1998 lines
67 KiB
Plaintext
1998 lines
67 KiB
Plaintext
$MODULE Book 5 · Lesson 1: The Body and What's the Matter? {st-page_005_001.jpg|A medicine cabinet shelf filled with various bottles and items including rubbing alcohol, aspirin, eye drops, cough syrup, and liver pills}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book5_lesson1
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DESCRIPTION: Parts of the body, saying what hurts, describing things with "large", "small", "long", and "short", the pronoun "one", questions with "which" and "or", and ordinal numbers and dates.
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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: Paul | schedar | Male speaker
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VOICE: Frank | charon | Male speaker
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VOICE: Man1 | schedar | Male speaker
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VOICE: Man2 | charon | Male speaker
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VOICE: John | achird | Male speaker
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VOICE: Bob | achird | Male speaker
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VOICE: Sam | schedar | Male speaker
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VOICE: Mark | charon | Male speaker
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VOICE: Mrs_King | aoede | Female speaker
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VOICE: Sgt_King | schedar | Male speaker
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VOICE: Clerk | gacrux | Female speaker
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VOICE: Henry | achird | Male speaker
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VOICE: Mr_Adams | schedar | Male speaker
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VOICE: Mrs_Adams | aoede | Female speaker
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VOICE: Narrator | achernar | speaker (auto)
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$SESSION 1-1: The Body and the Head
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# Source: LLA 1A Figure 1
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$DIALOGUE Parts of the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
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ID: 5-1a-f1
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INTRO: In this lesson you'll learn to name the parts of the body, say what hurts, and ask questions with "which" and "or". We start with the big pieces — listen and repeat each word and sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: body
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LINE: This is a body. {bk05-l1a-f1-01.mp3}
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VOCAB: head
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LINE: This is a head. {bk05-l1a-f1-02.mp3}
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VOCAB: trunk
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LINE: This is a trunk. {bk05-l1a-f1-03.mp3}
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VOCAB: limbs
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LINE: These are limbs. {bk05-l1a-f1-04.mp3}
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LINE: The body has a head, a trunk, and limbs. {bk05-l1a-f1-05.mp3}
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VOCAB: bone
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LINE: Inside our body, we have bones. {bk05-l1a-f1-06.mp3}
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VOCAB: muscle
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LINE: Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}
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VOCAB: skin
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LINE: We have skin outside our body. {bk05-l1a-f1-08.mp3}
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# Source: LLA 1A Figure 1 (questions pass)
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$PRODUCE Questions About the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
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ID: 5-1a-f1-b
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INTRO: Now three questions about the picture. Answer aloud in a complete sentence, then repeat the model answer.
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INSTRUCTION: Answer aloud in a complete sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Picture A: What does a body have? {bk05-l1a-f1-09.mp3}
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RESPONSE: A body has a head, a trunk, and limbs. {bk05-l1a-f1-10.mp3}
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PROMPT: Picture B: What do we have inside our body? {bk05-l1a-f1-11.mp3}
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RESPONSE: Inside our body, we have bones and muscles. {bk05-l1a-f1-12.mp3}
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PROMPT: Picture C: Where is our skin? {bk05-l1a-f1-13.mp3}
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RESPONSE: Our skin is on the outside of our body. {bk05-l1a-f1-14.mp3}
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# DROPPED (twin): ST §Parts of the Body (l1-s1) — same vocabulary presentation as the cassette activity above; cassette kept.
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# Source: ST §The Body (reading)
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$DIALOGUE Reading: The Body
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ID: l1-s2
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INTRO: A short reading about the body. Just listen — the questions come right after.
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INSTRUCTION: Listen to the paragraphs.
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Narrator: Bones and muscles are inside our bodies.
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Narrator: Skin is on the outside.
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Narrator: The limbs, the trunk, and the head have bones and muscles. They have skin, too.
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Narrator: Some people say we have a trunk and a head.
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Narrator: Other people say the trunk and the body are the same.
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Narrator: We have four limbs: a right arm, a right leg, a left arm, and a left leg.
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# Source: ST §Questions About the Body
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$PRODUCE Questions on the Reading
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ID: l1-s3
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REFERENCE: l1-s2
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INTRO: Answer the questions about the reading, aloud and in full sentences. Open the reading if you need it.
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INSTRUCTION: Answer the questions according to the reading.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any grammatically correct full sentence that accurately answers the question based on the reading.
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PROMPT: What is inside our bodies?
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RESPONSE: Bones and muscles are inside our bodies.
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PROMPT: What is outside our bodies?
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RESPONSE: Skin is outside our bodies.
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PROMPT: How many limbs do we have?
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RESPONSE: We have four limbs.
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PROMPT: What are they?
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RESPONSE: They are a right arm, a right leg, a left arm, and a left leg.
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# Source: LLA 1A Figure 2
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$DIALOGUE The Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
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ID: 5-1a-f2
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INTRO: Now the head — eleven parts, and yes, three of them start with "eye". Listen and repeat each word and sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: eyebrow
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LINE: We have 2 eyebrows. {bk05-l1a-f2-01.mp3}
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VOCAB: eyelash
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LINE: We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}
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VOCAB: eye
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LINE: We see with our eyes. {bk05-l1a-f2-03.mp3}
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VOCAB: eyelid
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LINE: We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}
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VOCAB: ear
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LINE: We hear with our ears. {bk05-l1a-f2-05.mp3}
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VOCAB: nose
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LINE: We have 1 nose. {bk05-l1a-f2-06.mp3}
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VOCAB: mouth
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LINE: We speak with our mouth. {bk05-l1a-f2-07.mp3}
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VOCAB: lip
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LINE: The lips are outside the mouth. {bk05-l1a-f2-08.mp3}
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VOCAB: tongue
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LINE: Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}
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VOCAB: neck
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LINE: The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}
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VOCAB: throat
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LINE: The throat is inside the neck. {bk05-l1a-f2-11.mp3}
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# DROPPED (twin): ST §The Head (l1-s4) — same head-parts presentation as the cassette activity above; cassette kept.
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# Source: LLA 1A Figure 2 (questions pass)
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$PRODUCE Name the Parts of the Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
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ID: 5-1a-f2-b
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INTRO: Look at the numbered diagram. You'll hear a number — say which part it is, then repeat the model answer.
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INSTRUCTION: Answer aloud, then repeat.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: What is number 9? {bk05-l1a-f2-12.mp3}
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RESPONSE: That's the tongue. {bk05-l1a-f2-13.mp3}
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PROMPT: What is number 1? {bk05-l1a-f2-14.mp3}
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RESPONSE: That's an eyebrow. {bk05-l1a-f2-15.mp3}
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PROMPT: What's number 7? {bk05-l1a-f2-16.mp3}
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RESPONSE: That's the mouth. {bk05-l1a-f2-17.mp3}
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PROMPT: What's number 10? {bk05-l1a-f2-18.mp3}
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RESPONSE: That's the neck. {bk05-l1a-f2-19.mp3}
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PROMPT: What's number 4? {bk05-l1a-f2-20.mp3}
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RESPONSE: That's an eyelid. {bk05-l1a-f2-21.mp3}
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PROMPT: What's number 3? {bk05-l1a-f2-22.mp3}
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RESPONSE: That's an eye. {bk05-l1a-f2-23.mp3}
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PROMPT: What's number 5? {bk05-l1a-f2-24.mp3}
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RESPONSE: That's an ear. {bk05-l1a-f2-25.mp3}
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PROMPT: What's number 2? {bk05-l1a-f2-26.mp3}
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RESPONSE: Those are eyelashes. {bk05-l1a-f2-27.mp3}
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PROMPT: What's number 11? {bk05-l1a-f2-28.mp3}
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RESPONSE: That's the throat. {bk05-l1a-f2-29.mp3}
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PROMPT: What's number 8? {bk05-l1a-f2-30.mp3}
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RESPONSE: That's a lip. {bk05-l1a-f2-31.mp3}
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PROMPT: What's number 6? {bk05-l1a-f2-32.mp3}
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RESPONSE: That's the nose. {bk05-l1a-f2-33.mp3}
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# Source: LLA 1A Figure 3 (review pass)
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$DIALOGUE Mary's Head — Review {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
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ID: 5-1a-f3-review
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INTRO: Meet Mary. Her head has numbers on it — listen to the quick review of what each one is.
