2502 lines
72 KiB
Plaintext
2502 lines
72 KiB
Plaintext
$MODULE Book 1 · Lesson 3: Is He a Teacher? {st-page_051_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book1_lesson3
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DESCRIPTION: Occupations, the verb BE with every pronoun, negatives, yes/no questions and short answers, U.S. coins, plus sounds and spelling. The final part (Reading Letters) is optional extra practice.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_INTRO: aoede | Warm, lightly witty teacher voice
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Student_1 | achird | Male student
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VOICE: Student_2 | schedar | Male student
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VOICE: Sgt_Jones | achird | Male sergeant, brisk but friendly
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VOICE: Student | schedar | Male student
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VOICE: ID | achernar | speaker (auto)
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VOICE: Narrator | achird | speaker (auto)
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$LESSON 3-1: The Alphabet and Spelling
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# Source: LLA 3A Figure 1
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$DIALOGUE The Alphabet
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ID: 3a-f1
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INTRO: In this lesson you'll learn to say what people do for a living, count American coins, and ask and answer yes/no questions. First, the alphabet — listen and repeat each letter. All twenty-six; nobody gets skipped.
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INSTRUCTION: Listen and repeat each letter.
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REPEAT
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LINE: A {bk01-l3a-f1-01.mp3}
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LINE: B {bk01-l3a-f1-02.mp3}
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LINE: C {bk01-l3a-f1-03.mp3}
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LINE: D {bk01-l3a-f1-04.mp3}
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LINE: E {bk01-l3a-f1-05.mp3}
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LINE: F {bk01-l3a-f1-06.mp3}
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LINE: G {bk01-l3a-f1-07.mp3}
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LINE: H {bk01-l3a-f1-08.mp3}
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LINE: I {bk01-l3a-f1-09.mp3}
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LINE: J {bk01-l3a-f1-10.mp3}
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LINE: K {bk01-l3a-f1-11.mp3}
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LINE: L {bk01-l3a-f1-12.mp3}
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LINE: M {bk01-l3a-f1-13.mp3}
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LINE: N {bk01-l3a-f1-14.mp3}
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LINE: O {bk01-l3a-f1-15.mp3}
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LINE: P {bk01-l3a-f1-16.mp3}
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LINE: Q {bk01-l3a-f1-17.mp3}
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LINE: R {bk01-l3a-f1-18.mp3}
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LINE: S {bk01-l3a-f1-19.mp3}
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LINE: T {bk01-l3a-f1-20.mp3}
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LINE: U {bk01-l3a-f1-21.mp3}
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LINE: V {bk01-l3a-f1-22.mp3}
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LINE: W {bk01-l3a-f1-23.mp3}
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LINE: X {bk01-l3a-f1-24.mp3}
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LINE: Y {bk01-l3a-f1-25.mp3}
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LINE: Z {bk01-l3a-f1-26.mp3}
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# Source: LLA 3A Figure 2
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$SELECT Tap the Letter You Hear
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ID: 3a-f2
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INTRO: Now let's see how well those letters stuck. You'll hear one letter — tap it from the four choices.
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INSTRUCTION: Tap the letter you hear.
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PROMPT: B {bk01-l3a-f2-01.mp3}
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OPTION: a | a
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OPTION: b | b
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OPTION: c | c
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OPTION: d | d
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ANSWER: b
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PROMPT: H {bk01-l3a-f2-02.mp3}
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OPTION: a | e
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OPTION: b | f
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OPTION: c | g
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OPTION: d | h
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ANSWER: d
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PROMPT: L {bk01-l3a-f2-03.mp3}
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OPTION: a | i
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OPTION: b | j
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OPTION: c | k
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OPTION: d | l
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ANSWER: d
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PROMPT: O {bk01-l3a-f2-04.mp3}
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OPTION: a | m
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OPTION: b | n
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OPTION: c | o
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OPTION: d | p
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ANSWER: c
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PROMPT: T {bk01-l3a-f2-05.mp3}
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OPTION: a | q
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OPTION: b | r
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OPTION: c | s
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OPTION: d | t
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ANSWER: d
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PROMPT: X {bk01-l3a-f2-06.mp3}
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OPTION: a | u
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OPTION: b | v
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OPTION: c | w
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OPTION: d | x
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ANSWER: d
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PROMPT: A {bk01-l3a-f2-07.mp3}
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OPTION: a | Y
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OPTION: b | Z
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OPTION: c | A
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OPTION: d | B
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ANSWER: c
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PROMPT: D {bk01-l3a-f2-08.mp3}
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OPTION: a | C
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OPTION: b | D
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OPTION: c | E
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OPTION: d | F
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ANSWER: b
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PROMPT: J {bk01-l3a-f2-09.mp3}
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OPTION: a | G
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OPTION: b | H
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OPTION: c | I
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OPTION: d | J
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ANSWER: d
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PROMPT: M {bk01-l3a-f2-10.mp3}
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OPTION: a | K
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OPTION: b | L
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OPTION: c | M
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OPTION: d | N
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ANSWER: c
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PROMPT: R {bk01-l3a-f2-11.mp3}
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OPTION: a | O
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OPTION: b | P
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OPTION: c | Q
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OPTION: d | R
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ANSWER: d
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PROMPT: U {bk01-l3a-f2-12.mp3}
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OPTION: a | S
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OPTION: b | T
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OPTION: c | U
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OPTION: d | V
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ANSWER: c
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# Source: LLA 3A Figure 12
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$SELECT Tap the Letter You Hear (Second Round)
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ID: 3a-f12
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INTRO: A few more letters — these ones like to sound alike, so listen closely before you tap.
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INSTRUCTION: Tap the letter you hear.
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PROMPT: D {bk01-l3a-f12-01.mp3}
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OPTION: a | a
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OPTION: b | b
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OPTION: c | c
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OPTION: d | d
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ANSWER: d
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PROMPT: I {bk01-l3a-f12-02.mp3}
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OPTION: a | e
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OPTION: b | a
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OPTION: c | i
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OPTION: d | y
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ANSWER: c
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PROMPT: M {bk01-l3a-f12-03.mp3}
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OPTION: a | h
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OPTION: b | m
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OPTION: c | n
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OPTION: d | w
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ANSWER: b
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PROMPT: E {bk01-l3a-f12-04.mp3}
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OPTION: a | a
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OPTION: b | i
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OPTION: c | e
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OPTION: d | y
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ANSWER: c
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# Source: ST §Spell It, Please.
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$DIALOGUE Spell It, Please
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ID: l3-s1
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INTRO: Sergeant Jones needs a name and a student control number — and he wants them spelled out. Listen to the dialog and repeat each line; spelling your own name aloud is a skill you'll use forever.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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Sgt_Jones: What's your name?
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Student: John Doe.
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Sgt_Jones: Spell it, please.
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Student: J-O-H-N D-O-E.
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VOCAB: student control number
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Sgt_Jones: What's your student control number?
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Student: 82976832.
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Sgt_Jones: Repeat that, please.
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Student: 82976832.
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Sgt_Jones: Okay.
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$LESSON 3-2: Occupations — He, She, They
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# Source: ST §He Is a Teacher. She Is a Doctor. (grammar)
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$GRAMMAR He's and She's
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ID: l3-s2
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INTRO: Time to meet some teachers, pilots, and barbers. First, one small habit of English: "is" almost always gets squeezed into the word before it.
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In everyday English, **is** contracts onto the word before it:
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| | |
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| Bill + is = Bill's | a pilot. |
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| He + is = He's | a pilot. |
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| Betty + is = Betty's | a doctor. |
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| She + is = She's | a doctor. |
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Say {He's a pilot} and {She's a doctor} — the long forms "He is", "She is" sound formal and slow.
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# Source: ST §He Is a Teacher. She Is a Doctor. (sentences)
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$DIALOGUE Say It Both Ways
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ID: l3-s3
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INTRO: Each sentence comes twice — first the long way, then the everyday short way. Repeat both, then use the short one for the rest of your life.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: he's
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LINE: He is a mechanic. He's a mechanic.
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VOCAB: she's
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LINE: She is a mechanic. She's a mechanic.
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LINE: She is a doctor. She's a doctor.
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LINE: He is a doctor. He's a doctor.
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LINE: He is a cook. He's a cook.
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LINE: She is a cook. She's a cook.
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LINE: She is a student. She's a student.
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LINE: He is a student. He's a student.
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LINE: He is a pilot. He's a pilot.
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LINE: She is a pilot. She's a pilot.
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# Source: LLA 3A Figure 3
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# DROPPED (twin): ST "He" / "She" picture panels (l3-s4, l3-s5) — same presentations on cassette here and in 3b-f1.
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$DIALOGUE What's He? What's She?
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ID: 3a-f3
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INTRO: Seven people, seven jobs. Look at each picture, listen to the question and its answer, and repeat both.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: teacher
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LINE: What's he? He's a teacher. {page_058_001.jpg} {bk01-l3a-f3-01.mp3}
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VOCAB: student
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LINE: What's she? She's a student. {page_058_002.jpg} {bk01-l3a-f3-02.mp3}
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VOCAB: mechanic
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LINE: What's he? He's a mechanic. {page_058_003.jpg} {bk01-l3a-f3-03.mp3}
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VOCAB: cook
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LINE: What's she? She's a cook. {page_058_004.jpg} {bk01-l3a-f3-04.mp3}
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VOCAB: barber
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LINE: What's he? He's a barber. {page_058_005.jpg} {bk01-l3a-f3-05.mp3}
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VOCAB: doctor
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LINE: What's she? She's a doctor. {page_058_006.jpg} {bk01-l3a-f3-06.mp3}
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VOCAB: pilot
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LINE: What's he? He's a pilot. {page_058_007.jpg} {bk01-l3a-f3-07.mp3}
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# Source: ST §They're Students. (grammar)
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$GRAMMAR They're
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ID: l3-s6
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INTRO: One doctor is "he" or "she". Two doctors are "they" — and when that happens, the "a" disappears and an "-s" shows up.
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| | | | |
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|---|---|---|---|
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| She | is | a | doctor. |
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| He | is | a | doctor. |
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| **They** | **are** | | **doctors.** |
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| | |
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|---|---|
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| They + are = They're | doctors. |
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| | pilots. |
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| | barbers. |
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So: {She's a doctor.} + {He's a doctor.} = {They're doctors.} — no "a", and "-s" on the job.
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# Source: LLA 3A Figure 4
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# DROPPED (twin): ST "They" picture panel (l3-s7) — same plural presentation on cassette here.
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$DIALOGUE What Are They?
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ID: 3a-f4
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INTRO: The same jobs, but now in pairs and groups. Listen to each question and answer, and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: What are they? They're doctors. {page_058_008.jpg} {bk01-l3a-f4-01.mp3}
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LINE: What are they? They're barbers. {page_058_009.jpg} {bk01-l3a-f4-02.mp3}
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LINE: What are they? They're students. {page_058_010.jpg} {bk01-l3a-f4-03.mp3}
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LINE: What are they? They're teachers. {page_058_011.jpg} {bk01-l3a-f4-04.mp3}
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LINE: What are they? They're mechanics. {page_058_012.jpg} {bk01-l3a-f4-05.mp3}
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LINE: What are they? They're pilots. {page_059_001.jpg} {bk01-l3a-f4-06.mp3}
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LINE: What are they? They're cooks. {page_059_002.jpg} {bk01-l3a-f4-07.mp3}
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# Source: LLA 3A Figure 5
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$DIALOGUE Occupation Sentences
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ID: 3a-f5
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INTRO: Now just the sentences, no pictures — singular first, then plural. Repeat each one and keep the rhythm going.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: He's a teacher. {bk01-l3a-f5-01.mp3}
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LINE: She's a student. {bk01-l3a-f5-02.mp3}
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LINE: She's a cook. {bk01-l3a-f5-03.mp3}
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LINE: He's a barber. {bk01-l3a-f5-04.mp3}
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LINE: He's a pilot. {bk01-l3a-f5-05.mp3}
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LINE: She's a doctor. {bk01-l3a-f5-06.mp3}
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LINE: He's a mechanic. {bk01-l3a-f5-07.mp3}
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LINE: They're doctors. {bk01-l3a-f5-08.mp3}
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LINE: They're barbers. {bk01-l3a-f5-09.mp3}
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LINE: They're students. {bk01-l3a-f5-10.mp3}
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LINE: They're teachers. {bk01-l3a-f5-11.mp3}
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LINE: They're mechanics. {bk01-l3a-f5-12.mp3}
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LINE: They're pilots. {bk01-l3a-f5-13.mp3}
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LINE: They're cooks. {bk01-l3a-f5-14.mp3}
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# Source: LLA 3A Figure 6
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$SELECT Match the Job to the Picture
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ID: 3a-f6
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INTRO: Listen to the question and answer, then tap the picture that matches. Careful — some pictures show one person and some show a whole crew.
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INSTRUCTION: Tap the correct picture.
