2106 lines
76 KiB
Plaintext
2106 lines
76 KiB
Plaintext
$MODULE Book 4 · Lesson 2: In the Military {st-page_028_001.jpg|A group of military personnel in uniform, including some saluting, on a military base with a hanger in the background}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book4_lesson2
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DESCRIPTION: Military life — ranks and insignia, uniforms, daily routines, and military time — plus the simple past of irregular verbs, with listening and speaking practice from the original cassettes.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Man1 | schedar | Male
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VOICE: Jim | achird | Male
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VOICE: Boy1 | schedar | Boy
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VOICE: Boy2 | gacrux | Boy
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VOICE: Joe | charon | Male student
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VOICE: Maj_Martin | schedar | Male officer
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VOICE: Capt_Cline | achird | Male officer
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VOICE: Sgt_Travis | schedar | Male speaker
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VOICE: Sgt_Davis | achird | Male speaker
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VOICE: Sgt_Poole | schedar | Male speaker
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VOICE: Capt_King | achird | Male speaker
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VOICE: Ted | schedar | Male speaker
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VOICE: Ben | achird | Male speaker
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VOICE: Narrator | achernar | speaker (auto)
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$SESSION 2-1: In the Military
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# Source: LLA 2A Figure 1
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$DIALOGUE In the Military
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ID: 2a-f1
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INTRO: In this lesson you'll learn to talk about military life — ranks, uniforms, and military time — and to say what happened yesterday. First, some new words in sentences: listen and repeat each one.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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VOCAB: military
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LINE: John's not a civilian; he's in the military. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-01.mp3}
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VOCAB: post
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LINE: Airmen work on a base; soldiers work on a post. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-02.mp3}
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VOCAB: naval
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LINE: A sailor works on a naval base. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-03.mp3}
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VOCAB: uniform
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LINE: Men and women in the military have uniforms. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-04.mp3}
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VOCAB: stripe
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LINE: Sergeants have stripes on their uniforms. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-05.mp3}
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VOCAB: with
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LINE: Sergeants have uniforms with stripes. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-06.mp3}
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VOCAB: sergeant
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LINE: Sergeant is an enlisted rank in the Army and Air Force. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-07.mp3}
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VOCAB: rank
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LINE: There are 9 enlisted ranks and 10 officer ranks. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-08.mp3}
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VOCAB: name tag
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LINE: The name tag on Sergeant Miller's uniform says Miller. {page_026_003.jpg|A black rectangle containing the name "MILLER" in bold white lettering} {bk04-l2a-f1-09.mp3}
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VOCAB: cap
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LINE: The sergeant wants to buy a new cap. {page_026_004.jpg|Two military caps: on the left, a side view of a garrison cap with piping; on the right, a front view of the same style of garrison cap} {bk04-l2a-f1-10.mp3}
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# Source: ST §A Post or a Base? (Exercise); images salvaged from dropped ST presentation l2-s1
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$PRODUCE A Post or a Base?
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ID: l2-s2
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INTRO: Quick check: who works where? Type the word that completes each sentence.
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INSTRUCTION: Type the correct word to complete each sentence.
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INPUT: type
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CHECK: exact
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TEMPLATE: ____ men and women and civilian men and women work on posts and bases.
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RESPONSE: Military men and women and civilian men and women work on posts and bases.
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ACCEPT: Military | military
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TEMPLATE: ____ are for the Army. {st-page_030_003.jpg|Soldiers in uniform walking on an Army post with barracks in the background}
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RESPONSE: Posts are for the Army.
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ACCEPT: Posts | posts
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TEMPLATE: ____ are for the Navy and for the Air Force. {st-page_030_001.jpg|Airmen in uniform standing in front of an Air Force hangar with a plane flying overhead}
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RESPONSE: Bases are for the Navy and for the Air Force.
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ACCEPT: Bases | bases
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TEMPLATE: It's an Air Force base or a ____ base. {st-page_030_002.jpg|Sailors in uniform standing outside on a naval base with buildings in the background}
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RESPONSE: It's an Air Force base or a naval base.
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ACCEPT: naval | Naval
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# Source: LLA 2A Figure 2
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$DIALOGUE Larry and Mary Clark {page_027_001.jpg|A drawing of two military service members standing side-by-side. On the left is an enlisted Army woman wearing a cap, a utility shirt with a "CLARK" name tag and "U.S. ARMY" tape, and stripes on her collar. On the right is a male Navy officer wearing a service cap, a double-breasted jacket with a "MILLER" name tag, ribbons, and rank stripes on his sleeve, with a star above them}
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ID: 2a-f2-dialogue
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INTRO: Larry and Mary Clark are brother and sister — same last name, very different uniforms. Just listen to their story.
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INSTRUCTION: Listen to the story.
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LINE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-01.mp3}
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LINE: He's in the Navy and works on a naval base. {bk04-l2a-f2-02.mp3}
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LINE: She's in the Army and works on an Army post. {bk04-l2a-f2-03.mp3}
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LINE: Their ranks are different. {bk04-l2a-f2-04.mp3}
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LINE: Larry is an officer; Mary is enlisted. {bk04-l2a-f2-05.mp3}
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LINE: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-06.mp3}
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LINE: Their uniforms are different too. {bk04-l2a-f2-07.mp3}
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LINE: The same last name is on their name tags. {bk04-l2a-f2-08.mp3}
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# Source: LLA 2A Figure 2
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$PRODUCE Larry and Mary: Fill In the Words
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ID: 2a-f2
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REFERENCE: 2a-f2-dialogue
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INPUT: type
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CHECK: exact
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HIDE_PROMPT
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REPEAT
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INTRO: Same story, but now the words go missing. Listen, type what's missing, then repeat the full sentence.
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INSTRUCTION: Type the missing word(s).
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PROMPT: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09.mp3}
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TEMPLATE: Larry Clark and his sister Mary are in the ____{military}.
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RESPONSE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09-resp.mp3}
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PROMPT: He's in the Navy and works on a naval base. {bk04-l2a-f2-10.mp3}
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TEMPLATE: He's in the Navy and works on a ____{naval} base.
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RESPONSE: He's in the Navy and works on a naval base. {bk04-l2a-f2-10-resp.mp3}
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PROMPT: She's in the Army and works on an Army post. {bk04-l2a-f2-11.mp3}
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TEMPLATE: She's in the Army and works on an Army ____{post}.
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RESPONSE: She's in the Army and works on an Army post. {bk04-l2a-f2-11-resp.mp3}
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PROMPT: Their ranks are different. {bk04-l2a-f2-12.mp3}
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TEMPLATE: Their ____{ranks} are different.
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RESPONSE: Their ranks are different. {bk04-l2a-f2-12-resp.mp3}
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PROMPT: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-13.mp3}
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TEMPLATE: She's a ____{sergeant} and has three ____{stripes} on her ____{cap}.
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RESPONSE: She's a sergeant and has three stripes on her cap. {bk04-l2a-f2-13-resp.mp3}
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PROMPT: Their uniforms are different too. {bk04-l2a-f2-14.mp3}
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TEMPLATE: Their ____{uniforms} are different, too.
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RESPONSE: Their uniforms are different, too. {bk04-l2a-f2-14-resp.mp3}
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PROMPT: The same last name is on their name tags. {bk04-l2a-f2-15.mp3}
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TEMPLATE: The same last name is on their ____{name tags}.
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RESPONSE: The same last name is on their name tags. {bk04-l2a-f2-15-resp.mp3}
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# Source: ST §He's a Sergeant in the Army (vocab for razor / I.D. card transferred from dropped ST §This Is Sgt Travis)
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$DIALOGUE Sgt Travis's Morning
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ID: l2-s4
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INTRO: Meet Sgt Travis. Every morning is the same routine — shower, shave, uniform, cap. Read along with his story.
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INSTRUCTION: Read the story of Sgt Travis.
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Narrator: He's a sergeant in the Army. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
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Narrator: He lives on an Army post. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
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Narrator: His name is Paul Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
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Narrator: He's Sgt Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
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VOCAB: razor
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Narrator: Every morning, he gets up and showers. He shaves with his razor. {st-page_032_002.jpg|A small drawing of a safety razor}
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Narrator: Sgt Travis checks his uniform {st-page_032_003.jpg|A drawing of a pair of uniform trousers}
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Narrator: and his cap. {st-page_032_005.jpg|A drawing of a military utility cap}
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Narrator: He puts his name tag on his uniform. {st-page_032_006.jpg|A rectangular name tag that reads "TRAVIS"}
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Narrator: He looks at his stripes. {st-page_032_007.jpg|A military sergeant stripe insignia}
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Narrator: Today he has a new stripe, and he's happy.
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VOCAB: I.D. card
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VOCAB: identification
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Narrator: He says, "Do I have my I.D. card? Yes, I do. I have my identification." {st-page_032_008.jpg|An identification card showing a photograph, a barcode, and text details}
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Narrator: He leaves his house at 8:00 a.m.
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# Source: ST §Questions: He's a Sergeant in the Army
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$PRODUCE Questions About Sgt Travis
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ID: l2-s5
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REFERENCE: l2-s4
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INTRO: Now the questions. Answer each one aloud in a full sentence — open the story again if Sgt Travis's morning is already a blur.
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INSTRUCTION: Answer the questions about the story aloud.
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INPUT: speak
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CHECK: reveal
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SHOW_PROMPT
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PROMPT: Where does Sgt Travis live?
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RESPONSE: He lives on an Army post.
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PROMPT: What does he shave with?
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RESPONSE: He shaves with his razor.
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PROMPT: What does he check?
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RESPONSE: He checks his uniform and his cap.
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PROMPT: What does he put on his uniform?
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RESPONSE: He puts his name tag on his uniform.
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PROMPT: What does he look at?
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RESPONSE: He looks at his stripes.
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PROMPT: Does he have identification?
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RESPONSE: Yes, he does.
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# DROPPED (book): ST §A Post or a Base? presentation (l2-s1) and §This Is Sgt Travis (l2-s3) — TTS twins of the cassette vocabulary presentation (2a-f1); distinct images merged into the exercise above, distinct words (razor, I.D. card) taught in Sgt Travis's story.
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$SESSION 2-2: Ranks and Insignia
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# Source: LLA 2A Figure 3
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$DIALOGUE Officer Ranks
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ID: 2a-f3-ranks
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INTRO: In this part you'll learn the officer ranks and their insignia — from second lieutenant all the way up to general. Listen and repeat each rank.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: general
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LINE: General. {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"} {bk04-l2a-f3-01.mp3}
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NOTES: O-10
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VOCAB: second lieutenant
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LINE: Second lieutenant. {page_028_002.jpg|An illustration of a single gold bar insignia. Below it, the label "(gold)", and "2. second lieutenant O-1"} {bk04-l2a-f3-02.mp3}
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NOTES: O-1 (gold)
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VOCAB: first lieutenant
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LINE: First lieutenant. {page_028_003.jpg|An illustration of a single silver bar insignia. Below it, the label "(silver)", and "3. first lieutenant O-2"} {bk04-l2a-f3-03.mp3}
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NOTES: O-2 (silver)
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VOCAB: captain
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LINE: Captain. {page_028_004.jpg|An illustration of double silver bars insignia. Below it, the label "(silver)", and "4. captain O-3"} {bk04-l2a-f3-04.mp3}
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NOTES: O-3 (silver)
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VOCAB: major
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LINE: Major. {page_028_005.jpg|An illustration of a gold oak leaf insignia. Below it, the label "(gold)", and "5. major O-4"} {bk04-l2a-f3-05.mp3}
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NOTES: O-4 (gold)
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VOCAB: lieutenant colonel
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LINE: Lieutenant colonel. {page_028_006.jpg|An illustration of a silver oak leaf insignia. Below it, the label "(silver)", and "6. lieutenant colonel O-5"} {bk04-l2a-f3-06.mp3}
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NOTES: O-5 (silver)
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VOCAB: colonel
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LINE: Colonel. {page_028_007.jpg|An illustration of a silver eagle insignia holding arrows. Below it, the label "(silver)", and "7. colonel O-6"} {bk04-l2a-f3-07.mp3}
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NOTES: O-6 (silver)
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# DROPPED (book): ST §Air Force Insignia (l2-s10) — TTS twin of the cassette officer-ranks presentation above.
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# SKIPPED (book): ST "WHAT RANK COMES AFTER SECOND LIEUTENANT?" (p. 37) — open ask-and-answer pair drill; the rank-order content is covered by the General Hall story and True/False checks below.
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# Source: LLA 2A Figure 3
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$DIALOGUE General Dan D. Hall {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"}
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ID: 2a-f3-story
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INTRO: General Hall didn't start as a general. Listen to thirty-two years of promotions in eight sentences.
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INSTRUCTION: Listen to the story.
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LINE: Dan Hall is a general in the Air Force now. {bk04-l2a-f3-08.mp3}
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LINE: Thirty-two years ago he was a second lieutenant. {bk04-l2a-f3-09.mp3}
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LINE: His next rank was first lieutenant. {bk04-l2a-f3-10.mp3}
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LINE: He was Captain Hall for 6 years. {bk04-l2a-f3-11.mp3}
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LINE: After that, he was a major for 5 years. {bk04-l2a-f3-12.mp3}
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LINE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-13.mp3}
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LINE: Then he was a colonel. {bk04-l2a-f3-14.mp3}
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LINE: Now he is General Hall. {bk04-l2a-f3-15.mp3}
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# Source: LLA 2A Figure 3
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$PRODUCE Questions About General Hall
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ID: 2a-f3
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REFERENCE: 2a-f3-story
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INPUT: speak
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CHECK: reveal
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REPEAT
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INTRO: Now you tell General Hall's story. Answer each question aloud in a complete sentence, then repeat the model answer.
