaning
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ID: 2a-f2
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INTRO: You'll hear a sentence from the story. Tap the sentence below that means about the same thing — this checks the new words like "lost", "failed", and "confuse".
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INSTRUCTION: Tap the sentence with a similar meaning.
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PROMPT: Carl was lost. {bk11-l2a-f2-01.mp3}
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OPTION: a | He didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3}
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OPTION: b | He didn't know what time it was.
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ANSWER: a
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PROMPT: The other car failed to stop. {bk11-l2a-f2-02.mp3}
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OPTION: a | The other car didn't stop. {bk11-l2a-f2-02-a.mp3}
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OPTION: b | The other car stopped right away.
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ANSWER: a
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PROMPT: Carl went the wrong way. {bk11-l2a-f2-03.mp3}
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OPTION: a | He went in the wrong direction. {bk11-l2a-f2-03-a.mp3}
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OPTION: b | He drove downtown at the wrong time.
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ANSWER: a
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PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04.mp3}
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OPTION: a | He asked Mr. Ford for advice.
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OPTION: b | He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3}
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ANSWER: b
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PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05.mp3}
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OPTION: a | Mr. Ford is the driver.
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OPTION: b | Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3}
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ANSWER: b
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PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06.mp3}
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OPTION: a | Carl is having a good time.
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OPTION: b | Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3}
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ANSWER: b
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PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07.mp3}
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OPTION: a | He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3}
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OPTION: b | He wasn't at fault yesterday.
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ANSWER: a
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PROMPT: The streets confuse Carl. {bk11-l2a-f2-08.mp3}
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OPTION: a | He knows that he's on the right street.
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OPTION: b | He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3}
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ANSWER: b
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# Source: LLA 2A Figure 3
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$DIALOGUE Check That Speed {page_038_001.jpg}
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ID: 2a-f3
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INTRO: Carl is back behind the wheel, and Mr. Ford is watching the speedometer very closely. Listen and repeat each line — this dialogue teaches "speed limit", "slow down", and "speed up".
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: speed
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LINE: Mr. Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-01.mp3}
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VOCAB: miles an hour
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LINE: Carl: Forty miles an hour. {bk11-l2a-f3-02.mp3}
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VOCAB: speeding
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VOCAB: to slow down
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LINE: Mr. Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-03.mp3}
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VOCAB: speed limit
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LINE: Carl: I thought forty was the speed limit here. {bk11-l2a-f3-04.mp3}
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VOCAB: sign
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LINE: Mr. Ford: No, the sign back there said thirty. {bk11-l2a-f3-05.mp3}
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VOCAB: ahead
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LINE: Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-06.mp3}
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VOCAB: miles per hour
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LINE: Mr. Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-07.mp3}
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VOCAB: to speed up
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LINE: Carl: Good. Now I can speed up! {bk11-l2a-f3-08.mp3}
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# Source: LLA 2A Figure 3
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$PRODUCE Questions About Speeding
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ID: 2a-f3-b
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REFERENCE
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INTRO: Answer the questions about Carl and the speed limit aloud, then repeat the model answer.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: How fast is Carl driving? {bk11-l2a-f3-09-q.mp3}
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RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-09-a.mp3}
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PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-10-q.mp3}
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RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-10-a.mp3}
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PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-11-q.mp3}
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RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-11-a.mp3}
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PROMPT: What is he doing? {bk11-l2a-f3-12-q.mp3}
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RESPONSE: He's speeding. {bk11-l2a-f3-12-a.mp3}
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PROMPT: What should he do? {bk11-l2a-f3-13-q.mp3}
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RESPONSE: He should slow down. {bk11-l2a-f3-13-a.mp3}
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PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-14-q.mp3}
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RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-14-a.mp3}
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PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-15-q.mp3}
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RESPONSE: It's ahead of him. {bk11-l2a-f3-15-a.mp3}
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# Source: LLA 2A Figure 4
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$DIALOGUE Changing Lanes
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ID: 2a-f4
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INTRO: Now Carl wants to pass a slow car — which means learning about lanes, turn signals, and keeping both hands where they belong. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: ahead of
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LINE: Carl: The car ahead of us is going very slowly. {bk11-l2a-f4-01.mp3}
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VOCAB: cautious
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LINE: Mr. Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3}
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LINE: Carl: May I go around him? {bk11-l2a-f4-03.mp3}
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VOCAB: lane
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LINE: Mr. Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3}
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VOCAB: to pass
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LINE: Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3}
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VOCAB: turn
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VOCAB: signal
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LINE: Mr. Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3}
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LINE: Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3}
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VOCAB: cautiously
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LINE: Mr. Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3}
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VOCAB: steering wheel
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LINE: Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3}
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VOCAB: mind
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LINE: Mr. Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3}
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# Source: LLA 2A Figure 4
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$PRODUCE Questions About Changing Lanes
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ID: 2a-f4-b
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REFERENCE
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INTRO: Answer the questions about the lane change aloud, then repeat the model answer.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-11-q.mp3}
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RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-11-a.mp3}
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PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-12-q.mp3}
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RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-12-a.mp3}
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PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-13-q.mp3}
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RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-13-a.mp3}
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PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-14-q.mp3}
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RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-14-a.mp3}
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PROMPT: What is he doing? {bk11-l2a-f4-15-q.mp3}
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RESPONSE: He's changing lanes. {bk11-l2a-f4-15-a.mp3}
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PROMPT: How should drivers change lanes? {bk11-l2a-f4-16-q.mp3}
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RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-16-a.mp3}
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PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-17-q.mp3}
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RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-17-a.mp3}
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PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-18-q.mp3}
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RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-18-a.mp3}
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# Source: ST §You Need Driving Lessons!
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$DIALOGUE You Need Driving Lessons!
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ID: l2-s4
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INTRO: Carl isn't the only nervous driver in town. His friend Lynn gets nervous behind the wheel too, so she's taking lessons. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to get nervous
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Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg}
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Carl: Maybe you should take driving lessons from a good instructor.
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Lynn: Yes, maybe I should.
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Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg}
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Lynn: What's a good speed for a turn?
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Instructor: Ten miles per hour is usually best.
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VOCAB: to become
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Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg}
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Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving.
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Carl: I'm glad the instructor was able to help you.
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# Source: ST §You Need Driving Lessons! (questions)
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$PRODUCE About Lynn's Lessons
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ID: l2-s5
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REFERENCE
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INTRO: Answer the questions about Lynn's driving lessons aloud. Any phrasing that gets the facts right is fine.
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INSTRUCTION: Answer the question aloud.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any response that conveys the factual meaning of the model answer.
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PROMPT: How does Lynn feel when she is behind the steering wheel?
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RESPONSE: She gets nervous.
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PROMPT: What did Carl think she should do?
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RESPONSE: He thought she should take driving lessons.
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PROMPT: What did the instructor tell Lynn to do?
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RESPONSE: He told her to turn cautiously.
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PROMPT: What speed did he say was best for a turn?
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RESPONSE: He said ten miles per hour is usually best.
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PROMPT: Did Lynn become less nervous after her lessons?
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RESPONSE: Yes, she became less nervous.
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# Source: ST §I Got Lost!
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$DIALOGUE I Got Lost!
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ID: l2-s6
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INTRO: Lynn's lessons went well — then she got lost, sped up, and met a policeman. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg}
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VOCAB: to get lost
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Carl: Why? Did you get lost?
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Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead.
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Carl: Did you slow up?
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Lynn: I tried, but it was too late. I was still speeding when I passed him.
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VOCAB: to pull over
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Carl: Did he pull you over?
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Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.
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Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.
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# Source: ST §I Got Lost! (questions)
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$PRODUCE About Lynn's Ticket
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ID: l2-s7
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REFERENCE
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INTRO: Answer the questions about Lynn's expensive afternoon aloud.
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INSTRUCTION: Answer the question aloud.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any response that conveys the factual meaning of the model answer.
|
|
|
|
PROMPT: What happened to Lynn yesterday?
|
|
RESPONSE: She got lost and then got a ticket.
|
|
|
|
PROMPT: Was she driving faster than the speed limit?
|
|
RESPONSE: Yes, she was speeding.
|
|
|
|
PROMPT: Did she see a police car behind her?
|
|
RESPONSE: No, she saw a policeman ahead of her.
|
|
|
|
PROMPT: What did she try to do when she saw the policeman?
|
|
RESPONSE: She tried to slow up.
|
|
|
|
PROMPT: What did the policeman do?
|
|
RESPONSE: He pulled her over and gave her a ticket.
|
|
|
|
PROMPT: What did Carl tell her?
|
|
RESPONSE: He told her she should be more cautious.
|
|
|
|
$SESSION 2-2: Signs and Signals
|
|
|
|
# Source: ST §Streets and Highways, Signs and Signals
|
|
$DIALOGUE Streets and Highways
|
|
ID: l2-s1
|
|
INTRO: In this part you'll learn the signs and signals that tell drivers what to do — the pictures show what each word means. Just listen and read along.
|
|
INSTRUCTION: Listen and read along.
|
|
|
|
LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg}
|
|
LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg}
|
|
|
|
VOCAB: to mean
|
|
LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg}
|
|
VOCAB: caution
|
|
LINE: When you see a yellow light, use caution. {st-page_044_002.jpg}
|
|
LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg}
|
|
|
|
LINE: A sign gives information or directions. {st-page_044_003.jpg}
|
|
LINE: Many signs tell drivers that they can't do something. Other signs show them that they can. {st-page_044_003.jpg}
|
|
LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg}
|
|
LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg}
|
|
|
|
LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg}
|
|
LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg}
|
|
NOTES: "m.p.h." is short for "miles per hour".
|
|
|
|
VOCAB: stop sign
|
|
LINE: A stop sign means that you must make a complete stop. Don't just slow down. {st-page_045_002.jpg}
|
|
|
|
VOCAB: to signal
|
|
LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg}
|
|
LINE: This man is signaling because he's going to turn left. {st-page_045_003.jpg}
|
|
|
|
VOCAB: to yield
|
|
LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg}
|
|
VOCAB: right-of-way
|
|
LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg}
|
|
|
|
# Source: ST §Too Many Signs and Signals
|
|
$DIALOGUE Too Many Signs and Signals
|
|
ID: l2-s2
|
|
INTRO: Here's Mark, who decided to try driving downtown this morning. It went about as well as it did for Carl. Just listen to the story.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg}
|
|
LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg}
|
|
VOCAB: in advance
|
|
LINE: He looked at a city street map in advance, but that didn't help him when he got downtown. {st-page_046_001.jpg}
|
|
LINE: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg}
|
|
|
|
VOCAB: one-way
|
|
LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg}
|
|
VOCAB: two-way
|
|
VOCAB: intersection
|
|
LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg}
|
|
VOCAB: to flash
|
|
LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg}
|
|
LINE: Finally he realized that an emergency vehicle was following him. {st-page_046_002.jpg}
|
|
LINE: He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg}
|
|
|
|
VOCAB: railroad crossing
|
|
LINE: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg}
|
|
LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg}
|
|
LINE: He looked both ways, but he couldn't see it yet. He crossed the tracks carefully. {st-page_046_003.jpg}
|
|
LINE: Then he decided to go home. {st-page_046_003.jpg}
|
|
LINE: He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg}
|
|
LINE: He'll try it again another day. {st-page_046_003.jpg}
|
|
|
|
# Source: LLA 2B Figure 1
|
|
$DIALOGUE Traffic Words
|
|
ID: 2b-f1
|
|
INTRO: Now hear the key traffic words in short sentences, and repeat them — including "pedestrian", the official word for a person on foot.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Be careful. Use caution. {page_040_001.jpg} {bk11-l2b-f1-01.mp3}
|
|
|
|
LINE: When a light turns on and off quickly, it flashes. {page_040_001.jpg} {bk11-l2b-f1-02.mp3}
|
|
|
|
LINE: Streets cross at intersections. {page_040_001.jpg} {bk11-l2b-f1-03.mp3}
|
|
|
|
VOCAB: pedestrian
|
|
LINE: When people walk, they're pedestrians. {page_040_001.jpg} {bk11-l2b-f1-04.mp3}
|
|
|
|
LINE: Signs show names, directions, and other information. {page_040_001.jpg} {bk11-l2b-f1-05.mp3}
|
|
|
|
LINE: A traffic light is a signal. {page_040_001.jpg} {bk11-l2b-f1-06.mp3}
|
|
|
|
# Source: LLA 2B Figure 2
|
|
$DIALOGUE At the Intersection
|
|
ID: 2b-f2
|
|
INTRO: Why do intersections collect so many signs and signals? Listen to the paragraphs and find out.