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INSTRUCTION: Listen to the review.
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LINE: What's number 1? That's her eyebrow. {bk05-l1a-f3-01.mp3}
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LINE: What's number 2? That's her eyelid. {bk05-l1a-f3-02.mp3}
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LINE: What's number 3? That's her eye. {bk05-l1a-f3-03.mp3}
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LINE: What's number 4? Those are her eyelashes. {bk05-l1a-f3-04.mp3}
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LINE: What's number 5? That's her ear. {bk05-l1a-f3-05.mp3}
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LINE: What's number 6? That's her nose. {bk05-l1a-f3-06.mp3}
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LINE: What's number 7? That's her mouth. {bk05-l1a-f3-07.mp3}
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LINE: What's number 8? That's her tongue. {bk05-l1a-f3-08.mp3}
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LINE: What's number 9? That's her lip. {bk05-l1a-f3-09.mp3}
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# Source: LLA 1A Figure 3 (matching pass)
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$SELECT Mary's Head — Match the Sentences {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
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ID: 5-1a-f3
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INTRO: Now you'll hear sentences about Mary. Tap the number of the part each sentence describes, then repeat the sentence.
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INSTRUCTION: Tap the number of the matching part.
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REPEAT
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OPTION: 1 | 1 (eyebrow)
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OPTION: 2 | 2 (eyelid)
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OPTION: 3 | 3 (eye)
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OPTION: 4 | 4 (eyelash)
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OPTION: 5 | 5 (ear)
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OPTION: 6 | 6 (nose)
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OPTION: 7 | 7 (mouth)
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OPTION: 8 | 8 (tongue)
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OPTION: 9 | 9 (lip)
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EXAMPLE
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PROMPT: Mary has a big nose. {bk05-l1a-f3-ex.mp3}
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ANSWER: 6
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PROMPT: Sentence A: We can see her tongue in the picture. {bk05-l1a-f3-10.mp3}
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ANSWER: 8
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FEEDBACK: We can see her tongue in the picture. {bk05-l1a-f3-10-fb.mp3}
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PROMPT: Sentence B: Mary has long, black eyelashes. {bk05-l1a-f3-11.mp3}
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ANSWER: 4
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FEEDBACK: Mary has long, black eyelashes. {bk05-l1a-f3-11-fb.mp3}
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PROMPT: Sentence C: Mary's lips are red. {bk05-l1a-f3-12.mp3}
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ANSWER: 9
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FEEDBACK: Mary's lips are red. {bk05-l1a-f3-12-fb.mp3}
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PROMPT: Sentence D: Mary has brown eyebrows. {bk05-l1a-f3-13.mp3}
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ANSWER: 1
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FEEDBACK: Mary has brown eyebrows. {bk05-l1a-f3-13-fb.mp3}
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PROMPT: Sentence E: Mary's ears are small. {bk05-l1a-f3-14.mp3}
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ANSWER: 5
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FEEDBACK: Mary's ears are small. {bk05-l1a-f3-14-fb.mp3}
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PROMPT: Sentence F: Mary puts color on her eyelids. {bk05-l1a-f3-15.mp3}
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ANSWER: 2
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FEEDBACK: Mary puts color on her eyelids. {bk05-l1a-f3-15-fb.mp3}
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PROMPT: Sentence G: Mary has big eyes. {bk05-l1a-f3-16.mp3}
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ANSWER: 3
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FEEDBACK: Mary has big eyes. {bk05-l1a-f3-16-fb.mp3}
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PROMPT: Sentence H: Mary has a small mouth. {bk05-l1a-f3-17.mp3}
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ANSWER: 7
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FEEDBACK: Mary has a small mouth. {bk05-l1a-f3-17-fb.mp3}
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# Source: LLA 1B Figure 1 (pronunciation review of words taught above; VOCAB tags removed — first teaching is in "The Head")
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$DIALOGUE Say the Parts of the Head
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ID: 5-1b-f1
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INTRO: A quick pronunciation pass over the head words you just learned. Say each one clearly after the tape.
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INSTRUCTION: Listen and repeat each word.
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REPEAT
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LINE: Ear. {bk05-l1b-f1-01.mp3}
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LINE: Eye. {bk05-l1b-f1-02.mp3}
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LINE: Eyebrow. {bk05-l1b-f1-03.mp3}
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LINE: Eyelash. {bk05-l1b-f1-04.mp3}
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LINE: Eyelid. {bk05-l1b-f1-05.mp3}
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LINE: Lip. {bk05-l1b-f1-06.mp3}
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LINE: Mouth. {bk05-l1b-f1-07.mp3}
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LINE: Neck. {bk05-l1b-f1-08.mp3}
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LINE: Nose. {bk05-l1b-f1-09.mp3}
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LINE: Throat. {bk05-l1b-f1-10.mp3}
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LINE: Tongue. {bk05-l1b-f1-11.mp3}
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# Source: LLA 1B Figure 1 (labeling pass)
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$PRODUCE Label the Head
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ID: 5-1b-f1-b
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INPUT: type
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CHECK: exact
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INTRO: Now write them. You'll see a numbered head — listen and type the correct word for each number, then say it back.
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INSTRUCTION: Type the part of the head.
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REPEAT
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PROMPT: eyebrow {bk05-l1b-f1-12.mp3}
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TEMPLATE: 1. ____
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RESPONSE: eyebrow {bk05-l1b-f1-12.mp3}
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ACCEPT: eyebrow
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PROMPT: eyelash {bk05-l1b-f1-13.mp3}
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TEMPLATE: 2. ____
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RESPONSE: eyelash {bk05-l1b-f1-13.mp3}
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ACCEPT: eyelash
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PROMPT: eye {bk05-l1b-f1-14.mp3}
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TEMPLATE: 3. ____
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RESPONSE: eye {bk05-l1b-f1-14.mp3}
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ACCEPT: eye
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PROMPT: eyelid {bk05-l1b-f1-15.mp3}
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TEMPLATE: 4. ____
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RESPONSE: eyelid {bk05-l1b-f1-15.mp3}
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ACCEPT: eyelid
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EXAMPLE
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PROMPT: ear {bk05-l1b-f1-16.mp3}
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TEMPLATE: 5. ____
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RESPONSE: ear {bk05-l1b-f1-16.mp3}
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ACCEPT: ear
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PROMPT: nose {bk05-l1b-f1-17.mp3}
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TEMPLATE: 6. ____
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RESPONSE: nose {bk05-l1b-f1-17.mp3}
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ACCEPT: nose
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PROMPT: mouth {bk05-l1b-f1-18.mp3}
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TEMPLATE: 7. ____
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RESPONSE: mouth {bk05-l1b-f1-18.mp3}
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ACCEPT: mouth
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PROMPT: lip {bk05-l1b-f1-19.mp3}
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TEMPLATE: 8. ____
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RESPONSE: lip {bk05-l1b-f1-19.mp3}
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ACCEPT: lip
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PROMPT: tongue {bk05-l1b-f1-20.mp3}
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TEMPLATE: 9. ____
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RESPONSE: tongue {bk05-l1b-f1-20.mp3}
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ACCEPT: tongue
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PROMPT: neck {bk05-l1b-f1-21.mp3}
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TEMPLATE: 10. ____
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RESPONSE: neck {bk05-l1b-f1-21.mp3}
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ACCEPT: neck
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PROMPT: throat {bk05-l1b-f1-22.mp3}
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TEMPLATE: 11. ____
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RESPONSE: throat {bk05-l1b-f1-22.mp3}
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ACCEPT: throat
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# DROPPED (twin): ST §Parts of the Head select (l1-s5) — same numbered-diagram labeling task as the cassette "Label the Head"; cassette kept.