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INSTRUCTION: Answer aloud based on the story.
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PROMPT: What is Dan Hall's rank? {bk04-l2a-f3-16-q.mp3}
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RESPONSE: He's a general. {bk04-l2a-f3-16-a.mp3}
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PROMPT: What was he 32 years ago? {bk04-l2a-f3-17-q.mp3}
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RESPONSE: He was a second lieutenant 32 years ago. {bk04-l2a-f3-17-a.mp3}
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PROMPT: Was he a first lieutenant next? {bk04-l2a-f3-18-q.mp3}
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RESPONSE: Yes, he was a first lieutenant next. {bk04-l2a-f3-18-a.mp3}
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PROMPT: How many years was he a captain? {bk04-l2a-f3-19-q.mp3}
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RESPONSE: He was a captain for 6 years. {bk04-l2a-f3-19-a.mp3}
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PROMPT: Was he a major for 6 years? {bk04-l2a-f3-20-q.mp3}
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RESPONSE: No, he was a major for 5 years. {bk04-l2a-f3-20-a.mp3}
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PROMPT: Was lieutenant colonel his next rank? {bk04-l2a-f3-21-q.mp3}
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RESPONSE: Yes, lieutenant colonel was his next rank. {bk04-l2a-f3-21-a.mp3}
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PROMPT: How many years was he a lieutenant colonel? {bk04-l2a-f3-22-q.mp3}
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RESPONSE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-22-a.mp3}
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PROMPT: Was he a general next? {bk04-l2a-f3-23-q.mp3}
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RESPONSE: No, he was a colonel next. {bk04-l2a-f3-23-a.mp3}
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PROMPT: What is he now? {bk04-l2a-f3-24-q.mp3}
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RESPONSE: He's General Hall now. {bk04-l2a-f3-24-a.mp3}
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# Source: LLA 2A Figure 4
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$SELECT True or False: Officers and Enlisted
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ID: 2a-f4
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SHOW_PROMPT
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INTRO: Time to check what stuck. Listen to each statement and question, then tap True or False.
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INSTRUCTION: Tap True or False.
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OPTION: t | True
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OPTION: f | False
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PROMPT: "A major is an officer." Is that correct? {bk04-l2a-f4-01.mp3}
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ANSWER: t
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FEEDBACK: That's true. {bk04-l2a-f4-01-fb.mp3}
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PROMPT: "A major is enlisted." Is that right? {bk04-l2a-f4-02.mp3}
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ANSWER: f
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FEEDBACK: It's false. {bk04-l2a-f4-02-fb.mp3}
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PROMPT: "The army has sergeants." Is that true? {bk04-l2a-f4-03.mp3}
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ANSWER: t
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FEEDBACK: That's true. {bk04-l2a-f4-03-fb.mp3}
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PROMPT: "The navy has sergeants." Is that false? {bk04-l2a-f4-04.mp3}
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ANSWER: f
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FEEDBACK: That's false. {bk04-l2a-f4-04-fb.mp3}
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PROMPT: "An airman is in the military." Is that true or false? {bk04-l2a-f4-05.mp3}
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ANSWER: t
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FEEDBACK: It's true. {bk04-l2a-f4-05-fb.mp3}
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PROMPT: "An airman is a civilian." Is that true or false? {bk04-l2a-f4-06.mp3}
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ANSWER: f
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FEEDBACK: That's false. {bk04-l2a-f4-06-fb.mp3}
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# Source: LLA 2A Figure 5
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$SELECT True or False: Ranks and Uniforms
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ID: 2a-f5
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REPEAT
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INTRO: More statements about ranks and uniforms — some true, some confidently wrong. Tap True or False, then repeat the correct statement you hear.
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INSTRUCTION: Tap True or False.
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OPTION: t | True
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OPTION: f | False
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EXAMPLE
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PROMPT: Colonel is the rank before Lieutenant Colonel. {bk04-l2a-f5-ex.mp3}
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ANSWER: f
|
||
FEEDBACK: Colonel is not the rank before Lieutenant Colonel. The statement is false. {bk04-l2a-f5-ex-fb.mp3}
|
||
|
||
PROMPT: Sailors work on naval bases. {bk04-l2a-f5-01.mp3}
|
||
ANSWER: t
|
||
FEEDBACK: Sailors work on naval bases. {bk04-l2a-f5-01-fb.mp3}
|
||
|
||
PROMPT: Sergeant is an enlisted rank. {bk04-l2a-f5-02.mp3}
|
||
ANSWER: t
|
||
FEEDBACK: Sergeant is an enlisted rank. {bk04-l2a-f5-02-fb.mp3}
|
||
|
||
PROMPT: Major is the rank after Captain. {bk04-l2a-f5-03.mp3}
|
||
ANSWER: t
|
||
FEEDBACK: Major is the rank after Captain. {bk04-l2a-f5-03-fb.mp3}
|
||
|
||
PROMPT: Army and Navy uniforms are the same. {bk04-l2a-f5-04.mp3}
|
||
ANSWER: f
|
||
FEEDBACK: Army and Navy uniforms are not the same. {bk04-l2a-f5-04-fb.mp3}
|
||
|
||
PROMPT: The Navy and the Air Force have posts. {bk04-l2a-f5-05.mp3}
|
||
ANSWER: f
|
||
FEEDBACK: The Army has posts. {bk04-l2a-f5-05-fb.mp3}
|
||
|
||
PROMPT: There are name tags on military uniforms. {bk04-l2a-f5-06.mp3}
|
||
ANSWER: t
|
||
FEEDBACK: There are name tags on military uniforms. {bk04-l2a-f5-06-fb.mp3}
|
||
|
||
PROMPT: Lieutenant has a uniform with stripes. {bk04-l2a-f5-07.mp3}
|
||
ANSWER: f
|
||
FEEDBACK: A Sergeant has a uniform with stripes. {bk04-l2a-f5-07-fb.mp3}
|
||
|
||
PROMPT: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08.mp3}
|
||
ANSWER: t
|
||
FEEDBACK: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08-fb.mp3}
|
||
|
||
# Source: LLA 2B Figure 1 (Part 1)
|
||
$DIALOGUE Hearing the Ranks
|
||
ID: 4-2b-f1-ranks
|
||
INTRO: Each rank also has a short written form — "Sgt", "Capt", "Gen". You'll see the abbreviation and hear the full rank. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat each rank.
|
||
REPEAT
|
||
|
||
LINE: Sergeant. {bk04-l2b-f1-01.mp3}
|
||
NOTES: Sgt = Sergeant
|
||
|
||
LINE: Lieutenant. {bk04-l2b-f1-02.mp3}
|
||
NOTES: Lt = Lieutenant
|
||
|
||
LINE: Captain. {bk04-l2b-f1-03.mp3}
|
||
NOTES: Capt = Captain
|
||
|
||
LINE: Major. {bk04-l2b-f1-04.mp3}
|
||
NOTES: Maj = Major
|
||
|
||
LINE: Lieutenant Colonel. {bk04-l2b-f1-05.mp3}
|
||
NOTES: Lt Col = Lieutenant Colonel
|
||
|
||
LINE: Colonel. {bk04-l2b-f1-06.mp3}
|
||
NOTES: Col = Colonel
|
||
|
||
LINE: General. {bk04-l2b-f1-07.mp3}
|
||
NOTES: Gen = General
|
||
|
||
# Source: ST §Rank + Last Name (grammar box)
|
||
$GRAMMAR Rank Abbreviations
|
||
ID: l2-s11
|
||
INTRO: A quick rule before you practice: how ranks are written, and how they go with names.
|
||
|
||
CARD: To name an officer, use the rank and the last name together.
|
||
{This is Major Jones.}
|
||
{This is Captain Barnes.}
|
||
|
||
CARD: In writing, the rank is abbreviated: Major Jones becomes **Maj Jones**. You still say the full rank out loud.
|
||
|
||
SUMMARY:
|
||
| Abbreviation | Rank |
|
||
| :--- | :--- |
|
||
| **Gen** | General |
|
||
| **Col** | Colonel |
|
||
| **Lt Col** | Lieutenant Colonel |
|
||
| **Maj** | Major |
|
||
| **Capt** | Captain |
|
||
| **Lt** | Lieutenant |
|
||
| **Sgt** | Sergeant |
|
||
|
||
**Rank + Last Name:** Major Jones → **Maj Jones**
|
||
|
||
# Source: LLA 2B Figure 1 (Part 2)
|
||
$PRODUCE Say the Rank
|
||
ID: 4-2b-f1-drill
|
||
INTRO: Now read the abbreviations. Say the full rank aloud, then repeat the model answer.
|
||
INSTRUCTION: Say the rank aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: 6. Col
|
||
PROMPT: Look at Number 6. What is the rank? {bk04-l2b-f1-08.mp3}
|
||
RESPONSE: Colonel. {bk04-l2b-f1-09.mp3}
|
||
|
||
TEMPLATE: 3. Capt
|
||
PROMPT: Number 3. {bk04-l2b-f1-10.mp3}
|
||
RESPONSE: Captain. {bk04-l2b-f1-11.mp3}
|
||
|
||
TEMPLATE: 7. Gen
|
||
PROMPT: Number 7. {bk04-l2b-f1-12.mp3}
|
||
RESPONSE: General. {bk04-l2b-f1-13.mp3}
|
||
|
||
TEMPLATE: 2. Lt
|
||
PROMPT: Number 2. {bk04-l2b-f1-14.mp3}
|
||
RESPONSE: Lieutenant. {bk04-l2b-f1-15.mp3}
|
||
|
||
TEMPLATE: 4. Maj
|
||
PROMPT: Number 4. {bk04-l2b-f1-16.mp3}
|
||
RESPONSE: Major. {bk04-l2b-f1-17.mp3}
|
||
|
||
TEMPLATE: 1. Sgt
|
||
PROMPT: Number 1. {bk04-l2b-f1-18.mp3}
|
||
RESPONSE: Sergeant. {bk04-l2b-f1-19.mp3}
|
||
|
||
TEMPLATE: 5. Lt Col
|
||
PROMPT: Number 5. {bk04-l2b-f1-20.mp3}
|
||
RESPONSE: Lieutenant Colonel. {bk04-l2b-f1-21.mp3}
|
||
|
||
# Source: ST §Rank + Last Name (Exercise)
|
||
$PRODUCE Rank + Last Name
|
||
ID: l2-s12
|
||
INTRO: Each card introduces someone by full name and rank. Type the short military way to write them: abbreviation plus last name.
|
||
INSTRUCTION: Type the abbreviation and the last name.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: This is Ken Jones. He's a major.
|
||
RESPONSE: This is Maj Jones.
|
||
ACCEPT: Maj Jones
|
||
|
||
TEMPLATE: This is Linda Barnes. She's a captain.
|
||
RESPONSE: This is Capt Barnes.
|
||
ACCEPT: Capt Barnes
|
||
|
||
TEMPLATE: This is Tom Ellis. He's a sergeant.
|
||
RESPONSE: This is Sgt Ellis.
|
||
ACCEPT: Sgt Ellis
|
||
|
||
TEMPLATE: This is John Nasser. He's a colonel.
|
||
RESPONSE: This is Col Nasser.
|
||
ACCEPT: Col Nasser
|
||
|
||
TEMPLATE: This is Betty Grant. She's a lieutenant colonel.
|
||
RESPONSE: This is Lt Col Grant.
|
||
ACCEPT: Lt Col Grant
|
||
|
||
TEMPLATE: This is Peter Smith. He's a general.
|
||
RESPONSE: This is Gen Smith.
|
||
ACCEPT: Gen Smith
|
||
|
||
TEMPLATE: This is Mike Martin. He's a lieutenant.
|
||
RESPONSE: This is Lt Martin.
|
||
ACCEPT: Lt Martin
|
||
|
||
TEMPLATE: This is Larry Holmes. He's a major.
|
||
RESPONSE: This is Maj Holmes.
|
||
ACCEPT: Maj Holmes
|
||
|
||
TEMPLATE: This is Henry Chong. He's a general.
|
||
RESPONSE: This is Gen Chong.
|
||
ACCEPT: Gen Chong
|
||
|
||
$SESSION 2-3: Daily Routine — Reporting, Breaks, and Being on Time
|
||
|
||
# Source: LLA 2B Figure 2 (Part 1)
|
||
$DIALOGUE Lieutenant White's Day
|
||
ID: 4-2b-f2
|
||
INTRO: In this part: getting up, getting to class, and what happens at the gate. Listen to Lieutenant White's daily routine — the man has never been late in his life.