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PROMPT: What's he? He's a teacher. {bk01-l3a-f6-01.mp3}
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OPTION: a | male teacher pointing to math equations {page_060_001.jpg}
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OPTION: b | female teacher {page_060_002.jpg}
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OPTION: c | two female teachers {page_060_003.jpg}
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ANSWER: a
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PROMPT: What are they? They're students. {bk01-l3a-f6-02.mp3}
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OPTION: a | male student {page_060_004.jpg}
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OPTION: b | female student {page_060_005.jpg}
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OPTION: c | two students {page_060_006.jpg}
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ANSWER: c
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PROMPT: What's he? He's a mechanic. {bk01-l3a-f6-03.mp3}
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OPTION: a | three mechanics {page_060_007.jpg}
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OPTION: b | mechanic working on an engine {page_060_008.jpg}
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OPTION: c | mechanic under the hood {page_060_009.jpg}
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ANSWER: c
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PROMPT: What's she? She's a doctor. {bk01-l3a-f6-04.mp3}
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OPTION: a | female doctor {page_060_010.jpg}
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OPTION: b | male doctor {page_060_011.jpg}
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OPTION: c | three doctors {page_060_012.jpg}
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ANSWER: a
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PROMPT: What are they? They're mechanics. {bk01-l3a-f6-05.mp3}
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OPTION: a | mechanic working on an engine {page_060_013.jpg}
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OPTION: b | mechanic under the hood {page_060_014.jpg}
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OPTION: c | three mechanics {page_060_015.jpg}
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ANSWER: c
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PROMPT: What's he? He's a barber. {bk01-l3a-f6-06.mp3}
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OPTION: a | male doctor {page_061_001.jpg}
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OPTION: b | barber cutting hair {page_061_002.jpg}
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OPTION: c | female teacher and student {page_061_003.jpg}
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ANSWER: b
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PROMPT: What's she? She's a teacher. {bk01-l3a-f6-07.mp3}
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OPTION: a | female teacher pointing at chalkboard {page_061_004.jpg}
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OPTION: b | mechanic working on an engine {page_061_005.jpg}
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OPTION: c | female teacher and student {page_061_006.jpg}
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ANSWER: a
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PROMPT: What are they? They're cooks. {bk01-l3a-f6-08.mp3}
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OPTION: a | three cooks {page_061_007.jpg}
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OPTION: b | male chef stirring a pot {page_061_008.jpg}
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OPTION: c | mechanic {page_061_009.jpg}
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ANSWER: a
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PROMPT: What are they? They're barbers. {bk01-l3a-f6-09.mp3}
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OPTION: a | male doctor {page_061_010.jpg}
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OPTION: b | class of students {page_061_011.jpg}
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OPTION: c | mechanic {page_061_012.jpg}
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ANSWER: b
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PROMPT: What's she? She's a pilot. {bk01-l3a-f6-10.mp3}
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OPTION: a | female pilot {page_061_013.jpg}
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OPTION: b | male pilot {page_061_014.jpg}
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OPTION: c | three cooks {page_061_015.jpg}
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ANSWER: a
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# Source: LLA 3A Figure 7
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$PRODUCE Answer: What Are They?
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ID: 3a-f7
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INTRO: Your turn to talk. Look at the picture, listen to the question, and answer aloud in a full sentence — 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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EXAMPLE
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PROMPT: What is he? {page_062_001.jpg} {bk01-l3a-f7-ex-q.mp3}
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RESPONSE: He's a pilot. {bk01-l3a-f7-ex-a.mp3}
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PROMPT: What is he? {page_062_002.jpg} {bk01-l3a-f7-01-q.mp3}
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RESPONSE: He's a pilot. {bk01-l3a-f7-01-a.mp3}
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PROMPT: What is she? {page_062_003.jpg} {bk01-l3a-f7-02-q.mp3}
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RESPONSE: She's a doctor. {bk01-l3a-f7-02-a.mp3}
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PROMPT: What are they? {page_062_004.jpg} {bk01-l3a-f7-03-q.mp3}
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RESPONSE: They're barbers. {bk01-l3a-f7-03-a.mp3}
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PROMPT: What are they? {page_062_005.jpg} {bk01-l3a-f7-04-q.mp3}
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RESPONSE: They're teachers. {bk01-l3a-f7-04-a.mp3}
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PROMPT: What are they? {page_062_006.jpg} {bk01-l3a-f7-05-q.mp3}
|
||
RESPONSE: They're cooks. {bk01-l3a-f7-05-a.mp3}
|
||
|
||
PROMPT: What is he? {page_062_007.jpg} {bk01-l3a-f7-06-q.mp3}
|
||
RESPONSE: He's a student. {bk01-l3a-f7-06-a.mp3}
|
||
|
||
PROMPT: What are they? {page_062_008.jpg} {bk01-l3a-f7-07-q.mp3}
|
||
RESPONSE: They're students. {bk01-l3a-f7-07-a.mp3}
|
||
|
||
PROMPT: What are they? {page_062_009.jpg} {bk01-l3a-f7-08-q.mp3}
|
||
RESPONSE: They're mechanics. {bk01-l3a-f7-08-a.mp3}
|
||
|
||
PROMPT: What are they? {page_062_010.jpg} {bk01-l3a-f7-09-q.mp3}
|
||
RESPONSE: They're pilots. {bk01-l3a-f7-09-a.mp3}
|
||
|
||
PROMPT: What are they? {page_062_011.jpg} {bk01-l3a-f7-10-q.mp3}
|
||
RESPONSE: They're barbers. {bk01-l3a-f7-10-a.mp3}
|
||
|
||
$LESSON 3-3: Am, Is, Are — Every Pronoun
|
||
|
||
# Source: LLA 3B vocabulary pass
|
||
$DIALOGUE Occupation Words and Sentences
|
||
ID: 3b-ls1
|
||
INTRO: In this part you'll put "am", "is", and "are" with every pronoun. First, a second pass over the job words: each word twice, then a sentence. Repeat everything.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: barber
|
||
LINE: Barber. Barber. He's a barber. He's a barber. {bk01-l3b-f1-01a.mp3}
|
||
|
||
VOCAB: cook
|
||
LINE: Cook. Cook. She's a cook. She's a cook. {bk01-l3b-f1-02a.mp3}
|
||
|
||
VOCAB: doctor
|
||
LINE: Doctor. Doctor. She's a doctor. She's a doctor. {bk01-l3b-f1-03a.mp3}
|
||
|
||
VOCAB: mechanic
|
||
LINE: Mechanic. Mechanic. He's a mechanic. He's a mechanic. {bk01-l3b-f1-04a.mp3}
|
||
|
||
VOCAB: pilot
|
||
LINE: Pilot. Pilot. They're pilots. They're pilots. {bk01-l3b-f1-05a.mp3}
|
||
|
||
VOCAB: student
|
||
LINE: Students. Students. We're students. We're students. {bk01-l3b-f1-06a.mp3}
|
||
|
||
VOCAB: teacher
|
||
LINE: Teacher. Teacher. He's a teacher. He's a teacher. {bk01-l3b-f1-07a.mp3}
|
||
|
||
# Source: LLA 3B Figure 1
|
||
$DIALOGUE Occupations Review
|
||
ID: 3b-f1
|
||
INTRO: The same jobs, new faces. Look at each picture and repeat the sentence.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: He's a barber. {page_067_001.jpg} {bk01-l3b-f1-01b.mp3}
|
||
LINE: She's a doctor. {page_067_002.jpg} {bk01-l3b-f1-02b.mp3}
|
||
LINE: He's a cook. {page_067_003.jpg} {bk01-l3b-f1-03b.mp3}
|
||
LINE: She's a student. {page_067_004.jpg} {bk01-l3b-f1-04b.mp3}
|
||
LINE: They're pilots. {page_067_005.jpg} {bk01-l3b-f1-05b.mp3}
|
||
LINE: They're teachers. {page_067_006.jpg} {bk01-l3b-f1-06b.mp3}
|
||
LINE: He's a mechanic. {page_067_007.jpg} {bk01-l3b-f1-07b.mp3}
|
||
LINE: He's a doctor. {page_067_008.jpg} {bk01-l3b-f1-08b.mp3}
|
||
|
||
# Source: ST §We're Students. (grammar)
|
||
$GRAMMAR We're
|
||
ID: l3-s9
|
||
INTRO: When "I" joins anyone else, the group is "we" — and "we" takes "are".
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| She | is | a | student. |
|
||
| I | am | a | student. |
|
||
| **We** | **are** | | **students.** |
|
||
|
||
| | |
|
||
|---|---|
|
||
| We + are = We're | doctors. |
|
||
| | pilots. |
|
||
| | barbers. |
|
||
|
||
{She's a student.} + {I'm a student.} = {We're students.}
|
||
|
||
# Source: ST §We're Students. (sentences)
|
||
$DIALOGUE We're Students
|
||
ID: l3-s10
|
||
INTRO: You and I, he and I, Bob and Tom and I — they all become "we". Repeat each pair of sentences.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: we
|
||
VOCAB: we're
|
||
LINE: You and I are cooks. We're cooks.
|
||
|
||
LINE: He and I are students. We're students.
|
||
LINE: She and I are mechanics. We're mechanics.
|
||
LINE: You and I are pilots. We're pilots.
|
||
LINE: They and I are students. We're students.
|
||
LINE: John and I are teachers. We're teachers.
|
||
LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks.
|
||
LINE: Bob, Tom and I are pilots. We're pilots.
|
||
LINE: You and I are mechanics. We're mechanics.
|
||
LINE: Ted and I are barbers. We're barbers.
|
||
|
||
# Source: ST §You're Mechanics. (grammar)
|
||
$GRAMMAR You're
|
||
ID: l3-s11
|
||
INTRO: English uses the same "you" for one person or a whole room — only the noun changes.
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| She | is | a | mechanic. |
|
||
| You | are | a | mechanic. |
|
||
| **You** | **are** | | **mechanics.** |
|
||
|
||
| | |
|
||
|---|---|
|
||
| You + are = You're | doctors. |
|
||
| | pilots. |
|
||
| | barbers. |
|
||
|
||
One person: {You're a mechanic.} Several people: {You're mechanics.}
|
||
|
||
# Source: ST §You're Mechanics. (sentences)
|
||
$DIALOGUE You're Mechanics
|
||
ID: l3-s12
|
||
INTRO: Repeat these sentences — watch how "you" plus one more person becomes plural "you".
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: He's a pilot. You're a pilot. You're pilots.
|
||
LINE: She's a doctor. You're a doctor. You're doctors.
|
||
LINE: You're a student. He's a student. You're students.
|
||
LINE: You're a cook, and Tom is a cook. You're cooks.
|
||
LINE: You're a mechanic and she is a mechanic. You're mechanics.
|
||
LINE: Bill's a teacher. You're a teacher. You're teachers.
|
||
LINE: John's a barber. You're a barber. You're barbers.
|
||
LINE: She's a cook, and you're a cook. You're cooks.
|
||
|
||
# Source: LLA 3B Figure 2
|
||
$SELECT Am, Is, or Are?
|
||
ID: 3b-f2
|
||
INTRO: Now the tape gives you the pieces of a sentence with the verb missing. Tap am, is, or are — then repeat the whole sentence.
|
||
INSTRUCTION: Tap the correct verb.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: "She" ... "a pilot." {bk01-l3b-f2-ex-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is {bk01-l3b-f2-ex-a.mp3}
|
||
OPTION: c | are
|
||
ANSWER: b
|
||
|
||
PROMPT: "They" ... "students." {bk01-l3b-f2-01-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are {bk01-l3b-f2-01-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: "He" ... "a doctor." {bk01-l3b-f2-02-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is {bk01-l3b-f2-02-a.mp3}
|
||
OPTION: c | are
|
||
ANSWER: b
|
||
|
||
PROMPT: "You" ... "his teacher." {bk01-l3b-f2-03-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are {bk01-l3b-f2-03-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: "He" ... "my barber." {bk01-l3b-f2-04-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is {bk01-l3b-f2-04-a.mp3}
|
||
OPTION: c | are
|
||
ANSWER: b
|
||
|
||
PROMPT: "We" ... "pilots." {bk01-l3b-f2-05-q.mp3}
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are {bk01-l3b-f2-05-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: "You" ... "a mechanic." {bk01-l3b-f2-06-q.mp3}
|
||
OPTION: a | Am
|
||
OPTION: b | Is
|
||
OPTION: c | Are {bk01-l3b-f2-06-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: "I" ... "your teacher." {bk01-l3b-f2-07-q.mp3}
|
||
OPTION: a | am {bk01-l3b-f2-07-a.mp3}
|
||
OPTION: b | is
|
||
OPTION: c | are
|
||
ANSWER: a
|
||
|
||
PROMPT: "He" ... "a doctor." {bk01-l3b-f2-08-q.mp3}
|
||
OPTION: a | Am
|
||
OPTION: b | Is {bk01-l3b-f2-08-a.mp3}
|
||
OPTION: c | Are
|
||
ANSWER: b
|
||
|
||
# Source: ST §Change to "They're"
|
||
$PRODUCE Make It Plural
|
||
ID: l3-s8
|
||
INTRO: One cook becomes many. Read the sentence and change it to "they're" — the "a" goes away and an "-s" arrives.
|
||
INSTRUCTION: Change the sentence to plural, aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
EXAMPLE
|
||
PROMPT: He's a cook.
|
||
RESPONSE: They're cooks.
|
||
|
||
PROMPT: She's a doctor.
|
||
RESPONSE: They're doctors.
|
||
|
||
PROMPT: He's a pilot.
|
||
RESPONSE: They're pilots.
|
||
|
||
PROMPT: He's a barber.
|
||
RESPONSE: They're barbers.
|
||
|
||
PROMPT: She's a student.
|
||
RESPONSE: They're students.
|
||
|
||
PROMPT: He's a cook.
|
||
RESPONSE: They're cooks.
|
||
|
||
PROMPT: He is a student.
|
||
RESPONSE: They're students.
|
||
|
||
PROMPT: She's a mechanic.