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# SKIPPED (book): "THAT'S THE ...." (ST p. 12) — open classroom identification drill pointing to a full-body chart.
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$SESSION 1-2: Arms, Legs, and Sounds
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# Source: LLA 1A Figure 4
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$DIALOGUE The Limbs {page_014_001.jpg|Diagrams of human body limbs showing arms, legs, right arm, left arm, right leg, and left leg}
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ID: 5-1a-f4
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INTRO: In this part you'll learn the arms and legs — and which one is right and which is left. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}
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VOCAB: arm
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LINE: We have 2 arms. {bk05-l1a-f4-02.mp3}
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VOCAB: leg
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LINE: We have 2 legs. {bk05-l1a-f4-03.mp3}
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VOCAB: right arm
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LINE: This is the man's right arm. {bk05-l1a-f4-04.mp3}
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VOCAB: left arm
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LINE: This is his left arm. {bk05-l1a-f4-05.mp3}
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VOCAB: right leg
|
|
LINE: This is his right leg. {bk05-l1a-f4-06.mp3}
|
|
|
|
VOCAB: left leg
|
|
LINE: This is his left leg. {bk05-l1a-f4-07.mp3}
|
|
|
|
# Source: LLA 1A Figure 5
|
|
$PRODUCE Spell It: Arms and Legs
|
|
ID: 5-1a-f5
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: The tape spells a word letter by letter, then says it. Type what you hear spelled.
|
|
INSTRUCTION: Type the word or phrase you hear spelled.
|
|
|
|
PROMPT: L-I-M-B-S, limbs. {bk05-l1a-f5-01.mp3}
|
|
RESPONSE: limbs {bk05-l1a-f5-01-resp.mp3}
|
|
|
|
PROMPT: L-E-F-T, left. A-R-M, arm, left arm. {bk05-l1a-f5-02.mp3}
|
|
RESPONSE: left arm {bk05-l1a-f5-02-resp.mp3}
|
|
|
|
PROMPT: R-I-G-H-T, right. A-R-M, arm, right arm. {bk05-l1a-f5-03.mp3}
|
|
RESPONSE: right arm {bk05-l1a-f5-03-resp.mp3}
|
|
|
|
PROMPT: L-E-F-T, left. L-E-G, left leg. {bk05-l1a-f5-04.mp3}
|
|
RESPONSE: left leg {bk05-l1a-f5-04-resp.mp3}
|
|
|
|
PROMPT: R-I-G-H-T, right. L-E-G, leg, right leg. {bk05-l1a-f5-05.mp3}
|
|
RESPONSE: right leg {bk05-l1a-f5-05-resp.mp3}
|
|
|
|
# Source: LLA 1A Figure 7
|
|
$DIALOGUE The Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
|
|
ID: 5-1a-f7
|
|
INTRO: The arm, from shoulder to fingernail. Listen and repeat each word and sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: The arm is a limb of the body. {bk05-l1a-f7-01.mp3}
|
|
|
|
VOCAB: shoulder
|
|
LINE: This is a shoulder. {bk05-l1a-f7-02.mp3}
|
|
|
|
VOCAB: elbow
|
|
LINE: This is an elbow. {bk05-l1a-f7-03.mp3}
|
|
|
|
VOCAB: wrist
|
|
LINE: This is a wrist. {bk05-l1a-f7-04.mp3}
|
|
|
|
VOCAB: hand
|
|
LINE: We write with our hands. {bk05-l1a-f7-05.mp3}
|
|
|
|
VOCAB: finger
|
|
LINE: We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}
|
|
|
|
VOCAB: thumb
|
|
LINE: One finger is a thumb. {bk05-l1a-f7-07.mp3}
|
|
|
|
VOCAB: nail
|
|
VOCAB: fingernail
|
|
LINE: We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}
|
|
|
|
# DROPPED (twin): ST §The Arm (l1-s6) — same arm-parts presentation as the cassette activity above; cassette kept.
|
|
|
|
# Source: LLA 1A Figure 7 (questions pass)
|
|
$SELECT Questions About the Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
|
|
ID: 5-1a-f7-b
|
|
INTRO: You'll hear a question about a numbered part of the arm. Tap the correct answer, then repeat it.
|
|
INSTRUCTION: Tap the correct answer.
|
|
REPEAT
|
|
|
|
PROMPT: Is Number 5 a thumb or a finger? {bk05-l1a-f7-09.mp3}
|
|
OPTION: a | a thumb
|
|
OPTION: b | a finger
|
|
ANSWER: b
|
|
FEEDBACK: It's a finger. {bk05-l1a-f7-09-fb.mp3}
|
|
|
|
PROMPT: Is Number 1 a wrist or a shoulder? {bk05-l1a-f7-10.mp3}
|
|
OPTION: a | a wrist
|
|
OPTION: b | a shoulder
|
|
ANSWER: b
|
|
FEEDBACK: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}
|
|
|
|
PROMPT: Is Number 3 a wrist or a shoulder? {bk05-l1a-f7-11.mp3}
|
|
OPTION: a | a wrist
|
|
OPTION: b | a shoulder
|
|
ANSWER: a
|
|
FEEDBACK: It's a wrist. {bk05-l1a-f7-11-fb.mp3}
|
|
|
|
PROMPT: Is Number 6 a thumb or a hand? {bk05-l1a-f7-12.mp3}
|
|
OPTION: a | a thumb
|
|
OPTION: b | a hand
|
|
ANSWER: a
|
|
FEEDBACK: It's a thumb. {bk05-l1a-f7-12-fb.mp3}
|
|
|
|
PROMPT: Is Number 2 a wrist or an elbow? {bk05-l1a-f7-13.mp3}
|
|
OPTION: a | a wrist
|
|
OPTION: b | an elbow
|
|
ANSWER: b
|
|
FEEDBACK: It's an elbow. {bk05-l1a-f7-13-fb.mp3}
|
|
|
|
PROMPT: Is Number 4 a shoulder or a hand? {bk05-l1a-f7-14.mp3}
|
|
OPTION: a | a shoulder
|
|
OPTION: b | a hand
|
|
ANSWER: b
|
|
FEEDBACK: It's a hand. {bk05-l1a-f7-14-fb.mp3}
|
|
|
|
PROMPT: Is Number 7 a thumb or a nail? {bk05-l1a-f7-15.mp3}
|
|
OPTION: a | a thumb
|
|
OPTION: b | a nail
|
|
ANSWER: b
|
|
FEEDBACK: It's a nail. {bk05-l1a-f7-15-fb.mp3}
|
|
|
|
PROMPT: Is Number 5 a finger or a wrist? {bk05-l1a-f7-16.mp3}
|
|
OPTION: a | a finger
|
|
OPTION: b | a wrist
|
|
ANSWER: a
|
|
FEEDBACK: It's a finger. {bk05-l1a-f7-16-fb.mp3}
|
|
|
|
# Source: LLA 1A Figure 8
|
|
$DIALOGUE The Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
|
|
ID: 5-1a-f8
|
|
INTRO: Now the leg and the foot — knees, ankles, heels, and all ten toes. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: This is a leg. {bk05-l1a-f8-01.mp3}