|
||
|
||
LINE: Lieutenant White is a student in a language class at an army post. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-01.mp3}
|
||
LINE: He has an ID card with his name and picture on it. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-02.mp3}
|
||
LINE: It's his military identification. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-03.mp3}
|
||
|
||
LINE: Lieutenant White gets up early every morning and takes a shower. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-04.mp3}
|
||
LINE: He shaves with his razor. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-05.mp3}
|
||
LINE: He gets dressed, eats breakfast, and drives to the post. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-06.mp3}
|
||
VOCAB: on time
|
||
LINE: He's never late to school. He's always on time. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-07.mp3}
|
||
|
||
VOCAB: to salute
|
||
LINE: The sergeant salutes Lieutenant White every morning. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-08.mp3}
|
||
VOCAB: to report to
|
||
LINE: The lieutenant reports to his instructor at 7:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-09.mp3}
|
||
VOCAB: to begin
|
||
LINE: The class begins at 7:30 and ends at 2:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-10.mp3}
|
||
LINE: His language lessons began last month. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-11.mp3}
|
||
|
||
# Source: LLA 2B Figure 2 (Part 2)
|
||
$PRODUCE Questions About Lieutenant White
|
||
ID: 4-2b-f2-qa
|
||
REFERENCE: 4-2b-f2
|
||
INTRO: Now answer for the lieutenant. Reply to each question aloud in a complete sentence, then repeat the model answer.
|
||
INSTRUCTION: Answer aloud in a complete sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: What has Lieutenant White's name and picture on it? {bk04-l2b-f2-12.mp3}
|
||
RESPONSE: Lieutenant White's ID card has his name and picture on it. {bk04-l2b-f2-13.mp3}
|
||
|
||
PROMPT: What is an ID card? {bk04-l2b-f2-14.mp3}
|
||
RESPONSE: The ID card is his military identification. {bk04-l2b-f2-15.mp3}
|
||
|
||
PROMPT: What does Lieutenant White shave with? {bk04-l2b-f2-16.mp3}
|
||
RESPONSE: He shaves with his razor. {bk04-l2b-f2-17.mp3}
|
||
|
||
PROMPT: Is he always on time to class? {bk04-l2b-f2-18.mp3}
|
||
RESPONSE: Yes, he's always on time to class. {bk04-l2b-f2-19.mp3}
|
||
|
||
PROMPT: Who salutes Lieutenant White? {bk04-l2b-f2-20.mp3}
|
||
RESPONSE: The sergeant salutes Lieutenant White. {bk04-l2b-f2-21.mp3}
|
||
|
||
PROMPT: Who does the lieutenant report to? {bk04-l2b-f2-22.mp3}
|
||
RESPONSE: The lieutenant reports to his instructor. {bk04-l2b-f2-23.mp3}
|
||
|
||
PROMPT: When does the class begin? {bk04-l2b-f2-24.mp3}
|
||
RESPONSE: The class begins at 7:30. {bk04-l2b-f2-25.mp3}
|
||
|
||
PROMPT: When did his language lessons begin? {bk04-l2b-f2-26.mp3}
|
||
RESPONSE: They began last month. {bk04-l2b-f2-27.mp3}
|
||
|
||
# Source: ST §On Time
|
||
$DIALOGUE Reporting for Duty {st-page_039_001.jpg|Sgt Poole and Capt King in an office, saluting each other. A clock on the wall reads 08:00}
|
||
ID: l2-s13
|
||
INTRO: Here's what reporting looks like in practice. Sgt Poole is new on the post — and, wisely, on time.
|
||
|
||
Narrator: Sgt Poole is on time this morning.
|
||
|
||
Narrator: He's saluting Capt King.
|
||
|
||
Narrator: Sgt Poole is new on the post. He's reporting to Capt King.
|
||
|
||
Sgt_Poole: Good morning, sir. I'm Sgt Poole. I'm reporting for duty, sir.
|
||
NOTES: duty = work
|
||
|
||
Capt_King: Good morning, Sergeant, and welcome.
|
||
|
||
# Source: ST §On Time: True or False
|
||
$SELECT Reporting for Duty: True or False
|
||
ID: l2-s14
|
||
REFERENCE: l2-s13
|
||
SHOW_PROMPT
|
||
INTRO: Six statements about Sgt Poole and Capt King. Tap True or False for each one.
|
||
INSTRUCTION: Tap True or False.
|
||
OPTION: T | True
|
||
OPTION: F | False
|
||
|
||
PROMPT: Sgt Poole was late.
|
||
ANSWER: F
|
||
|
||
PROMPT: Sgt Poole was on time.
|
||
ANSWER: T
|
||
|
||
PROMPT: Sgt Poole reported to Capt King.
|
||
ANSWER: T
|
||
|
||
PROMPT: Capt King reported to Sgt Poole.
|
||
ANSWER: F
|
||
|
||
PROMPT: Capt King is new.
|
||
ANSWER: F
|
||
|
||
PROMPT: Sgt Poole is new.
|
||
ANSWER: T
|
||
|
||
# Source: ST §He Smokes a Pack of Cigarettes a Week (lines lightly edited into full sentences)
|
||
$DIALOGUE Cigarettes and Breaks
|
||
ID: l2-s6
|
||
INTRO: A few more words you'll need for the next story — cigarettes, packs, and the ten-minute break that everyone lives for. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: cigarette
|
||
VOCAB: pack
|
||
LINE: He buys a pack of cigarettes every week. {st-page_033_001.jpg|A pack of "PUFF" brand cigarettes with two cigarettes sticking out}
|
||
|
||
VOCAB: to smoke
|
||
LINE: He smokes a pack of cigarettes a week. {st-page_033_002.jpg|A man in military uniform smoking a cigarette in a designated smoking area, with a sign reading "SMOKING AREA"}
|
||
|
||
VOCAB: butt can
|
||
LINE: Put your cigarette in the butt can. {st-page_034_001.jpg|A cylindrical container labeled "SMOKING MATERIALS ONLY"}
|
||
|
||
VOCAB: break
|
||
LINE: Take a 10-minute break. The break begins at 8:20 and it ends at 8:30. {st-page_034_002.jpg|An instructor pointing to a clock showing 8:20, with students sitting in front of him}
|
||
|
||
# Source: LLA 2B Figure 3 (Part 1)
|
||
$DIALOGUE The Morning Break {page_031_001.jpg|Two male military officers in uniform sitting at a table during a break}
|
||
ID: 4-2b-f3
|
||
INTRO: Ten o'clock: coffee, snacks, and someone who forgot his cigarettes. Listen to the story of the morning break.
|
||
|
||
LINE: All the students in Lieutenant White's class like the morning break. {bk04-l2b-f3-01.mp3}
|
||
VOCAB: to take a break
|
||
LINE: At 10 o'clock they take a break from their lesson for 20 minutes. {bk04-l2b-f3-02.mp3}
|
||
LINE: They drink coffee, eat snacks, and smoke. {bk04-l2b-f3-03.mp3}
|
||
VOCAB: to bring
|
||
LINE: Lieutenant White didn't bring his cigarettes with him yesterday. {bk04-l2b-f3-04.mp3}
|
||
LINE: One of his friends brought a pack of cigarettes. {bk04-l2b-f3-05.mp3}
|
||
LINE: The lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-06.mp3}
|
||
LINE: The break ended, and Lieutenant White put his cigarette in the butt can. {bk04-l2b-f3-07.mp3}
|
||
|
||
# Source: LLA 2B Figure 3 (Part 2)
|
||
$PRODUCE Questions About the Break
|
||
ID: 4-2b-f3-qa
|
||
REFERENCE: 4-2b-f3
|
||
INTRO: Answer the questions about the morning break aloud, then repeat the model answer.
|
||
INSTRUCTION: Answer aloud in a complete sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: Do the students like the morning break? {bk04-l2b-f3-08.mp3}
|
||
RESPONSE: Yes, the students like the morning break. {bk04-l2b-f3-09.mp3}
|
||
|
||
PROMPT: When do they take a break? {bk04-l2b-f3-10.mp3}
|
||
RESPONSE: They take a break at 10 o'clock. {bk04-l2b-f3-11.mp3}
|
||
|
||
PROMPT: Do they take a break for 10 minutes or 20 minutes? {bk04-l2b-f3-12.mp3}
|
||
RESPONSE: They take a break for 20 minutes. {bk04-l2b-f3-13.mp3}
|
||
|
||
PROMPT: Did Lieutenant White bring his cigarettes yesterday? {bk04-l2b-f3-14.mp3}
|
||
RESPONSE: No, he didn't bring his cigarettes yesterday. {bk04-l2b-f3-15.mp3}
|
||
|
||
PROMPT: Who brought a pack of cigarettes? {bk04-l2b-f3-16.mp3}
|
||
RESPONSE: One of Lieutenant White's friends brought a pack of cigarettes. {bk04-l2b-f3-17.mp3}
|
||
|
||
PROMPT: Did the lieutenant smoke one of his friend's cigarettes? {bk04-l2b-f3-18.mp3}
|
||
RESPONSE: Yes, the lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-19.mp3}
|
||
|
||
PROMPT: Did Lieutenant White put his cigarette in the butt can? {bk04-l2b-f3-20.mp3}
|
||
RESPONSE: Yes, he put his cigarette in the butt can. {bk04-l2b-f3-21.mp3}
|
||
|
||
# Source: ST §He Wants to Smoke
|
||
$DIALOGUE He Wants to Smoke
|
||
ID: l2-s7
|
||
INTRO: Break time again. Sgt Davis wants a cigarette; there's just one small problem. Listen and repeat the dialog.
|
||
INSTRUCTION: Repeat and read the dialog.
|
||
REPEAT
|
||
|
||
Sgt_Travis: It's break time. I'm going to the snack bar. Do you want to come with me?
|
||
|
||
Sgt_Davis: No, thanks. I'm not hungry. I want to smoke a cigarette.
|
||
|
||
Sgt_Travis: The butt can is there.
|
||
|
||
Sgt_Davis: Thanks. Oh, no! I didn't bring my cigarettes.
|
||
|
||
Sgt_Travis: They have cigarettes at the snack bar.
|
||
|
||
Sgt_Davis: Bring me a pack of Puff cigarettes, please.
|
||
|
||
Sgt_Travis: Okay. When did you begin to smoke Puffs?
|
||
|
||
Sgt_Davis: Oh, I started last year.
|
||
|
||
Sgt_Travis: See you in a minute.
|
||
|
||
# Source: ST §Questions: He Wants to Smoke
|
||
$PRODUCE Questions: He Wants to Smoke
|
||
ID: l2-s8
|
||
REFERENCE: l2-s7
|
||
INTRO: Answer the questions about the dialog aloud in a full sentence. Open the dialog again if you need it.
|
||
INSTRUCTION: Answer the questions about the dialog aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
PROMPT: What time is it?
|
||
RESPONSE: It's break time.
|
||
|
||
PROMPT: What does Sgt Davis want to do?
|
||
RESPONSE: He wants to smoke a cigarette.
|
||
|
||
PROMPT: Where's the butt can?
|
||
RESPONSE: The butt can is there.
|
||
|
||
PROMPT: Did Sgt Davis have his cigarettes?
|
||
RESPONSE: No, he didn't.
|
||
|
||
PROMPT: When did he begin to smoke Puff cigarettes?
|
||
RESPONSE: He started last year.
|
||
|
||
# Source: LLA 2B Figure 4
|
||
$PRODUCE Late or On Time? Fill In the Words
|
||
ID: 4-2b-f4
|
||
HIDE_PROMPT
|
||
INTRO: Captains Wells and Mills are chatting before class, and some of their words have gone missing. Type each missing word, then listen and repeat the full sentence.
|
||
INSTRUCTION: Type the missing word(s).
|
||
INPUT: type
|
||
CHECK: exact
|
||
REPEAT
|
||
|
||
TEMPLATE: Capt Wells: Are we late?
|
||
TEMPLATE: Capt Mills: No, we're ____.
|
||
PROMPT: No, we're on time. {bk04-l2b-f4-01.mp3}
|
||
RESPONSE: No, we're on time. {bk04-l2b-f4-01-b.mp3}
|
||
ACCEPT: on time
|
||
|
||
TEMPLATE: Capt Wells: When does class start?
|
||
TEMPLATE: Capt Mills: It ____ at 7:30.
|
||
PROMPT: It begins at 7:30. {bk04-l2b-f4-02.mp3}
|
||
RESPONSE: It begins at 7:30. {bk04-l2b-f4-02-b.mp3}
|
||
ACCEPT: begins
|
||
|
||
TEMPLATE: Capt Wells: It ____ at 7:45 yesterday.
|
||
PROMPT: It began at 7:45 yesterday. {bk04-l2b-f4-03.mp3}
|
||
RESPONSE: It began at 7:45 yesterday. {bk04-l2b-f4-03-b.mp3}
|
||
ACCEPT: began
|
||
|
||
TEMPLATE: Capt Mills: That's ____. The teacher was late.
|
||
PROMPT: That's true. The teacher was late. {bk04-l2b-f4-04.mp3}
|
||
RESPONSE: That's true. The teacher was late. {bk04-l2b-f4-04-b.mp3}
|
||
ACCEPT: true
|
||
|
||
TEMPLATE: Capt Wells: I didn't ____ a pencil to class.
|
||
PROMPT: I didn't bring a pencil to class. {bk04-l2b-f4-05.mp3}
|
||
RESPONSE: I didn't bring a pencil to class. {bk04-l2b-f4-05-b.mp3}
|
||
ACCEPT: bring
|
||
|
||
TEMPLATE: Capt Mills: I ____ two of them. Here, take one.