|
|
INSTRUCTION: Listen to the paragraphs.
|
|
|
|
LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3}
|
|
LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3}
|
|
LINE: Traffic signals use lights to give instructions. {bk11-l2b-f2-03.mp3}
|
|
LINE: Traffic lights tell drivers, bicycle riders, and pedestrians to stop, to go, or to use caution. {bk11-l2b-f2-04.mp3}
|
|
LINE: Traffic signs use words and pictures to give instructions or information. {bk11-l2b-f2-05.mp3}
|
|
LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3}
|
|
LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3}
|
|
|
|
# Source: LLA 2B Figure 2 (questions)
|
|
$PRODUCE Questions About Signals and Signs
|
|
ID: 2b-f2-b
|
|
REFERENCE
|
|
INTRO: Answer the questions about the paragraphs aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Where do cars and people come together? {bk11-l2b-f2-08-q.mp3}
|
|
RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3}
|
|
|
|
PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3}
|
|
RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3}
|
|
|
|
PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3}
|
|
RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3}
|
|
|
|
PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3}
|
|
RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3}
|
|
|
|
PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3}
|
|
RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3}
|
|
|
|
PROMPT: What do traffic signs have on them? {bk11-l2b-f2-13-q.mp3}
|
|
RESPONSE: Traffic signs have words and pictures on them. {bk11-l2b-f2-13-a.mp3}
|
|
|
|
PROMPT: What do traffic signs give? {bk11-l2b-f2-14-q.mp3}
|
|
RESPONSE: They give instructions and information. {bk11-l2b-f2-14-a.mp3}
|
|
|
|
PROMPT: What do cautious drivers look for? {bk11-l2b-f2-15-q.mp3}
|
|
RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3}
|
|
|
|
PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3}
|
|
RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 3
|
|
$DIALOGUE Types of Signals
|
|
ID: 2b-f3
|
|
INTRO: Signals come from traffic lights, from a driver's hand out the window, and from the lights on the car itself. Look at each picture and listen to what it means.
|
|
INSTRUCTION: Listen to the descriptions.
|
|
|
|
LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-01.mp3}
|
|
|
|
LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg} {bk11-l2b-f3-02.mp3}
|
|
|
|
LINE: There are signals only for pedestrians. When the signal says "walk" or shows the picture of a man, look both ways and then cross the street quickly. When it says "don't walk" or shows the picture of a hand, wait on the corner until the light changes. {page_042_003.jpg} {bk11-l2b-f3-03.mp3}
|
|
|
|
LINE: Sometimes drivers use hand signals. This signal tells other drivers that this car is going to slow down or stop. {page_042_004.jpg} {bk11-l2b-f3-04.mp3}
|
|
|
|
LINE: This is the hand signal for a left turn. {page_042_005.jpg} {bk11-l2b-f3-05.mp3}
|
|
|
|
LINE: This driver is going to turn right. {page_042_006.jpg} {bk11-l2b-f3-06.mp3}
|
|
|
|
LINE: Some of the lights on the front and back of a car are also signals. When the yellow lights on the front and back of a car are flashing, its driver wants to turn or change lanes. {page_042_007.jpg} {bk11-l2b-f3-07.mp3}
|
|
|
|
LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-08.mp3}
|
|
|
|
# Source: LLA 2B Figure 3 (questions — light signals)
|
|
$SELECT Identify the Light Signal
|
|
ID: 2b-f3-b
|
|
REFERENCE
|
|
INTRO: Now identify the light signals. Listen to each question and tap the right picture, then repeat the answer you hear.
|
|
INSTRUCTION: Tap the correct picture.
|
|
REPEAT
|
|
|
|
OPTION: 1 | traffic signal {page_042_001.jpg}
|
|
OPTION: 2 | directional signal {page_042_002.jpg}
|
|
OPTION: 3 | pedestrian signal {page_042_003.jpg}
|
|
OPTION: 7 | turn signals {page_042_007.jpg}
|
|
OPTION: 8 | brake lights {page_042_008.jpg}
|
|
|
|
PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-09-q.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-09-a.mp3}
|
|
|
|
PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-11-q.mp3}
|
|
ANSWER: 7
|
|
FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-11-a.mp3}
|
|
|
|
PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-12-q.mp3}
|
|
ANSWER: 3
|
|
FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-12-a.mp3}
|
|
|
|
PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-14-q.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-14-a.mp3}
|
|
|
|
PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-16-q.mp3}
|
|
ANSWER: 8
|
|
FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 3 (questions — hand signals)
|
|
$SELECT Identify the Hand Signal
|
|
ID: 2b-f3-c
|
|
REFERENCE
|
|
INTRO: Same game, but now the hand signals. Tap the right picture, then repeat the answer.
|
|
INSTRUCTION: Tap the correct picture.
|
|
REPEAT
|
|
|
|
OPTION: 4 | hand signal: stop or slow down {page_042_004.jpg}
|
|
OPTION: 5 | hand signal: left turn {page_042_005.jpg}
|
|
OPTION: 6 | hand signal: right turn {page_042_006.jpg}
|
|
|
|
PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3}
|
|
ANSWER: 6
|
|
FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-10-a.mp3}
|
|
|
|
PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-13-q.mp3}
|
|
ANSWER: 5
|
|
FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-13-a.mp3}
|
|
|
|
PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-15-q.mp3}
|
|
ANSWER: 4
|
|
FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 4
|
|
$DIALOGUE Road Signs
|
|
ID: 2b-f4
|
|
INTRO: Five signs every driver has to know on sight. Look at each one, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01.mp3}
|
|
|
|
LINE: Yield the right of way to the other driver. He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02.mp3}
|
|
|
|
LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03.mp3}
|
|
|
|
LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04.mp3}
|
|
|
|
LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05.mp3}
|
|
|
|
# Source: LLA 2B Figure 5
|
|
$SELECT Match the Sign
|
|
ID: 2b-f5
|
|
INTRO: You'll hear a traffic rule. Tap the sign that matches it — the signs from the last activity, now without their captions.
|
|
INSTRUCTION: Tap the correct sign.
|
|
|
|
OPTION: a | yield {page_044_001.jpg}
|
|
OPTION: b | railroad crossing {page_044_002.jpg}
|
|
OPTION: c | two-way traffic {page_044_003.jpg}
|
|
OPTION: d | one-way {page_044_004.jpg}
|
|
OPTION: e | stop {page_044_005.jpg}
|
|
|
|
PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: All cars must travel in the same direction. {bk11-l2b-f5-02.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: You must let other drivers go ahead of you. {bk11-l2b-f5-03.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Stop at the intersection. Don't go until it's safe. {bk11-l2b-f5-04.mp3}
|
|
ANSWER: e
|
|
|
|
PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3}
|
|
ANSWER: c
|
|
|
|
# Source: ST §What Kind of Street Is This? (picture Q&A)
|
|
$PRODUCE What Kind of Street Is This?
|
|
ID: l2-s3
|
|
INTRO: Now you name things. You'll see a picture and hear a question — answer aloud with the traffic word it shows.
|
|
INSTRUCTION: Answer the question about the picture aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the key. Accept any phrasing, short answer or full sentence, that names the same traffic feature or action.
|
|
|
|
EXAMPLE
|
|
PROMPT: What is this called? {st-page_047_001.jpg}
|
|
RESPONSE: It's called an intersection.
|
|
|
|
PROMPT: What is this? {st-page_047_002.jpg}
|
|
RESPONSE: It's a stop sign.
|
|
|
|
PROMPT: What is this man doing? {st-page_047_003.jpg}
|
|
RESPONSE: He is signaling a turn.
|
|
|
|
PROMPT: What are these lines for? {st-page_047_004.jpg}
|
|
RESPONSE: They mark the lanes.
|
|
|
|
PROMPT: What sign is this? {st-page_047_005.jpg}
|
|
RESPONSE: It's a yield sign.
|
|
|
|
PROMPT: What does this sign show? {st-page_047_006.jpg}
|
|
RESPONSE: It shows the speed limit.
|
|
|
|
PROMPT: What is the driver doing? {st-page_047_007.jpg}
|
|
RESPONSE: He is looking in his mirror at the car following him.
|
|
|
|
PROMPT: What is this? {st-page_047_008.jpg}
|
|
RESPONSE: It's a railroad crossing.
|
|
|
|
PROMPT: What kind of street is this? {st-page_047_009.jpg}
|
|
RESPONSE: It's a one-way street.
|
|
|
|
PROMPT: What are these? {st-page_048_001.jpg}
|
|
RESPONSE: They are traffic signs.
|
|
|
|
PROMPT: What is this? {st-page_048_002.jpg}
|
|
RESPONSE: It's a traffic signal.
|
|
|
|
PROMPT: What kind of street is this? {st-page_048_003.jpg}
|
|
RESPONSE: It's a two-way street.
|
|
|
|
# Source: ST §Traffic Signs
|
|
$DIALOGUE Traffic Signs and Their Meanings
|
|
ID: l2-s26
|
|
INTRO: A few more signs, including some new ones — no U-turns, school zones, and crossroads. Read each sign and its meaning.
|
|
INSTRUCTION: Read the signs and their meanings.
|
|
|
|
LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
|
|
LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
|
|
LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
|
|
LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
|
|
LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
|
|
LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
|
|
LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
|
|
LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. {st-page_071_004.jpg}
|
|
LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg}
|
|
LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
|
|
LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
|
|
|
|
# Source: ST §What Does the Sign Mean?
|
|
$PRODUCE What Does the Sign Mean?
|
|
ID: l2-s28
|
|
INTRO: Final check on signs: you'll see a sign with no words of help. Say what it is and what a driver should do about it — ask yourself the question and answer it, like the example.
|
|
INSTRUCTION: Say what the sign is and what it means.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the key. Accept any question-and-answer, or just the answer, that names the same sign and gives the same meaning or driver action, in any phrasing.
|
|
|
|
EXAMPLE
|
|
PROMPT: {st-page_073_001.jpg}
|
|
RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
|
|
|
|
PROMPT: {st-page_073_002.jpg}
|
|
RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
|
|
|
|
PROMPT: {st-page_073_003.jpg}
|
|
RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
|
|
|
|
PROMPT: {st-page_074_001.jpg}
|
|
RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
|
|
|
|
PROMPT: {st-page_074_002.jpg}
|
|
RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
|
|
|
|
PROMPT: {st-page_074_003.jpg}
|
|
RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
|
|
|
|
PROMPT: {st-page_074_004.jpg}
|
|
RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
|
|
|
|
PROMPT: {st-page_074_005.jpg}
|
|
RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
|
|
|
|
PROMPT: {st-page_074_006.jpg}
|
|
RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
|
|
|
|
$SESSION 2-3: Safe Driving
|
|
|
|
# Source: ST §The Careless Pedestrian
|
|
$DIALOGUE The Careless Pedestrian
|
|
ID: l2-s8
|
|
INTRO: This part is about staying safe — on four wheels and on two feet. First, listen to what happened to Albert, a pedestrian in too much of a hurry.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: A few minutes ago, Albert was walking from the bus stop to his office.