|
|
|
|
VOCAB: knee
|
|
LINE: This is a knee. {bk05-l1a-f8-02.mp3}
|
|
|
|
VOCAB: ankle
|
|
LINE: This is an ankle. {bk05-l1a-f8-03.mp3}
|
|
|
|
LINE: We stand on our two feet. {bk05-l1a-f8-04.mp3}
|
|
|
|
VOCAB: heel
|
|
VOCAB: foot
|
|
LINE: This is the heel on our foot. {bk05-l1a-f8-05.mp3}
|
|
|
|
VOCAB: toe
|
|
LINE: We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}
|
|
|
|
VOCAB: toenail
|
|
LINE: The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}
|
|
|
|
# DROPPED (twin): ST §The Leg (l1-s7) — same leg-parts presentation as the cassette activity above; cassette kept.
|
|
|
|
# Source: LLA 1A Figure 8 (questions pass)
|
|
$PRODUCE Name the Parts of the Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
|
|
ID: 5-1a-f8-b
|
|
INTRO: Look at the numbered leg diagram. Say which part each number is, then check your answer.
|
|
INSTRUCTION: Answer aloud, then check.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What's number 3? {bk05-l1a-f8-08.mp3}
|
|
RESPONSE: That's a foot. {bk05-l1a-f8-09.mp3}
|
|
|
|
PROMPT: What's number 6? {bk05-l1a-f8-10.mp3}
|
|
RESPONSE: That's a nail or a toenail. {bk05-l1a-f8-11.mp3}
|
|
|
|
PROMPT: What's number 4? {bk05-l1a-f8-12.mp3}
|
|
RESPONSE: That's a heel. {bk05-l1a-f8-13.mp3}
|
|
|
|
PROMPT: What's number 2? {bk05-l1a-f8-14.mp3}
|
|
RESPONSE: That's an ankle. {bk05-l1a-f8-15.mp3}
|
|
|
|
PROMPT: What's number 1? {bk05-l1a-f8-16.mp3}
|
|
RESPONSE: That's a knee. {bk05-l1a-f8-17.mp3}
|
|
|
|
PROMPT: What's number 5? {bk05-l1a-f8-18.mp3}
|
|
RESPONSE: That's a toe. {bk05-l1a-f8-19.mp3}
|
|
|
|
# Source: ST §Either, Ether
|
|
$DIALOGUE Say the "th" Word Pairs
|
|
ID: l1-s9
|
|
INTRO: English has two "th" sounds — one soft, one buzzing. Read and repeat each pair; your tongue will feel the difference.
|
|
INSTRUCTION: Read and repeat the words.
|
|
REPEAT
|
|
|
|
LINE: either ... ether
|
|
LINE: teethe ... teeth
|
|
LINE: sheathe ... sheath
|
|
LINE: wreathe ... wreath
|
|
LINE: clothe ... cloth
|
|
LINE: thy ... thigh
|
|
LINE: loath ... loathe
|
|
LINE: soothe ... sooth
|
|
|
|
# Source: LLA 1A Figure 6
|
|
$SELECT Same or Different?
|
|
ID: 5-1a-f6
|
|
HIDE_PROMPT
|
|
INTRO: Listen to the two words. Decide if the "th" sounds are the same or different.
|
|
INSTRUCTION: Tap Same or Different.
|
|
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
EXAMPLE
|
|
PROMPT: teeth ... teeth {bk05-l1a-f6-ex.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: cloth ... cloth {bk05-l1a-f6-01.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: soothe ... soothe {bk05-l1a-f6-02.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: thigh ... thigh {bk05-l1a-f6-03.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: cloth ... cloth {bk05-l1a-f6-04.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: breathe ... breathe {bk05-l1a-f6-05.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: mouth ... mouth {bk05-l1a-f6-06.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: teeth ... teeth {bk05-l1a-f6-07.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: wreath ... wreath {bk05-l1a-f6-08.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: loath ... loath {bk05-l1a-f6-09.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: ether ... either {bk05-l1a-f6-10.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: LLA 1C Figure 5 (skills strand, placed with the other "th" work)
|
|
$SELECT Which "th" Do You Hear?
|
|
ID: 5-1c-f5
|
|
HIDE_PROMPT
|
|
INTRO: One more round with "th". Listen to the word and decide if you hear the voiced sound as in "thy" or the voiceless sound as in "thigh".
|
|
INSTRUCTION: Tap the sound you hear.
|
|
|
|
OPTION: a | ð sound (as in thy)
|
|
OPTION: b | θ sound (as in thigh)
|
|
|
|
EXAMPLE
|
|
PROMPT: those {bk05-l1c-f5-ex.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: eighth {bk05-l1c-f5-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: brother {bk05-l1c-f5-02.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: thirsty {bk05-l1c-f5-03.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: throat {bk05-l1c-f5-04.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: then {bk05-l1c-f5-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: mouth {bk05-l1c-f5-06.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: there {bk05-l1c-f5-07.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: month {bk05-l1c-f5-08.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: thumb {bk05-l1c-f5-09.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: father {bk05-l1c-f5-10.mp3}
|
|
ANSWER: a
|
|
|
|
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THY / THIGH" (ST p. 9) — instructor-read; the cassette versions above cover the same skill.
|
|
|
|
# Source: LLA 1B Figure 6, merged with the distinct words of ST §Write: P (dropped twin)
|
|
$PRODUCE The Letter "p"
|
|
ID: 5-1b-f6
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Every word here is missing the letter "p". Type it in, then listen and say the whole word.
|
|
INSTRUCTION: Type the letter "p" to complete the word.