|
||
PROMPT: I brought two of them. Here, take one. {bk04-l2b-f4-06.mp3}
|
||
RESPONSE: I brought two of them. Here, take one. {bk04-l2b-f4-06-b.mp3}
|
||
ACCEPT: brought
|
||
|
||
TEMPLATE: Capt Wells: Thanks. Do you have a ____, too?
|
||
PROMPT: Do you have a cigarette too? {bk04-l2b-f4-07.mp3}
|
||
RESPONSE: Do you have a cigarette too? {bk04-l2b-f4-07-b.mp3}
|
||
ACCEPT: cigarette
|
||
|
||
TEMPLATE: Capt Mills: No, I don't. I don't ____ now.
|
||
PROMPT: No, I don't. I don't smoke now. {bk04-l2b-f4-08.mp3}
|
||
RESPONSE: No, I don't. I don't smoke now. {bk04-l2b-f4-08-b.mp3}
|
||
ACCEPT: smoke
|
||
|
||
TEMPLATE: Capt Wells: It's 9:30. Is it time for our ____?
|
||
PROMPT: It's 9:30. Is it time for our break? {bk04-l2b-f4-09.mp3}
|
||
RESPONSE: It's 9:30. Is it time for our break? {bk04-l2b-f4-09-b.mp3}
|
||
ACCEPT: break
|
||
|
||
TEMPLATE: Capt Mills: No, we always ____ at 10:00.
|
||
PROMPT: No. We always take a break at 10. {bk04-l2b-f4-10.mp3}
|
||
RESPONSE: No. We always take a break at 10. {bk04-l2b-f4-10-b.mp3}
|
||
ACCEPT: take a break
|
||
|
||
$SESSION 2-4: Telling Time the Military Way
|
||
|
||
# Source: LLA 2B Figure 5
|
||
$DIALOGUE Saying Military Time
|
||
ID: 4-2b-f5
|
||
INTRO: In this part you'll learn to tell time the military way — one clock, twenty-four hours, no a.m. or p.m. Listen to each time and repeat it.
|
||
INSTRUCTION: Listen and repeat the military time.
|
||
REPEAT
|
||
|
||
LINE: Zero one hundred hours. {bk04-l2b-f5-01.mp3}
|
||
NOTES: 0100 = 1:00 a.m.
|
||
|
||
LINE: Zero six thirty hours. {bk04-l2b-f5-02.mp3}
|
||
NOTES: 0630 = 6:30 a.m.
|
||
|
||
LINE: Zero nine forty-five hours. {bk04-l2b-f5-03.mp3}
|
||
NOTES: 0945 = 9:45 a.m.
|
||
|
||
LINE: Twelve hundred hours. {bk04-l2b-f5-04.mp3}
|
||
NOTES: 1200 = noon
|
||
|
||
LINE: Seventeen thirty hours. {bk04-l2b-f5-05.mp3}
|
||
NOTES: 1730 = 5:30 p.m.
|
||
|
||
LINE: Twenty fifteen hours. {bk04-l2b-f5-06.mp3}
|
||
NOTES: 2015 = 8:15 p.m.
|
||
|
||
LINE: Twenty-four hundred hours. {bk04-l2b-f5-07.mp3}
|
||
NOTES: 2400 = midnight
|
||
|
||
LINE: Zero zero thirty hours. {bk04-l2b-f5-08.mp3}
|
||
NOTES: 0030 = 12:30 a.m.
|
||
|
||
# Source: ST §Military Time (grammar table)
|
||
$GRAMMAR Military Time
|
||
ID: l2-s15
|
||
INTRO: Here's the whole system in three short cards. It's simpler than it sounds — you just keep counting past twelve.
|
||
|
||
CARD: The military clock counts straight through all 24 hours. Morning times start with zero.
|
||
{It's zero six hundred hours.}
|
||
{It's zero nine forty-five hours.}
|
||
|
||
CARD: After noon, keep counting — add twelve to the civilian hour. So 1:00 p.m. is thirteen hundred, and 5:30 p.m. is seventeen thirty.
|
||
{It's thirteen hundred hours.}
|
||
{It's seventeen thirty hours.}
|
||
|
||
CARD: Midnight is twenty-four hundred hours. Minutes after midnight start with zero zero.
|
||
{It's twenty-four hundred hours.}
|
||
{It's zero zero thirty hours.}
|
||
|
||
SUMMARY:
|
||
| Civilian Time (A.M.) | Military Time | Civilian Time (P.M.) | Military Time |
|
||
| :--- | :--- | :--- | :--- |
|
||
| 1:00 a.m. | 0100 (zero one hundred) | 1:00 p.m. | 1300 (thirteen hundred) |
|
||
| 2:00 a.m. | 0200 (zero two hundred) | 2:00 p.m. | 1400 (fourteen hundred) |
|
||
| 3:00 a.m. | 0300 (zero three hundred) | 3:00 p.m. | 1500 (fifteen hundred) |
|
||
| 4:00 a.m. | 0400 (zero four hundred) | 4:00 p.m. | 1600 (sixteen hundred) |
|
||
| 5:00 a.m. | 0500 (zero five hundred) | 5:00 p.m. | 1700 (seventeen hundred) |
|
||
| 6:00 a.m. | 0600 (zero six hundred) | 6:00 p.m. | 1800 (eighteen hundred) |
|
||
| 7:00 a.m. | 0700 (zero seven hundred) | 7:00 p.m. | 1900 (nineteen hundred) |
|
||
| 8:00 a.m. | 0800 (zero eight hundred) | 8:00 p.m. | 2000 (twenty hundred) |
|
||
| 9:00 a.m. | 0900 (zero nine hundred) | 9:00 p.m. | 2100 (twenty-one hundred) |
|
||
| 10:00 a.m. | 1000 (ten hundred) | 10:00 p.m. | 2200 (twenty-two hundred) |
|
||
| 11:00 a.m. | 1100 (eleven hundred) | 11:00 p.m. | 2300 (twenty-three hundred) |
|
||
| 12:00 p.m. (noon) | 1200 (twelve hundred) | 12:00 a.m. (midnight) | 2400 (twenty-four hundred) |
|
||
|
||
# Source: ST §What Time Is It? (spoken words moved into the lines; digits into notes)
|
||
$DIALOGUE More Times to Say
|
||
ID: l2-s16
|
||
INTRO: A few trickier times — the ones with odd minutes. Repeat each one; the written form is shown below the sentence.
|
||
INSTRUCTION: Repeat the times.
|
||
REPEAT
|
||
|
||
LINE: It's zero five hundred hours.
|
||
NOTES: 0500
|
||
|
||
LINE: It's ten zero one hours.
|
||
NOTES: 1001 — also said "ten 'oh' one"
|
||
|
||
LINE: It's sixteen hundred hours.
|
||
NOTES: 1600
|
||
|
||
LINE: It's seventeen thirty hours.
|
||
NOTES: 1730
|
||
|
||
LINE: It's eighteen hundred hours.
|
||
NOTES: 1800
|
||
|
||
LINE: It's nineteen ten hours.
|
||
NOTES: 1910
|
||
|
||
LINE: It's twenty zero eight hours.
|
||
NOTES: 2008 — also said "twenty 'oh' eight"
|
||
|
||
LINE: It's twenty-one fifteen hours.
|
||
NOTES: 2115
|
||
|
||
LINE: It's twenty-two forty-five hours.
|
||
NOTES: 2245
|
||
|
||
LINE: It's twenty-three hundred hours.
|
||
NOTES: 2300
|
||
|
||
# Source: LLA 2B Figure 6
|
||
$SELECT Match the Military Time
|
||
ID: 4-2b-f6
|
||
INTRO: You'll hear a civilian time. Tap the matching military time, then repeat the answer you hear.
|
||
INSTRUCTION: Tap the correct military time.
|
||
REPEAT
|
||
|
||
OPTION: a | 0022 hours
|
||
OPTION: b | 0545 hours
|
||
OPTION: c | 0800 hours
|
||
OPTION: d | 1015 hours
|
||
OPTION: e | 1222 hours
|
||
OPTION: f | 1410 hours
|
||
OPTION: g | 1745 hours
|
||
OPTION: h | 2000 hours
|
||
|
||
PROMPT: 5:45 a.m. {bk04-l2b-f6-01.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: It's 05:45 hours. {bk04-l2b-f6-02.mp3}
|
||
|
||
PROMPT: 5:45 p.m. {bk04-l2b-f6-03.mp3}
|
||
ANSWER: g
|
||
FEEDBACK: It's 17:45 hours. {bk04-l2b-f6-04.mp3}
|
||
|
||
PROMPT: 10:15 a.m. {bk04-l2b-f6-05.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: It's 10:15 hours. {bk04-l2b-f6-06.mp3}
|
||
|
||
PROMPT: 8:00 a.m. {bk04-l2b-f6-07.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: It's 08:00 hours. {bk04-l2b-f6-08.mp3}
|
||
|
||
PROMPT: 8:00 p.m. {bk04-l2b-f6-09.mp3}
|
||
ANSWER: h
|
||
FEEDBACK: It's 20:00 hours. {bk04-l2b-f6-10.mp3}
|
||
|
||
PROMPT: 12:22 p.m. {bk04-l2b-f6-11.mp3}
|
||
ANSWER: e
|
||
FEEDBACK: It's 12:22 hours. {bk04-l2b-f6-12.mp3}
|
||
|
||
PROMPT: 12:22 a.m. {bk04-l2b-f6-13.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: It's 00:22 hours. {bk04-l2b-f6-14.mp3}
|
||
|
||
PROMPT: 2:10 p.m. {bk04-l2b-f6-15.mp3}
|
||
ANSWER: f
|
||
FEEDBACK: It's 14:10 hours. {bk04-l2b-f6-16.mp3}
|
||
|
||
# Source: ST §Civilian Time or Military Time?
|
||
$PRODUCE Say It in Military Time
|
||
ID: l2-s17
|
||
INTRO: Now you do the converting. Read the civilian time and say it the military way, in a full sentence.
|
||
INSTRUCTION: Look at the civilian time and say the military time.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
PROMPT: It's 5:00 p.m.
|
||
RESPONSE: It's seventeen hundred hours.
|
||
|
||
PROMPT: It's 1:00 a.m.
|
||
RESPONSE: It's zero one hundred hours.
|
||
|
||
PROMPT: It's 9:30 p.m.
|
||
RESPONSE: It's twenty-one thirty hours.
|
||
|
||
PROMPT: It's 11:00 p.m.
|
||
RESPONSE: It's twenty-three hundred hours.
|
||
|
||
PROMPT: It's 3:05 p.m.
|
||
RESPONSE: It's fifteen zero five hours.
|
||
|
||
PROMPT: It's 5:00 a.m.
|
||
RESPONSE: It's zero five hundred hours.
|
||
|
||
PROMPT: It's 8:10 p.m.
|
||
RESPONSE: It's twenty ten hours.
|
||
|
||
PROMPT: It's 10:00 a.m.
|
||
RESPONSE: It's ten hundred hours.
|
||
|
||
PROMPT: It's 7:00 a.m.
|
||
RESPONSE: It's zero seven hundred hours.
|
||
|
||
PROMPT: It's 7:00 p.m.
|
||
RESPONSE: It's nineteen hundred hours.
|
||
|
||
# Source: LLA 2B Figure 7 (Dialog 1)
|
||
$DIALOGUE A Taxi to Work
|
||
ID: 4-2b-f7-d1
|
||
INTRO: Two short conversations to finish this part. First: Jim was late this morning, and it wasn't entirely his fault. Just listen.
|
||
INSTRUCTION: Listen to the dialogue.
|
||
|
||
Man1: You were late this morning, Jim. {bk04-l2b-f7-01.mp3}
|
||
Jim: I know. I didn't get up on time. {bk04-l2b-f7-02.mp3}
|
||
Man1: Did you take the bus to work? {bk04-l2b-f7-03.mp3}
|
||
Jim: No. The bus was late too. {bk04-l2b-f7-04.mp3}
|
||
Man1: What did you do? {bk04-l2b-f7-05.mp3}
|
||
Jim: I took a taxi. {bk04-l2b-f7-06.mp3}
|
||
|
||
# Source: LLA 2B Figure 7 (Question 1)
|
||
$PRODUCE Question: A Taxi to Work
|
||
ID: 4-2b-f7-q1
|
||
REFERENCE: 4-2b-f7-d1
|
||
INTRO: One question about Jim's morning. Answer in a complete sentence.
|
||
INSTRUCTION: Answer the question aloud.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
SHOW_PROMPT
|
||
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
|
||
|
||
PROMPT: Did Jim take a bus or a taxi to work this morning? {bk04-l2b-f7-07.mp3}
|
||
RESPONSE: He took a taxi. {bk04-l2b-f7-08.mp3}
|
||
|
||
# Source: LLA 2B Figure 7 (Dialog 2)
|
||
$DIALOGUE Let's Play Basketball
|
||
ID: 4-2b-f7-d2
|
||
INTRO: Second conversation: two boys, one TV, and a better idea. Just listen.
|
||
INSTRUCTION: Listen to the dialogue.