|
||
RESPONSE: They're mechanics.
|
||
|
||
PROMPT: She's a teacher.
|
||
RESPONSE: They're teachers.
|
||
|
||
PROMPT: He's a mechanic.
|
||
RESPONSE: They're mechanics.
|
||
|
||
PROMPT: He's a teacher.
|
||
RESPONSE: They're teachers.
|
||
|
||
$LESSON 3-4: Money — U.S. Coins
|
||
|
||
# Source: LLA 3B Figure 3 (value notations merged from ST §This Is Money.)
|
||
# DROPPED (twin): ST "This Is Money." (l3-s33) — same presentation; cassette version kept, ST notation notes merged in.
|
||
$DIALOGUE U.S. Coins
|
||
ID: 3b-f3
|
||
INTRO: Time for money. Six coins, from the humble penny up to the dollar. Listen, repeat, and hold on to the values — there's a quiz right after.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: penny
|
||
VOCAB: cent
|
||
LINE: Penny. This is a penny. It's 1 cent. {page_068_001.jpg} {bk01-l3b-f3-01.mp3}
|
||
NOTES: 1¢ — $.01
|
||
|
||
VOCAB: nickel
|
||
LINE: Nickel. This is a nickel. It's 5 cents. {page_069_001.jpg} {bk01-l3b-f3-02.mp3}
|
||
NOTES: 5¢ — $.05
|
||
|
||
VOCAB: dime
|
||
LINE: Dime. This is a dime. It's 10 cents. {page_069_002.jpg} {bk01-l3b-f3-03.mp3}
|
||
NOTES: 10¢ — $.10
|
||
|
||
VOCAB: quarter
|
||
LINE: Quarter. This is a quarter. It's 25 cents. {page_069_003.jpg} {bk01-l3b-f3-04.mp3}
|
||
NOTES: 25¢ — $.25
|
||
|
||
VOCAB: half dollar
|
||
LINE: Half dollar. This is a half dollar. It's 50 cents. {page_069_004.jpg} {bk01-l3b-f3-05.mp3}
|
||
NOTES: 50¢ — $.50
|
||
|
||
VOCAB: dollar
|
||
LINE: Dollar. This is a dollar. It's 100 cents. {page_069_005.jpg} {bk01-l3b-f3-06.mp3}
|
||
NOTES: 100¢ — $1.00
|
||
|
||
# Source: LLA 3B Figure 4
|
||
$SELECT Coin Values
|
||
ID: 3b-f4
|
||
INTRO: Here's that quiz. You'll hear the name of a coin — tap its value, then repeat the answer.
|
||
INSTRUCTION: Tap the correct value.
|
||
REPEAT
|
||
|
||
PROMPT: A dime is... {bk01-l3b-f4-01-q.mp3}
|
||
OPTION: a | 1 cent
|
||
OPTION: b | 5 cents
|
||
OPTION: c | 10 cents {bk01-l3b-f4-01-a.mp3}
|
||
OPTION: d | 25 cents
|
||
ANSWER: c
|
||
|
||
PROMPT: A quarter is... {bk01-l3b-f4-02-q.mp3}
|
||
OPTION: a | 1 cent
|
||
OPTION: b | 5 cents
|
||
OPTION: c | 10 cents
|
||
OPTION: d | 25 cents {bk01-l3b-f4-02-a.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: A nickel is... {bk01-l3b-f4-03-q.mp3}
|
||
OPTION: a | 1 cent
|
||
OPTION: b | 5 cents {bk01-l3b-f4-03-a.mp3}
|
||
OPTION: c | 10 cents
|
||
OPTION: d | 25 cents
|
||
ANSWER: b
|
||
|
||
PROMPT: A penny is... {bk01-l3b-f4-04-q.mp3}
|
||
OPTION: a | 1 cent {bk01-l3b-f4-04-a.mp3}
|
||
OPTION: b | 5 cents
|
||
OPTION: c | 10 cents
|
||
OPTION: d | 25 cents
|
||
ANSWER: a
|
||
|
||
PROMPT: A half dollar is... {bk01-l3b-f4-05-q.mp3}
|
||
OPTION: a | 1 cent
|
||
OPTION: b | 50 cents {bk01-l3b-f4-05-a.mp3}
|
||
OPTION: c | 10 cents
|
||
OPTION: d | 100 cents
|
||
ANSWER: b
|
||
|
||
PROMPT: A dollar is... {bk01-l3b-f4-06-q.mp3}
|
||
OPTION: a | 50 cents
|
||
OPTION: b | 5 cents
|
||
OPTION: c | 100 cents {bk01-l3b-f4-06-a.mp3}
|
||
OPTION: d | 25 cents
|
||
ANSWER: c
|
||
|
||
# Source: LLA 3A Figure 8
|
||
$PRODUCE What Are Those? — Coins
|
||
ID: 3a-f8
|
||
INTRO: Piles of coins now. Look at the picture, listen to the question, and answer aloud in a full sentence — then repeat the model answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: What are those? {page_063_001.jpg} {bk01-l3a-f8-ex-q.mp3}
|
||
RESPONSE: They're dimes. {bk01-l3a-f8-ex-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_002.jpg} {bk01-l3a-f8-01-q.mp3}
|
||
RESPONSE: They're dimes. {bk01-l3a-f8-01-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_003.jpg} {bk01-l3a-f8-02-q.mp3}
|
||
RESPONSE: They're nickels. {bk01-l3a-f8-02-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_004.jpg} {bk01-l3a-f8-03-q.mp3}
|
||
RESPONSE: They're pennies. {bk01-l3a-f8-03-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_005.jpg} {bk01-l3a-f8-04-q.mp3}
|
||
RESPONSE: They're quarters. {bk01-l3a-f8-04-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_006.jpg} {bk01-l3a-f8-05-q.mp3}
|
||
RESPONSE: They're dollars. {bk01-l3a-f8-05-a.mp3}
|
||
|
||
PROMPT: What are those? {page_063_007.jpg} {bk01-l3a-f8-06-q.mp3}
|
||
RESPONSE: They're half dollars. {bk01-l3a-f8-06-a.mp3}
|
||
|
||
PROMPT: What are they? {page_063_008.jpg} {bk01-l3a-f8-07-q.mp3}
|
||
RESPONSE: They're nickels and dimes. {bk01-l3a-f8-07-a.mp3}
|
||
|
||
PROMPT: What are they? {page_063_009.jpg} {bk01-l3a-f8-08-q.mp3}
|
||
RESPONSE: They're pennies and dimes. {bk01-l3a-f8-08-a.mp3}
|
||
|
||
# Source: ST §What's This? It's a Nickel.
|
||
$PRODUCE One Coin at a Time
|
||
ID: l3-s34
|
||
INTRO: Now mostly one coin at a time. Look at the picture, listen to the question, and answer aloud — "It's a..." for one coin, "They're..." for more.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
PROMPT: What's this? {st-page_076_001.jpg}
|
||
RESPONSE: It's a penny.
|
||
|
||
PROMPT: What's that? {st-page_076_002.jpg}
|
||
RESPONSE: It's a quarter.
|
||
|
||
PROMPT: What's this? {st-page_076_003.jpg}
|
||
RESPONSE: It's a nickel.
|
||
|
||
PROMPT: What's that? {st-page_076_004.jpg}
|
||
RESPONSE: It's a nickel.
|
||
|
||
PROMPT: What are these? {st-page_077_001.jpg}
|
||
RESPONSE: They're nickels.
|
||
|
||
PROMPT: What's that? {st-page_077_002.jpg}
|
||
RESPONSE: It's a dime.
|
||
|
||
PROMPT: What are these? {st-page_077_003.jpg}
|
||
RESPONSE: They're dimes.
|
||
|
||
PROMPT: What's that? {st-page_077_004.jpg}
|
||
RESPONSE: It's a half dollar.
|
||
|
||
# Source: ST §Count the Money
|
||
$PRODUCE Count the Money
|
||
ID: l3-s35
|
||
INTRO: Time for some arithmetic. Add up the coins and type the number of cents — digits only, no spelling required.
|
||
INSTRUCTION: Type the number of cents.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: 2 dimes and a nickel = ____{25} cents
|
||
RESPONSE: 25
|
||
|
||
TEMPLATE: 2 nickels and a penny = ____{11} cents
|
||
RESPONSE: 11
|
||
|
||
TEMPLATE: 3 dimes and a penny = ____{31} cents
|
||
RESPONSE: 31
|
||
|
||
TEMPLATE: 4 nickels = ____{20} cents
|
||
RESPONSE: 20
|
||
|
||
TEMPLATE: 2 quarters and a dime = ____{60} cents
|
||
RESPONSE: 60
|
||
|
||
TEMPLATE: 1 quarter and 1 penny = ____{26} cents
|
||
RESPONSE: 26
|
||
|
||
TEMPLATE: a half dollar and a quarter = ____{75} cents
|
||
RESPONSE: 75
|
||
|
||
TEMPLATE: a dollar = ____{100} cents
|
||
RESPONSE: 100
|
||
|
||
TEMPLATE: a penny and 3 nickels = ____{16} cents
|
||
RESPONSE: 16
|
||
|
||
TEMPLATE: a dime and a nickel = ____{15} cents
|
||
RESPONSE: 15
|
||
|
||
TEMPLATE: 2 nickels and a dime = ____{20} cents
|
||
RESPONSE: 20
|
||
|
||
# Source: LLA 3A Figure 9
|
||
$SELECT Listen and Find
|
||
ID: 3a-f9
|
||
INTRO: A mixed review — pens, coins, letters, and a pilot or two. Listen to the question and answer, then tap the matching picture.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
PROMPT: What's this? It's my pen. {bk01-l3a-f9-01.mp3}
|
||
OPTION: a | a pen {page_064_001.jpg}
|
||
OPTION: b | a quarter {page_064_002.jpg}
|
||
OPTION: c | a notebook {page_064_003.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: What are those? They're half dollars. {bk01-l3a-f9-02.mp3}
|
||
OPTION: a | three dimes {page_064_004.jpg}
|
||
OPTION: b | two half-dollar coins {page_064_005.jpg}
|
||
OPTION: c | two open windows {page_064_006.jpg}
|
||
ANSWER: b
|
||
|
||
PROMPT: What are these? They're letters. {bk01-l3a-f9-03.mp3}
|
||
OPTION: a | letters A to G {page_064_007.jpg}
|
||
OPTION: b | numbers 1 to 8 {page_064_008.jpg}
|
||
OPTION: c | three nickels {page_064_009.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: What is he? He's a pilot. {bk01-l3a-f9-04.mp3}
|
||
OPTION: a | a table {page_064_010.jpg}
|
||
OPTION: b | a mechanic {page_064_011.jpg}
|
||
OPTION: c | a male pilot {page_064_012.jpg}
|
||
ANSWER: c
|
||
|
||
PROMPT: What are they? They're barbers. {bk01-l3a-f9-05.mp3}
|
||
OPTION: a | a class of students {page_064_013.jpg}
|
||
OPTION: b | a barber cutting hair {page_064_014.jpg}
|
||
OPTION: c | a closed book {page_064_015.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: What is she? She's a mechanic. {bk01-l3a-f9-06.mp3}
|
||
OPTION: a | mechanic under the hood {page_064_016.jpg}
|
||
OPTION: b | mechanic {page_064_017.jpg}
|
||
OPTION: c | male pilot {page_064_018.jpg}
|
||
ANSWER: a
|
||
|
||
$LESSON 3-5: Sounds and Words
|
||
|
||
# Source: LLA 3A Figure 10
|
||
$SELECT Same or Different?
|
||
ID: 3a-f10
|
||
INTRO: Ear training. You'll hear two words — if they're exactly the same, tap Same; if anything differs, tap Different. Some pairs differ by one small buzzing sound.
|
||
INSTRUCTION: Tap Same or Different.