|
|
REPEAT
|
|
|
|
PROMPT: point {bk05-l1b-f6-01.mp3}
|
|
TEMPLATE: ____{p}oint
|
|
RESPONSE: point {bk05-l1b-f6-01.mp3}
|
|
|
|
PROMPT: report {bk05-l1b-f6-02.mp3}
|
|
TEMPLATE: re____{p}ort
|
|
RESPONSE: report {bk05-l1b-f6-02.mp3}
|
|
|
|
PROMPT: play {bk05-l1b-f6-03.mp3}
|
|
TEMPLATE: ____{p}lay
|
|
RESPONSE: play {bk05-l1b-f6-03.mp3}
|
|
|
|
PROMPT: map {bk05-l1b-f6-04.mp3}
|
|
TEMPLATE: ma____{p}
|
|
RESPONSE: map {bk05-l1b-f6-04.mp3}
|
|
|
|
PROMPT: penny {bk05-l1b-f6-05.mp3}
|
|
TEMPLATE: ____{p}enny
|
|
RESPONSE: penny {bk05-l1b-f6-05.mp3}
|
|
|
|
PROMPT: picture {bk05-l1b-f6-06.mp3}
|
|
TEMPLATE: ____{p}icture
|
|
RESPONSE: picture {bk05-l1b-f6-06.mp3}
|
|
|
|
PROMPT: sports {bk05-l1b-f6-07.mp3}
|
|
TEMPLATE: s____{p}orts
|
|
RESPONSE: sports {bk05-l1b-f6-07.mp3}
|
|
|
|
PROMPT: pants {bk05-l1b-f6-08.mp3}
|
|
TEMPLATE: ____{p}ants
|
|
RESPONSE: pants {bk05-l1b-f6-08.mp3}
|
|
|
|
PROMPT: stand up {bk05-l1b-f6-09.mp3}
|
|
TEMPLATE: stand u____{p}
|
|
RESPONSE: stand up {bk05-l1b-f6-09.mp3}
|
|
|
|
PROMPT: open {bk05-l1b-f6-10.mp3}
|
|
TEMPLATE: o____{p}en
|
|
RESPONSE: open {bk05-l1b-f6-10.mp3}
|
|
|
|
PROMPT: stripes {bk05-l1b-f6-11.mp3}
|
|
TEMPLATE: stri____{p}es
|
|
RESPONSE: stripes {bk05-l1b-f6-11.mp3}
|
|
|
|
PROMPT: captain {bk05-l1b-f6-12.mp3}
|
|
TEMPLATE: ca____{p}tain
|
|
RESPONSE: captain {bk05-l1b-f6-12.mp3}
|
|
|
|
# ST-only words merged from §Write: P (TTS)
|
|
|
|
PROMPT: repeat
|
|
TEMPLATE: re____{p}eat
|
|
RESPONSE: repeat
|
|
|
|
PROMPT: spell
|
|
TEMPLATE: s____{p}ell
|
|
RESPONSE: spell
|
|
|
|
PROMPT: please
|
|
TEMPLATE: ____{p}lease
|
|
RESPONSE: please
|
|
|
|
PROMPT: pilot
|
|
TEMPLATE: ____{p}ilot
|
|
RESPONSE: pilot
|
|
|
|
PROMPT: tape
|
|
TEMPLATE: ta____{p}e
|
|
RESPONSE: tape
|
|
|
|
PROMPT: pencil
|
|
TEMPLATE: ____{p}encil
|
|
RESPONSE: pencil
|
|
|
|
PROMPT: sleep
|
|
TEMPLATE: slee____{p}
|
|
RESPONSE: sleep
|
|
|
|
$SESSION 1-3: What's the Matter?
|
|
|
|
# Source: LLA 1B Figure 4
|
|
$DIALOGUE When You're Sick
|
|
ID: 5-1b-f4
|
|
INTRO: In this part you'll learn to ask what's wrong and say what hurts — poor Al is about to demonstrate. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: What's the matter?
|
|
LINE: What's the matter? {bk05-l1b-f4-01.mp3}
|
|
|
|
VOCAB: What's wrong?
|
|
LINE: What's wrong? {bk05-l1b-f4-02.mp3}
|
|
|
|
VOCAB: to take medicine
|
|
VOCAB: medicine
|
|
LINE: Take medicine. {bk05-l1b-f4-03.mp3}
|
|
|
|
LINE: Head. {bk05-l1b-f4-04.mp3}
|
|
|
|
VOCAB: to hurt
|
|
LINE: Hurt. {bk05-l1b-f4-05.mp3}
|
|
|
|
LINE: Throat. {bk05-l1b-f4-06.mp3}
|
|
|
|
VOCAB: sore
|
|
LINE: Sore. {bk05-l1b-f4-07.mp3}
|
|
|
|
LINE: What's wrong with Al? What's the matter? {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-08.mp3}
|
|
|
|
LINE: His head hurts. His throat is sore. {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-09.mp3}
|
|
|
|
LINE: The doctor gave him medicine. {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-10.mp3}
|
|
|
|
LINE: He takes his medicine every four hours. {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-11.mp3}
|
|
|
|
# DROPPED (twin): ST §What's the Matter? (l1-s11) — same hurt/sore/medicine presentation as the cassette activity above; cassette kept.
|
|
|
|
# Source: LLA 1B Figure 5
|
|
$DIALOGUE What's Wrong with Al?
|
|
ID: 5-1b-f5
|
|
INTRO: Paul and Frank talk about their sick friend Al. Listen and repeat each line — you'll play Frank in a moment.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Paul: What's wrong with Al? {bk05-l1b-f5-01.mp3}
|
|
Frank: He's sick. {bk05-l1b-f5-02.mp3}
|
|
Paul: What's the matter? {bk05-l1b-f5-03.mp3}
|
|
Frank: His head hurts. His throat is sore. {bk05-l1b-f5-04.mp3}
|
|
Paul: Did he visit the doctor? {bk05-l1b-f5-05.mp3}
|
|
Frank: Yes, he went yesterday morning. {bk05-l1b-f5-06.mp3}
|
|
Paul: Did he get medicine for his sore throat? {bk05-l1b-f5-07.mp3}
|
|
Frank: Yes, and he takes his medicine every 4 hours. {bk05-l1b-f5-08.mp3}
|
|
|
|
# Source: LLA 1B Figure 5 (role-play pass)
|
|
$DIALOGUE Take Frank's Part
|
|
ID: 5-1b-f5-role-frank
|
|
REFERENCE: 5-1b-f5
|
|
PLAY_ROLE: Frank
|
|
INTRO: Same conversation, but now you are Frank. Say Frank's lines when it's your turn.
|
|
INSTRUCTION: You are Frank — speak your lines in the pauses.
|
|
|
|
# Source: ST §What's the Matter with Jack?
|
|
$DIALOGUE What's the Matter with Jack?
|
|
ID: l1-s12
|
|
INTRO: Another patient — Jack hurt his knee. Listen and repeat the conversation.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Bob: What's the matter with Jack?
|
|
Sam: He hurt his knee last night. His knee is very sore.
|
|
Bob: Did he go to the doctor?
|
|
Sam: Yes, he did.
|
|
LINE: Jack must take his medicine for two days.
|
|
LINE: The doctor wants to see Jack again in two days.
|
|
|
|
# Source: ST §What's Wrong, John?
|
|
$DIALOGUE What's Wrong, John? {st-page_016_001.jpg|A man with a pained expression holding his sore right arm, while another man hands him a bottle of medicine}
|
|
ID: l1-s13
|
|
INTRO: John's arm is sore — tennis, again. Listen and repeat the conversation.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Mark: What's wrong, John?
|
|
John: My right arm is very sore.
|
|
Mark: Did you play tennis last night again?
|
|
John: Yes, I did.
|
|
Mark: Here. Put this medicine on your arm.
|
|
John: Thanks, Mark.
|
|
|
|
# Source: ST §He's Not Here. He's Sick. (context paragraph split out as a reading)
|
|
$DIALOGUE Mr. Smith Is Sick
|
|
ID: l1-s14-story
|
|
INTRO: First, the facts about Mr. Smith. Just listen — you'll use them to complete a conversation next.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
Narrator: Mr. Smith was your teacher last week. He's sick this week.
|
|
Narrator: His head and his right ear hurt. He's taking some medicine.
|
|
|
|
# Source: ST §He's Not Here. He's Sick.
|
|
$PRODUCE He's Not Here. He's Sick.
|
|
ID: l1-s14
|
|
REFERENCE: l1-s14-story
|
|
INTRO: Complete the conversation about Mr. Smith. Type the missing words — open the paragraph if you forget a detail.