|
||
|
||
Boy1: What's on TV? {bk04-l2b-f7-09.mp3}
|
||
Boy2: There's a football game and a soccer game. {bk04-l2b-f7-10.mp3}
|
||
Boy1: Do you want to watch a game? {bk04-l2b-f7-11.mp3}
|
||
Boy2: No. I want to go outside. {bk04-l2b-f7-12.mp3}
|
||
Boy1: Me too. {bk04-l2b-f7-13.mp3}
|
||
Boy2: Good. Let's play basketball. {bk04-l2b-f7-14.mp3}
|
||
|
||
# Source: LLA 2B Figure 7 (Question 2)
|
||
$PRODUCE Question: Let's Play Basketball
|
||
ID: 4-2b-f7-q2
|
||
REFERENCE: 4-2b-f7-d2
|
||
INTRO: One question about the boys. Answer in a complete sentence.
|
||
INSTRUCTION: Answer the question aloud.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
SHOW_PROMPT
|
||
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
|
||
|
||
PROMPT: What do the boys want to do? {bk04-l2b-f7-15.mp3}
|
||
RESPONSE: They want to go outside and play basketball. {bk04-l2b-f7-16.mp3}
|
||
|
||
$SESSION 2-5: The Past Tense — Verbs That Change
|
||
|
||
# Source: LLA 2C Figure 1
|
||
$DIALOGUE Irregular Verbs in Sentences (1)
|
||
ID: 2c-f1
|
||
INTRO: In this part you'll learn to say what happened yesterday — with verbs that refuse to take "-ed". Listen to each verb in a sentence and repeat it.
|
||
INSTRUCTION: Listen and repeat each word and sentence.
|
||
REPEAT
|
||
|
||
LINE: The movie began 30 minutes ago. {bk04-l2c-f1-01.mp3}
|
||
|
||
VOCAB: to drink
|
||
LINE: John drank his coffee after dinner. {bk04-l2c-f1-02.mp3}
|
||
|
||
VOCAB: to sit down
|
||
LINE: He sat down and opened his notebook. {bk04-l2c-f1-03.mp3}
|
||
|
||
VOCAB: to swim
|
||
LINE: The boy swam for two hours Sunday. {bk04-l2c-f1-04.mp3}
|
||
|
||
VOCAB: to come
|
||
LINE: I came to this base one month ago. {bk04-l2c-f1-05.mp3}
|
||
|
||
VOCAB: to get up
|
||
LINE: Jan got up at 6:00 Saturday morning. {bk04-l2c-f1-06.mp3}
|
||
|
||
VOCAB: to write
|
||
LINE: He wrote his name on the chalkboard. {bk04-l2c-f1-07.mp3}
|
||
|
||
VOCAB: to drive
|
||
LINE: Al drove his friend's car last week. {bk04-l2c-f1-08.mp3}
|
||
|
||
VOCAB: to know
|
||
LINE: Janet knew the answers yesterday. {bk04-l2c-f1-09.mp3}
|
||
|
||
VOCAB: to speak
|
||
LINE: I spoke to the teacher after class. {bk04-l2c-f1-10.mp3}
|
||
|
||
VOCAB: to choose
|
||
LINE: He chose the wrong bus and was late. {bk04-l2c-f1-11.mp3}
|
||
|
||
VOCAB: to eat
|
||
LINE: We ate lunch with Pat two days ago. {bk04-l2c-f1-12.mp3}
|
||
|
||
VOCAB: to take
|
||
LINE: The students took the test again. {bk04-l2c-f1-13.mp3}
|
||
|
||
VOCAB: to stand up
|
||
LINE: Dan stood up and opened the window. {bk04-l2c-f1-14.mp3}
|
||
|
||
VOCAB: to see
|
||
LINE: I saw a good game on TV last night. {bk04-l2c-f1-15.mp3}
|
||
|
||
# Source: ST §Simple Past Tense: Irregular Verbs + §Irregular Verbs (Group 1), merged
|
||
$GRAMMAR Verbs That Change in the Past
|
||
ID: l2-s21
|
||
INTRO: Here's the pattern behind what you just heard — or rather, the lack of one.
|
||
|
||
CARD: Some verbs don't take **-ed** in the past. The word itself changes.
|
||
{We drive to work every day.}
|
||
{We drove to work yesterday.}
|
||
|
||
CARD: The changed form is the same for every subject — no "-s", no "-ed".
|
||
{He drives to work every day.}
|
||
{He drove to work yesterday.}
|
||
|
||
SUMMARY:
|
||
| PRESENT | PAST | PRESENT | PAST |
|
||
| :--- | :--- | :--- | :--- |
|
||
| begin | began | choose | chose |
|
||
| drink | drank | eat | ate |
|
||
| sit | sat | take | took |
|
||
| swim | swam | stand | stood |
|
||
| come | came | see | saw |
|
||
| get up | got up | drive | drove |
|
||
| know | knew | speak | spoke |
|
||
| write | wrote | | |
|
||
|
||
# Source: LLA 2C Figure 2
|
||
$PRODUCE Change It to the Past
|
||
ID: 2c-f2
|
||
INTRO: Now make it happen yesterday. Listen to the sentence and its time cue, say the sentence in the past tense, then repeat the model answer.
|
||
INSTRUCTION: Say the sentence in the past tense.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Class begins at 7:15. (this morning)
|
||
PROMPT: Class begins at 7:15 this morning. {bk04-l2c-f2-ex-q.mp3}
|
||
RESPONSE: Class began at 7:15 this morning. {bk04-l2c-f2-ex-a.mp3}
|
||
|
||
TEMPLATE: The show begins at 8:00. (last night)
|
||
PROMPT: The show begins at 8 o'clock last night. {bk04-l2c-f2-01-q.mp3}
|
||
RESPONSE: The show began at 8 o'clock last night. {bk04-l2c-f2-01-a.mp3}
|
||
|
||
TEMPLATE: Tom sees Bill before class. (this morning)
|
||
PROMPT: Tom sees Bill before class this morning. {bk04-l2c-f2-02-q.mp3}
|
||
RESPONSE: Tom saw Bill before class this morning. {bk04-l2c-f2-02-a.mp3}
|
||
|
||
TEMPLATE: Alan knows the answers. (yesterday)
|
||
PROMPT: Alan knows the answers yesterday. {bk04-l2c-f2-03-q.mp3}
|
||
RESPONSE: Alan knew the answers yesterday. {bk04-l2c-f2-03-a.mp3}
|
||
|
||
TEMPLATE: Sergeant Smith drives to work. (today)
|
||
PROMPT: Sergeant Smith drives to work today. {bk04-l2c-f2-04-q.mp3}
|
||
RESPONSE: Sergeant Smith drove to work today. {bk04-l2c-f2-04-a.mp3}
|
||
|
||
TEMPLATE: Linda eats eggs for breakfast. (this morning)
|
||
PROMPT: Linda eats eggs for breakfast this morning. {bk04-l2c-f2-05-q.mp3}
|
||
RESPONSE: Linda ate eggs for breakfast this morning. {bk04-l2c-f2-05-a.mp3}
|
||
|
||
TEMPLATE: The students stand up after class. (this afternoon)
|
||
PROMPT: The students stand up after class this afternoon. {bk04-l2c-f2-06-q.mp3}
|
||
RESPONSE: The students stood up after class this afternoon. {bk04-l2c-f2-06-a.mp3}
|
||
|
||
TEMPLATE: Mr. Wilson reads a book after dinner. (last night)
|
||
PROMPT: Mr. Wilson reads a book after dinner last night. {bk04-l2c-f2-07-q.mp3}
|
||
RESPONSE: Mr. Wilson read a book after dinner last night. {bk04-l2c-f2-07-a.mp3}
|
||
|
||
TEMPLATE: The students take a break at 10:00. (yesterday)
|
||
PROMPT: The students take a break at 10 o'clock yesterday. {bk04-l2c-f2-08-q.mp3}
|
||
RESPONSE: The students took a break at 10 o'clock yesterday. {bk04-l2c-f2-08-a.mp3}
|
||
|
||
TEMPLATE: Ann sits down at her desk after lunch. (yesterday)
|
||
PROMPT: Anne sits down at her desk after lunch yesterday. {bk04-l2c-f2-09-q.mp3}
|
||
RESPONSE: Anne sat down at her desk after lunch yesterday. {bk04-l2c-f2-09-a.mp3}
|
||
|
||
TEMPLATE: Miss Mills writes the new words on the chalkboard. (this morning)
|
||
PROMPT: Ms. Mills writes the new words on the chalkboard this morning. {bk04-l2c-f2-10-q.mp3}
|
||
RESPONSE: Ms. Mills wrote the new words on the chalkboard this morning. {bk04-l2c-f2-10-a.mp3}
|
||
|
||
# Source: ST §Peter Swam Yesterday
|
||
$DIALOGUE Peter's Evening
|
||
ID: l2-s23
|
||
INTRO: Read Peter's very productive evening — every sentence uses a changed verb. See how many you recognize.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
Narrator: Peter swam after class yesterday.
|
||
Narrator: He drove to his barracks and took a shower.
|
||
Narrator: He began his homework at 2000 hours last night.
|
||
Narrator: He got up and drank a glass of water at 2100.
|
||
Narrator: He sat down and wrote sentences.
|
||
Narrator: He knew all the answers to the questions.
|
||
Narrator: He stood up and walked outside.
|
||
Narrator: Peter came to my barracks at 2200.
|
||
Narrator: He saw the fruit on the table.
|
||
Narrator: He chose a banana and ate it.
|
||
Narrator: We spoke for thirty minutes.
|
||
Narrator: He went home at 2235.
|
||
|
||
# Source: ST §Joe Ate a Pear (cue moved to display)
|
||
$PRODUCE He Ate a Pear Instead
|
||
ID: l2-s25
|
||
INTRO: Someone didn't do one thing — say what they did instead, using the cue word. Full sentence, past tense.
|
||
INSTRUCTION: Change the negative sentence to the affirmative using the cue.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
EXAMPLE
|
||
PROMPT: Joe didn't eat a banana.
|
||
TEMPLATE: (pear)
|
||
RESPONSE: He ate a pear.
|
||
|
||
PROMPT: Lt Campos didn't speak to Mary.
|
||
TEMPLATE: (to Linda)
|
||
RESPONSE: Lt Campos spoke to Linda.
|
||
|
||
PROMPT: Jackie didn't sit down at the table.
|
||
TEMPLATE: (desk)
|
||
RESPONSE: Jackie sat down at the desk.
|
||
|
||
PROMPT: George didn't stand on the table.
|
||
TEMPLATE: (chair)
|
||
RESPONSE: George stood on the chair.
|
||
|
||
PROMPT: I didn't know the time of the show.
|
||
TEMPLATE: (name)
|
||
RESPONSE: I knew the name of the show.
|
||
|
||
PROMPT: The students didn't come late to class.
|
||
TEMPLATE: (on time)
|
||
RESPONSE: The students came to class on time.
|
||
|
||
PROMPT: Capt Jones didn't begin his class on time.
|
||
TEMPLATE: (late)
|
||
RESPONSE: Capt Jones began his class late.
|
||
|
||
PROMPT: I didn't see the movie last night.
|
||
TEMPLATE: (Henry's pictures)
|
||
RESPONSE: I saw Henry's pictures last night.
|
||
|
||
# DROPPED (book): ST §He Drove to Class Yesterday (l2-s24) — TTS twin of the cassette drill "Change It to the Past" (2c-f2); same task, same modality.
|
||
|
||
# Source: LLA 2C Figure 3
|
||
$DIALOGUE Irregular Verbs in Sentences (2)
|
||
ID: 2c-f3
|
||
INTRO: A second batch of changing verbs. Listen to each one in a sentence and repeat it.
|
||
INSTRUCTION: Listen and repeat each word and sentence.
|
||
REPEAT
|
||
|
||
VOCAB: to hear
|
||
LINE: I heard his radio at 4:00 this morning. {bk04-l2c-f3-01.mp3}
|
||
|
||
VOCAB: to say
|
||
LINE: Excuse me, I said your name wrong. {bk04-l2c-f3-02.mp3}
|
||
|
||
VOCAB: to have
|
||
LINE: We had the same instructor last week. {bk04-l2c-f3-03.mp3}
|
||
|
||
VOCAB: to do
|
||
LINE: Susan did her homework before dinner. {bk04-l2c-f3-04.mp3}
|
||
|
||
VOCAB: to leave
|
||
LINE: Sergeant Bolt left the base a month ago. {bk04-l2c-f3-05.mp3}
|
||
|
||
VOCAB: to sleep
|
||
LINE: He slept in the barracks last night. {bk04-l2c-f3-06.mp3}
|
||
|
||
VOCAB: to buy
|
||
LINE: I bought a new uniform yesterday. {bk04-l2c-f3-07.mp3}
|
||
|
||
LINE: The major brought his family. {bk04-l2c-f3-08.mp3}
|
||
|
||
VOCAB: to put
|
||
LINE: He put his books on the table. {bk04-l2c-f3-09.mp3}
|
||
|
||
VOCAB: to read
|
||
LINE: Lieutenant Smart read the lesson before class. {bk04-l2c-f3-10.mp3}
|
||
|
||
VOCAB: to fly
|
||
LINE: They flew to Dallas last weekend. {bk04-l2c-f3-11.mp3}
|
||
|
||
VOCAB: to go
|
||
LINE: We went to the movies Saturday night. {bk04-l2c-f3-12.mp3}
|
||
|
||
# Source: ST §Irregular Verbs (Group 2)
|
||
$GRAMMAR More Verbs That Change
|
||
ID: l2-s26
|
||
INTRO: Twelve more changed verbs, including two that barely bother changing at all.