|
|
LINE: He was late for work and wanted to walk faster, but he couldn't.
|
|
VOCAB: sidewalk
|
|
LINE: There were too many people ahead of him on the sidewalk.
|
|
LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
|
|
LINE: He stepped in front of a car, and the driver couldn't stop in time. {st-page_053_001.jpg}
|
|
LINE: Now he's hurt.
|
|
|
|
# Source: ST §The Careless Pedestrian (questions)
|
|
$PRODUCE Questions About Albert
|
|
ID: l2-s9
|
|
REFERENCE
|
|
INTRO: Answer the questions about Albert aloud. He won't mind — he's learned his lesson.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any response that conveys the factual meaning of the model answer.
|
|
|
|
PROMPT: Was Albert a driver or a pedestrian?
|
|
RESPONSE: He was a pedestrian.
|
|
|
|
PROMPT: Where were he and the other people walking?
|
|
RESPONSE: They were walking on the sidewalk.
|
|
|
|
PROMPT: Were there too many people following him?
|
|
RESPONSE: No, there were too many people ahead of him.
|
|
|
|
PROMPT: Did he make it to the other side?
|
|
RESPONSE: No, he didn't.
|
|
|
|
PROMPT: What happened to Albert?
|
|
RESPONSE: He stepped in front of a car and got hurt.
|
|
|
|
PROMPT: Could the driver stop when he saw Albert in front of the car?
|
|
RESPONSE: No, the driver couldn't stop in time.
|
|
|
|
# Source: ST §Advice for Pedestrians (word bank)
|
|
$GRAMMAR Advice for Pedestrians — Word Bank
|
|
ID: l2-s10
|
|
INTRO: Here's the word box for the next exercise. You can peek back at it while you work.
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| intersections | left | yield | signal |
|
|
| right-of-way | ways | street | pedestrians |
|
|
|
|
# Source: ST §Advice for Pedestrians
|
|
$PRODUCE Advice for Pedestrians
|
|
ID: l2-s11
|
|
REFERENCE: l2-s10
|
|
INTRO: Complete each safety rule for pedestrians. Type the missing word — every answer is in the word box.
|
|
INSTRUCTION: Type the correct word from the box.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Obey all signals for ____{pedestrians} and traffic.
|
|
RESPONSE: Obey all signals for pedestrians and traffic.
|
|
ACCEPT: pedestrians
|
|
|
|
TEMPLATE: Do not cross the street between two ____{intersections}.
|
|
RESPONSE: Do not cross the street between two intersections.
|
|
ACCEPT: intersections
|
|
|
|
TEMPLATE: Use sidewalks. Do not walk in the ____{street}.
|
|
RESPONSE: Use sidewalks. Do not walk in the street.
|
|
ACCEPT: street
|
|
|
|
TEMPLATE: When there are no sidewalks, walk on the ____{left} side of the road.
|
|
RESPONSE: When there are no sidewalks, walk on the left side of the road.
|
|
ACCEPT: left
|
|
|
|
TEMPLATE: Be cautious. Drivers may not always be able to ____{yield} to pedestrians.
|
|
RESPONSE: Be cautious. Drivers may not always be able to yield to pedestrians.
|
|
ACCEPT: yield
|
|
|
|
TEMPLATE: Don't stand in the street when the light is red or the ____{signal} says "Don't walk." Wait on the sidewalk.
|
|
RESPONSE: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
|
|
ACCEPT: signal
|
|
|
|
TEMPLATE: Look both ____{ways} before you cross the street.
|
|
RESPONSE: Look both ways before you cross the street.
|
|
ACCEPT: ways
|
|
|
|
TEMPLATE: Remember that pedestrians must yield the ____{right-of-way} to all vehicles when they cross the street between intersections.
|
|
RESPONSE: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
|
|
ACCEPT: right-of-way
|
|
|
|
# Source: ST §The Way to Drive Safely
|
|
$SELECT The Way to Drive Safely
|
|
ID: l2-s12
|
|
INTRO: Each safety rule on the card matches one driver who actually follows it. Read the rule, then tap the driver.
|
|
INSTRUCTION: Tap the sentence that matches the rule.
|
|
|
|
OPTION: a | Jan always signals when she is going to change lanes or make a turn.
|
|
OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it.
|
|
OPTION: c | When he drives, Steve thinks about the traffic and watches the road.
|
|
OPTION: d | Bill always holds the steering wheel with both hands.
|
|
OPTION: e | Sam is always cautious. He watches and follows the signs and signals.
|
|
OPTION: f | Buses stop at all railroad crossings.
|
|
OPTION: g | Cal always buckles up.
|
|
OPTION: h | When he's driving where other people are walking, Robert is very cautious.
|
|
|
|
TEMPLATE: Keep your eyes and your mind on the road.
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Obey traffic laws.
|
|
ANSWER: e
|
|
|
|
TEMPLATE: Keep your car in good shape.
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Signal when you turn or stop.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Wear seat belts.
|
|
ANSWER: g
|
|
|
|
TEMPLATE: Watch for pedestrians.
|
|
ANSWER: h
|
|
|
|
TEMPLATE: Slow down and be ready to stop at railroad crossings.
|
|
ANSWER: f
|
|
|
|
TEMPLATE: Keep your hands on the steering wheel.
|
|
ANSWER: d
|
|
|
|
# Source: LLA 2C Figure 5 (dialogs)
|
|
$DIALOGUE Rules of the Road
|
|
ID: 11-l2c-f5-a
|
|
INTRO: Three short conversations about tricky situations: broken turn signals, flashing headlights, and stopped school buses. Just listen.
|
|
INSTRUCTION: Listen to the dialogues.
|
|
|
|
Jan: My turn signals don't work. {bk11-l2c-f5-01.mp3}
|
|
LINE: What should I do? {bk11-l2c-f5-02.mp3}
|
|
Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-03.mp3}
|
|
|
|
Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-04.mp3}
|
|
Ann: That's a signal. They want to pass you. {bk11-l2c-f5-05.mp3}
|
|
Tom: What should I do? {bk11-l2c-f5-06.mp3}
|
|
Ann: Move to the right lane when you can. {bk11-l2c-f5-07.mp3}
|
|
|
|
Keith: What should I do when a school bus stops? {bk11-l2c-f5-08.mp3}
|
|
Frank: You should stop too when its lights are flashing. {bk11-l2c-f5-09.mp3}
|
|
Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-10.mp3}
|
|
Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-11.mp3}
|
|
Keith: Why do I have to stop? {bk11-l2c-f5-12.mp3}
|
|
Frank: Because children might be crossing the street. {bk11-l2c-f5-13.mp3}
|
|
|
|
# Source: LLA 2C Figure 5 (repeat questions)
|
|
$PRODUCE Ask the Questions
|
|
ID: 11-l2c-f5-b
|
|
INTRO: Now you play the confused driver. After each line you hear, say the question that comes next in the conversation — questions only, no answers.
|
|
INSTRUCTION: Repeat the questions only.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE
|
|
REPEAT
|
|
|
|
PROMPT: My turn signals don't work. {bk11-l2c-f5-14-q.mp3}
|
|
RESPONSE: What should I do? {bk11-l2c-f5-14-a.mp3}
|
|
|
|
PROMPT: Lower the window and signal with your left arm. {bk11-l2c-f5-14b-q.mp3}
|
|
RESPONSE: Why do drivers behind me flash their lights? {bk11-l2c-f5-14b-a.mp3}
|
|
|
|
PROMPT: That's a signal. They want to pass you. {bk11-l2c-f5-15-q.mp3}
|
|
RESPONSE: What should I do? {bk11-l2c-f5-15-a.mp3}
|
|
|
|
PROMPT: Move to the right lane when you can. {bk11-l2c-f5-16-q.mp3}
|
|
RESPONSE: What should I do when a school bus stops? {bk11-l2c-f5-16-a.mp3}
|
|
|
|
PROMPT: You should stop too when its lights are flashing. {bk11-l2c-f5-17-q.mp3}
|
|
RESPONSE: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-17-a.mp3}
|
|
|
|
PROMPT: Yes, and don't move until the bus moves. {bk11-l2c-f5-18-q.mp3}
|
|
RESPONSE: Why do I have to stop? {bk11-l2c-f5-18-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 5 (repeat answers)
|
|
$PRODUCE Give the Answers
|
|
ID: 11-l2c-f5-c
|
|
INTRO: Roles reversed — now you're the one who knows the rules. Answer each question you hear, then check against the tape.
|
|
INSTRUCTION: Repeat the answers only.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What should I do? {bk11-l2c-f5-19-q.mp3}
|
|
RESPONSE: Lower the window and signal with your left arm. {bk11-l2c-f5-19-a.mp3}
|
|
|
|
PROMPT: Why do drivers behind me flash their lights? {bk11-l2c-f5-20-q.mp3}
|
|
RESPONSE: That's a signal. They want to pass you. {bk11-l2c-f5-20-a.mp3}
|
|
|
|
PROMPT: What should I do? {bk11-l2c-f5-21-q.mp3}
|
|
RESPONSE: Move to the right lane when you can. {bk11-l2c-f5-21-a.mp3}
|
|
|
|
PROMPT: What should I do when a school bus stops? {bk11-l2c-f5-22-q.mp3}
|
|
RESPONSE: You should stop too when its lights are flashing. {bk11-l2c-f5-22-a.mp3}
|
|
|
|
PROMPT: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-23-q.mp3}
|
|
RESPONSE: Yes, and don't move until the bus moves. {bk11-l2c-f5-23-a.mp3}
|
|
|
|
PROMPT: Why do I have to stop? {bk11-l2c-f5-24-q.mp3}
|
|
RESPONSE: Because children might be crossing the street. {bk11-l2c-f5-24-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 6
|
|
$DIALOGUE Winter Driving
|
|
ID: 11-l2c-f6
|
|
INTRO: What about driving on ice? Listen to the advice — the short version is "stay home," but there's more.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
|
|
LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3}
|
|
LINE: Change lanes and turn corners carefully. {bk11-l2c-f6-03.mp3}
|
|
LINE: Also, change your speed slowly. {bk11-l2c-f6-04.mp3}
|
|
LINE: When you try to speed up or step on the brakes quickly, the tires may not stick to the ice. {bk11-l2c-f6-05.mp3}
|
|
LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
|
|
LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
|
|
LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}
|
|
|
|
# Source: LLA 2C Figure 6 (questions)
|
|
$PRODUCE Questions About Winter Driving
|
|
ID: 11-l2c-f6-b
|
|
REFERENCE
|
|
INTRO: Answer the questions about driving on ice aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
|
|
RESPONSE: You should drive cautiously when there's ice on the streets. {bk11-l2c-f6-09-a.mp3}
|
|
|
|
PROMPT: Should you drive fast then? {bk11-l2c-f6-10-q.mp3}
|
|
RESPONSE: No, you shouldn't drive fast then. {bk11-l2c-f6-10-a.mp3}
|
|
|
|
PROMPT: Should you change lanes and turn corners carefully? {bk11-l2c-f6-11-q.mp3}
|
|
RESPONSE: Yes, you should change lanes and turn corners carefully. {bk11-l2c-f6-11-a.mp3}
|
|
|
|
PROMPT: What can happen when you try to change your speed quickly? {bk11-l2c-f6-12-q.mp3}
|
|
RESPONSE: When you try to change your speed quickly, the tires may not stick to the ice. {bk11-l2c-f6-12-a.mp3}
|
|
|
|
PROMPT: Will you be able to stop? {bk11-l2c-f6-13-q.mp3}
|
|
RESPONSE: No, you won't be able to stop. {bk11-l2c-f6-13-a.mp3}
|
|
|
|
PROMPT: Should you stay home when there's ice on the roads? {bk11-l2c-f6-14-q.mp3}
|
|
RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3}
|
|
|
|
PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
|
|
RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}
|
|
|
|
# Source: ST §Driving School
|
|
$DIALOGUE Driving School
|
|
ID: l2-s24
|
|
INTRO: Meet Max, who's spending his Saturday morning in a classroom. It seemed cheaper than the fine. Just listen to how he got there.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
Narrator: Why is Max in a classroom on Saturday morning? Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg}
|
|
Narrator: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
|
|
LINE: He pulled over, lowered his window, and asked "What's the matter, officer?"