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
EXAMPLE
|
||
PROMPT: Loss. Laws. {bk01-l3a-f10-ex1.mp3}
|
||
ANSWER: d
|
||
|
||
EXAMPLE
|
||
PROMPT: Please. Please. {bk01-l3a-f10-ex2.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: Sue. Zoo. {bk01-l3a-f10-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Niece. Knees. {bk01-l3a-f10-02.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Sent. Sent. {bk01-l3a-f10-03.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: Lacy. Lazy. {bk01-l3a-f10-04.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: December. December. {bk01-l3a-f10-05.mp3}
|
||
ANSWER: s
|
||
|
||
# Source: LLA 3A Figure 11
|
||
$SELECT T or D?
|
||
ID: 3a-f11
|
||
INTRO: "Time" or "dime" — one small sound, twenty-five cents of difference. Listen to each word and tap the sound you hear.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | T sound (as in time)
|
||
OPTION: b | D sound (as in dime)
|
||
|
||
EXAMPLE
|
||
PROMPT: dollar {bk01-l3a-f11-ex1.mp3}
|
||
ANSWER: b
|
||
|
||
EXAMPLE
|
||
PROMPT: two {bk01-l3a-f11-ex2.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: ten {bk01-l3a-f11-01.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: ladder {bk01-l3a-f11-02.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: lid {bk01-l3a-f11-03.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: after {bk01-l3a-f11-04.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: hit {bk01-l3a-f11-05.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: into {bk01-l3a-f11-06.mp3}
|
||
ANSWER: a
|
||
|
||
# Source: ST §Speaking Skill: IS
|
||
$DIALOGUE The Sound of "Is"
|
||
ID: l3-s30
|
||
INTRO: These short words all share the vowel sound of "is". Repeat each one — quick and light, no long vowels.
|
||
INSTRUCTION: Listen and repeat each word.
|
||
REPEAT
|
||
|
||
LINE: in
|
||
LINE: if
|
||
LINE: sit
|
||
LINE: is
|
||
LINE: it
|
||
LINE: it's
|
||
LINE: this
|
||
LINE: his
|
||
LINE: listen
|
||
LINE: window
|
||
LINE: nickel
|
||
LINE: picture
|
||
|
||
# Source: LLA 3B Figure 5
|
||
$SELECT Which Word Do You Hear?
|
||
ID: 3b-f5
|
||
INTRO: One word spoken, four lookalikes on the screen. Tap the one you actually heard.
|
||
INSTRUCTION: Tap the word you hear.
|
||
|
||
EXAMPLE
|
||
PROMPT: Please. {bk01-l3b-f5-ex-q.mp3}
|
||
OPTION: a | pencil
|
||
OPTION: b | pilot
|
||
OPTION: c | penny
|
||
OPTION: d | please {bk01-l3b-f5-ex-a.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: These. {bk01-l3b-f5-01-q.mp3}
|
||
OPTION: a | that
|
||
OPTION: b | those
|
||
OPTION: c | these {bk01-l3b-f5-01-a.mp3}
|
||
OPTION: d | this
|
||
ANSWER: c
|
||
|
||
PROMPT: Write. {bk01-l3b-f5-02-q.mp3}
|
||
OPTION: a | write {bk01-l3b-f5-02-a.mp3}
|
||
OPTION: b | window
|
||
OPTION: c | word
|
||
OPTION: d | radio
|
||
ANSWER: a
|
||
|
||
PROMPT: He. {bk01-l3b-f5-03-q.mp3}
|
||
OPTION: a | his
|
||
OPTION: b | he {bk01-l3b-f5-03-a.mp3}
|
||
OPTION: c | she
|
||
OPTION: d | he's
|
||
ANSWER: b
|
||
|
||
PROMPT: Aren't. {bk01-l3b-f5-04-q.mp3}
|
||
OPTION: a | isn't
|
||
OPTION: b | are
|
||
OPTION: c | aren't {bk01-l3b-f5-04-a.mp3}
|
||
OPTION: d | am
|
||
ANSWER: c
|
||
|
||
PROMPT: Close. {bk01-l3b-f5-05-q.mp3}
|
||
OPTION: a | close {bk01-l3b-f5-05-a.mp3}
|
||
OPTION: b | clock
|
||
OPTION: c | cook
|
||
OPTION: d | chair
|
||
ANSWER: a
|
||
|
||
PROMPT: It. {bk01-l3b-f5-06-q.mp3}
|
||
OPTION: a | is
|
||
OPTION: b | it's
|
||
OPTION: c | it {bk01-l3b-f5-06-a.mp3}
|
||
OPTION: d | I'm
|
||
ANSWER: c
|
||
|
||
PROMPT: Table. {bk01-l3b-f5-07-q.mp3}
|
||
OPTION: a | tape
|
||
OPTION: b | they
|
||
OPTION: c | teacher
|
||
OPTION: d | table {bk01-l3b-f5-07-a.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Door. {bk01-l3b-f5-08-q.mp3}
|
||
OPTION: a | doctor
|
||
OPTION: b | door {bk01-l3b-f5-08-a.mp3}
|
||
OPTION: c | dollar
|
||
OPTION: d | book
|
||
ANSWER: b
|
||
|
||
PROMPT: Picture. {bk01-l3b-f5-09-q.mp3}
|
||
OPTION: a | pencil
|
||
OPTION: b | pilot
|
||
OPTION: c | please
|
||
OPTION: d | picture {bk01-l3b-f5-09-a.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Cook. {bk01-l3b-f5-10-q.mp3}
|
||
OPTION: a | book
|
||
OPTION: b | cook {bk01-l3b-f5-10-a.mp3}
|
||
OPTION: c | clock
|
||
OPTION: d | cent
|
||
ANSWER: b
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THIS / THESE" — instructor-read
|
||
# minimal-pair discrimination with no recorded stimulus and no given words. Convertible later
|
||
# with chosen items + TTS.
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "TIME / DIME" (/t/–/d/), and Writing
|
||
# "DICTATION" — instructor-read discrimination and dictation with no printed items or recorded
|
||
# stimulus. Convertible later with chosen items + TTS.
|
||
|
||
$LESSON 3-6: Spelling Practice
|
||
|
||
# Source: LLA 3A Figure 14
|
||
$PRODUCE Type the Word You Hear
|
||
ID: 3a-f14
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Dictation time. Listen to the word and type it — spelling counts. Then say it back with the tape.
|
||
INSTRUCTION: Type the word you hear.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Dime. {bk01-l3a-f13-ex.mp3}
|
||
RESPONSE: dime {bk01-l3a-f13-ex-fb.mp3}
|
||
|
||
PROMPT: student {bk01-l3a-f13-01.mp3}
|
||
RESPONSE: student {bk01-l3a-f13-01-fb.mp3}
|
||
|
||
PROMPT: chair {bk01-l3a-f13-02.mp3}
|
||
RESPONSE: chair {bk01-l3a-f13-02-fb.mp3}
|
||
|
||
PROMPT: half dollar {bk01-l3a-f13-03.mp3}
|
||
RESPONSE: half dollar {bk01-l3a-f13-03-fb.mp3}
|
||
|
||
PROMPT: cook {bk01-l3a-f13-04.mp3}
|
||
RESPONSE: cook {bk01-l3a-f13-04-fb.mp3}
|
||
|
||
PROMPT: door {bk01-l3a-f13-05.mp3}
|
||
RESPONSE: door {bk01-l3a-f13-05-fb.mp3}
|
||
|
||
PROMPT: time {bk01-l3a-f13-06.mp3}
|
||
RESPONSE: time {bk01-l3a-f13-06-fb.mp3}
|
||
|
||
PROMPT: classroom {bk01-l3a-f13-07.mp3}
|
||
RESPONSE: classroom {bk01-l3a-f13-07-fb.mp3}
|
||
|
||
PROMPT: these {bk01-l3a-f13-08.mp3}
|
||
RESPONSE: these {bk01-l3a-f13-08-fb.mp3}
|
||
|
||
PROMPT: quarter {bk01-l3a-f13-09.mp3}
|
||
RESPONSE: quarter {bk01-l3a-f13-09-fb.mp3}
|
||
|
||
PROMPT: window {bk01-l3a-f13-10.mp3}
|
||
RESPONSE: window {bk01-l3a-f13-10-fb.mp3}
|
||
|
||
PROMPT: clock {bk01-l3a-f13-11.mp3}
|
||
RESPONSE: clock {bk01-l3a-f13-11-fb.mp3}
|
||
|
||
PROMPT: pilot {bk01-l3a-f13-12.mp3}
|
||
RESPONSE: pilot {bk01-l3a-f13-12-fb.mp3}
|
||
|
||
# Source: LLA 3B Figure 6
|
||
$PRODUCE Write the Words
|
||
ID: 3b-f6
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: More dictation — each word comes twice. Type what you hear, apostrophes included.
|
||
INSTRUCTION: Type the word you hear.
|
||
|
||
PROMPT: dime. Dime. {bk01-l3b-f6-01.mp3}
|
||
RESPONSE: dime
|
||
|
||
PROMPT: nickel. Nickel. {bk01-l3b-f6-02.mp3}
|
||
RESPONSE: nickel
|
||
|
||
PROMPT: mechanic. Mechanic. {bk01-l3b-f6-03.mp3}
|
||
RESPONSE: mechanic
|
||
|
||
PROMPT: they. They. {bk01-l3b-f6-04.mp3}
|
||
RESPONSE: they
|
||
|
||
PROMPT: am. Am. {bk01-l3b-f6-05.mp3}
|
||
RESPONSE: am
|
||
|
||
PROMPT: aren't. Aren't. {bk01-l3b-f6-06.mp3}
|
||
RESPONSE: aren't
|
||
|
||
PROMPT: we're. We're. {bk01-l3b-f6-07.mp3}
|
||
RESPONSE: we're
|
||
ACCEPT: we are
|
||
|
||
PROMPT: teacher. Teacher. {bk01-l3b-f6-08.mp3}
|
||
RESPONSE: teacher
|
||
|
||
PROMPT: name. Name. {bk01-l3b-f6-09.mp3}
|
||
RESPONSE: name
|
||
|
||
PROMPT: dollar. Dollar. {bk01-l3b-f6-10.mp3}
|
||
RESPONSE: dollar
|
||
|
||
PROMPT: he's. He's. {bk01-l3b-f6-11.mp3}
|
||
RESPONSE: he's
|
||
ACCEPT: he is
|
||
|
||
PROMPT: those. Those. {bk01-l3b-f6-12.mp3}
|
||
RESPONSE: those
|
||
|
||
# Source: LLA 3C Figure 1
|
||
$PRODUCE Letters into Words
|
||
ID: 3c-f1
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Now you get the word letter by letter. Type the word the letters spell, then listen to the answer.
|
||
INSTRUCTION: Type the word you hear spelled out.
|
||
|
||
EXAMPLE
|
||
PROMPT: P, E, N, N, Y. {bk01-l3c-f1-ex1.mp3}
|
||
RESPONSE: penny {bk01-l3c-f1-ex2.mp3}
|
||
|
||
PROMPT: D, O, L, L, A, R. {bk01-l3c-f1-01-q.mp3}
|
||
RESPONSE: dollar {bk01-l3c-f1-01-a.mp3}
|
||
|
||
PROMPT: T, A, B, L, E. {bk01-l3c-f1-02-q.mp3}
|
||
RESPONSE: table {bk01-l3c-f1-02-a.mp3}
|
||
|
||
PROMPT: P, E, N, C, I, L. {bk01-l3c-f1-03-q.mp3}
|
||
RESPONSE: pencil {bk01-l3c-f1-03-a.mp3}
|
||
|
||
PROMPT: P, I, C, T, U, R, E. {bk01-l3c-f1-04-q.mp3}
|
||
RESPONSE: picture {bk01-l3c-f1-04-a.mp3}
|
||
|
||
PROMPT: Q, U, A, R, T, E, R. {bk01-l3c-f1-05-q.mp3}
|
||
RESPONSE: quarter {bk01-l3c-f1-05-a.mp3}
|
||
|
||
PROMPT: M, E, C, H, A, N, I, C. {bk01-l3c-f1-06-q.mp3}
|
||
RESPONSE: mechanic {bk01-l3c-f1-06-a.mp3}
|
||
|
||
PROMPT: D, O, C, T, O, R. {bk01-l3c-f1-07-q.mp3}
|
||
RESPONSE: doctor {bk01-l3c-f1-07-a.mp3}
|
||
|
||
PROMPT: T, E, A, C, H, E, R. {bk01-l3c-f1-08-q.mp3}
|
||
RESPONSE: teacher {bk01-l3c-f1-08-a.mp3}
|
||
|
||
PROMPT: W, E. {bk01-l3c-f1-09-q.mp3}
|
||
RESPONSE: we {bk01-l3c-f1-09-a.mp3}
|
||
|
||
PROMPT: Y, O, U. {bk01-l3c-f1-10-q.mp3}
|
||
RESPONSE: you {bk01-l3c-f1-10-a.mp3}
|
||
|
||
# Source: LLA 3C Figure 2
|
||
$PRODUCE Spell It Aloud
|
||
ID: 3c-f2
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
INTRO: Now you're the tape. Read the word on the screen and spell it aloud, letter by letter — then listen and repeat the correct spelling.
|
||
INSTRUCTION: Spell the word aloud.
|
||
|
||
TEMPLATE: nickel
|
||
RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3}
|
||
|
||
TEMPLATE: money
|
||
RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3}
|
||
|
||
TEMPLATE: she
|
||
RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3}
|
||
|
||
TEMPLATE: not
|
||
RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3}
|
||
|
||
TEMPLATE: barber
|
||
RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3}
|
||
|
||
TEMPLATE: they
|
||
RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3}
|
||
|
||
TEMPLATE: penny
|
||
RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3}
|
||
|
||
TEMPLATE: my
|
||
RESPONSE: M-Y. {bk01-l3c-f2-08.mp3}
|
||
|
||
TEMPLATE: your
|
||
RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3}
|
||
|
||
TEMPLATE: pilot
|
||
RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3}
|
||
|
||
# SKIPPED (book): ST "Write: C" — penmanship/handwriting practice of the letter c; print-era
|
||
# mechanics with no meaningful interaction beyond tracing letters. Dropped per master guide.
|
||
|
||
$LESSON 3-7: Saying No — Not, Isn't, Aren't
|
||
|
||
# Source: ST §They're Not Doctors. They're Mechanics. (grammar)
|
||
$GRAMMAR Not
|
||
ID: l3-s16
|
||
INTRO: Now for saying no — because sometimes he is very much not a pilot. The word "not" goes right after the verb.
|
||
|
||
To make a sentence negative, put **not** right after the verb:
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| I'm | | | |
|
||
| He's | not | a | pilot. |
|
||
| She's | | | doctor. |
|
||
| Bill's | | | student. |
|
||
| You're | | | |
|
||
|
||
| | | |
|
||
|---|---|---|
|
||
| We're | not | doctors. |
|
||
| Bill and I are | | teachers. |
|
||
| They're | | students. |
|
||
| Mr. and Mrs. Jones are | | |
|
||
| You're | | |
|
||
|
||
{He's not a pilot.} {I'm not a student.} {They're not doctors.}
|
||
|
||
# Source: ST §This Is Not Your Pen.
|
||
$DIALOGUE Not Sentences
|
||
ID: l3-s17
|
||
INTRO: Practice "not" with every pronoun — including "I'm not", which never contracts any other way. Repeat each sentence.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: We're not teachers.
|
||
LINE: We're not doctors.
|
||
VOCAB: not
|
||
LINE: I'm not a student.
|
||
LINE: Those are not my books.
|
||
LINE: This is not your pencil.
|
||
LINE: You're not a barber.
|
||
LINE: This is not my classroom.
|
||
LINE: She's not a cook.
|
||
LINE: These are not your pens.
|
||
LINE: They're not pilots.
|
||
|
||
# Source: ST §They Aren't Pilots. (grammar)
|
||
$GRAMMAR Isn't and Aren't
|
||
ID: l3-s19
|
||
INTRO: English squeezes "not" too. "Is not" becomes "isn't", and "are not" becomes "aren't".