|
||
|
||
CARD: Listen for the vowel changes in this group.
|
||
{I bought a new uniform yesterday.}
|
||
{They flew to Dallas last weekend.}
|
||
{We went to the movies Saturday night.}
|
||
|
||
CARD: Two verbs look the same in the present and the past: "put" and "read". Only "read" changes its sound.
|
||
{He put his books on the table.}
|
||
{Lieutenant Smart read the lesson before class.}
|
||
|
||
SUMMARY:
|
||
| PRESENT | PAST | PRESENT | PAST |
|
||
| :--- | :--- | :--- | :--- |
|
||
| hear | heard | buy | bought |
|
||
| say | said | bring | brought |
|
||
| have | had | put | put |
|
||
| do | did | read | read |
|
||
| leave | left | fly | flew |
|
||
| sleep | slept | go | went |
|
||
|
||
# Source: LLA 2C Figure 4
|
||
$PRODUCE Present or Past?
|
||
ID: 2c-f4
|
||
INTRO: Listen to each question carefully — is it about every day, or about yesterday? Type the verb form that fits the answer, then listen and repeat the full sentence.
|
||
INSTRUCTION: Type the correct verb form.
|
||
INPUT: type
|
||
CHECK: exact
|
||
REPEAT
|
||
|
||
PROMPT: Does the major come to lab? {bk04-l2c-f4-01-q.mp3}
|
||
TEMPLATE: Yes, he ____ at 8:00. (comes / came)
|
||
RESPONSE: Yes, he comes at 8 o'clock. {bk04-l2c-f4-01-a.mp3}
|
||
ACCEPT: comes
|
||
|
||
PROMPT: Did you take my dictionary? {bk04-l2c-f4-02-q.mp3}
|
||
TEMPLATE: No, Mark ____ it. (take / took)
|
||
RESPONSE: No, Mark took it. {bk04-l2c-f4-02-a.mp3}
|
||
ACCEPT: took
|
||
|
||
PROMPT: Did you hear the question? {bk04-l2c-f4-03-q.mp3}
|
||
TEMPLATE: No, I ____ the answer. (hear / heard)
|
||
RESPONSE: No, I heard the answer. {bk04-l2c-f4-03-a.mp3}
|
||
ACCEPT: heard
|
||
|
||
PROMPT: Does Jim do his homework? {bk04-l2c-f4-04-q.mp3}
|
||
TEMPLATE: Yes, he ____ it at the library. (does / did)
|
||
RESPONSE: Yes, he does it at the library. {bk04-l2c-f4-04-a.mp3}
|
||
ACCEPT: does
|
||
|
||
PROMPT: Did the teacher leave the room? {bk04-l2c-f4-05-q.mp3}
|
||
TEMPLATE: Yes, she ____ it for five minutes. (leaves / left)
|
||
RESPONSE: Yes, she left it for 5 minutes. {bk04-l2c-f4-05-a.mp3}
|
||
ACCEPT: left
|
||
|
||
PROMPT: Did he sleep in the barracks? {bk04-l2c-f4-06-q.mp3}
|
||
TEMPLATE: No, he ____ in the hospital. (sleeps / slept)
|
||
RESPONSE: No, he slept in the hospital. {bk04-l2c-f4-06-a.mp3}
|
||
ACCEPT: slept
|
||
|
||
PROMPT: Do you have a big breakfast? {bk04-l2c-f4-07-q.mp3}
|
||
TEMPLATE: Yes, I ____ beef, eggs, and toast. (have / had)
|
||
RESPONSE: Yes, I have beef, eggs, and toast. {bk04-l2c-f4-07-a.mp3}
|
||
ACCEPT: have
|
||
|
||
PROMPT: Did you bring your notebook? {bk04-l2c-f4-08-q.mp3}
|
||
TEMPLATE: No, I ____ my textbook. (bring / brought)
|
||
RESPONSE: No, I brought my textbook. {bk04-l2c-f4-08-a.mp3}
|
||
ACCEPT: brought
|
||
|
||
PROMPT: Does Captain Jones fly? {bk04-l2c-f4-09-q.mp3}
|
||
TEMPLATE: Yes, he ____ on the weekend. (flies / flew)
|
||
RESPONSE: Yes, he flies on the weekend. {bk04-l2c-f4-09-a.mp3}
|
||
ACCEPT: flies
|
||
|
||
PROMPT: Did you go to the commissary? {bk04-l2c-f4-10-q.mp3}
|
||
TEMPLATE: Yes, I ____ after class. (go / went)
|
||
RESPONSE: Yes, I went after class. {bk04-l2c-f4-10-a.mp3}
|
||
ACCEPT: went
|
||
|
||
# Source: LLA 2C Figure 5
|
||
$PRODUCE Make It Negative
|
||
ID: 2c-f5
|
||
INTRO: Now say what didn't happen. Listen to the sentence and the substitute word, make a negative sentence with "didn't", then repeat the answer. Notice the verb goes back to its base form.
|
||
INSTRUCTION: Make a negative sentence with "didn't".
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: We bought *a truck*. (car)
|
||
PROMPT: We bought a truck, car. {bk04-l2c-f5-ex-q.mp3}
|
||
RESPONSE: We didn't buy a car. {bk04-l2c-f5-ex-a.mp3}
|
||
|
||
TEMPLATE: He came to *lab*. (class)
|
||
PROMPT: He came to lab, class. {bk04-l2c-f5-01-q.mp3}
|
||
RESPONSE: He didn't come to class. {bk04-l2c-f5-01-a.mp3}
|
||
|
||
TEMPLATE: They took the *bus*. (train)
|
||
PROMPT: They took the bus, train. {bk04-l2c-f5-02-q.mp3}
|
||
RESPONSE: They didn't take the train. {bk04-l2c-f5-02-a.mp3}
|
||
|
||
TEMPLATE: I saw *a movie* yesterday. (game)
|
||
PROMPT: I saw a movie yesterday, game. {bk04-l2c-f5-03-q.mp3}
|
||
RESPONSE: I didn't see a game yesterday. {bk04-l2c-f5-03-a.mp3}
|
||
|
||
TEMPLATE: Frank drove *his* car. (my car)
|
||
PROMPT: Frank drove his car, my car. {bk04-l2c-f5-04-q.mp3}
|
||
RESPONSE: He didn't drive my car. {bk04-l2c-f5-04-a.mp3}
|
||
|
||
TEMPLATE: We left *Saturday* morning. (Friday)
|
||
PROMPT: We left Saturday morning, Friday. {bk04-l2c-f5-05-q.mp3}
|
||
RESPONSE: We didn't leave Friday morning. {bk04-l2c-f5-05-a.mp3}
|
||
|
||
TEMPLATE: Sally ate *fish* for lunch. (chicken)
|
||
PROMPT: Sally ate fish for lunch, chicken. {bk04-l2c-f5-06-q.mp3}
|
||
RESPONSE: She didn't eat chicken for lunch. {bk04-l2c-f5-06-a.mp3}
|
||
|
||
TEMPLATE: She drank *tea* this morning. (coffee)
|
||
PROMPT: She drank tea this morning, coffee. {bk04-l2c-f5-07-q.mp3}
|
||
RESPONSE: She didn't drink coffee this morning. {bk04-l2c-f5-07-a.mp3}
|
||
|
||
TEMPLATE: The students had a test *today*. (yesterday)
|
||
PROMPT: The students had a test today, yesterday. {bk04-l2c-f5-08-q.mp3}
|
||
RESPONSE: They didn't have a test yesterday. {bk04-l2c-f5-08-a.mp3}
|
||
|
||
# Source: ST §Jim Said, "Come to My Room."
|
||
$DIALOGUE Jim Said, "Come to My Room."
|
||
ID: l2-s27
|
||
INTRO: A short story built from the second verb group. Repeat each sentence, then read it back.
|
||
INSTRUCTION: Repeat the sentences, and then read them.
|
||
REPEAT
|
||
|
||
LINE: Last night, Jim said, "Come to my room."
|
||
LINE: He had pictures from his country.
|
||
LINE: We did our homework.
|
||
LINE: I left his room at 10:00.
|
||
LINE: Jim slept all night long.
|
||
LINE: Last week, Jim bought a book about pilots.
|
||
LINE: He brought it to class.
|
||
LINE: He put it on my desk.
|
||
LINE: We read it after class.
|
||
LINE: The name of the book was "The Pilots Flew Again."
|
||
LINE: We went to our barracks at 1600 hours.
|
||
|
||
# Source: ST §They Flew to Europe
|
||
$PRODUCE Type the Past Form
|
||
ID: l2-s28
|
||
INTRO: Last drill of this part — promise. Type the past form of the verb in parentheses.
|
||
INSTRUCTION: Type the past tense form of the verb.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
TEMPLATE: (fly) Mr. & Mrs. Smith ____ to Europe last month.
|
||
RESPONSE: Mr. & Mrs. Smith flew to Europe last month.
|
||
ACCEPT: flew
|
||
|
||
TEMPLATE: (read) Sammy ____ twenty books last year.
|
||
RESPONSE: Sammy read twenty books last year.
|
||
ACCEPT: read
|
||
|
||
TEMPLATE: (put) Jan ____ her book on her desk.
|
||
RESPONSE: Jan put her book on her desk.
|
||
ACCEPT: put
|
||
|
||
TEMPLATE: (bring) Ron ____ hamburgers for the children.
|
||
RESPONSE: Ron brought hamburgers for the children.
|
||
ACCEPT: brought
|
||
|
||
TEMPLATE: (buy) They ____ a new ball.
|
||
RESPONSE: They bought a new ball.
|
||
ACCEPT: bought
|
||
|
||
TEMPLATE: (say) The students ____, "Good morning."
|
||
RESPONSE: The students said, "Good morning."
|
||
ACCEPT: said
|
||
|
||
TEMPLATE: (leave) John ____ an hour ago.
|
||
RESPONSE: John left an hour ago.
|
||
ACCEPT: left
|
||
|
||
TEMPLATE: (do) The students ____ their homework.
|
||
RESPONSE: The students did their homework.
|
||
ACCEPT: did
|
||
|
||
TEMPLATE: (hear) We ____ the tapes last night.
|
||
RESPONSE: We heard the tapes last night.
|
||
ACCEPT: heard
|
||
|
||
TEMPLATE: (have) Henry ____ a truck.
|
||
RESPONSE: Henry had a truck.
|
||
ACCEPT: had
|
||
|
||
$SESSION 2-6: Asking About the Past
|
||
|
||
# Source: LLA 2C Figure 6
|
||
$DIALOGUE Asking About the Weekend
|
||
ID: 2c-f6
|
||
INTRO: In this part you'll learn to ask about the past — what, where, when, and whose. Listen to Jim and Joe talk about the weekend, and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Jim: I had a good weekend. {bk04-l2c-f6-01.mp3}
|
||
Joe: What did you do? {bk04-l2c-f6-02.mp3}
|
||
Jim: I played soccer and saw a movie. {bk04-l2c-f6-03.mp3}
|
||
Joe: Where did you play? {bk04-l2c-f6-04.mp3}
|
||
Jim: At the base. {bk04-l2c-f6-05.mp3}
|
||
Joe: When did you see the movie? {bk04-l2c-f6-06.mp3}
|
||
Jim: Saturday night. I went with Bob. {bk04-l2c-f6-07.mp3}
|
||
Joe: Whose car did you take? {bk04-l2c-f6-08.mp3}
|
||
Jim: We drove his new car. {bk04-l2c-f6-09.mp3}
|
||
|
||
# Source: LLA 2C Figure 7 (Part 1)
|
||
$DIALOGUE Jeff's Family in England
|
||
ID: 2c-f7-story
|
||
INTRO: Listen to the story about Jeff, whose family spent three years in England — and who apparently never stopped playing sports.
|
||
INSTRUCTION: Listen to the story.
|
||
|
||
LINE: Jeff's father was in the Air Force. {bk04-l2c-f7-01.mp3}
|
||
LINE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-02.mp3}
|
||
LINE: His brother was a good student there. {bk04-l2c-f7-03.mp3}
|
||
LINE: He studied his lessons every day. {bk04-l2c-f7-04.mp3}
|
||
LINE: Jeff liked sports. {bk04-l2c-f7-05.mp3}
|
||
LINE: He swam every morning at 6 o'clock. {bk04-l2c-f7-06.mp3}
|
||
LINE: He played baseball and basketball after school. {bk04-l2c-f7-07.mp3}
|
||
LINE: He learned the game of soccer at the base in England. {bk04-l2c-f7-08.mp3}
|
||
|
||
# Source: LLA 2C Figure 7 (Part 2)
|
||
$PRODUCE Questions About Jeff
|
||
ID: 2c-f7
|
||
REFERENCE: 2c-f7-story
|
||
INTRO: Answer each question about Jeff aloud in a complete sentence, then repeat the model answer. The story is a tap away if you need it.