|
|
Narrator: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
|
|
Narrator: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
|
|
LINE: Max chose to go to the driving school because it cost less than the fine.
|
|
LINE: Now he's listening to the instructor's advice.
|
|
|
|
# SKIPPED (book): "answer the instructor's questions" about the Driving School story —
|
|
# no questions are printed; teacher-led discussion with no solo path.
|
|
|
|
# Source: ST §Stop and Look Both Ways!
|
|
$DIALOGUE The Instructor's Questions
|
|
ID: l2-s27
|
|
INTRO: Here's what Max is listening to in driving school: the instructor quizzes the class on the rules. Read the questions and answers.
|
|
INSTRUCTION: Read the questions and answers.
|
|
|
|
Instructor: What should you do when a red light is flashing?
|
|
StudentA: Stop, look both ways, and drive cautiously.
|
|
|
|
Instructor: What should you do when a yellow light is flashing?
|
|
StudentB: Slow down and drive with caution.
|
|
|
|
Instructor: What does a yield sign mean?
|
|
StudentA: Wait for the other car to go first.
|
|
|
|
Instructor: What should you do when you see a stop sign?
|
|
StudentB: Stop, look both ways, and drive with caution.
|
|
|
|
Instructor: When should you pull over?
|
|
StudentA: When the lights on an emergency vehicle are flashing.
|
|
|
|
Instructor: What should you do when a school bus stops?
|
|
StudentB: Don't pass it. Stop and wait while the red lights on the bus are flashing.
|
|
|
|
Instructor: What does an all-way stop sign mean?
|
|
StudentA: All traffic must stop at the intersection.
|
|
|
|
Instructor: What do you do at a railroad crossing?
|
|
StudentB: Slow down, look both ways, and drive with caution.
|
|
|
|
Instructor: Tell me when it's not safe to pass another car.
|
|
StudentA: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane.
|
|
|
|
Instructor: Do you know what an all-way stop sign means?
|
|
StudentB: Yes, all cars must stop at that intersection.
|
|
|
|
# Source: ST §Be a Cautious Driver
|
|
$DIALOGUE Be a Cautious Driver
|
|
ID: l2-s25
|
|
INTRO: To finish this part, say the safe-driving rules out loud — one by one, like promises. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat each rule.
|
|
REPEAT
|
|
|
|
LINE: Obey all traffic signs.
|
|
LINE: Slow down when the weather is bad.
|
|
LINE: Look both ways before you cross an intersection.
|
|
LINE: Keep your car in good shape.
|
|
LINE: Keep your mind on your driving and your eyes on the road.
|
|
LINE: Keep both hands on the steering wheel.
|
|
LINE: Always signal when you change lanes.
|
|
LINE: Don't drive when you're tired, upset, or sick.
|
|
LINE: Always yield to pedestrians.
|
|
LINE: Never pass a car on the right.
|
|
LINE: Don't pass a car on a hill or a curve.
|
|
LINE: Don't park on a highway; pull over to the side of the road.
|
|
|
|
$SESSION 2-4: Indefinite Pronouns
|
|
|
|
# Source: ST §Would Anybody Like Some Coffee?
|
|
$DIALOGUE Would Anybody Like Some Coffee?
|
|
ID: l2-s13
|
|
INTRO: Now some grammar: words like "somebody", "anyone", and "nobody". First, listen to a waiter dealing with a whole table of them — repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: anybody
|
|
Waiter: Would anybody like some coffee? {st-page_057_001.jpg}
|
|
Martin: Yes, I think two of us would.
|
|
|
|
VOCAB: somebody
|
|
Waiter: Did somebody order tea?
|
|
Martha: Yes, I asked for tea.
|
|
|
|
VOCAB: someone
|
|
Waiter: Can I get someone a glass of water?
|
|
VOCAB: nobody
|
|
Morton: No, thank you. Nobody needs water right now.
|
|
|
|
VOCAB: anyone
|
|
Waiter: Is anyone ready to order dessert?
|
|
VOCAB: no one
|
|
Marian: No, no one has finished eating yet.
|
|
|
|
# Source: ST §Indefinite Pronouns (grammar box)
|
|
$GRAMMAR Indefinite Pronouns
|
|
ID: l2-s15
|
|
INTRO: Here's how the six pronouns divide up the work. The short version: "some-" for yes, "no-" for zero, "any-" for questions and negatives.
|
|
|
|
**Someone** and **somebody** are used in affirmative statements and questions.
|
|
|
|
**EXAMPLES:**
|
|
* {Someone} wants to speak to you on the phone.
|
|
* {Somebody} forgot to put gas in the car.
|
|
* Can {someone} please take this book to the library?
|
|
* Has {somebody} been using my pen without asking me?
|
|
|
|
**No one** and **nobody** are used in affirmative statements.
|
|
|
|
**EXAMPLES:**
|
|
* {No one} wants to leave before the general does.
|
|
* The weather was awful; {nobody} got to work on time.
|
|
|
|
**Anyone** and **anybody** are usually used in negative statements and in affirmative and negative questions. They are sometimes used in affirmative statements.
|
|
|
|
**EXAMPLES:**
|
|
* I didn't know {anyone} at the party last night.
|
|
* Can {anyone} give me a ride home after class?
|
|
* Was {anybody} in the office when you got there?
|
|
* Doesn't {anyone} have a pencil?
|
|
* {Anybody} can learn another language.
|
|
|
|
# Source: LLA 2B Figure 6 (pronoun list)
|
|
$DIALOGUE Say the Pronouns
|
|
ID: 2b-f6
|
|
INTRO: You've met all six pronouns — now just say them clearly after the tape.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Anyone. {bk11-l2b-f6-01.mp3}
|
|
LINE: Anybody. {bk11-l2b-f6-02.mp3}
|
|
LINE: Someone. {bk11-l2b-f6-03.mp3}
|
|
LINE: Somebody. {bk11-l2b-f6-04.mp3}
|
|
LINE: No one. {bk11-l2b-f6-05.mp3}
|
|
LINE: Nobody. {bk11-l2b-f6-06.mp3}
|
|
|
|
# Source: ST §Does Anyone Here Speak English?
|
|
$DIALOGUE Two Ways to Say It
|
|
ID: l2-s16
|
|
INTRO: Each pair of pronouns is interchangeable — "no one" and "nobody" mean exactly the same thing. Repeat each sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg}
|
|
NOTES: You could also say "nobody" here — the meaning is the same.
|
|
|
|
LINE: Does anybody here speak English? {st-page_060_002.jpg}
|
|
NOTES: You could also say "anyone" here.
|
|
|
|
LINE: Will somebody please open the door? {st-page_060_003.jpg}
|
|
NOTES: You could also say "someone" here.
|
|
|
|
# Source: ST §No One Failed the Test
|
|
$DIALOGUE Nobody Failed the Test
|
|
ID: l2-s17
|
|
INTRO: Read ten quick sentences with the pronouns in action — notice which ones show up in questions and which in statements.
|
|
INSTRUCTION: Read the sentences.
|
|
|
|
LINE: Did anyone fail the test?
|
|
LINE: Nobody failed the exam.
|
|
LINE: Can somebody help me?
|
|
LINE: No one went to Jean's party.
|
|
LINE: Nobody wants to work for Mr. Grouch.
|
|
LINE: Anybody can learn to drive.
|
|
LINE: Would anyone like to have dessert?
|
|
LINE: I don't think anyone arrived on time today.
|
|
LINE: Will someone be there at 3:00?
|
|
LINE: There was no one in the captain's office.
|
|
|
|
# Source: ST §Someone Called While You Were Out
|
|
$SELECT Same Meaning with Pronouns
|
|
ID: l2-s14
|
|
INTRO: Check that the meanings are solid: tap the phrase or sentence that means the same as the underlined part.
|
|
INSTRUCTION: Tap the answer with the same meaning.
|
|
|
|
TEMPLATE: *No one* saw the accident.
|
|
OPTION: a | A person
|
|
OPTION: b | Not one person
|
|
ANSWER: b
|
|
|
|
TEMPLATE: *Anybody* could pass this test.
|
|
OPTION: a | Any person
|
|
OPTION: b | Many people
|
|
ANSWER: a
|
|
|
|
TEMPLATE: *Somebody* called after you left.
|
|
OPTION: a | One person
|
|
OPTION: b | Some people
|
|
ANSWER: a
|
|
|
|
TEMPLATE: No one left before midnight.
|
|
OPTION: a | Everybody stayed until midnight.
|
|
OPTION: b | A few people stayed until midnight.
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Nobody was awake when Jim got home.
|
|
OPTION: a | Someone was asleep.
|
|
OPTION: b | Everyone was asleep.
|
|
ANSWER: b
|
|
|
|
# Source: ST §Jim Didn't See Anybody in the Classroom
|
|
$SELECT Choose the Pronoun
|
|
ID: l2-s19
|
|
INTRO: Now pick the pronoun that fits each sentence. Remember: "any-" likes questions and negatives.
|
|
INSTRUCTION: Tap the correct word.
|
|
|
|
TEMPLATE: When I called the library, ______ answered the phone.
|
|
OPTION: a | anybody
|
|
OPTION: b | nobody
|
|
ANSWER: b
|
|
|
|
TEMPLATE: ______ wanted to walk home from school in the rain.
|
|
OPTION: a | No one
|
|
OPTION: b | Anyone
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Could ______ please help me for a minute?
|
|
OPTION: a | somebody
|
|
OPTION: b | nobody
|
|
ANSWER: a
|
|
|
|
TEMPLATE: ______ wants to eat at that restaurant again.
|
|
OPTION: a | No one
|
|
OPTION: b | Anybody
|
|
ANSWER: a
|
|
|
|
TEMPLATE: ______ will be at the airport by 2:30.
|
|
OPTION: a | Anyone
|
|
OPTION: b | Someone
|
|
ANSWER: b
|
|
|
|
TEMPLATE: ______ wears a suit to a picnic.
|
|
OPTION: a | Anybody
|
|
OPTION: b | Nobody
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Captain Ramos won't talk to ______ about the accident.
|
|
OPTION: a | anybody
|
|
OPTION: b | somebody
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Did ______ watch the baseball game last night?
|
|
OPTION: a | nobody
|
|
OPTION: b | anyone
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2B Figure 6 (conversation cloze)
|
|
$PRODUCE Complete the Conversation
|
|
ID: 2b-f6-b
|
|
INTRO: Poor Becky never gets any mail. Listen to her conversation with Ellen, type the missing pronoun in each line, then repeat the sentence.
|
|
INSTRUCTION: Type the missing word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
TEMPLATE: Ellen: Do you want to read this letter from Nancy?
|
|
TEMPLATE: Becky: Yes, thank you. ____ writes to me.
|
|
PROMPT: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
|
|
RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
|
|
ACCEPT: No one
|
|
|
|
TEMPLATE: Ellen: Do you write to ____?
|
|
PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
|
|
RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
|
|
ACCEPT: anybody
|
|
|
|
TEMPLATE: Becky: No, I don't mail anything to ____.
|
|
PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
|
|
RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
|
|
ACCEPT: anyone
|
|
|
|
TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
|
|
PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
|
|
RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
|
|
ACCEPT: Nobody
|
|
|
|
TEMPLATE: Becky: Do you think I should write to ____?