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| He / She | is not = | isn't | a barber. |
|
||
| You / We / They | are not = | aren't | barbers. |
|
||
|
||
{He isn't a barber.} {They aren't barbers.}
|
||
|
||
# Source: LLA 3C Figure 3 (presentation)
|
||
# DROPPED (twin): ST "It's Not a Pencil." (l3-s18) and "Joe Isn't a Cook." (l3-s20) — the same
|
||
# negative patterns, presented here on cassette with pictures.
|
||
$DIALOGUE It's Not, It Isn't
|
||
ID: 3c-f3
|
||
INTRO: Each picture gets two sentences — what it is, and what it's not. Listen and repeat both.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: That's a book. It's not a pen. {page_074_001.jpg} {bk01-l3c-f3-01.mp3}
|
||
LINE: This is a lab. It isn't a classroom. {page_074_002.jpg} {bk01-l3c-f3-02.mp3}
|
||
LINE: That's a door. It's not a window. {page_074_003.jpg} {bk01-l3c-f3-03.mp3}
|
||
LINE: This is a chair. It isn't a table. {page_074_004.jpg} {bk01-l3c-f3-04.mp3}
|
||
LINE: That's a pen. It's not a pencil. {page_074_005.jpg} {bk01-l3c-f3-05.mp3}
|
||
LINE: That's not a letter. It's a number. {page_074_006.jpg} {bk01-l3c-f3-06.mp3}
|
||
LINE: It isn't a chair. It's a table. {page_075_001.jpg} {bk01-l3c-f3-07.mp3}
|
||
LINE: It's not a picture. It's a notebook. {page_075_002.jpg} {bk01-l3c-f3-08.mp3}
|
||
LINE: That isn't a clock. It's a picture. {page_075_003.jpg} {bk01-l3c-f3-09.mp3}
|
||
LINE: He's a pilot. He isn't a mechanic. {page_075_004.jpg} {bk01-l3c-f3-10.mp3}
|
||
LINE: She's a teacher. She's not a student. {page_075_005.jpg} {bk01-l3c-f3-11.mp3}
|
||
LINE: She's a doctor. She isn't a cook. {page_075_006.jpg} {bk01-l3c-f3-12.mp3}
|
||
LINE: He's not a teacher. He's a student. {page_076_001.jpg} {bk01-l3c-f3-13.mp3}
|
||
LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg} {bk01-l3c-f3-14.mp3}
|
||
LINE: He's not a barber. He's a doctor. {page_076_003.jpg} {bk01-l3c-f3-15.mp3}
|
||
|
||
# Source: LLA 3C Figure 3 (production)
|
||
$PRODUCE Say What It's Not
|
||
ID: 3c-f3-b
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now you answer. Look at the picture and say what it is — and, just as important, what it is not.
|
||
INSTRUCTION: Answer aloud with two sentences.
|
||
|
||
EXAMPLE
|
||
PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-ex-q.mp3}
|
||
RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-ex-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-16-q.mp3}
|
||
RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-16-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_002.jpg} {bk01-l3c-f3-17-q.mp3}
|
||
RESPONSE: It's a lab. It isn't a classroom. {bk01-l3c-f3-17-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_003.jpg} {bk01-l3c-f3-18-q.mp3}
|
||
RESPONSE: It's a door. It isn't a window. {bk01-l3c-f3-18-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_004.jpg} {bk01-l3c-f3-19-q.mp3}
|
||
RESPONSE: It's a chair. It's not a table. {bk04-l3c-f3-19-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_005.jpg} {bk01-l3c-f3-20-q.mp3}
|
||
RESPONSE: It's a pen. It isn't a pencil. {bk01-l3c-f3-20-a.mp3}
|
||
|
||
PROMPT: What's that? {page_074_006.jpg} {bk01-l3c-f3-21-q.mp3}
|
||
RESPONSE: It's a number. It isn't a letter. {bk01-l3c-f3-21-a.mp3}
|
||
|
||
PROMPT: What's that? {page_075_001.jpg} {bk01-l3c-f3-22-q.mp3}
|
||
RESPONSE: It's a table. It isn't a chair. {bk01-l3c-f3-22-a.mp3}
|
||
|
||
PROMPT: What's that? {page_075_002.jpg} {bk01-l3c-f3-23-q.mp3}
|
||
RESPONSE: It's a notebook. It isn't a picture. {bk01-l3c-f3-23-a.mp3}
|
||
|
||
PROMPT: What's that? {page_075_003.jpg} {bk01-l3c-f3-24-q.mp3}
|
||
RESPONSE: It's a picture. It's not a clock. {bk01-l3c-f3-24-a.mp3}
|
||
|
||
PROMPT: What's he? {page_075_004.jpg} {bk01-l3c-f3-25-q.mp3}
|
||
RESPONSE: He's a pilot. He isn't a mechanic. {bk01-l3c-f3-25-a.mp3}
|
||
|
||
PROMPT: What's she? {page_075_005.jpg} {bk01-l3c-f3-26-q.mp3}
|
||
RESPONSE: She's a teacher. She isn't a student. {bk01-l3c-f3-26-a.mp3}
|
||
|
||
PROMPT: What's she? {page_075_006.jpg} {bk01-l3c-f3-27-q.mp3}
|
||
RESPONSE: She's a doctor. She isn't a cook. {bk01-l3c-f3-27-a.mp3}
|
||
|
||
PROMPT: What is he? {page_076_001.jpg} {bk01-l3c-f3-28-q.mp3}
|
||
RESPONSE: He's a student. He isn't a teacher. {bk01-l3c-f3-28-a.mp3}
|
||
|
||
PROMPT: What's she? {page_076_002.jpg} {bk01-l3c-f3-29-q.mp3}
|
||
RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-29-a.mp3}
|
||
|
||
PROMPT: What is he? {page_076_003.jpg} {bk01-l3c-f3-30-q.mp3}
|
||
RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-30-a.mp3}
|
||
|
||
# Source: LLA 3C Figure 4 (presentation)
|
||
$DIALOGUE They're Not, They Aren't
|
||
ID: 3c-f4
|
||
INTRO: The same trick in the plural: "they're not" and "they aren't" mean exactly the same thing. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: They're pilots. They're not mechanics. {page_077_001.jpg} {bk01-l3c-f4-01.mp3}
|
||
LINE: They're books. They aren't pictures. {page_077_002.jpg} {bk01-l3c-f4-02.mp3}
|
||
LINE: They're students. They're not teachers. {page_077_003.jpg} {bk01-l3c-f4-03.mp3}
|
||
LINE: They're pens. They're not notebooks. {page_077_004.jpg} {bk01-l3c-f4-04.mp3}
|
||
LINE: They're barbers. They aren't doctors. {page_077_005.jpg} {bk01-l3c-f4-05.mp3}
|
||
LINE: They're cooks. They aren't barbers. {page_077_006.jpg} {bk01-l3c-f4-06.mp3}
|
||
LINE: They're tables. They're not chairs. {page_077_007.jpg} {bk01-l3c-f4-07.mp3}
|
||
|
||
# Source: LLA 3C Figure 4 (production)
|
||
$PRODUCE Plural: Say Both Sentences
|
||
ID: 3c-f4-b
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Answer about the groups. Say what they are and what they're not, then repeat the model answer.
|
||
INSTRUCTION: Answer aloud with two sentences.
|
||
|
||
EXAMPLE
|
||
PROMPT: What are they? {page_077_001.jpg} {bk01-l3c-f4-ex-q.mp3}
|
||
RESPONSE: They're pilots. They're not mechanics. {bk01-l3c-f4-ex-a.mp3}
|
||
|
||
PROMPT: What are those? {page_077_002.jpg} {bk01-l3c-f4-08-q.mp3}
|
||
RESPONSE: They're books. They're not pictures. {bk01-l3c-f4-08-a.mp3}
|
||
|
||
PROMPT: What are they? {page_077_003.jpg} {bk01-l3c-f4-09-q.mp3}
|
||
RESPONSE: They're students. They aren't teachers. {bk01-l3c-f4-09-a.mp3}
|
||
|
||
PROMPT: What are those? {page_077_004.jpg} {bk01-l3c-f4-10-q.mp3}
|
||
RESPONSE: They're pens. They aren't notebooks. {bk01-l3c-f4-10-a.mp3}
|
||
|
||
PROMPT: What are they? {page_077_005.jpg} {bk01-l3c-f4-11-q.mp3}
|
||
RESPONSE: They're barbers. They're not doctors. {bk01-l3c-f4-11-a.mp3}
|
||
|
||
PROMPT: What are they? {page_077_006.jpg} {bk01-l3c-f4-12-q.mp3}
|
||
RESPONSE: They're cooks. They aren't barbers. {bk01-l3c-f4-12-a.mp3}
|
||
|
||
PROMPT: What are those? {page_077_007.jpg} {bk01-l3c-f4-13-q.mp3}
|
||
RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-13-a.mp3}
|
||
|
||
# Source: ST §They Aren't Pilots. (sentences)
|
||
$DIALOGUE We Aren't, You Aren't
|
||
ID: l3-s21
|
||
INTRO: The tape practiced "they" — here are "we" and "you" too, since they refuse to be left out. Repeat each pair.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: aren't
|
||
LINE: We are students. We aren't teachers.
|
||
|
||
LINE: You are doctors. You aren't pilots.
|
||
LINE: You are a doctor. You aren't a barber.
|
||
LINE: They're teachers. They aren't students.
|
||
LINE: Those are books. Those aren't notebooks.
|
||
LINE: You aren't students. You're teachers.
|
||
LINE: They aren't pilots. They're barbers.
|
||
LINE: We aren't barbers. We're students.
|
||
LINE: They aren't doors. They're windows.
|
||
LINE: You aren't teachers. You're students.
|
||
|
||
# Source: LLA 3C Figure 5
|
||
$PRODUCE Type the Negative
|
||
ID: 3c-f5
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Listen to the whole sentence, then type the missing negative words in the gap.
|
||
INSTRUCTION: Type the missing words.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: They're pilots. ____ mechanics.
|
||
PROMPT: They're pilots. They're not mechanics. {bk01-l3c-f5-ex.mp3}
|
||
RESPONSE: They're pilots. They're not mechanics.
|
||
ACCEPT: They're not
|
||
|
||
TEMPLATE: They're books. They ____ pictures.
|
||
PROMPT: They're books. They aren't pictures. {bk01-l3c-f5-01.mp3}
|
||
RESPONSE: They're books. They aren't pictures.
|
||
ACCEPT: aren't | are not
|
||
|
||
TEMPLATE: They're students. ____ teachers.
|
||
PROMPT: They're students. They're not teachers. {bk01-l3c-f5-02.mp3}
|
||
RESPONSE: They're students. They're not teachers.
|
||
ACCEPT: They're not | They are not | They aren't
|
||
|
||
TEMPLATE: Those are pens. ____ pencils.
|
||
PROMPT: Those are pens. They're not pencils. {bk01-l3c-f5-03.mp3}
|
||
RESPONSE: Those are pens. They're not pencils.
|
||
ACCEPT: They're not | They are not | They aren't
|
||
|
||
TEMPLATE: They're barbers. ____ doctors.
|
||
PROMPT: They're barbers. They aren't doctors. {bk01-l3c-f5-04.mp3}
|
||
RESPONSE: They're barbers. They aren't doctors.
|
||
ACCEPT: They aren't | They are not | They're not
|
||
|
||
TEMPLATE: They're cooks. ____ barbers.
|
||
PROMPT: They're cooks. They aren't barbers. {bk01-l3c-f5-05.mp3}
|
||
RESPONSE: They're cooks. They aren't barbers.
|
||
ACCEPT: They aren't | They are not | They're not
|
||
|
||
TEMPLATE: Those are tables. ____ chairs.
|
||
PROMPT: Those are tables. They're not chairs. {bk01-l3c-f5-06.mp3}
|
||
RESPONSE: Those are tables. They're not chairs.
|
||
ACCEPT: They're not | They are not | They aren't
|
||
|
||
# Source: ST §Change to Contractions
|
||
$PRODUCE Make It a Contraction
|
||
ID: l3-s22
|
||
INTRO: Squeeze "is not" into "isn't" and "are not" into "aren't". Say the whole sentence, short form and all.
|
||
INSTRUCTION: Say the sentence with a contraction.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
PROMPT: They are not students.
|
||
RESPONSE: They aren't students.
|
||
|
||
PROMPT: He is not a pilot.