|
||
INSTRUCTION: Answer the question aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: Whose father was in the Air Force? {bk04-l2c-f7-09-q.mp3}
|
||
RESPONSE: Jeff's father was in the Air Force. {bk04-l2c-f7-09-a.mp3}
|
||
|
||
PROMPT: Where did Jeff and his family live for 3 years? {bk04-l2c-f7-10-q.mp3}
|
||
RESPONSE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-10-a.mp3}
|
||
|
||
PROMPT: Whose brother was a good student? {bk04-l2c-f7-11-q.mp3}
|
||
RESPONSE: Jeff's brother was a good student. {bk04-l2c-f7-11-a.mp3}
|
||
|
||
PROMPT: When did he study his lessons? {bk04-l2c-f7-12-q.mp3}
|
||
RESPONSE: He studied his lessons every day. {bk04-l2c-f7-12-a.mp3}
|
||
|
||
PROMPT: What did Jeff like? {bk04-l2c-f7-13-q.mp3}
|
||
RESPONSE: Jeff liked sports. {bk04-l2c-f7-13-a.mp3}
|
||
|
||
PROMPT: When did he swim? {bk04-l2c-f7-14-q.mp3}
|
||
RESPONSE: He swam every morning at 6 o'clock. {bk04-l2c-f7-14-a.mp3}
|
||
|
||
PROMPT: What did he play after school? {bk04-l2c-f7-15-q.mp3}
|
||
RESPONSE: He played baseball and basketball after school. {bk04-l2c-f7-15-a.mp3}
|
||
|
||
PROMPT: Where did he learn the game of soccer? {bk04-l2c-f7-16-q.mp3}
|
||
RESPONSE: He learned the game of soccer at the base in England. {bk04-l2c-f7-16-a.mp3}
|
||
|
||
# Source: ST §Past Tense Questions with "Too" (cue moved to display)
|
||
$PRODUCE Did You, Too?
|
||
ID: l2-s29
|
||
INTRO: Someone tells you what they did — you ask if it happened another time too. Use "Did you...?" and end with "too".
|
||
INSTRUCTION: Ask a past tense question with "too".
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
EXAMPLE
|
||
PROMPT: My mother took the bus yesterday.
|
||
TEMPLATE: (this morning)
|
||
RESPONSE: Did your mother take the bus this morning, too?
|
||
|
||
PROMPT: I got up early this morning.
|
||
TEMPLATE: (last Saturday)
|
||
RESPONSE: Did you get up early last Saturday, too?
|
||
|
||
PROMPT: I wrote to my brother.
|
||
TEMPLATE: (your sister)
|
||
RESPONSE: Did you write to your sister, too?
|
||
|
||
PROMPT: I heard the children outside.
|
||
TEMPLATE: (inside)
|
||
RESPONSE: Did you hear the children inside, too?
|
||
|
||
PROMPT: I ate a hamburger for lunch last week.
|
||
TEMPLATE: (yesterday)
|
||
RESPONSE: Did you eat a hamburger for lunch yesterday, too?
|
||
|
||
PROMPT: I brought my new cap yesterday.
|
||
TEMPLATE: (this morning)
|
||
RESPONSE: Did you bring your new cap this morning, too?
|
||
|
||
PROMPT: I swam last week.
|
||
TEMPLATE: (last Monday)
|
||
RESPONSE: Did you swim last Monday, too?
|
||
|
||
# Source: ST §He Went to the Movies
|
||
$DIALOGUE He Went to the Movies
|
||
ID: l2-s30
|
||
INTRO: A short story about Mark's Saturday. Read it — questions follow.
|
||
INSTRUCTION: Read the story.
|
||
|
||
Narrator: Mark went to the movies last Saturday.
|
||
Narrator: He drove his father's car.
|
||
Narrator: Before the movie, he bought a snack.
|
||
Narrator: He saw two movies.
|
||
Narrator: Then he drove home at 10:00 p.m.
|
||
|
||
# Source: ST §Questions: He Went to the Movies
|
||
$PRODUCE Questions: He Went to the Movies
|
||
ID: l2-s31
|
||
REFERENCE: l2-s30
|
||
INTRO: Answer each question about Mark aloud in a full sentence. The story is there if you need it.
|
||
INSTRUCTION: Answer the questions about the story aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
SHOW_PROMPT
|
||
|
||
PROMPT: Who went to the movies?
|
||
RESPONSE: Mark went to the movies.
|
||
|
||
PROMPT: Where did he go?
|
||
RESPONSE: He went to the movies.
|
||
|
||
PROMPT: When did he go?
|
||
RESPONSE: He went last Saturday.
|
||
|
||
PROMPT: Whose car did he drive?
|
||
RESPONSE: He drove his father's car.
|
||
|
||
PROMPT: What did he buy?
|
||
RESPONSE: He bought a snack.
|
||
|
||
PROMPT: How many movies did he see?
|
||
RESPONSE: He saw two movies.
|
||
|
||
PROMPT: What time did he go home?
|
||
RESPONSE: He went home at 10:00 p.m.
|
||
|
||
# Source: ST §What Did He Do?
|
||
$DIALOGUE Sgt Brown at the BX
|
||
ID: l2-s32
|
||
INTRO: Read what Sgt Brown did yesterday — shopping, tapes, and one honest review.
|
||
INSTRUCTION: Read the story of Sgt Brown.
|
||
|
||
Narrator: Sgt Brown went to the BX yesterday afternoon.
|
||
Narrator: He bought a razor and three tapes for his son.
|
||
Narrator: He bought a pack of cigarettes, too.
|
||
Narrator: Then he drove home.
|
||
Narrator: He listened to his son's new tapes in his car.
|
||
Narrator: He liked two and didn't like one.
|
||
Narrator: His son came home at 1600.
|
||
Narrator: "Thanks for the tapes, Dad," he said.
|
||
|
||
# Source: ST §Questions: What Did He Do? (numbered cues converted to display cues)
|
||
$PRODUCE Ask and Answer: Sgt Brown
|
||
ID: l2-s33
|
||
REFERENCE: l2-s32
|
||
INTRO: Now you make the questions. Each card shows an answer from the story — ask the question that fits it, then say the answer. Open the story whenever you need it.
|
||
INSTRUCTION: Ask the question for the cue, then answer it.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
TEMPLATE: the BX
|
||
RESPONSE: Where did Sgt Brown go?\n— He went to the BX.
|
||
|
||
TEMPLATE: yesterday afternoon
|
||
RESPONSE: When did he go to the BX?\n— He went yesterday afternoon.
|
||
|
||
TEMPLATE: a razor and three tapes / a pack of cigarettes
|
||
RESPONSE: What did he buy?\n— He bought a razor and three tapes for his son, and a pack of cigarettes.
|
||
|
||
TEMPLATE: his son's new tapes
|
||
RESPONSE: What did he listen to in his car?\n— He listened to his son's new tapes.
|
||
|
||
TEMPLATE: two
|
||
RESPONSE: How many tapes did he like?\n— He liked two tapes.
|
||
|
||
TEMPLATE: at 1600
|
||
RESPONSE: What time did his son come home?\n— His son came home at 1600.
|
||
|
||
TEMPLATE: he (his son)
|
||
RESPONSE: Who said, "Thanks for the tapes, Dad"?\n— His son said it.
|
||
|
||
# Source: ST §What Did They Study?
|
||
$DIALOGUE What Did They Study?
|
||
ID: l2-s34
|
||
INTRO: One more short story: Sandy, Harry, and a French test. Read it.
|
||
INSTRUCTION: Read the paragraph.
|
||
|
||
Narrator: Sandy and Harry walked to the library last night.
|
||
Narrator: They studied French.
|
||
Narrator: They studied for a French test they had this morning.
|
||
Narrator: Harry had a very good French book.
|
||
Narrator: Sandy studied Harry's French book.
|
||
Narrator: They took the test at 10:00 this morning.
|
||
|
||
# Source: ST §Questions: What Did They Study? (numbered cues converted to display cues)
|
||
$PRODUCE Ask and Answer: The French Test
|
||
ID: l2-s35
|
||
REFERENCE: l2-s34
|
||
INTRO: Same game as before: each cue is an answer from the story. Ask the matching question, then give the answer.
|
||
INSTRUCTION: Ask the question for the cue, then answer it.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
|
||
TEMPLATE: the library
|
||
RESPONSE: Where did Sandy and Harry walk?\n— They walked to the library.
|
||
|
||
TEMPLATE: last night
|
||
RESPONSE: When did they walk to the library?\n— They walked to the library last night.
|
||
|
||
TEMPLATE: They (Sandy and Harry)
|
||
RESPONSE: Who studied for a French test?\n— Sandy and Harry did.
|
||
|
||
TEMPLATE: a very good French book
|
||
RESPONSE: What did Harry have?\n— Harry had a very good French book.
|
||
|
||
TEMPLATE: Harry's French book
|
||
RESPONSE: What did Sandy study?\n— Sandy studied Harry's French book.
|
||
|
||
TEMPLATE: at 10:00 this morning
|
||
RESPONSE: What time did they take the test?\n— They took the test at 10:00 this morning.
|
||
|
||
# Source: ST §Where Did You Go Yesterday?
|
||
$DIALOGUE Where Did You Go Yesterday?
|
||
ID: l2-s36
|
||
INTRO: Ted and Ben keep missing each other. Listen and repeat the dialog — it's full of the question forms you've been practicing.
|
||
INSTRUCTION: Repeat and read the dialog.
|
||
REPEAT
|
||
|
||
Ted: Where were you yesterday evening?
|
||
|
||
Ben: Oh, did you come to my room?
|
||
|
||
Ted: Yeah, I went there at 1800 hours.
|
||
|
||
Ben: I went to the BX.
|
||
|
||
Ted: Oh no! I wanted to ask you to go with me.
|
||
|
||
Ben: Where?
|
||
|
||
Ted: To the BX.
|
||
|
||
Ben: Didn't you go yesterday?
|
||
|
||
Ted: No, I didn't. Let's go today.
|
||
|
||
Ben: Okay.
|
||
|
||
# Source: ST §Ask and Answer Some Questions (gapped cues moved to display; open production)
|
||
$PRODUCE Ask Your Own Questions
|
||
ID: l2-s37
|
||
INTRO: Your turn to be the curious one. Make a past tense question starting with the word shown — any question you like, about anyone.
|
||
INSTRUCTION: Ask a past tense question starting with the word shown.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any grammatically correct past tense question beginning with the specified question word. The topic is the learner's choice; the model answer is only an example.
|
||
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where did you eat lunch yesterday?
|
||
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When did you begin to study English?
|
||
|
||
TEMPLATE: What time ____?
|
||
RESPONSE: What time did you leave your barracks?
|
||
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who visited you on the weekend?
|
||
|
||
TEMPLATE: How many ____?
|
||
RESPONSE: How many hours did you watch TV last week?
|
||
|
||
# SKIPPED (book): ST Listening Skill "LISTEN AND CIRCLE" (p. 51) — instructor-read listening comprehension paragraphs without audio stimulus; convertible later with chosen items + TTS.
|
||
|
||
$SESSION 2-7: Dinner Out and Listening Practice
|
||
|
||
# Source: LLA 2D Figure 1
|
||
$DIALOGUE Dinner at a Restaurant
|
||
ID: 4-2d-f1
|
||
INTRO: This part puts the whole lesson together — a night out, some tricky sounds, and two listening stories. First, Major Martin asks Captain Cline about his dinner out. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Maj_Martin: Where did you go last night? {bk04-l2d-f1-01.mp3}
|
||
Capt_Cline: I went to a new restaurant. {bk04-l2d-f1-02.mp3}
|
||
Maj_Martin: Did you go with Lieutenant Lee? {bk04-l2d-f1-03.mp3}
|
||
Capt_Cline: Yes, and his brother came too. {bk04-l2d-f1-04.mp3}
|
||
Maj_Martin: Did you like the food? {bk04-l2d-f1-05.mp3}
|
||
Capt_Cline: Yes, it was very good. {bk04-l2d-f1-06.mp3}
|
||
Maj_Martin: What did you eat? {bk04-l2d-f1-07.mp3}
|
||
Capt_Cline: I had beef and rice. {bk04-l2d-f1-08.mp3}
|
||
Maj_Martin: Whose car did you go in? {bk04-l2d-f1-09.mp3}
|
||
Capt_Cline: We didn't drive. We took a taxi. {bk04-l2d-f1-10.mp3}
|
||
|
||
# Source: LLA 2D Figure 1 (role-play pass)
|
||
$DIALOGUE Take Captain Cline's Part
|
||
ID: 4-2d-f1-role
|
||
REFERENCE: 4-2d-f1
|
||
PLAY_ROLE: Capt_Cline
|
||
INTRO: Same conversation — but now you had the beef and rice. Answer Major Martin in the pauses.
|
||
INSTRUCTION: You are Captain Cline — speak your lines in the pauses.