|
|
PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
|
|
RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
|
|
ACCEPT: someone
|
|
|
|
TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
|
|
PROMPT: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
|
|
RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
|
|
ACCEPT: somebody
|
|
|
|
TEMPLATE: Becky: And I'll have more than just bills in my mailbox.
|
|
PROMPT: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
|
|
RESPONSE: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
|
|
|
|
# Source: LLA 2B Figure 7
|
|
$PRODUCE Change to a Question with Pronouns
|
|
ID: 2b-f7
|
|
INTRO: Drill time: hear a statement and a cue word, then turn the statement into a question using the cue. Say it, then repeat the model.
|
|
INSTRUCTION: Speak the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Nobody's here. Anyone. {bk11-l2b-f7-ex-q.mp3}
|
|
RESPONSE: Is anyone here? {bk11-l2b-f7-ex-a.mp3}
|
|
|
|
PROMPT: No one can hear us. Anybody. {bk11-l2b-f7-01-q.mp3}
|
|
RESPONSE: Can anybody hear us? {bk11-l2b-f7-01-a.mp3}
|
|
|
|
PROMPT: Nobody saw the accident. Someone. {bk11-l2b-f7-02-q.mp3}
|
|
RESPONSE: Did someone see the accident? {bk11-l2b-f7-02-a.mp3}
|
|
|
|
PROMPT: Someone knows the answer. Somebody. {bk11-l2b-f7-03-q.mp3}
|
|
RESPONSE: Does somebody know the answer? {bk11-l2b-f7-03-a.mp3}
|
|
|
|
PROMPT: Somebody called you last night. Anybody. {bk11-l2b-f7-04-q.mp3}
|
|
RESPONSE: Did anybody call you last night? {bk11-l2b-f7-04-a.mp3}
|
|
|
|
PROMPT: Nobody told Mark about the test. Somebody. {bk11-l2b-f7-05-q.mp3}
|
|
RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-05-a.mp3}
|
|
|
|
PROMPT: No one knows Anne's telephone number. Anyone. {bk11-l2b-f7-06-q.mp3}
|
|
RESPONSE: Does anyone know Anne's telephone number? {bk11-l2b-f7-06-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 8
|
|
$PRODUCE Answer with a Pronoun
|
|
ID: 2b-f8
|
|
INTRO: Now answer the questions. The cue words after each question tell you whether the answer is yes or no, and which pronoun to use. Then repeat the model.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Is anybody going to the show? No, nobody. {bk11-l2b-f8-ex-q.mp3}
|
|
RESPONSE: No, nobody's going to the show. {bk11-l2b-f8-ex-a.mp3}
|
|
|
|
PROMPT: Has somebody been using my pen? No, nobody. {bk11-l2b-f8-01-q.mp3}
|
|
RESPONSE: No, nobody's been using your pen. {bk11-l2b-f8-01-a.mp3}
|
|
|
|
PROMPT: Does anybody understand the lesson? Yes, someone. {bk11-l2b-f8-02-q.mp3}
|
|
RESPONSE: Yes, someone understands the lesson. {bk11-l2b-f8-02-a.mp3}
|
|
|
|
PROMPT: Can someone give me a ride home? Yes, somebody. {bk11-l2b-f8-03-q.mp3}
|
|
RESPONSE: Yes, somebody can give you a ride home. {bk11-l2b-f8-03-a.mp3}
|
|
|
|
PROMPT: Did anyone bring the soft drinks? No, no one. {bk11-l2b-f8-04-q.mp3}
|
|
RESPONSE: No, no one brought the soft drinks. {bk11-l2b-f8-04-a.mp3}
|
|
|
|
PROMPT: Will somebody tell Mark the answer? No, nobody. {bk11-l2b-f8-05-q.mp3}
|
|
RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-05-a.mp3}
|
|
|
|
PROMPT: Is anybody listening to this tape? Yes, someone. {bk11-l2b-f8-06-q.mp3}
|
|
RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-06-a.mp3}
|
|
|
|
# Source: ST §Will Someone Meet Me at the Airport?
|
|
$PRODUCE Will Someone Meet Me at the Airport?
|
|
ID: l2-s18
|
|
INTRO: One more round, without the tape holding your hand. Read the question and the cue, then answer aloud using the right pronoun.
|
|
INSTRUCTION: Answer aloud using the cue in parentheses.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (yes)
|
|
PROMPT: Will someone meet me at the airport?
|
|
RESPONSE: Yes, someone will meet you there.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (no)
|
|
PROMPT: Has anyone told Mark about the test tomorrow?
|
|
RESPONSE: No, no one's told him about it.
|
|
|
|
TEMPLATE: (no)
|
|
PROMPT: Was anyone hurt in the accident?
|
|
RESPONSE: No, no one was hurt in the accident.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Did someone call the police?
|
|
RESPONSE: Yes, someone called the police.
|
|
|
|
TEMPLATE: (no)
|
|
PROMPT: Are you looking for somebody?
|
|
RESPONSE: No, I'm not looking for anybody.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Did anybody call while I was out?
|
|
RESPONSE: Yes, somebody called while you were out.
|
|
|
|
TEMPLATE: (no)
|
|
PROMPT: Could anyone answer the question?
|
|
RESPONSE: No, nobody could answer the question.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Will someone be in the office on Saturday?
|
|
RESPONSE: Yes, someone will be in the office on Saturday.
|
|
|
|
TEMPLATE: (no)
|
|
PROMPT: Does anybody have change for a hundred-dollar bill?
|
|
RESPONSE: No, nobody has change for a hundred-dollar bill.
|
|
|
|
TEMPLATE: (no)
|
|
PROMPT: Would anyone like to go to the commissary with me?
|
|
RESPONSE: No, no one would like to go.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Does anybody know Janet's new telephone number?
|
|
RESPONSE: Yes, somebody knows Janet's new telephone number.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Does anyone have an extra ticket to the soccer game?
|
|
RESPONSE: Yes, someone has an extra ticket.
|
|
|
|
# SKIPPED (book): LLA 2B Figure 9 (punctuation grid) — grid/coordinate placement task,
|
|
# no spatial interaction in our format. Also ST Listening Skill "PUT THE PUNCTUATION
|
|
# MARK IN THE BOX" — same family, instructor-read with no printed stimuli.
|
|
|
|
$SESSION 2-5: Get and Become
|
|
|
|
# Source: LLA 2C Figure 1
|
|
$DIALOGUE Get and Become in Conversation
|
|
ID: 11-l2c-f1
|
|
INTRO: This part is about talking about change with the verbs "get" and "become" — getting nervous, becoming a doctor. Listen to the short dialogues and notice both verbs. No repeating yet.
|
|
INSTRUCTION: Listen to the dialogues.
|
|
|
|
Kathy: Does Jane *get* nervous now when she drives? {bk11-l2c-f1-01.mp3}
|
|
Kevin: Yes. She *became* a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3}
|
|
|
|
Sally: Is the weather *getting* worse? {bk11-l2c-f1-03.mp3}
|
|
Steve: Yes. The ice on the streets is *becoming* an awful problem. {bk11-l2c-f1-04.mp3}
|
|
|
|
Maria: Do you think Bill will ever *become* a happy person? {bk11-l2c-f1-05.mp3}
|
|
David: I don't know. He still *gets* angry about nothing. {bk11-l2c-f1-06.mp3}
|
|
|
|
Janet: Are you *becoming* a better math student? {bk11-l2c-f1-07.mp3}
|
|
Jason: Yes. The problems are *getting* easier every day. {bk11-l2c-f1-08.mp3}
|
|
|
|
Alice: Do your sisters want to *become* nurses? {bk11-l2c-f1-09.mp3}
|
|
Larry: No. They want to *become* doctors. {bk11-l2c-f1-10.mp3}
|
|
|
|
# Source: ST §Become and Get (grammar box)
|
|
$GRAMMAR Become and Get
|
|
ID: l2-s20
|
|
INTRO: Here's the pattern in one small table — both verbs link a subject to what it's turning into.
|
|
|
|
**Become** and **get** are used as linking verbs to show a change in state or condition.
|
|
|
|
| SUBJECT | LINKING VERB | SUBJECT COMPLEMENT |
|
|
|---|---|---|
|
|
| Most captains | **become** | majors. (noun) |
|
|
| The homework | **became** / **got** | confusing. (adjective) |
|
|
|
|
# Source: LLA 2C Figure 2 (get — forms)
|
|
$DIALOGUE Forms of Get
|
|
ID: 11-l2c-f2
|
|
INTRO: Listen to the forms of "get" — the poor instructor gets nervous in every tense. Repeat the word and the sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Gets. The instructor gets nervous. {bk11-l2c-f2-01.mp3}
|
|
LINE: Got. The instructor got nervous. {bk11-l2c-f2-02.mp3}
|
|
LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3}
|
|
LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
|
|
LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}
|
|
|
|
# Source: LLA 2C Figure 2 (get — substitution drill)
|
|
$PRODUCE Change the Sentence with Get
|
|
ID: 11-l2c-f2-b
|
|
INTRO: Substitution drill with "get": the sentence on screen is your starting point. Hear the cue, swap it in, say the new sentence, then repeat the model.
|
|
INSTRUCTION: Change the sentence using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jim gets tired easily.
|
|
PROMPT: Mary. {bk11-l2c-f2-ex1-q.mp3}
|
|
RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3}
|
|
|
|
TEMPLATE: Mary gets tired easily.
|
|
PROMPT: Sick. {bk11-l2c-f2-06-q.mp3}
|
|
RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3}
|
|
|
|
TEMPLATE: Mary gets sick easily.
|
|
PROMPT: Well. {bk11-l2c-f2-07-q.mp3}
|
|
RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3}
|
|
|
|
TEMPLATE: Mary gets well easily.
|
|
PROMPT: Quickly. {bk11-l2c-f2-08-q.mp3}
|
|
RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3}
|
|
|
|
TEMPLATE: Mary gets well quickly.
|
|
PROMPT: The children. {bk11-l2c-f2-09-q.mp3}
|
|
RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3}
|
|
|
|
TEMPLATE: The children get well quickly.
|
|
PROMPT: Bored. {bk11-l2c-f2-10-q.mp3}
|
|
RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3}
|
|
|
|
TEMPLATE: The children get bored quickly.
|
|
PROMPT: Excited. {bk11-l2c-f2-11-q.mp3}
|
|
RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 2 (become — forms)
|
|
$DIALOGUE Forms of Become
|
|
ID: 11-l2c-f2-c
|
|
INTRO: Now the forms of "become". Repeat the word and the sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Become. Our students become good pilots. {bk11-l2c-f2-12.mp3}
|
|
LINE: Became. Our students became good pilots. {bk11-l2c-f2-13.mp3}
|
|
LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-14.mp3}
|
|
LINE: Are becoming. Our students are becoming good pilots. {bk11-l2c-f2-15.mp3}
|
|
|
|
# Source: LLA 2C Figure 2 (become — substitution drill)
|
|
$PRODUCE Change the Sentence with Become
|
|
ID: 11-l2c-f2-d
|
|
INTRO: Same drill, now with "become". Hear the cue, change the sentence on screen, say it, then repeat the model.
|
|
INSTRUCTION: Change the sentence using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jane became a good saleswoman.
|
|
PROMPT: Teacher. {bk11-l2c-f2-ex2-q.mp3}
|
|
RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}
|
|
|
|
TEMPLATE: Jane became a good teacher.
|
|
PROMPT: Is becoming. {bk11-l2c-f2-16-q.mp3}
|
|
RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3}
|
|
|
|
TEMPLATE: Jane is becoming a good teacher.
|
|
PROMPT: Michael. {bk11-l2c-f2-17-q.mp3}
|
|
RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3}
|
|
|
|
TEMPLATE: Michael is becoming a good teacher.