|
|
INSTRUCTION: Complete the dialog using information from the paragraph.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: — Mr. ____{Smith} is not here today, again. He wasn't here yesterday.
|
|
RESPONSE: Mr. Smith is not here today, again. He wasn't here yesterday.
|
|
|
|
TEMPLATE: — Yes, I know. He's sick.
|
|
TEMPLATE: — What's ____{the matter|wrong|the matter with him|wrong with him}?
|
|
RESPONSE: What's the matter with him?
|
|
|
|
TEMPLATE: — His ____{head and his right ear hurt|head and right ear hurt}.
|
|
RESPONSE: His head and his right ear hurt.
|
|
|
|
TEMPLATE: — Is he taking ____{medicine|some medicine|any medicine} for that?
|
|
RESPONSE: Is he taking medicine for that?
|
|
|
|
TEMPLATE: — ____{Yes, he is|Yes, he's taking some medicine}.
|
|
RESPONSE: Yes, he is.
|
|
|
|
# SKIPPED (book): "MY NECK WAS SORE LAST WEEK." (ST p. 17) — open pair question completion and discussion practice.
|
|
|
|
# Source: LLA 1C Figure 7 (placed with the health topic it practices)
|
|
$DIALOGUE What Happened to Bill?
|
|
ID: 5-1c-f7-dialogue
|
|
INTRO: Bill gets hurt a lot. Listen to the conversation and keep track of which body parts he hurt.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Man1: What happened to Bill? {bk05-l1c-f7-01.mp3}
|
|
Man2: He hurt his hand. {bk05-l1c-f7-02.mp3}
|
|
Man1: Again? Didn't he hurt it last week? {bk05-l1c-f7-03.mp3}
|
|
Man2: Last week he hurt his right arm. {bk05-l1c-f7-04.mp3}
|
|
LINE: This week he hurt his left hand. {bk05-l1c-f7-05.mp3}
|
|
LINE: And the week before he hurt his left knee. {bk05-l1c-f7-06.mp3}
|
|
|
|
# Source: LLA 1C Figure 7 (writing pass)
|
|
$PRODUCE What Did Bill Hurt?
|
|
ID: 5-1c-f7
|
|
REFERENCE: 5-1c-f7-dialogue
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Type the body parts Bill hurt, in the order you heard them. Listen to the conversation again if you need to.
|
|
INSTRUCTION: Type the part of the body.
|
|
|
|
TEMPLATE: 1. ____
|
|
RESPONSE: hand
|
|
|
|
TEMPLATE: 2. ____
|
|
RESPONSE: right arm
|
|
|
|
TEMPLATE: 3. ____
|
|
RESPONSE: left hand
|
|
|
|
TEMPLATE: 4. ____
|
|
RESPONSE: left knee
|
|
|
|
# Source: LLA 1B Figure 7
|
|
$DIALOGUE Move, Point To, and Touch
|
|
ID: 5-1b-f7
|
|
INTRO: Three things your body does all day: move, point, and touch. Look at each picture, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: to move
|
|
LINE: Move, moving. {bk05-l1b-f7-01.mp3}
|
|
|
|
LINE: The students are moving a desk. {page_022_001.jpg|Two men carrying a heavy wooden desk together} {bk05-l1b-f7-02.mp3}
|
|
|
|
LINE: The man is moving his head. {page_022_002.jpg|A man shaking or moving his head back and forth} {bk05-l1b-f7-03.mp3}
|
|
|
|
LINE: The ball is moving. {page_022_003.jpg|A basketball falling through a basketball hoop and net} {bk05-l1b-f7-04.mp3}
|
|
|
|
VOCAB: to point to
|
|
LINE: Point to, pointing to. {bk05-l1b-f7-05.mp3}
|
|
|
|
LINE: The teacher is pointing to the chalkboard. {page_022_004.jpg|A teacher pointing a stick at a blackboard with math equations} {bk05-l1b-f7-06.mp3}
|
|
|
|
LINE: The soldier is pointing to the barracks. {page_022_005.jpg|A military officer pointing his finger at another soldier} {bk05-l1b-f7-07.mp3}
|
|
|
|
LINE: The man is pointing to the airplane. {page_022_006.jpg|A man pointing up at an airplane flying in the sky} {bk05-l1b-f7-08.mp3}
|
|
|
|
VOCAB: to touch
|
|
LINE: Touch, touching. {bk05-l1b-f7-09.mp3}
|
|
|
|
LINE: The hand is touching the book. {page_022_007.jpg|A hand touching the cover of a thick closed book} {bk05-l1b-f7-10.mp3}
|
|
|
|
LINE: The woman is touching the child's head. {page_022_008.jpg|A hand gently touching the top of a young boy's head} {bk05-l1b-f7-11.mp3}
|
|
|
|
LINE: The chair is touching the wall. {page_022_009.jpg|An empty wooden chair standing alone} {bk05-l1b-f7-12.mp3}
|
|
|
|
# Source: ST §Point to Your Foot (distinct sentences salvaged from dropped twin)
|
|
$DIALOGUE More Move, Point, and Touch
|
|
ID: 5-1b-f7-b
|
|
INTRO: A few more sentences with the same three verbs — this time about bodies, chairs, and tables. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Bones and muscles help move the body.
|
|
LINE: John moved to a different chair.
|
|
LINE: Move this table, please.
|
|
LINE: He's pointing to the new words.
|
|
LINE: The teacher pointed to his head.
|
|
LINE: Touch your head.
|
|
LINE: She's touching her shoulder.
|
|
LINE: He touched his foot.
|
|
|
|
$SESSION 1-4: Large and Small, One and Ones
|
|
|
|
# Source: LLA 1B Figure 2
|
|
$DIALOGUE Large, Small, Long, and Short
|
|
ID: 5-1b-f2
|
|
INTRO: In this part you'll learn to describe things — and people — as large, small, long, or short. Look at each picture, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: large
|
|
LINE: This is a large table with 4 chairs. {page_018_001.jpg|A large rectangular dining table with four chairs around it} {bk05-l1b-f2-01.mp3}
|
|
|
|
VOCAB: small
|
|
LINE: This is a small table with 2 chairs. {page_018_002.jpg|A small round table with two small chairs} {bk05-l1b-f2-02.mp3}
|
|
|
|
LINE: The basketball is a large ball. {page_018_003.jpg|A tall boy reaching up to catch a large ball} {bk05-l1b-f2-03.mp3}
|
|
|
|
LINE: The tennis ball is a small ball. {page_018_004.jpg|A small girl swinging a tennis racket at a small ball} {bk05-l1b-f2-04.mp3}
|
|
|
|
VOCAB: long
|
|
LINE: The man is wearing long pants. {page_018_005.jpg|A tall man standing with long legs and body} {bk05-l1b-f2-05.mp3}
|
|
|
|
VOCAB: short
|
|
LINE: The man plays basketball in short pants. {page_018_006.jpg|A short basketball player standing under a basketball hoop holding a ball} {bk05-l1b-f2-06.mp3}
|
|
|
|
LINE: These are long fingernails. {page_018_007.jpg|A hand showing long fingernails} {bk05-l1b-f2-07.mp3}
|
|
|
|
LINE: These are short fingernails. {page_018_008.jpg|A hand showing short trimmed fingernails} {bk05-l1b-f2-08.mp3}
|
|
|
|
# DROPPED (twin): ST §She Wears Long Dresses. (l1-s15) — same large/small/long/short presentation as the cassette activity above; cassette kept.