|
||
RESPONSE: He isn't a pilot.
|
||
|
||
PROMPT: She is not a cook.
|
||
RESPONSE: She isn't a cook.
|
||
|
||
PROMPT: Jim is not a barber.
|
||
RESPONSE: Jim isn't a barber.
|
||
|
||
PROMPT: That is not your book.
|
||
RESPONSE: That isn't your book.
|
||
|
||
PROMPT: Those are not my books.
|
||
RESPONSE: Those aren't my books.
|
||
|
||
PROMPT: They are not your books.
|
||
RESPONSE: They aren't your books.
|
||
|
||
PROMPT: We are not mechanics.
|
||
RESPONSE: We aren't mechanics.
|
||
|
||
PROMPT: Mary is not a student.
|
||
RESPONSE: Mary isn't a student.
|
||
|
||
PROMPT: Jim and I are not doctors.
|
||
RESPONSE: Jim and I aren't doctors.
|
||
|
||
PROMPT: Bob is not a pilot.
|
||
RESPONSE: Bob isn't a pilot.
|
||
|
||
PROMPT: It is not your pencil.
|
||
RESPONSE: It isn't your pencil.
|
||
|
||
$LESSON 3-8: Yes/No Questions and Short Answers
|
||
|
||
# Source: ST §Are They Students? (grammar)
|
||
$GRAMMAR Asking Yes/No Questions
|
||
ID: l3-s23
|
||
INTRO: This part is about asking questions — and answering them without writing an essay. To ask, the verb jumps to the front of the sentence.
|
||
|
||
To ask a yes/no question, put **is** or **are** first:
|
||
|
||
**Singular:**
|
||
| | | |
|
||
|---|---|---|
|
||
| Is | he | a student? |
|
||
| Is | she | a doctor? |
|
||
| Is | this | a book? |
|
||
| Is | that | a pen? |
|
||
|
||
**Plural:**
|
||
| | | |
|
||
|---|---|---|
|
||
| Are | they | students? |
|
||
| Are | we | doctors? |
|
||
| Are | these | books? |
|
||
| Are | those | pens? |
|
||
|
||
{He is a student.} → {Is he a student?}
|
||
|
||
# Source: ST §Are They Teachers?
|
||
$DIALOGUE Question Practice
|
||
ID: l3-s24
|
||
INTRO: Practice the question melody — the voice rises at the end. Say each question after you hear it.
|
||
INSTRUCTION: Listen and repeat each question.
|
||
REPEAT
|
||
|
||
LINE: Is he a student?
|
||
LINE: Are they students?
|
||
LINE: Is he a doctor?
|
||
LINE: Are they doctors?
|
||
LINE: Is he a pilot?
|
||
LINE: Are they pilots?
|
||
LINE: Is she a mechanic?
|
||
LINE: Are they mechanics?
|
||
LINE: Is she a barber?
|
||
LINE: Are they barbers?
|
||
LINE: Is she a teacher?
|
||
LINE: Are those books?
|
||
LINE: Is this a book?
|
||
LINE: Are they notebooks?
|
||
LINE: Is this a pen?
|
||
LINE: Are these pencils?
|
||
LINE: Is this a chair?
|
||
LINE: Are they pens?
|
||
LINE: Is that a pencil?
|
||
LINE: Are those desks?
|
||
LINE: Is that a notebook?
|
||
LINE: Are these chairs?
|
||
LINE: Is that a desk?
|
||
LINE: Are these desks?
|
||
|
||
# Source: ST §Is Joe a Barber?
|
||
$PRODUCE Turn It into a Question
|
||
ID: l3-s25
|
||
INTRO: Read the statement and flip it into a question — move "is" or "are" to the front and let your voice rise.
|
||
INSTRUCTION: Change the statement to a question, aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
PROMPT: He's a barber.
|
||
RESPONSE: Is he a barber?
|
||
|
||
PROMPT: Sam's a pilot.
|
||
RESPONSE: Is Sam a pilot?
|
||
|
||
PROMPT: She's a doctor.
|
||
RESPONSE: Is she a doctor?
|
||
|
||
PROMPT: Betty's a student.
|
||
RESPONSE: Is Betty a student?
|
||
|
||
PROMPT: They're teachers.
|
||
RESPONSE: Are they teachers?
|
||
|
||
PROMPT: Tom and Jerry are mechanics.
|
||
RESPONSE: Are Tom and Jerry mechanics?
|
||
|
||
PROMPT: Those are pencils.
|
||
RESPONSE: Are those pencils?
|
||
|
||
PROMPT: That's a book.
|
||
RESPONSE: Is that a book?
|
||
|
||
PROMPT: They're barbers.
|
||
RESPONSE: Are they barbers?
|
||
|
||
PROMPT: These are chairs.
|
||
RESPONSE: Are these chairs?
|
||
|
||
PROMPT: He's a teacher.
|
||
RESPONSE: Is he a teacher?
|
||
|
||
PROMPT: She's a mechanic.
|
||
RESPONSE: Is she a mechanic?
|
||
|
||
PROMPT: They're mechanics.
|
||
RESPONSE: Are they mechanics?
|
||
|
||
# Source: ST §Are You a Student? (grammar)
|
||
$GRAMMAR Am, Is, or Are in Questions
|
||
ID: l3-s26
|
||
INTRO: One table to keep the question verbs straight — am with I, is with one person or thing, are with everything plural and with you.
|
||
|
||
| | | |
|
||
|---|---|---|
|
||
| Am | I | a student? |
|
||
| Is | he / she / it / Mary | a student? |
|
||
| Are | you / we / they / the boys | students? |
|
||
|
||
{Am I a student?} {Is she a doctor?} {Are you students?}
|
||
|
||
# Source: ST §Is This Your Book?
|
||
$PRODUCE Build the Question
|
||
ID: l3-s27
|
||
INTRO: You get two cue words — build the full question from them. "That" and "book" become "Is that a book?" Choose "is" or "are" to match.
|
||
INSTRUCTION: Make a question from the cue words, aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
EXAMPLE
|
||
TEMPLATE: that/book
|
||
RESPONSE: Is that a book?
|
||
|
||
TEMPLATE: this/pen
|
||
RESPONSE: Is this a pen?
|
||
|
||
TEMPLATE: she/doctor
|
||
RESPONSE: Is she a doctor?
|
||
|
||
TEMPLATE: you/student
|
||
RESPONSE: Are you a student?
|
||
|
||
TEMPLATE: those/pencils
|
||
RESPONSE: Are those pencils?
|
||
|
||
TEMPLATE: they/teachers
|
||
RESPONSE: Are they teachers?
|
||
|
||
TEMPLATE: you/mechanics
|
||
RESPONSE: Are you mechanics?
|
||
|
||
TEMPLATE: we/doctors
|
||
RESPONSE: Are we doctors?
|
||
|
||
TEMPLATE: he/cook
|
||
RESPONSE: Is he a cook?
|
||
|
||
TEMPLATE: your/pencil
|
||
RESPONSE: Is this your pencil?
|
||
|
||
TEMPLATE: my/pencil
|
||
RESPONSE: Is that my pencil?
|
||
|
||
TEMPLATE: your/books
|
||
RESPONSE: Are these your books?
|
||
|
||
TEMPLATE: my/books
|
||
RESPONSE: Are those my books?
|
||
|
||
# Source: ST §Is That Your Pencil? No, It Isn't. (grammar)
|
||
$GRAMMAR Short Answers
|
||
ID: l3-s28
|
||
INTRO: You don't answer a yes/no question with a whole speech. Pronoun plus verb — that's the whole answer.
|
||
|
||
**Short Answers**
|
||
|
||
| | | |
|
||
|---|---|---|
|
||
| Is this/that a pen? | Yes, it is. | No, it isn't. |
|
||
| Is he/she a doctor? | Yes, he/she is. | No, he/she isn't. |
|
||
| Are you a student? | Yes, I am. | No, I'm not. |
|
||
| Are these/those pencils? | Yes, they are. | No, they aren't. |
|
||
| Are they/we/you students? | Yes, they/we/we are. | No, they/we/we aren't. |
|
||
|
||
{Yes, it is.} {No, it isn't.} {Yes, I am.} {No, I'm not.}
|
||
|
||
# Source: ST §Is This Your Pen? Yes, It Is.
|
||
$DIALOGUE Short Answer Practice
|
||
ID: l3-s29
|
||
INTRO: Question, short answer, done. Repeat each pair and let the answers get automatic.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Is that my pen? No, it's not.
|
||
LINE: Is he a mechanic? No, he isn't.
|
||
VOCAB: yes
|
||
LINE: Are you students? Yes, we are.
|
||
LINE: Is this a book? Yes, it is.
|
||
LINE: Are they students? No, they aren't.
|
||
LINE: Is she a barber? No, she's not.
|
||
LINE: Are those your books? No, they're not.
|
||
LINE: Are you a doctor? No, I'm not.
|
||
LINE: Is he a doctor? Yes, he is.
|
||
LINE: Are these pencils? Yes, they are.
|
||
|
||
# Source: LLA 3C Figure 6 (Yes answers)
|
||
$DIALOGUE Questions with Yes Answers
|
||
ID: 3c-f6-a
|
||
INTRO: Now the cassette takes over. Look at each picture, listen to the question and its "yes" answer, and repeat both.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Is this a pen? Yes, it is. {page_079_001.jpg} {bk01-l3c-f6-01.mp3}
|
||
LINE: Is this a book? Yes, it is. {page_079_002.jpg} {bk01-l3c-f6-02.mp3}
|
||
LINE: Is this a chair? Yes, it is. {page_079_003.jpg} {bk01-l3c-f6-03.mp3}
|
||
LINE: Is this a table? Yes, it is. {page_079_004.jpg} {bk01-l3c-f6-04.mp3}
|
||
LINE: Is that a clock? Yes, it is. {page_079_005.jpg} {bk01-l3c-f6-05.mp3}
|
||
LINE: Is that a window? Yes, it is. {page_079_006.jpg} {bk01-l3c-f6-06.mp3}
|
||
LINE: Is that a door? Yes, it is. {page_079_007.jpg} {bk01-l3c-f6-07.mp3}
|
||
LINE: Is he a doctor? Yes, he is. {page_080_008.jpg} {bk01-l3c-f6-08.mp3}
|
||
LINE: Is she a doctor? Yes, she is. {page_080_009.jpg} {bk01-l3c-f6-09.mp3}
|
||
LINE: Is he a student? Yes, he is. {page_080_010.jpg} {bk01-l3c-f6-10.mp3}
|
||
LINE: Is he a barber? Yes, he is. {page_080_011.jpg} {bk01-l3c-f6-11.mp3}
|
||
LINE: Is she a cook? Yes, she is. {page_080_012.jpg} {bk01-l3c-f6-12.mp3}
|
||
LINE: Is she a mechanic? Yes, she is. {page_080_013.jpg} {bk01-l3c-f6-13.mp3}
|
||
LINE: Is she a teacher? Yes, she is. {page_080_014.jpg} {bk01-l3c-f6-14.mp3}
|
||
|
||
# Source: LLA 3C Figure 6 (No answers)
|
||
$DIALOGUE Questions with No Answers
|
||
ID: 3c-f6-b
|
||
INTRO: Same pictures, wrong guesses — so every answer is "no". Repeat the questions and the answers.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Is this a book? No, it's not. {page_079_001.jpg} {bk01-l3c-f6-15.mp3}
|
||
LINE: Is this a clock? No, it's not. {page_079_002.jpg} {bk01-l3c-f6-16.mp3}
|
||
LINE: Is this a table? No, it's not. {page_079_003.jpg} {bk01-l3c-f6-17.mp3}
|
||
LINE: Is this a chair? No, it isn't. {page_079_004.jpg} {bk01-l3c-f6-18.mp3}
|
||
LINE: Is that a book? No, it isn't. {page_079_005.jpg} {bk01-l3c-f6-19.mp3}
|
||
LINE: Is that a door? No, it isn't. {page_079_006.jpg} {bk01-l3c-f6-20.mp3}
|
||
LINE: Is that a window? No, it isn't. {page_079_007.jpg} {bk01-l3c-f6-21.mp3}
|
||
LINE: Is he a barber? No, he's not. {page_080_008.jpg} {bk01-l3c-f6-22.mp3}
|
||
LINE: Is she a cook? No, she's not. {page_080_009.jpg} {bk01-l3c-f6-23.mp3}
|
||
LINE: Is he a teacher? No, he's not. {page_080_010.jpg} {bk01-l3c-f6-24.mp3}
|
||
LINE: Is he a doctor? No, he isn't. {page_080_011.jpg} {bk01-l3c-f6-25.mp3}
|
||
LINE: Is she a student? No, she isn't. {page_080_012.jpg} {bk01-l3c-f6-26.mp3}
|
||
LINE: Is she a pilot? No, she isn't. {page_080_013.jpg} {bk01-l3c-f6-27.mp3}
|
||
LINE: Is she a doctor? No, she isn't. {page_080_014.jpg} {bk01-l3c-f6-28.mp3}
|
||
|
||
# Source: LLA 3C Figure 6 (production)
|
||
$PRODUCE Answer Yes or No
|
||
ID: 3c-f6-c
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Your turn — no script this time. Look at the picture, listen to the question, and give the short answer aloud. Then repeat the model.