|
|
PROMPT: Better. {bk11-l2c-f2-18-q.mp3}
|
|
RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3}
|
|
|
|
TEMPLATE: Michael is becoming a better teacher.
|
|
PROMPT: Writer. {bk11-l2c-f2-19-q.mp3}
|
|
RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3}
|
|
|
|
TEMPLATE: Michael is becoming a better writer.
|
|
PROMPT: The students. {bk11-l2c-f2-20-q.mp3}
|
|
RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3}
|
|
|
|
TEMPLATE: The students are becoming better writers.
|
|
PROMPT: Will become. {bk11-l2c-f2-21-q.mp3}
|
|
RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 3
|
|
$PRODUCE Getting Better, Getting Worse
|
|
ID: 11-l2c-f3
|
|
INTRO: Opposites drill: the sentence tells you what ISN'T happening; the cue word tells you what is. Say the corrected sentence, then repeat the model.
|
|
INSTRUCTION: Change the sentence using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: My cold isn't getting *worse*. Better. {bk11-l2c-f3-ex-q.mp3}
|
|
RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3}
|
|
|
|
PROMPT: The food here isn't getting *better*. Worse. {bk11-l2c-f3-01-q.mp3}
|
|
RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3}
|
|
|
|
PROMPT: Karen doesn't get *angry*. Upset. {bk11-l2c-f3-02-q.mp3}
|
|
RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3}
|
|
|
|
PROMPT: The nights aren't getting *longer*. Shorter. {bk11-l2c-f3-03-q.mp3}
|
|
RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3}
|
|
|
|
PROMPT: Bill didn't become a *careless* driver. Careful. {bk11-l2c-f3-04-q.mp3}
|
|
RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3}
|
|
|
|
PROMPT: Mark won't become a *nervous* person. Relaxed. {bk11-l2c-f3-05-q.mp3}
|
|
RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3}
|
|
|
|
PROMPT: The boys won't become *weak* men. Strong. {bk11-l2c-f3-06-q.mp3}
|
|
RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 4
|
|
$PRODUCE Questions with Get and Become
|
|
ID: 11-l2c-f4
|
|
INTRO: Now turn statements into questions. Hear the sentence and the cue word, swap the cue in, and ask the question — then repeat the model.
|
|
INSTRUCTION: Change the sentence to a question.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: The *school* is getting crowded. Classroom. {bk11-l2c-f4-ex1-q.mp3}
|
|
RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: Houston became an important city. Laredo. {bk11-l2c-f4-ex2-q.mp3}
|
|
RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}
|
|
|
|
PROMPT: His *father* became an important person. Uncle. {bk11-l2c-f4-01-q.mp3}
|
|
RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}
|
|
|
|
PROMPT: The coffee is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
|
|
RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}
|
|
|
|
PROMPT: My apartment gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
|
|
RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}
|
|
|
|
PROMPT: Kathryn is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
|
|
RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}
|
|
|
|
PROMPT: The books will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
|
|
RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}
|
|
|
|
PROMPT: The children are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
|
|
RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}
|
|
|
|
# Source: ST §Some Students Get Nervous Before a Test
|
|
$DIALOGUE Everyday Changes
|
|
ID: l2-s21
|
|
INTRO: Read eight everyday sentences with "get" and "become" — from dirty clothes to angry majors.
|
|
INSTRUCTION: Read the sentences.
|
|
|
|
LINE: Do you get nervous before a test?
|
|
LINE: The children became tired of sightseeing.
|
|
LINE: Kevin got lost on his way to Howard's house.
|
|
LINE: When will Lieutenant Burns become a captain?
|
|
LINE: Peter became a doctor after ten years of school.
|
|
LINE: Ted doesn't get upset when he's late for class.
|
|
LINE: Bob's clothes get dirty when he works on his car.
|
|
LINE: The major becomes very angry when someone lies to him.
|
|
|
|
# Source: ST §Ralph Gets Tired After a Long Game
|
|
$DIALOGUE Ralph Gets Tired
|
|
ID: l2-s22
|
|
INTRO: Ralph plays too much basketball; James lifts weights for his health. Read their conversation — it's wall-to-wall "get" and "become".
|
|
INSTRUCTION: Read the dialog.
|
|
|
|
James: Hi, Ralph. You sure look tired. {st-page_065_001.jpg}
|
|
Ralph: I know. I get tired after a long game.
|
|
James: Why do you play so much basketball?
|
|
Ralph: I enjoy it, and I want to become good at it.
|
|
James: You already play well.
|
|
Ralph: Thanks, but I want to get better. What are you doing?
|
|
James: I'm getting ready to work out.
|
|
Ralph: Why do you work out? Do you want to become the strongest man in town?
|
|
James: No, I'm just trying to become a healthier person.
|
|
Ralph: I heard that you got really sick last month.
|
|
James: I did, but I'm getting well again fast.
|
|
|
|
# Source: ST §Harold Got Sick At School
|
|
$PRODUCE Ask and Answer About Changes
|
|
ID: l2-s23
|
|
INTRO: The last "get and become" workout: read the sentence, then use the cues in parentheses to ask a question about it AND answer it — both parts aloud.
|
|
INSTRUCTION: Ask and answer using the cues in parentheses.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (tired) (no)
|
|
PROMPT: Harold got sick at work today.
|
|
RESPONSE: Did Harold get tired at work today? No, he got sick.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (upset) (yes, very)
|
|
PROMPT: Jan gets upset when she fails a test.
|
|
RESPONSE: Does Jan get upset when she fails a test? Yes, she gets very upset.
|
|
|
|
TEMPLATE: (nervous) (yes, very)
|
|
PROMPT: Jim gets nervous when he drives downtown.
|
|
RESPONSE: Does Jim get nervous when he drives downtown? Yes, he gets very nervous.
|
|
|
|
TEMPLATE: (in the evening) (no)
|
|
PROMPT: This restaurant becomes crowded at noon.
|
|
RESPONSE: Does this restaurant become crowded in the evening? No, it becomes crowded at noon.
|
|
|
|
TEMPLATE: (address) (no)
|
|
PROMPT: Don got lost because he forgot the map.
|
|
RESPONSE: Did Don get lost because he forgot the address? No, he got lost because he forgot the map.
|
|
|
|
TEMPLATE: (interesting) (yes, near the end)
|
|
PROMPT: The movie gets more interesting.
|
|
RESPONSE: Does the movie get interesting? Yes, it gets more interesting near the end.
|
|
|
|
TEMPLATE: (Friday) (no)
|
|
PROMPT: Lt Keith will become a captain on Monday.
|
|
RESPONSE: Will Lt Keith become a captain on Friday? No, he will become a captain on Monday.
|
|
|
|
TEMPLATE: (more difficult) (no)
|
|
PROMPT: I think this job will get easier.
|
|
RESPONSE: Do you think this job will get more difficult? No, I think it will get easier.
|
|
|
|
TEMPLATE: (cautious) (yes, very)
|
|
PROMPT: Mark became a cautious driver after his accident.
|
|
RESPONSE: Did Mark become a cautious driver after his accident? Yes, he became very cautious.
|
|
|
|
TEMPLATE: (summer) (no)
|
|
PROMPT: The weather here gets more pleasant in the fall.
|
|
RESPONSE: Does the weather get more pleasant in the summer? No, it gets more pleasant in the fall.
|
|
|
|
TEMPLATE: (water) (no)
|
|
PROMPT: Ken became upset when the waitress spilled the coffee.
|
|
RESPONSE: Did Ken become upset when the waitress spilled the water? No, he became upset when she spilled the coffee.
|
|
|
|
TEMPLATE: (angry) (yes, very)
|
|
PROMPT: Patrick got angry when he saw the ticket on his car.
|
|
RESPONSE: Did Patrick get angry when he saw the ticket on his car? Yes, he got very angry.
|
|
|
|
$SESSION 2-6: Who, Which, and That
|
|
|
|
# Source: LLA 2D Figure 2
|
|
$DIALOGUE Who, Which, and That
|
|
ID: 2d-f2
|
|
INTRO: Last grammar point of the lesson: describing people and things with "who", "which", and "that". Listen to the sentences about John and his books, and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Last weekend I read a book which I liked a lot. {bk11-l2d-f2-01.mp3}
|
|
LINE: It was a new book that John told me about. {bk11-l2d-f2-02.mp3}
|
|
LINE: John is a friend of mine who really enjoys reading. {bk11-l2d-f2-03.mp3}
|
|
LINE: He has an apartment which is full of books. {bk11-l2d-f2-04.mp3}
|
|
LINE: I know other people that collect books also. {bk11-l2d-f2-05.mp3}
|
|
LINE: But John's the only one who reads every book in his collection. {bk11-l2d-f2-06.mp3}
|
|
|
|
# Source: LLA 2D Figure 2 (questions)
|
|
$PRODUCE Questions About John's Books
|
|
ID: 2d-f2-b
|
|
REFERENCE
|
|
INTRO: Answer the questions about John and his books aloud — the answers use "who", "which", and "that" too. Then repeat the model.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What kind of book did the person read last weekend? {bk11-l2d-f2-07-q.mp3}
|
|
RESPONSE: He read a book that he liked a lot. {bk11-l2d-f2-07-a.mp3}
|
|
|
|
PROMPT: Which book was it? {bk11-l2d-f2-08-q.mp3}
|
|
RESPONSE: It was a new book that John told him about. {bk11-l2d-f2-08-a.mp3}
|
|
|
|
PROMPT: Is John his instructor? {bk11-l2d-f2-09-q.mp3}
|
|
RESPONSE: No. John is a friend of his who really enjoys reading. {bk11-l2d-f2-09-a.mp3}
|
|
|
|
PROMPT: Where does John live? {bk11-l2d-f2-10-q.mp3}
|
|
RESPONSE: He lives in an apartment that's full of books. {bk11-l2d-f2-10-a.mp3}
|
|
|
|
PROMPT: Does he know other people that collect books? {bk11-l2d-f2-11-q.mp3}
|
|
RESPONSE: Yes, he knows other people that collect them. {bk11-l2d-f2-11-a.mp3}
|
|
|
|
PROMPT: How is John different from the other people who collect books? {bk11-l2d-f2-12-q.mp3}
|
|
RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2-12-a.mp3}
|
|
|
|
# Source: ST §Adjective Clauses (grammar box)
|
|
$GRAMMAR Adjective Clauses
|
|
ID: l2-s29
|
|
INTRO: Here's the rule in full: "who" for people, "which" for things, and "that" for either — the flexible one.
|
|
|
|
An adjective clause is group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
|
|
|
|
* **Who** refers to people.
|
|
* **Which** refers to things.
|
|
* **That** refers to both people and things.
|
|
|
|
| | | ADJECTIVE CLAUSE |
|
|
|---|---|---|
|
|
| Ms. Steves is the one | **who** | teaches Spanish. |
|
|
| Roper's is the store | **which** | sells tires. |
|
|
| This is the watch | **that** | broke last week. |
|
|
| Mr. Dial is the man | **that** | fixed it for me. |
|
|
|
|
# Source: ST §Walter Is the One Who Sells Cars
|
|
$DIALOGUE The One That Has the Big Kitchen
|
|
ID: l2-s30
|
|
INTRO: Read five mini-dialogs where the adjective clause does all the work of pointing at the right apartment, car, or shirt.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
StudentA: Which apartment do you like?
|
|
StudentB: I like the one that has the big kitchen.
|
|
|
|
StudentA: Did you call the sergeant yesterday?
|
|
StudentB: No, I wasn't the person that called him.
|
|
|
|
StudentA: What kind of car do you want?
|
|
StudentB: I want a car which doesn't use much gas.
|
|
|
|
StudentA: Did you pass the test?