|
|
|
|
# Source: LLA 1B Figure 3 (reading)
|
|
$DIALOGUE Large Larry and Small Sally {page_019_001.jpg|A tall male military officer named Large Larry standing next to a shorter female military officer named Small Sally}
|
|
ID: 5-1b-f3-story
|
|
INTRO: Meet Large Larry and Small Sally — he eats large meals, she doesn't, and their wardrobes agree. Just listen to the story.
|
|
INSTRUCTION: Listen to the reading passage.
|
|
|
|
LINE: Large Larry and Small Sally are in the military. {bk05-l1b-f3-01.mp3}
|
|
LINE: Larry's very big and tall. {bk05-l1b-f3-02.mp3}
|
|
LINE: He likes to eat. {bk05-l1b-f3-03.mp3}
|
|
LINE: He eats very large meals. {bk05-l1b-f3-04.mp3}
|
|
LINE: He wears large clothes, too. {bk05-l1b-f3-05.mp3}
|
|
LINE: Larry likes sports. {bk05-l1b-f3-06.mp3}
|
|
LINE: He plays soccer and basketball. {bk05-l1b-f3-07.mp3}
|
|
LINE: He wears short pants to play these games. {bk05-l1b-f3-08.mp3}
|
|
LINE: He goes to class and to work in long trousers. {bk05-l1b-f3-09.mp3}
|
|
LINE: Sally's very small. {bk05-l1b-f3-10.mp3}
|
|
LINE: She wears small clothes. {bk05-l1b-f3-11.mp3}
|
|
LINE: She doesn't like to eat large meals. {bk05-l1b-f3-12.mp3}
|
|
LINE: Sally plays tennis. {bk05-l1b-f3-13.mp3}
|
|
LINE: She plays tennis in short pants. {bk05-l1b-f3-14.mp3}
|
|
LINE: She wears short skirts and dresses to school and work. {bk05-l1b-f3-15.mp3}
|
|
LINE: Sally likes to wear long dresses. {bk05-l1b-f3-16.mp3}
|
|
LINE: She wears a long dress to the Officers' Dinner every month. {bk05-l1b-f3-17.mp3}
|
|
|
|
# Source: LLA 1B Figure 3 (questions pass)
|
|
$PRODUCE Questions About Larry and Sally
|
|
ID: 5-1b-f3
|
|
REFERENCE: 5-1b-f3-story
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now the questions about Larry and Sally. Answer aloud in a full sentence — open the story if you need it — then repeat the model answer.
|
|
INSTRUCTION: Answer aloud, then repeat the model answer.
|
|
REPEAT
|
|
|
|
PROMPT: Who are the paragraphs about? {bk05-l1b-f3-18.mp3}
|
|
RESPONSE: Large Larry and Small Sally. {bk05-l1b-f3-19.mp3}
|
|
|
|
PROMPT: Does Larry eat large meals or small meals? {bk05-l1b-f3-20.mp3}
|
|
RESPONSE: He eats large meals. {bk05-l1b-f3-21.mp3}
|
|
|
|
PROMPT: Does Larry wear large or small clothes? {bk05-l1b-f3-22.mp3}
|
|
RESPONSE: He wears large clothes. {bk05-l1b-f3-23.mp3}
|
|
|
|
PROMPT: Does Larry wear short or long pants to play sports? {bk05-l1b-f3-24.mp3}
|
|
RESPONSE: He wears short pants to play sports. {bk05-l1b-f3-25.mp3}
|
|
|
|
PROMPT: Does Larry wear short or long trousers to class and to work? {bk05-l1b-f3-26.mp3}
|
|
RESPONSE: He wears long trousers to class and to work. {bk05-l1b-f3-27.mp3}
|
|
|
|
PROMPT: Is Sally small or large? {bk05-l1b-f3-28.mp3}
|
|
RESPONSE: Sally is small. {bk05-l1b-f3-29.mp3}
|
|
|
|
PROMPT: Does Sally wear large clothes or small clothes? {bk05-l1b-f3-30.mp3}
|
|
RESPONSE: She wears small clothes. {bk05-l1b-f3-31.mp3}
|
|
|
|
PROMPT: Does she eat large meals or small meals? {bk05-l1b-f3-32.mp3}
|
|
RESPONSE: She eats small meals. {bk05-l1b-f3-33.mp3}
|
|
|
|
PROMPT: Does she wear short or long pants to play tennis? {bk05-l1b-f3-34.mp3}
|
|
RESPONSE: She wears short pants to play tennis. {bk05-l1b-f3-35.mp3}
|
|
|
|
PROMPT: What does Sally wear to school and work? {bk05-l1b-f3-36.mp3}
|
|
RESPONSE: She wears short skirts and dresses. {bk05-l1b-f3-37.mp3}
|
|
|
|
PROMPT: What does Sally wear to the Officers' Dinner every month? {bk05-l1b-f3-38.mp3}
|
|
RESPONSE: She wears a long dress. {bk05-l1b-f3-39.mp3}
|
|
|
|
# Source: ST §Ken and Johnny (word-bank cloze converted to a select with the box as the option pool)
|
|
$SELECT Ken and Johnny
|
|
ID: l1-s16
|
|
INTRO: Ken is ten, his little brother Johnny is five. Complete each sentence about them — tap the best word from the box.
|
|
INSTRUCTION: Tap the correct word: "long", "short", "large", or "small".
|
|
OPTION: a | large
|
|
OPTION: b | small
|
|
OPTION: c | long
|
|
OPTION: d | short
|
|
|
|
TEMPLATE: Ken is 10 years old. His brother Johnny is 5 years old.
|
|
TEMPLATE: Ken's clothes are ____.
|
|
ANSWER: a|c
|
|
FEEDBACK: Ken's clothes are large.
|
|
|
|
TEMPLATE: Johnny's clothes are ____.
|
|
ANSWER: b|d
|
|
FEEDBACK: Johnny's clothes are small.
|
|
|
|
TEMPLATE: Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are ____ on Johnny.
|
|
ANSWER: a|c
|
|
FEEDBACK: Ken's T-shirts are large on Johnny.
|
|
|
|
TEMPLATE: Ken cannot wear Johnny's T-shirts. They are very ____.
|
|
ANSWER: b|d
|
|
FEEDBACK: They are very small.
|
|
|
|
# Source: new (gap: "one/ones" is drilled in this lesson but never explained)
|
|
$GRAMMAR "One" and "Ones"
|
|
ID: 5-1b-f8-g
|
|
INTRO: A small word that saves a lot of repeating: "one".
|
|
|
|
CARD: When you don't want to say a noun again, use **one** for a singular thing.
|
|
{I don't want a blue shirt. I want a white one.}
|
|
|
|
CARD: Use **ones** for plural things.
|
|
{Do you like these blue slacks? — No, I like these black ones.}
|
|
|
|
SUMMARY:
|
|
| Instead of... | Say... |
|
|
|---|---|
|
|
| I want a white shirt. | I want a white one. |
|
|
| I like the black slacks. | I like the black ones. |
|
|
|
|
# Source: LLA 1B Figure 8 (reading)
|
|
$DIALOGUE They Like the Same Ones
|
|
ID: 5-1b-f8-story
|
|
INTRO: Joan goes shopping with her friend Mary, and they agree on almost everything. Listen to the story, and notice the words "one" and "ones".
|
|
INSTRUCTION: Listen to the reading passage.