|
||
INSTRUCTION: Answer aloud with a short answer.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Is this a clock? {page_079_001.jpg} {bk01-l3c-f6-ex2-q.mp3}
|
||
RESPONSE: No, it's not. {bk01-l3c-f6-ex2-a.mp3}
|
||
|
||
PROMPT: Is this a pencil? {page_079_001.jpg} {bk01-l3c-f6-29-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3c-f6-29-a.mp3}
|
||
|
||
PROMPT: Is this a notebook? {page_079_002.jpg} {bk01-l3c-f6-30-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3c-f6-30-a.mp3}
|
||
|
||
PROMPT: Is this a chair? {page_079_003.jpg} {bk01-l3c-f6-31-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3c-f6-31-a.mp3}
|
||
|
||
PROMPT: Is this a window? {page_079_004.jpg} {bk01-l3c-f6-32-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3c-f6-32-a.mp3}
|
||
|
||
PROMPT: Is that a pen? {page_079_005.jpg} {bk01-l3c-f6-33-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3c-f6-33-a.mp3}
|
||
|
||
PROMPT: Is that a window? {page_079_006.jpg} {bk01-l3c-f6-34-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3c-f6-34-a.mp3}
|
||
|
||
PROMPT: Is that a picture? {page_079_007.jpg} {bk01-l3c-f6-35-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3c-f6-35-a.mp3}
|
||
|
||
PROMPT: Is he a doctor? {page_080_008.jpg} {bk01-l3c-f6-36-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f6-36-a.mp3}
|
||
|
||
PROMPT: Is she a barber? {page_080_009.jpg} {bk01-l3c-f6-37-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f6-37-a.mp3}
|
||
|
||
PROMPT: Is he a teacher? {page_080_010.jpg} {bk01-l3c-f6-38-q.mp3}
|
||
RESPONSE: No, he isn't. {bk01-l3c-f6-38-a.mp3}
|
||
|
||
PROMPT: Is he a barber? {page_080_011.jpg} {bk01-l3c-f6-39-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f6-39-a.mp3}
|
||
|
||
PROMPT: Is she a cook? {page_080_012.jpg} {bk01-l3c-f6-40-q.mp3}
|
||
RESPONSE: Yes, she is. {bk01-l3c-f6-40-a.mp3}
|
||
|
||
PROMPT: Is she a mechanic? {page_080_013.jpg} {bk01-l3c-f6-41-q.mp3}
|
||
RESPONSE: Yes, she is. {bk01-l3c-f6-41-a.mp3}
|
||
|
||
PROMPT: Is she a doctor? {page_080_014.jpg} {bk01-l3c-f6-42-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f6-42-a.mp3}
|
||
|
||
# Source: LLA 3C Figure 7
|
||
$PRODUCE Is He a Cook?
|
||
ID: 3c-f7
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: One more round with the occupations. Look at the person, answer the question with a short answer, then repeat the model.
|
||
INSTRUCTION: Answer aloud with a short answer.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Is he a doctor? {page_081_001.jpg} {bk01-l3c-f7-ex-q.mp3}
|
||
RESPONSE: No, he isn't. {bk01-l3c-f7-ex-a.mp3}
|
||
|
||
PROMPT: Is he a cook? {page_081_002.jpg} {bk01-l3c-f7-01-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f7-01-a.mp3}
|
||
|
||
PROMPT: Is she a doctor? {page_081_003.jpg} {bk01-l3c-f7-02-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f7-02-a.mp3}
|
||
|
||
PROMPT: Is he a pilot? {page_081_004.jpg} {bk01-l3c-f7-03-q.mp3}
|
||
RESPONSE: No, he isn't. {bk01-l3c-f7-03-a.mp3}
|
||
|
||
PROMPT: Is he a pilot? {page_081_005.jpg} {bk01-l3c-f7-04-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f7-04-a.mp3}
|
||
|
||
PROMPT: Is she a barber? {page_081_006.jpg} {bk01-l3c-f7-05-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f7-05-a.mp3}
|
||
|
||
PROMPT: Is he a barber? {page_081_007.jpg} {bk01-l3c-f7-06-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f7-06-a.mp3}
|
||
|
||
PROMPT: Is she a student? {page_081_008.jpg} {bk01-l3c-f7-07-q.mp3}
|
||
RESPONSE: Yes, she is. {bk01-l3c-f7-07-a.mp3}
|
||
|
||
PROMPT: Is she a student? {page_081_009.jpg} {bk01-l3c-f7-08-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f7-08-a.mp3}
|
||
|
||
PROMPT: Is he a mechanic? {page_081_010.jpg} {bk01-l3c-f7-09-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f7-09-a.mp3}
|
||
|
||
PROMPT: Is she a cook? {page_081_011.jpg} {bk01-l3c-f7-10-q.mp3}
|
||
RESPONSE: No, she isn't. {bk01-l3c-f7-10-a.mp3}
|
||
|
||
PROMPT: Is she a cook? {page_081_012.jpg} {bk01-l3c-f7-11-q.mp3}
|
||
RESPONSE: Yes, she is. {bk01-l3c-f7-11-a.mp3}
|
||
|
||
PROMPT: Is he a doctor? {page_081_013.jpg} {bk01-l3c-f7-12-q.mp3}
|
||
RESPONSE: Yes, he is. {bk01-l3c-f7-12-a.mp3}
|
||
|
||
$LESSON 3-9: Are They Pilots? — Plural Questions and Review
|
||
|
||
# Source: LLA 3D Figure 1 (Yes answers)
|
||
$DIALOGUE Are They Cooks? Yes, They Are.
|
||
ID: 3d-f1
|
||
INTRO: Now the same game in the plural — are they cooks, barbers, pilots? Every guess here is right. Listen and repeat the questions and answers.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Narrator: Are they cooks? {page_083_001.jpg} {bk01-l3d-f1-01-q.mp3}
|
||
LINE: Yes, they are. {page_083_001.jpg} {bk01-l3d-f1-01-a.mp3}
|
||
|
||
Narrator: Are they barbers? {page_083_002.jpg} {bk01-l3d-f1-02-q.mp3}
|
||
LINE: Yes, they are. {page_083_002.jpg} {bk01-l3d-f1-02-a.mp3}
|
||
|
||
Narrator: Are they pilots? {page_083_003.jpg} {bk01-l3d-f1-03-q.mp3}
|
||
LINE: Yes, they are. {page_083_003.jpg} {bk01-l3d-f1-03-a.mp3}
|
||
|
||
Narrator: Are they students? {page_083_004.jpg} {bk01-l3d-f1-04-q.mp3}
|
||
LINE: Yes, they are. {page_083_004.jpg} {bk01-l3d-f1-04-a.mp3}
|
||
|
||
Narrator: Are they teachers? {page_083_005.jpg} {bk01-l3d-f1-05-q.mp3}
|
||
LINE: Yes, they are. {page_083_005.jpg} {bk01-l3d-f1-05-a.mp3}
|
||
|
||
Narrator: Are they doctors? {page_083_006.jpg} {bk01-l3d-f1-06-q.mp3}
|
||
LINE: Yes, they are. {page_083_006.jpg} {bk01-l3d-f1-06-a.mp3}
|
||
|
||
Narrator: Are they mechanics? {page_083_007.jpg} {bk01-l3d-f1-07-q.mp3}
|
||
LINE: Yes, they are. {page_083_007.jpg} {bk01-l3d-f1-07-a.mp3}
|
||
|
||
Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-08-q.mp3}
|
||
LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-08-a.mp3}
|
||
|
||
Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-09-q.mp3}
|
||
LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-09-a.mp3}
|
||
|
||
Narrator: Are those pens? {page_083_010.jpg} {bk01-l3d-f1-10-q.mp3}
|
||
LINE: Yes, they are. {page_083_010.jpg} {bk01-l3d-f1-10-a.mp3}
|
||
|
||
Narrator: Are those letters? {page_083_011.jpg} {bk01-l3d-f1-11-q.mp3}
|
||
LINE: Yes, they are. {page_083_011.jpg} {bk01-l3d-f1-11-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 1 (No answers)
|
||
$DIALOGUE Are They Teachers? No, They're Not.
|
||
ID: 3d-f1-b
|
||
INTRO: Same pictures, but this time every guess is wrong — the cooks are not teachers, whatever the tape hopes. Repeat the questions and the "no" answers.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Narrator: Are they teachers? {page_083_001.jpg} {bk01-l3d-f1-12-q.mp3}
|
||
LINE: No, they're not. {page_083_001.jpg} {bk01-l3d-f1-12-a.mp3}
|
||
|
||
Narrator: Are they doctors? {page_083_002.jpg} {bk01-l3d-f1-13-q.mp3}
|
||
LINE: No, they're not. {page_083_002.jpg} {bk01-l3d-f1-13-a.mp3}
|
||
|
||
Narrator: Are they cooks? {page_083_003.jpg} {bk01-l3d-f1-14-q.mp3}
|
||
LINE: No, they aren't. {page_083_003.jpg} {bk01-l3d-f1-14-a.mp3}
|
||
|
||
Narrator: Are they mechanics? {page_083_004.jpg} {bk01-l3d-f1-15-q.mp3}
|
||
LINE: No, they aren't. {page_083_004.jpg} {bk01-l3d-f1-15-a.mp3}
|
||
|
||
Narrator: Are they barbers? {page_083_005.jpg} {bk01-l3d-f1-16-q.mp3}
|
||
LINE: No, they aren't. {page_083_005.jpg} {bk01-l3d-f1-16-a.mp3}
|
||
|
||
Narrator: Are they pilots? {page_083_006.jpg} {bk01-l3d-f1-17-q.mp3}
|
||
LINE: No, they aren't. {page_083_006.jpg} {bk01-l3d-f1-17-a.mp3}
|
||
|
||
Narrator: Are they students? {page_083_007.jpg} {bk01-l3d-f1-18-q.mp3}
|
||
LINE: No, they're not. {page_083_007.jpg} {bk01-l3d-f1-18-a.mp3}
|
||
|
||
Narrator: Are those letters? {page_083_008.jpg} {bk01-l3d-f1-19-q.mp3}
|
||
LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-19-a.mp3}
|
||
|
||
Narrator: Are those tables? {page_083_009.jpg} {bk01-l3d-f1-20-q.mp3}
|
||
LINE: No, they're not. {page_083_009.jpg} {bk01-l3d-f1-20-a.mp3}
|
||
|
||
Narrator: Are those books? {page_083_010.jpg} {bk01-l3d-f1-21-q.mp3}
|
||
LINE: No, they're not. {page_083_010.jpg} {bk01-l3d-f1-21-a.mp3}
|
||
|
||
Narrator: Are those windows? {page_083_011.jpg} {bk01-l3d-f1-22-q.mp3}
|
||
LINE: No, they aren't. {page_083_011.jpg} {bk01-l3d-f1-22-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 2
|
||
$PRODUCE Answer About the Groups
|
||
ID: 3d-f2
|
||
INTRO: Your turn to judge. Look at the group, listen to the question, and answer with a short answer — yes or no, as the picture demands.
|
||
INSTRUCTION: Answer aloud with a short answer.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
PROMPT: Are they doctors? {page_084_001.jpg} {bk01-l3d-f2-01-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f2-01-a.mp3}
|
||
|
||
PROMPT: Are they cooks? {page_084_002.jpg} {bk01-l3d-f2-02-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f2-02-a.mp3}
|
||
|
||
PROMPT: Are they teachers? {page_084_003.jpg} {bk01-l3d-f2-03-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f2-03-a.mp3}
|
||
|
||
PROMPT: Are they teachers? {page_084_004.jpg} {bk01-l3d-f2-04-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f2-04-a.mp3}
|
||
|
||
PROMPT: Are they mechanics? {page_084_005.jpg} {bk01-l3d-f2-05-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f2-05-a.mp3}
|
||
|
||
PROMPT: Are they pilots? {page_084_006.jpg} {bk01-l3d-f2-06-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3}
|
||
|
||
PROMPT: Are they barbers? {page_084_007.jpg} {bk01-l3d-f2-07-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 3
|
||
$PRODUCE Coins: Yes or No?
|
||
ID: 3d-f3
|
||
INTRO: Back to the coins — a callback from earlier. Answer yes or no, and when the answer is no, be ready to say what the coins really are.
|
||
INSTRUCTION: Answer aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-01-q1.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f3-01-a1.mp3}
|
||
|
||
PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-01-q2.mp3}
|
||
RESPONSE: They're dimes. {bk01-l3d-f3-01-a2.mp3}
|
||
|
||
PROMPT: Are those nickels? {page_085_002.jpg} {bk01-l3d-f3-02-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f3-02-a.mp3}
|
||
|
||
PROMPT: Are those pennies? {page_085_003.jpg} {bk01-l3d-f3-03-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3}
|
||
|
||
PROMPT: Are those half dollars? {page_085_004.jpg} {bk01-l3d-f3-04-q1.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f3-04-a1.mp3}
|
||
|
||
PROMPT: What are they? {page_085_004.jpg} {bk01-l3d-f3-04-q2.mp3}
|
||
RESPONSE: They're quarters. {bk01-l3d-f3-04-a2.mp3}
|
||
|
||
PROMPT: Are those dollars? {page_085_005.jpg} {bk01-l3d-f3-05-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f3-05-a.mp3}
|
||
|
||
PROMPT: Are those half dollars? {page_085_006.jpg} {bk01-l3d-f3-06-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f3-06-a.mp3}
|
||
|
||
# Source: ST §They Are Doctors.
|
||
$SELECT Review: Am, Is, Are — and Their Negatives
|
||
ID: l3-s32
|
||
INTRO: A written check of the whole verb "be" — statements, negatives, and questions in one sweep. Tap the word that completes each sentence.
|
||
INSTRUCTION: Tap the correct answer.
|
||
|
||
TEMPLATE: She ____ a pilot.