|
|
StudentB: I'm the only student who passed it.
|
|
|
|
StudentA: Is that the shirt that has chocolate on it?
|
|
StudentB: No, it's the shirt which has tomato juice on it.
|
|
|
|
# Source: LLA 2D Figure 3
|
|
$SELECT Complete the Sentence
|
|
ID: 2d-f3
|
|
INTRO: You'll hear the start of a sentence — tap the clause that finishes it correctly. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the whole sentence.
|
|
INSTRUCTION: Tap the correct completion.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Accidents usually happen to drivers. {bk11-l2d-f3-ex.mp3}
|
|
OPTION: a | who are not careful. {bk11-l2d-f3-ex-a.mp3}
|
|
OPTION: b | which are not careful.
|
|
ANSWER: a
|
|
|
|
PROMPT: You should always stop for someone. {bk11-l2d-f3-01.mp3}
|
|
OPTION: a | who is crossing the street. {bk11-l2d-f3-01-a.mp3}
|
|
OPTION: b | which is crossing the street.
|
|
ANSWER: a
|
|
|
|
PROMPT: Fix or replace any tires. {bk11-l2d-f3-02.mp3}
|
|
OPTION: a | who are bad.
|
|
OPTION: b | that are bad. {bk11-l2d-f3-02-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: A pedestrian is a person. {bk11-l2d-f3-03.mp3}
|
|
OPTION: a | that is walking. {bk11-l2d-f3-03-a.mp3}
|
|
OPTION: b | which is walking.
|
|
ANSWER: a
|
|
|
|
PROMPT: Be polite to a policeman. {bk11-l2d-f3-04.mp3}
|
|
OPTION: a | who is giving you a ticket. {bk11-l2d-f3-04-a.mp3}
|
|
OPTION: b | which is giving you a ticket.
|
|
ANSWER: a
|
|
|
|
PROMPT: Don't ride with a driver. {bk11-l2d-f3-05.mp3}
|
|
OPTION: a | which is careless.
|
|
OPTION: b | that is careless. {bk11-l2d-f3-05-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Drive cautiously on streets. {bk11-l2d-f3-06.mp3}
|
|
OPTION: a | who are wet.
|
|
OPTION: b | that are wet. {bk11-l2d-f3-06-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Drive carefully near children. {bk11-l2d-f3-07.mp3}
|
|
OPTION: a | who are playing. {bk11-l2d-f3-07-a.mp3}
|
|
OPTION: b | which are playing.
|
|
ANSWER: a
|
|
|
|
PROMPT: Don't take a trip in a car. {bk11-l2d-f3-08.mp3}
|
|
OPTION: a | who isn't in good shape.
|
|
OPTION: b | that isn't in good shape. {bk11-l2d-f3-08-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Use caution when you see a light. {bk11-l2d-f3-09.mp3}
|
|
OPTION: a | which is flashing. {bk11-l2d-f3-09-a.mp3}
|
|
OPTION: b | who is flashing.
|
|
ANSWER: a
|
|
|
|
PROMPT: Don't pass a school bus. {bk11-l2d-f3-10.mp3}
|
|
OPTION: a | that is stopping for children. {bk11-l2d-f3-10-a.mp3}
|
|
OPTION: b | who is stopping for children.
|
|
ANSWER: a
|
|
|
|
# Source: ST §That's the Clerk Who Helped Me
|
|
$SELECT Match the Adjective Clause
|
|
ID: l2-s31
|
|
INTRO: Each sentence beginning needs its clause. Read the beginning, then tap the ending that belongs to it.
|
|
INSTRUCTION: Tap the clause that completes the sentence.
|
|
|
|
OPTION: a | who gave me a traffic ticket last week.
|
|
OPTION: b | that sells delicious hamburgers.
|
|
OPTION: c | that smells so good.
|
|
OPTION: d | who sold me this camera.
|
|
OPTION: e | who gave me a physical last week.
|
|
OPTION: f | that always has a flat tire.
|
|
OPTION: g | which is arriving now at Gate 4.
|
|
OPTION: h | which sells the most expensive suits.
|
|
|
|
TEMPLATE: This little restaurant is the place
|
|
ANSWER: b
|
|
|
|
TEMPLATE: The woman over there is the clerk
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Joan has an old car
|
|
ANSWER: f
|
|
|
|
TEMPLATE: Flight 123 is the one
|
|
ANSWER: g
|
|
|
|
TEMPLATE: Sgt Mason is the policeman
|
|
ANSWER: a
|
|
|
|
TEMPLATE: WEARS is the men's clothing store
|
|
ANSWER: h
|
|
|
|
TEMPLATE: The red flower is the one
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Maj Jackson is the doctor
|
|
ANSWER: e
|
|
|
|
# Source: ST §Is This the Uniform That's Too Large for You?
|
|
$PRODUCE Ask and Answer with Who, Which, and That
|
|
ID: l2-s32
|
|
INTRO: Read each question and answer it aloud, using the cue in parentheses. Keep the adjective clause in your answer — that's the point of the drill.
|
|
INSTRUCTION: Answer aloud using the cue in parentheses.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (no, small)
|
|
PROMPT: Is this the hat that's too big for you?
|
|
RESPONSE: No, it's the one that's too small.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (yes)
|
|
PROMPT: Do you know the name of the man who helped you?
|
|
RESPONSE: Yes, I know the name of the man who helped me.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Do you remember the clerk who sold you the radio?
|
|
RESPONSE: Yes, I remember the clerk who sold me the radio.
|
|
|
|
TEMPLATE: (no, exciting)
|
|
PROMPT: Is this the TV show that's always so boring?
|
|
RESPONSE: No, it's the one that's always so exciting.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Does Sara know the person that wrote the letter?
|
|
RESPONSE: Yes, she knows the person that wrote the letter.
|
|
|
|
TEMPLATE: (no, ten minutes ago)
|
|
PROMPT: Was Dennis on the flight which left at noon?
|
|
RESPONSE: No, he was on the flight which left ten minutes ago.
|
|
|
|
TEMPLATE: (no, gold)
|
|
PROMPT: Are you buying the jacket that has the silver buttons?
|
|
RESPONSE: No, I'm buying the one that has gold buttons.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Does Maj West know the general who's visiting the base next week?
|
|
RESPONSE: Yes, he knows the general who's visiting the base next week.
|
|
|
|
TEMPLATE: (no, Mr. Garza)
|
|
PROMPT: Are you the salesman who answered the phone?
|
|
RESPONSE: No, Mr. Garza is the one who answered the phone.
|
|
|
|
TEMPLATE: (no, new)
|
|
PROMPT: Is this a store which sells old books and magazines?
|
|
RESPONSE: No, it's a store which sells new books and magazines.
|
|
|
|
TEMPLATE: (no, pilot)
|
|
PROMPT: Is she the airman who wants to become a mechanic?
|
|
RESPONSE: No, she's the one who wants to become a pilot.
|
|
|
|
TEMPLATE: (yes)
|
|
PROMPT: Is there a restaurant here that serves good fish?
|
|
RESPONSE: Yes, there is a restaurant here that serves good fish.
|
|
|
|
# Source: LLA 2D Figure 4
|
|
$PRODUCE Write the Missing Word
|
|
ID: 2d-f4
|
|
INTRO: Now a listening pass: Sergeant Carter saw quite an accident this morning. Listen to each sentence and type the missing word — "who", "which", or "that".
|
|
INSTRUCTION: Type the missing word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Sergeant Carter told us about an accident ____{that} he saw this morning.
|
|
PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
|
|
RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
|
|
|
|
TEMPLATE: A car ____{which} was speeding ran a red light.
|
|
PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
|
|
RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
|
|
|
|
TEMPLATE: The driver was a man ____{who} is ninety years old and can't see very well.
|
|
PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
|
|
RESPONSE: The driver was a man who is ninety years old and can't see very well. {bk11-l2d-f4-03.mp3}
|
|
|
|
TEMPLATE: The driver ____{who} had the green light realized that something was wrong and stopped quickly.
|
|
PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
|
|
RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
|
|
|
|
TEMPLATE: The driver behind him was a woman ____{who} was taking her four children to school.
|
|
PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
|
|
RESPONSE: The driver behind him was a woman who was taking her four children to school. {bk11-l2d-f4-05.mp3}
|
|
|
|
TEMPLATE: She hit the car ____{that} stopped because she wasn't watching the traffic.
|
|
PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
|
|
RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
|
|
|
|
TEMPLATE: The people ____{who} were in the accident were all right.
|
|
PROMPT: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
|
|
RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
|
|
|
|
TEMPLATE: All of them were wearing seat belts ____{which} kept them safe.
|
|
PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
|
|
RESPONSE: All of them were wearing seat belts which kept them safe. {bk11-l2d-f4-08.mp3}
|
|
|
|
TEMPLATE: The old man ____{who} ran the light never realized that he caused an accident.
|
|
PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
|
|
RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
|
|
|
|
# Source: ST §The Pen That's on the Table Is Mine
|
|
$PRODUCE Complete with Who, Which, or That
|
|
ID: l2-s33
|
|
INTRO: Now build the clauses yourself. Use the words in parentheses plus "who", "which", or "that" to complete each sentence, and type the whole sentence.
|
|
INSTRUCTION: Type the completed sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (is/on table) The pen ____ is mine.
|
|
RESPONSE: The pen which is on the table is mine.
|
|
ACCEPT: The pen that is on the table is mine. | The pen that's on the table is mine. | The pen which is on the table is mine.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (go/to mall) This is the bus ____
|
|
RESPONSE: This is the bus that goes to the mall.
|
|
ACCEPT: This is the bus that goes to the mall. | This is the bus which goes to the mall.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: (flew/plane) The lieutenant is the one ____
|
|
RESPONSE: The lieutenant is the one who flew the plane.
|
|
ACCEPT: The lieutenant is the one who flew the plane. | The lieutenant is the one that flew the plane.
|
|
|
|
TEMPLATE: (just passed/us) The driver ____ was speeding.
|
|
RESPONSE: The driver who just passed us was speeding.
|
|
ACCEPT: The driver who just passed us was speeding. | The driver that just passed us was speeding.
|
|
|
|
TEMPLATE: (is/in parking lot) The truck ____ is Bob's.
|
|
RESPONSE: The truck which is in the parking lot is Bob's.
|
|
ACCEPT: The truck which is in the parking lot is Bob's. | The truck that is in the parking lot is Bob's. | The truck that's in the parking lot is Bob's.
|
|
|
|
TEMPLATE: (helped/me/yesterday) The clerk ____ was very polite.
|
|
RESPONSE: The clerk who helped me yesterday was very polite.
|
|
ACCEPT: The clerk who helped me yesterday was very polite. | The clerk that helped me yesterday was very polite.
|
|
|
|
TEMPLATE: (was/on TV/last week) This is the same show ____
|
|
RESPONSE: This is the same show which was on TV last week.
|
|
ACCEPT: This is the same show which was on TV last week. | This is the same show that was on TV last week.
|
|
|
|
TEMPLATE: (came/in the mail/today) That's the magazine ____
|
|
RESPONSE: That's the magazine which came in the mail today.
|
|
ACCEPT: That's the magazine which came in the mail today. | That's the magazine that came in the mail today.
|
|
|
|
TEMPLATE: (took us/airport) He's the taxi driver ____
|
|
RESPONSE: He's the taxi driver who took us to the airport.
|
|
ACCEPT: He's the taxi driver who took us to the airport. | He's the taxi driver that took us to the airport.
|
|
|
|
TEMPLATE: (will graduate/Thursday) These are the students ____
|
|
RESPONSE: These are the students who will graduate on Thursday.
|
|
ACCEPT: These are the students who will graduate on Thursday. | These are the students that will graduate on Thursday. | These are the students who will graduate Thursday.