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "RUSH / ROUGE" (pp. 40–41) — instructor-read stimuli with no printed text; the same discrimination practice is covered with cassette audio in the two activities below.
|
||
|
||
# Source: LLA 2D Figure 2
|
||
$SELECT Same or Different?
|
||
ID: 4-2d-f2
|
||
INTRO: Sharpen your ears. You'll hear two words — tap "Same" if they sound the same, "Different" if they don't.
|
||
INSTRUCTION: Tap Same or Different.
|
||
HIDE_PROMPT
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
EXAMPLE
|
||
PROMPT: Asher ... Azure {bk04-l2d-f2-ex.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: measure ... measure {bk04-l2d-f2-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: glacier ... glazier {bk04-l2d-f2-02.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: beige ... beige {bk04-l2d-f2-03.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: rausch ... rouge {bk04-l2d-f2-04.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: wash ... wash {bk04-l2d-f2-05.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: ocean ... ocean {bk04-l2d-f2-06.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: fission ... vision {bk04-l2d-f2-07.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: finish ... finish {bk04-l2d-f2-08.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: dilution ... delusion {bk04-l2d-f2-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: pleasure ... pleasure {bk04-l2d-f2-10.mp3}
|
||
ANSWER: s
|
||
|
||
# Source: LLA 2D Figure 3
|
||
$SELECT Which Sound Do You Hear?
|
||
ID: 4-2d-f3
|
||
INTRO: Now name the sound. Listen to each word and tap the sound you hear: the "sh" of "she", or the softer sound in "vision". Then repeat the word.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
HIDE_PROMPT
|
||
REPEAT
|
||
|
||
OPTION: a | /ʃ/ sound (as in she)
|
||
OPTION: b | /ʒ/ sound (as in vision)
|
||
|
||
EXAMPLE
|
||
PROMPT: leisure {bk04-l2d-f3-ex.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: usual {bk04-l2d-f3-01.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: usual {bk04-l2d-f3-fb01.mp3}
|
||
|
||
PROMPT: garage {bk04-l2d-f3-02.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: garage {bk04-l2d-f3-fb02.mp3}
|
||
|
||
PROMPT: shower {bk04-l2d-f3-03.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: shower {bk04-l2d-f3-fb03.mp3}
|
||
|
||
PROMPT: direction {bk04-l2d-f3-04.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: direction {bk04-l2d-f3-fb04.mp3}
|
||
|
||
PROMPT: explosion {bk04-l2d-f3-05.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: explosion {bk04-l2d-f3-fb05.mp3}
|
||
|
||
PROMPT: collision {bk04-l2d-f3-06.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: collision {bk04-l2d-f3-fb06.mp3}
|
||
|
||
PROMPT: aviation {bk04-l2d-f3-07.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: aviation {bk04-l2d-f3-fb07.mp3}
|
||
|
||
PROMPT: television {bk04-l2d-f3-08.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: television {bk04-l2d-f3-fb08.mp3}
|
||
|
||
PROMPT: special {bk04-l2d-f3-09.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: special {bk04-l2d-f3-fb09.mp3}
|
||
|
||
PROMPT: decision {bk04-l2d-f3-10.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: decision {bk04-l2d-f3-fb10.mp3}
|
||
|
||
# Source: LLA 2D Figure 4; three extra words merged from ST §Write: sh (TTS items at the end)
|
||
$PRODUCE Spell It with SH
|
||
ID: 4-2d-f4
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
REPEAT
|
||
INTRO: The "sh" sound has a spelling to match. Listen to each word, type the "sh" that completes it, then repeat the word.
|
||
INSTRUCTION: Type "sh" to complete the word.
|
||
|
||
PROMPT: show {bk04-l2d-f4-01.mp3}
|
||
TEMPLATE: ____ow
|
||
RESPONSE: show
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: ship {bk04-l2d-f4-02.mp3}
|
||
TEMPLATE: ____ip
|
||
RESPONSE: ship
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: fish {bk04-l2d-f4-03.mp3}
|
||
TEMPLATE: fi____
|
||
RESPONSE: fish
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: she {bk04-l2d-f4-04.mp3}
|
||
TEMPLATE: ____e
|
||
RESPONSE: she
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: shower {bk04-l2d-f4-05.mp3}
|
||
TEMPLATE: ____ower
|
||
RESPONSE: shower
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: shave {bk04-l2d-f4-06.mp3}
|
||
TEMPLATE: ____ave
|
||
RESPONSE: shave
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: dish {bk04-l2d-f4-07.mp3}
|
||
TEMPLATE: di____
|
||
RESPONSE: dish
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: shirt {bk04-l2d-f4-08.mp3}
|
||
TEMPLATE: ____irt
|
||
RESPONSE: shirt
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: English {bk04-l2d-f4-09.mp3}
|
||
TEMPLATE: Engli____
|
||
RESPONSE: English
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: shoe {bk04-l2d-f4-10.mp3}
|
||
TEMPLATE: ____oe
|
||
RESPONSE: shoe
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: short
|
||
TEMPLATE: ____ort
|
||
RESPONSE: short
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: Spanish
|
||
TEMPLATE: Spani____
|
||
RESPONSE: Spanish
|
||
ACCEPT: sh | SH
|
||
|
||
PROMPT: sheet
|
||
TEMPLATE: ____eet
|
||
RESPONSE: sheet
|
||
ACCEPT: sh | SH
|
||
|
||
# DROPPED (book): ST §Write: sh (l2-s18) — TTS twin of the cassette drill above; its distinct words (short, Spanish, sheet) were merged into it.
|
||
|
||
# Source: LLA 2D Figure 5 (Paragraph 1)
|
||
$DIALOGUE Janet and Jim's Family
|
||
ID: 4-2d-f5-p1
|
||
INTRO: Two listening stories to finish. First: Janet, Jim, and a family that can't agree on which sport to watch. Just listen.
|
||
INSTRUCTION: Listen to the paragraph.
|
||
|
||
LINE: Janet and Jim are students. She plays soccer and swims every weekend. {bk04-l2d-f5-01.mp3}
|
||
LINE: Her brother Jim likes football and basketball. {bk04-l2d-f5-02.mp3}
|
||
LINE: He plays different sports with his friends after class. {bk04-l2d-f5-03.mp3}
|
||
LINE: Her mother and father like tennis. They play every evening. {bk04-l2d-f5-04.mp3}
|
||
LINE: After dinner, Janet and Jim do their homework. {bk04-l2d-f5-05.mp3}
|
||
LINE: They watch games on TV with their mother and father after that. {bk04-l2d-f5-06.mp3}
|
||
LINE: They all want to watch different sports. {bk04-l2d-f5-07.mp3}
|
||
|
||
# Source: LLA 2D Figure 5 (Question 1)
|
||
$SELECT Question: Janet and Jim
|
||
ID: 4-2d-f5-q1
|
||
REFERENCE: 4-2d-f5-p1
|
||
INTRO: One question about the family. Tap the statement that's true — replay the story if you need to.
|
||
INSTRUCTION: Tap the true statement.
|
||
|
||
PROMPT: Which statement is true?
|
||
OPTION: a | Jim and Janet don't study.
|
||
OPTION: b | Janet's family likes sports.
|
||
OPTION: c | Janet's mother doesn't play tennis.
|
||
OPTION: d | Janet's father is a tennis instructor.
|
||
ANSWER: b
|
||
FEEDBACK: Janet's family likes sports. {bk04-l2d-f5-fb1.mp3}
|
||
|
||
# Source: LLA 2D Figure 5 (Paragraph 2)
|
||
$DIALOGUE Frank Martin
|
||
ID: 4-2d-f5-p2
|
||
INTRO: Second story: Frank Martin, an airplane mechanic with bigger plans. Just listen.
|
||
INSTRUCTION: Listen to the paragraph.
|
||
|
||
LINE: Frank Martin is 23 years old. He has a wife and one child. {bk04-l2d-f5-08.mp3}
|
||
LINE: He lives in Texas and works on an Air Force base. {bk04-l2d-f5-09.mp3}
|
||
LINE: He's an airplane mechanic. {bk04-l2d-f5-10.mp3}
|
||
LINE: At work, he watches the airplanes and talks to the pilots. {bk04-l2d-f5-11.mp3}
|
||
LINE: Frank's father was an Air Force pilot, and Frank wants to be one too. {bk04-l2d-f5-12.mp3}
|
||
|
||
# Source: LLA 2D Figure 5 (Question 2)
|
||
$SELECT Question: Frank Martin
|
||
ID: 4-2d-f5-q2
|
||
REFERENCE: 4-2d-f5-p2
|
||
INTRO: One question about Frank. Tap the statement that's true.
|
||
INSTRUCTION: Tap the true statement.
|
||
|
||
PROMPT: Which statement is true?
|
||
OPTION: a | Frank is a civilian.
|
||
OPTION: b | Frank is a military officer.
|
||
OPTION: c | Frank wants to be a mechanic.
|
||
OPTION: d | Frank wants to fly airplanes.
|
||
ANSWER: d
|
||
FEEDBACK: Frank wants to fly airplanes. {bk04-l2d-f5-fb2.mp3}
|
||
|
||
# Source: ST §What Does Peggy Like to Wear?
|
||
$DIALOGUE What Does Peggy Like to Wear?
|
||
ID: l2-s39
|
||
INTRO: One more reading — Peggy and her wardrobe for every occasion. Notice the past form "wore" near the end.
|
||
INSTRUCTION: Read the paragraph.
|
||
|
||
Narrator: Peggy works Monday to Friday.
|
||
VOCAB: to wear
|
||
Narrator: She likes to wear dresses, skirts, and blouses to work.
|
||
Narrator: On Saturdays, she cleans her room and her car.
|
||
Narrator: She wears pants and T-shirts.
|
||
Narrator: Peggy and her friends sometimes go to a restaurant.
|
||
Narrator: They wear dresses or skirts and blouses.
|
||
Narrator: Peggy wore pants and a blouse last night.
|
||
Narrator: She went to a baseball game.
|
||
|
||
$SESSION 2-8: Extra Practice — Sounds and the Alphabet
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" (p. 35) and "FOOD / FOOT" (p. 36) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS.
|
||
|
||
# Source: ST §Pull / Pool
|
||
$DIALOGUE Pull or Pool
|
||
ID: l2-s9
|
||
INTRO: A short extra part to finish the lesson: sound pairs and word practice. First, word pairs where only the vowel changes — "pull" and "pool" are not the same word. Repeat each pair.
|
||
INSTRUCTION: Repeat the words; then read them.
|
||
REPEAT
|
||
|
||
LINE: soot — suit pull — pool look — Luke full — fool wood — wooed stood — stewed should — shoed could — cooed
|
||
|
||
# Source: ST §Speaking Skill: Let
|
||
$DIALOGUE Words That Sound Like "Let"
|
||
ID: l2-s19
|
||
INTRO: These words all share the vowel of "let". Repeat each one.
|
||
INSTRUCTION: Repeat and read these words.
|
||
REPEAT
|
||
|
||
LINE: bed every never cents example
|
||
LINE: September check general test desk get said eggs hello yesterday
|
||
|
||
# Source: ST §Speaking Skill: Look
|
||
$DIALOGUE Words That Sound Like "Look"
|
||
ID: l2-s20
|
||
INTRO: And these share the vowel of "look". Repeat each one.
|
||
INSTRUCTION: Repeat and read these words.
|
||
REPEAT
|
||
|
||
LINE: book look cook good put foot took stood
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "WAG / RAG" (/w/–/r/, p. 55) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS.
|
||
|
||
# Source: ST §Rake / Wake
|
||
$DIALOGUE Rake or Wake
|
||
ID: l2-s40
|
||
INTRO: Last sound pair: "r" and "w". Say each pair — your mouth should move differently for each word.
|
||
INSTRUCTION: Read and repeat the minimal pairs.
|
||
REPEAT
|
||
|
||
LINE: read — weed run — one reap — weep ray — way rate — wait racks — wax rich — witch rye — y red — wed rest — west
|
||
|
||
# SKIPPED (book): ST Reading Skills "CIRCLE THE SAME WORD AS THE KEY WORD" (pp. 52–54) — timed speed-reading / scanning exercises; no workable interaction in this format.
|
||
|
||
# Source: ST §Alphabetical Order
|
||
$SELECT Alphabetical Order
|
||
ID: l2-s38
|
||
ORDER
|
||
INTRO: One last exercise for the lesson: put each set of words in dictionary order, A to Z. Then you're done — go take a twenty-minute break; you've earned it.
|
||
INSTRUCTION: Put the words in alphabetical order.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Arrange these words from A to Z.
|
||
OPTION: a | captain
|
||
OPTION: b | cents
|
||
OPTION: c | check
|
||
OPTION: d | clean
|
||
OPTION: e | cook
|
||
ANSWER: a,b,c,d,e
|
||
|
||
TEMPLATE: Arrange these words from A to Z.
|
||
OPTION: a | soccer
|
||
OPTION: b | sports
|
||
OPTION: c | salute
|
||
OPTION: d | sergeant
|
||
OPTION: e | shower
|
||
ANSWER: c,d,e,a,b
|
||
|
||
TEMPLATE: Arrange these words from A to Z.
|
||
OPTION: a | restaurant
|
||
OPTION: b | room
|
||
OPTION: c | rice
|
||
OPTION: d | rank
|
||
OPTION: e | Russian
|
||
ANSWER: d,a,c,b,e
|
||
|
||
TEMPLATE: Arrange these words from A to Z.
|
||
OPTION: a | drive
|
||
OPTION: b | does
|
||
OPTION: c | daughter
|
||
OPTION: d | desk
|
||
OPTION: e | dictionary
|
||
ANSWER: c,d,e,b,a
|