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are
|
||
OPTION: d | not
|
||
ANSWER: b
|
||
|
||
TEMPLATE: They ____ students.
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are
|
||
OPTION: d | not
|
||
ANSWER: c
|
||
|
||
TEMPLATE: You ____ my teacher.
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are
|
||
OPTION: d | isn't
|
||
ANSWER: c
|
||
|
||
TEMPLATE: He ____ a student. He's a teacher.
|
||
OPTION: a | isn't
|
||
OPTION: b | aren't
|
||
OPTION: c | is
|
||
OPTION: d | are
|
||
ANSWER: a
|
||
|
||
TEMPLATE: We ____ pilots. We're mechanics.
|
||
OPTION: a | not
|
||
OPTION: b | am not
|
||
OPTION: c | isn't
|
||
OPTION: d | aren't
|
||
ANSWER: d
|
||
|
||
TEMPLATE: ____ you a doctor?
|
||
OPTION: a | Am
|
||
OPTION: b | Is
|
||
OPTION: c | Not
|
||
OPTION: d | Are
|
||
ANSWER: d
|
||
|
||
TEMPLATE: I ____ a barber.
|
||
OPTION: a | am
|
||
OPTION: b | is
|
||
OPTION: c | are
|
||
OPTION: d | not
|
||
ANSWER: a
|
||
|
||
TEMPLATE: ____ she a barber?
|
||
OPTION: a | Am
|
||
OPTION: b | Is
|
||
OPTION: c | Not
|
||
OPTION: d | Are
|
||
ANSWER: b
|
||
|
||
$LESSON 3-10: This, That, These, Those
|
||
|
||
# Source: LLA 3D Figure 4 (presentation)
|
||
$DIALOGUE These and Those
|
||
ID: 3d-f4
|
||
INTRO: Last teaching point: whose things are these? Questions with "these" and "those", plus my, your, his, and her. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Narrator: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-01-q.mp3}
|
||
LINE: Yes, they are. {page_086_001.jpg} {bk01-l3d-f4-01-a.mp3}
|
||
|
||
Narrator: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-02-q.mp3}
|
||
LINE: Yes, they are. {page_086_002.jpg} {bk01-l3d-f4-02-a.mp3}
|
||
|
||
Narrator: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-03-q.mp3}
|
||
LINE: Yes, they are. {page_086_003.jpg} {bk01-l3d-f4-03-a.mp3}
|
||
|
||
Narrator: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-04-q.mp3}
|
||
LINE: Yes, they are. {page_086_004.jpg} {bk01-l3d-f4-04-a.mp3}
|
||
|
||
Narrator: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-05-q.mp3}
|
||
LINE: No, they aren't. {page_086_005.jpg} {bk01-l3d-f4-05-a.mp3}
|
||
|
||
Narrator: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-06-q.mp3}
|
||
LINE: No, they aren't. {page_086_006.jpg} {bk01-l3d-f4-06-a.mp3}
|
||
|
||
Narrator: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-07-q.mp3}
|
||
LINE: No, it isn't. {page_086_007.jpg} {bk01-l3d-f4-07-a.mp3}
|
||
|
||
Narrator: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-08-q.mp3}
|
||
LINE: No, they aren't. {page_086_008.jpg} {bk01-l3d-f4-08-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 4 (production)
|
||
$PRODUCE Answer: These and Those
|
||
ID: 3d-f4-b
|
||
INTRO: Same pictures, but now the answers are yours. Answer each question aloud, then repeat the model.
|
||
INSTRUCTION: Answer aloud with a short answer.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-09-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f4-09-a.mp3}
|
||
|
||
PROMPT: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-10-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f4-10-a.mp3}
|
||
|
||
PROMPT: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-11-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f4-11-a.mp3}
|
||
|
||
PROMPT: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-12-q.mp3}
|
||
RESPONSE: Yes, they are. {bk01-l3d-f4-12-a.mp3}
|
||
|
||
PROMPT: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-13-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f4-13-a.mp3}
|
||
|
||
PROMPT: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-14-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f4-14-a.mp3}
|
||
|
||
PROMPT: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-15-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3}
|
||
|
||
PROMPT: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-16-q.mp3}
|
||
RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 5 (presentation)
|
||
$DIALOGUE This and That
|
||
ID: 3d-f5
|
||
INTRO: Back to the singular: "this" for near, "that" for far. Listen to the questions and answers, and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Narrator: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-01-q.mp3}
|
||
LINE: Yes, it is. {page_087_001.jpg} {bk01-l3d-f5-01-a.mp3}
|
||
|
||
Narrator: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-02-q.mp3}
|
||
LINE: Yes, it is. {page_087_002.jpg} {bk01-l3d-f5-02-a.mp3}
|
||
|
||
Narrator: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-03-q.mp3}
|
||
LINE: Yes, it is. {page_087_003.jpg} {bk01-l3d-f5-03-a.mp3}
|
||
|
||
Narrator: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-04-q.mp3}
|
||
LINE: Yes, it is. {page_087_004.jpg} {bk01-l3d-f5-04-a.mp3}
|
||
|
||
Narrator: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-05-q.mp3}
|
||
LINE: No, it isn't. {page_087_005.jpg} {bk01-l3d-f5-05-a.mp3}
|
||
|
||
Narrator: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-06-q.mp3}
|
||
LINE: No, it isn't. {page_087_006.jpg} {bk01-l3d-f5-06-a.mp3}
|
||
|
||
Narrator: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-07-q.mp3}
|
||
LINE: No, it isn't. {page_087_007.jpg} {bk01-l3d-f5-07-a.mp3}
|
||
|
||
Narrator: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-08-q.mp3}
|
||
LINE: No, it isn't. {page_087_008.jpg} {bk01-l3d-f5-08-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 5 (production)
|
||
$PRODUCE Answer: This and That
|
||
ID: 3d-f5-b
|
||
INTRO: Now answer for yourself — look at each picture and give the short answer aloud.
|
||
INSTRUCTION: Answer aloud with a short answer.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
PROMPT: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-09-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3}
|
||
|
||
PROMPT: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-10-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3}
|
||
|
||
PROMPT: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-11-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3}
|
||
|
||
PROMPT: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-12-q.mp3}
|
||
RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3}
|
||
|
||
PROMPT: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-13-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3}
|
||
|
||
PROMPT: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-14-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3}
|
||
|
||
PROMPT: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-15-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3}
|
||
|
||
PROMPT: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-16-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3}
|
||
|
||
# Source: LLA 3D Figure 6 (dialogue)
|
||
$DIALOGUE Is This Your Classroom?
|
||
ID: 3d-f6
|
||
INTRO: A short conversation between two students — one of them is quite sure this is a classroom. He's wrong. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Student_1: Is this your classroom? {bk01-l3d-f6-01.mp3}
|
||
Student_2: No, it isn't. {bk01-l3d-f6-02.mp3}
|
||
Student_1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3}
|
||
Student_2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3}
|
||
|
||
# Source: LLA 3D Figure 6 (role play)
|
||
$PRODUCE Your Turn in the Dialog
|
||
ID: 3d-f6-b
|
||
INTRO: Now take the second student's part and answer the questions yourself. That's the whole lesson — the next part is optional letter practice, in case your eyes want a workout too.
|
||
INSTRUCTION: Answer the questions aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3}
|
||
RESPONSE: No, it isn't. {bk01-l3d-f6-02.mp3}
|
||
|
||
PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3}
|
||
RESPONSE: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3}
|
||
|
||
$LESSON 3-11: Extra Practice — Reading Letters (Optional)
|
||
|
||
# Source: ST §Same/Different Letter
|
||
$SELECT Same Letter or Different?
|
||
ID: l3-s13
|
||
INTRO: This part is optional eye training for reading English letters — if you can already read them comfortably, feel free to skip it. Look at the two letters and tap Same or Different.
|
||
INSTRUCTION: Tap Same or Different.
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
EXAMPLE
|
||
TEMPLATE: x e
|
||
ANSWER: d
|
||
|
||
TEMPLATE: a a
|
||
ANSWER: s
|
||
|
||
TEMPLATE: x x
|
||
ANSWER: s
|
||
|
||
TEMPLATE: n x
|
||
ANSWER: d
|
||
|
||
TEMPLATE: w v
|
||
ANSWER: d
|
||
|
||
TEMPLATE: z z
|
||
ANSWER: s
|
||
|
||
TEMPLATE: i j
|
||
ANSWER: d
|
||
|
||
TEMPLATE: c e
|
||
ANSWER: d
|
||
|
||
TEMPLATE: k k
|
||
ANSWER: s
|
||
|
||
TEMPLATE: b d
|
||
ANSWER: d
|
||
|
||
TEMPLATE: l i
|
||
ANSWER: d
|
||
|
||
TEMPLATE: f f
|
||
ANSWER: s
|
||
|
||
TEMPLATE: m n
|
||
ANSWER: d
|
||
|
||
TEMPLATE: g p
|
||
ANSWER: d
|
||
|
||
TEMPLATE: r n
|
||
ANSWER: d
|
||
|
||
TEMPLATE: h h
|
||
ANSWER: s
|
||
|
||
TEMPLATE: u v
|
||
ANSWER: d
|
||
|
||
# Source: ST §One Letter Is the Same
|
||
$SELECT Find the Same Letter
|
||
ID: l3-s14
|
||
INTRO: One letter on top, four below. Tap the one that matches — b, d, p, and q enjoy impersonating each other.
|
||
INSTRUCTION: Tap the same letter.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: p
|
||
OPTION: 1 | d
|
||
OPTION: 2 | q
|
||
OPTION: 3 | p
|
||
OPTION: 4 | b
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: a
|
||
OPTION: 1 | a
|
||
OPTION: 2 | b
|
||
OPTION: 3 | c
|
||
OPTION: 4 | d
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: i
|
||
OPTION: 1 | j
|
||
OPTION: 2 | l
|
||
OPTION: 3 | i
|
||
OPTION: 4 | e
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: m
|
||
OPTION: 1 | j
|
||
OPTION: 2 | k
|
||
OPTION: 3 | l
|
||
OPTION: 4 | m
|
||
ANSWER: 4
|
||
|
||
TEMPLATE: b
|
||
OPTION: 1 | h
|
||
OPTION: 2 | k
|
||
OPTION: 3 | b
|
||
OPTION: 4 | p
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: c
|
||
OPTION: 1 | e
|
||
OPTION: 2 | c
|
||
OPTION: 3 | o
|
||
OPTION: 4 | a
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: s
|
||
OPTION: 1 | z
|
||
OPTION: 2 | x
|
||
OPTION: 3 | s
|
||
OPTION: 4 | w
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: d
|
||
OPTION: 1 | p
|
||
OPTION: 2 | b
|
||
OPTION: 3 | d
|
||
OPTION: 4 | h
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: t
|
||
OPTION: 1 | l
|
||
OPTION: 2 | t
|
||
OPTION: 3 | i
|
||
OPTION: 4 | f
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: n
|
||
OPTION: 1 | h
|
||
OPTION: 2 | m
|
||
OPTION: 3 | n
|
||
OPTION: 4 | r
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: k
|
||
OPTION: 1 | h
|
||
OPTION: 2 | d
|
||
OPTION: 3 | b
|
||
OPTION: 4 | k
|
||
ANSWER: 4
|
||
|
||
TEMPLATE: g
|
||
OPTION: 1 | q
|
||
OPTION: 2 | y
|
||
OPTION: 3 | g
|
||
OPTION: 4 | p
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: v
|
||
OPTION: 1 | v
|
||
OPTION: 2 | w
|
||
OPTION: 3 | u
|
||
OPTION: 4 | m
|
||
ANSWER: 1
|
||
|
||
# Source: ST §One Letter Is Different
|
||
$SELECT Find the Different Letter
|
||
ID: l3-s15
|
||
INTRO: Last one: three letters match and one doesn't. Tap the odd one out — then you're done with the whole lesson.
|
||
INSTRUCTION: Tap the different letter.
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | d
|
||
OPTION: 2 | d
|
||
OPTION: 3 | d
|
||
OPTION: 4 | l
|
||
ANSWER: 4
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | x
|
||
OPTION: 2 | x
|
||
OPTION: 3 | z
|
||
OPTION: 4 | x
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | l
|
||
OPTION: 2 | l
|
||
OPTION: 3 | i
|
||
OPTION: 4 | l
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | y
|
||
OPTION: 2 | g
|
||
OPTION: 3 | g
|
||
OPTION: 4 | g
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | j
|
||
OPTION: 2 | i
|
||
OPTION: 3 | j
|
||
OPTION: 4 | j
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | d
|
||
OPTION: 2 | b
|
||
OPTION: 3 | d
|
||
OPTION: 4 | d
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | m
|
||
OPTION: 2 | n
|
||
OPTION: 3 | n
|
||
OPTION: 4 | n
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | e
|
||
OPTION: 2 | c
|
||
OPTION: 3 | e
|
||
OPTION: 4 | e
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | o
|
||
OPTION: 2 | a
|
||
OPTION: 3 | o
|
||
OPTION: 4 | o
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: Which letter is different?
|
||
OPTION: 1 | b
|
||
OPTION: 2 | p
|
||
OPTION: 3 | p
|
||
OPTION: 4 | p
|
||
ANSWER: 1
|