|
|
|
|
TEMPLATE: (goes/to Chicago) Flight 123 is the one ____
|
|
RESPONSE: Flight 123 is the one which goes to Chicago.
|
|
ACCEPT: Flight 123 is the one which goes to Chicago. | Flight 123 is the one that goes to Chicago.
|
|
|
|
TEMPLATE: (made/reservation) Mr. Jones is the travel agent ____
|
|
RESPONSE: Mr. Jones is the travel agent who made the reservation.
|
|
ACCEPT: Mr. Jones is the travel agent who made the reservation. | Mr. Jones is the travel agent that made the reservation.
|
|
|
|
TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____
|
|
RESPONSE: My grandfather is the person who taught me to speak Spanish.
|
|
ACCEPT: My grandfather is the person who taught me to speak Spanish. | My grandfather is the person that taught me to speak Spanish.
|
|
|
|
# Source: ST §Put Two Sentences Together
|
|
$PRODUCE Put Two Sentences Together
|
|
ID: l2-s34
|
|
INTRO: The final test of the clause: combine two short sentences into one, using "who", "which", or "that". Type your new sentence.
|
|
INSTRUCTION: Combine the sentences into one and type it.
|
|
INPUT: type
|
|
CHECK: llm
|
|
RUBRIC: Accept any correctly combined single sentence using an adjective clause with "who", "which", or "that" that keeps the meaning of both source sentences. Clause placement may vary. Punctuation must be reasonable but is not strictly graded.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: That's the truck. It hit my car.
|
|
RESPONSE: That's the truck that hit my car.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: The students passed the test. They studied.
|
|
RESPONSE: The students who studied passed the test.
|
|
|
|
TEMPLATE: This is the bus. It goes downtown.
|
|
RESPONSE: This is the bus that goes downtown.
|
|
|
|
TEMPLATE: That's the apartment. I live in it now.
|
|
RESPONSE: That's the apartment that I live in now.
|
|
|
|
TEMPLATE: I can't find the clerk. He helped me.
|
|
RESPONSE: I can't find the clerk who helped me.
|
|
|
|
TEMPLATE: Two cars hit the stop sign. It was on this corner.
|
|
RESPONSE: Two cars hit the stop sign which was on this corner.
|
|
|
|
TEMPLATE: The first exam is the one. It's the hardest.
|
|
RESPONSE: The first exam is the one that's the hardest.
|
|
|
|
TEMPLATE: Dr. Clark is the one. She gave me this medicine.
|
|
RESPONSE: Dr. Clark is the one who gave me this medicine.
|
|
|
|
TEMPLATE: The driver missed the turn. He was speeding.
|
|
RESPONSE: The driver who was speeding missed the turn.
|
|
|
|
TEMPLATE: The car belongs to his brother. Paul's driving it.
|
|
RESPONSE: The car that Paul's driving belongs to his brother.
|
|
|
|
$SESSION 2-7: Listening and Dictation
|
|
|
|
# Source: LLA 2D Figure 1
|
|
$SELECT Listen and Choose
|
|
ID: 2d-f1
|
|
INTRO: Last part — time to use everything at once. You'll hear short two-line scenes; listen between the lines and tap what's really going on.
|
|
INSTRUCTION: Tap the correct answer.
|
|
|
|
EXAMPLE
|
|
PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
|
|
OPTION: a | The woman is late.
|
|
OPTION: b | The woman is early.
|
|
OPTION: c | The woman is on time.
|
|
ANSWER: a
|
|
|
|
PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
|
|
OPTION: a | He wants to buy a car.
|
|
OPTION: b | He wants to rent a car.
|
|
OPTION: c | He wants to borrow a car.
|
|
ANSWER: b
|
|
|
|
PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
|
|
OPTION: a | He has a fever.
|
|
OPTION: b | He has a stomachache.
|
|
OPTION: c | He has a doctor's appointment.
|
|
ANSWER: a
|
|
|
|
PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
|
|
OPTION: a | He's upset because he hit her car.
|
|
OPTION: b | He's upset because she hit his car.
|
|
OPTION: c | He's upset because they hit another car.
|
|
ANSWER: b
|
|
|
|
PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
|
|
OPTION: a | He doesn't like coffee.
|
|
OPTION: b | She doesn't have any tea.
|
|
OPTION: c | He doesn't want coffee or tea.
|
|
ANSWER: a
|
|
|
|
PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
|
|
OPTION: a | She was traveling by bus.
|
|
OPTION: b | She was traveling by train.
|
|
OPTION: c | She was traveling by airplane.
|
|
ANSWER: c
|
|
|
|
PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
|
|
OPTION: a | She just had a bad cold.
|
|
OPTION: b | She just had a physical exam.
|
|
OPTION: c | She just had a dentist's appointment.
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2A Figure 5 (paragraph 1)
|
|
$DIALOGUE A Careful Driver
|
|
ID: 2a-f5-p1
|
|
INTRO: Listen to a short paragraph about Linda. Afterward, you'll pick out its main idea — so listen for the big picture, not just the details.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01a.mp3}
|
|
LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-01b.mp3}
|
|
LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-01c.mp3}
|
|
LINE: When she's tired, she's very cautious. {bk11-l2a-f5-01d.mp3}
|
|
LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-01e.mp3}
|
|
|
|
# Source: LLA 2A Figure 5 (question 1)
|
|
$SELECT Main Idea: A Careful Driver
|
|
ID: 2a-f5-q1
|
|
REFERENCE: 2a-f5-p1
|
|
INTRO: Now tap the main idea of the paragraph — the one sentence all the others were working for.
|
|
INSTRUCTION: Tap the main idea.
|
|
|
|
TEMPLATE: What is the main idea?
|
|
OPTION: a | Linda's car is new.
|
|
OPTION: b | Linda enjoys driving.
|
|
OPTION: c | Bad weather bothers Linda.
|
|
OPTION: d | Linda is a careful driver. {bk11-l2a-f5-01f.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: LLA 2A Figure 5 (paragraph 2)
|
|
$DIALOGUE Watch the Road
|
|
ID: 2a-f5-p2
|
|
INTRO: A second paragraph, same task afterward. Listen for the big picture.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-02a.mp3}
|
|
LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-02b.mp3}
|
|
LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-02c.mp3}
|
|
LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-02d.mp3}
|
|
|
|
# Source: LLA 2A Figure 5 (question 2)
|
|
$SELECT Main Idea: Watch the Road
|
|
ID: 2a-f5-q2
|
|
REFERENCE: 2a-f5-p2
|
|
INTRO: Tap the main idea of the second paragraph.
|
|
INSTRUCTION: Tap the main idea.
|
|
|
|
TEMPLATE: What is the main idea?
|
|
OPTION: a | Cars should be able to stop quickly.
|
|
OPTION: b | Drivers should always watch the road. {bk11-l2a-f5-02e.mp3}
|
|
OPTION: c | Animals and children can cause accidents.
|
|
OPTION: d | Other people in the car shouldn't talk to the driver.
|
|
ANSWER: b
|
|
|
|
# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC... WHAT'S THE MAIN IDEA?" —
|
|
# instructor-read oral texts with no printed stimulus. The printed version follows instead.
|
|
|
|
# Source: ST §What's the Topic and Main Idea?
|
|
$PRODUCE Topic and Main Idea
|
|
ID: l2-s35
|
|
INTRO: Same skill, now with reading. Read each paragraph, then type its topic and its main idea — one word or two for the topic, one sentence for the idea.
|
|
INSTRUCTION: Type the topic and the main idea.
|
|
INPUT: type
|
|
CHECK: llm
|
|
LONGFORM
|
|
RUBRIC: Treat the model answer as the key. Accept any reasonable statement of the same topic and the same main idea, in any phrasing or format.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: A fever can be a symptom of other problems. A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold. A fever and a stomachache together can be really bad.
|
|
RESPONSE: Topic: fever. Main idea: A fever can mean that there are other problems.
|
|
|
|
TEMPLATE: When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold.
|
|
RESPONSE: Topic: colds. Main idea: When you have a cold, you should rest and not give it to other people.
|
|
|
|
TEMPLATE: "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. We should worry about other drivers, but we should also be sure that we're driving cautiously.
|
|
RESPONSE: Topic: safe driving. Main idea: We should worry about other drivers, but also be sure that we're driving cautiously.
|
|
|
|
TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.
|
|
RESPONSE: Topic: speed limits. Main idea: Many things tell us what a speed limit sign should say.
|
|
|
|
# Source: LLA 2D Figure 5 (conversation 1)
|
|
$DIALOGUE Taking a Message
|
|
ID: 2d-f5-c1
|
|
INTRO: Listen to a phone call and what happens after it. There's a question at the end, so keep track of who needs what.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Woman1: Hello. This is Anne. May I please speak with Carol? {bk11-l2d-f5-01.mp3}
|
|
Man1: She's not here right now. May I take a message? {bk11-l2d-f5-02.mp3}
|
|
Woman1: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-03.mp3}
|
|
Man1: I'll be glad to. {bk11-l2d-f5-04.mp3}
|
|
Woman1: Thanks a lot. {bk11-l2d-f5-05.mp3}
|
|
Narrator: (Later)
|
|
Man1: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-06.mp3}
|
|
Woman1: What did she say? {bk11-l2d-f5-07.mp3}
|
|
Man1: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-08.mp3}
|
|
|
|
# Source: LLA 2D Figure 5 (question 1)
|
|
$PRODUCE Question: The Message
|
|
ID: 2d-f5-q1
|
|
REFERENCE: 2d-f5-c1
|
|
INTRO: Answer the question about the phone call aloud, in a full sentence.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-09-q.mp3}
|
|
RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-09-a.mp3}
|
|
|
|
# Source: LLA 2D Figure 5 (conversation 2)
|
|
$DIALOGUE The Lost Wallet
|
|
ID: 2d-f5-c2
|
|
INTRO: One more conversation: Alan's wallet went shopping without him. Listen closely — there's a question afterward.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Man2: Hey, Sam. {bk11-l2d-f5-10.mp3}
|
|
Man1: Hi, Greg. {bk11-l2d-f5-11.mp3}
|
|
Man2: Do you know where Alan is? {bk11-l2d-f5-12.mp3}
|
|
Man1: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-13.mp3}
|
|
Man2: I have his wallet. I'll give it to him when he gets back. {bk11-l2d-f5-14.mp3}
|
|
Man1: Okay, thanks. {bk11-l2d-f5-15.mp3}
|
|
Man2: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-16.mp3}
|
|
Narrator: (Later)
|
|
Man1: Hi, Alan. {bk11-l2d-f5-17.mp3}
|
|
Man3: That was a short shopping trip. I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-18.mp3}
|
|
Man1: Here it is. Greg just brought it back. {bk11-l2d-f5-19.mp3}
|
|
Man3: Terrific. Where was it? {bk11-l2d-f5-20.mp3}
|
|
Man1: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-21.mp3}
|
|
|
|
# Source: LLA 2D Figure 5 (question 2)
|
|
$PRODUCE Question: The Wallet
|
|
ID: 2d-f5-q2
|
|
REFERENCE: 2d-f5-c2
|
|
INTRO: Answer the question about the wallet aloud, in a full sentence.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-22-q.mp3}
|
|
RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-22-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 7
|
|
$PRODUCE Dictation
|
|
ID: 11-l2c-f7
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INTRO: To finish the lesson: dictation. Listen to each sentence and type it exactly, with correct capital letters, commas, periods, apostrophes, and question marks. That's the end of Lesson 2 — drive carefully, and mind your commas.
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INSTRUCTION: Type the sentence with correct punctuation.
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INPUT: type
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CHECK: exact
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NORMALIZE: strict
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PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
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RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
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PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
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RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
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PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
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RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
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PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
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RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}
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PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
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RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
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PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
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RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
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