|
|
|
|
LINE: Joan and Mary went to a clothing store. {bk05-l1b-f8-01.mp3}
|
|
|
|
VOCAB: one
|
|
LINE: Joan wore a coat; Mary wore one too. {bk05-l1b-f8-02.mp3}
|
|
|
|
LINE: They looked at hats and gloves. {bk05-l1b-f8-03.mp3}
|
|
LINE: Joan said, "I want a red hat." The clerk said, "We don't have a red one; we have an orange one." "No thank you," Joan said. {bk05-l1b-f8-04.mp3}
|
|
LINE: They looked at dresses. {bk05-l1b-f8-05.mp3}
|
|
LINE: "I like long dresses," Mary said. {bk05-l1b-f8-06.mp3}
|
|
LINE: "I like long ones too," said Joan. {bk05-l1b-f8-07.mp3}
|
|
LINE: "I need black shoes," said Mary. {bk05-l1b-f8-08.mp3}
|
|
LINE: "I got these last week," said Joan. {bk05-l1b-f8-09.mp3}
|
|
LINE: "Do you like these blue slacks?" asked Mary. {bk05-l1b-f8-10.mp3}
|
|
LINE: "No, I like these black ones," answered Joan. {bk05-l1b-f8-11.mp3}
|
|
LINE: The girls had a good day. {bk05-l1b-f8-12.mp3}
|
|
|
|
# Source: LLA 1B Figure 8 (questions pass)
|
|
$SELECT What Does "One" Mean Here?
|
|
ID: 5-1b-f8
|
|
REFERENCE: 5-1b-f8-story
|
|
INTRO: Each question asks what "one" or "ones" stands for in the story. Tap the correct noun, then repeat the full sentence.
|
|
INSTRUCTION: Tap the word that "one" or "ones" refers to.
|
|
REPEAT
|
|
|
|
PROMPT: In the sentence "Mary wore one too," what is "one"? {bk05-l1b-f8-13.mp3}
|
|
OPTION: a | a coat
|
|
OPTION: b | a hat
|
|
OPTION: c | a dress
|
|
ANSWER: a
|
|
FEEDBACK: Mary wore a coat too. Mary wore one too. {bk05-l1b-f8-14.mp3}
|
|
|
|
PROMPT: In the sentence "We don't have a red one," what is "one"? {bk05-l1b-f8-15.mp3}
|
|
OPTION: a | a coat
|
|
OPTION: b | a hat
|
|
OPTION: c | a glove
|
|
ANSWER: b
|
|
FEEDBACK: We don't have a red hat. We don't have a red one. {bk05-l1b-f8-16.mp3}
|
|
|
|
PROMPT: In the sentence "We have an orange one," what is "one"? {bk05-l1b-f8-17.mp3}
|
|
OPTION: a | a hat
|
|
OPTION: b | a dress
|
|
OPTION: c | a coat
|
|
ANSWER: a
|
|
FEEDBACK: We have an orange hat. We have an orange one.
|
|
|
|
PROMPT: In the sentence "I like long ones too," what is "ones"? {bk05-l1b-f8-19.mp3}
|
|
OPTION: a | hats
|
|
OPTION: b | dresses
|
|
OPTION: c | shoes
|
|
ANSWER: b
|
|
FEEDBACK: I like long dresses too. I like long ones too.
|
|
|
|
PROMPT: In the sentence "I like these black ones," what is "ones"? {bk05-l1b-f8-21.mp3}
|
|
OPTION: a | dresses
|
|
OPTION: b | shoes
|
|
OPTION: c | slacks
|
|
ANSWER: c
|
|
FEEDBACK: I like these black slacks. I like these black ones.
|
|
|
|
# Source: ST §He Doesn't Want a Blue One. (duplicate of the worked example removed)
|
|
$PRODUCE Use "One" or "Ones"
|
|
ID: l1-s21
|
|
INTRO: A picky customer, a patient clerk. Rewrite each marked noun as "one" or "ones" — type the missing word.
|
|
INSTRUCTION: Replace the marked noun with "one" or "ones".
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: "I don't want a blue shirt. I want a white *shirt*," said John.
|
|
TEMPLATE: I want a white ____{one}.
|
|
RESPONSE: I want a white one.
|
|
|
|
TEMPLATE: "Our yellow *shirts* are $7.99, and the gray *shirts* over here are $7.50," the clerk said.
|
|
TEMPLATE: Our yellow ____{ones} are $7.99...
|
|
TEMPLATE: ...and the gray ____{ones} over here are $7.50," the clerk said.
|
|
RESPONSE: Our yellow ones are $7.99, and the gray ones over here are $7.50," the clerk said.
|
|
|
|
TEMPLATE: "Ma'am, I don't want a blue shirt. I don't want a yellow *shirt*."
|
|
TEMPLATE: I don't want a yellow ____{one}.
|
|
RESPONSE: I don't want a yellow one.
|
|
|
|
TEMPLATE: "I want a white *shirt*!"
|
|
TEMPLATE: I want a white ____{one}!
|
|
RESPONSE: I want a white one!
|
|
|
|
TEMPLATE: "We don't have white *shirts* this week," the clerk said.
|
|
TEMPLATE: We don't have white ____{ones} this week.
|
|
RESPONSE: We don't have white ones this week.
|
|
|
|
# SKIPPED (book): "IS THIS THE ONE?" (ST p. 20) — open classroom pair question-and-answer substitution drill.
|
|
|
|
$SESSION 1-5: Questions with "Which" and "Or"
|
|
|
|
# Source: ST §Which grammar box, expanded into a talk-through
|
|
$GRAMMAR "Which" Questions
|
|
ID: l1-s17
|
|
INTRO: In this part you'll learn to ask about choices. First, two short cards on "which".
|
|
|
|
CARD: Use **which** to ask someone to choose between things.
|
|
{Which book do you want?}
|
|
{Which do you want?}
|
|
|
|
CARD: You can use **which one** or **which ones** instead of repeating the noun.
|
|
{Which one is she wearing today?}
|
|
{Which ones do you like?}
|
|
|
|
SUMMARY:
|
|
| Question | Example answer |
|
|
|---|---|
|
|
| Which book do you want? | I want the new one. |
|
|
| Which ones do you like? | I like the yellow ones. |
|
|
|
|
# Source: LLA 1C Figure 1
|
|
$DIALOGUE Questions with "Which"
|
|
ID: 5-1c-f1
|
|
INTRO: John and Mary bought too many clothes — perfect for practicing "which". Listen, repeat each question, and listen to the answer.
|
|
INSTRUCTION: Listen and repeat each question.
|
|
REPEAT
|
|
|
|
VOCAB: which
|
|
LINE: John bought brown pants and blue pants. Which pants is John wearing today? {bk05-l1c-f1-01.mp3}
|
|
LINE: He's wearing his brown pants. {bk05-l1c-f1-02.mp3}
|
|
|
|
LINE: He bought a red tie, a blue tie, and a brown tie. Which tie is he wearing today? {bk05-l1c-f1-03.mp3}
|
|
LINE: He's wearing his brown tie. {bk05-l1c-f1-04.mp3}
|
|
|
|
LINE: He bought a white shirt and a yellow shirt. Which is he wearing? {bk05-l1c-f1-05.mp3}
|
|
LINE: He's wearing his yellow shirt. {bk05-l1c-f1-06.mp3}
|
|
|
|
LINE: Mary bought a purple dress and a pink dress. Which one is she wearing today? {bk05-l1c-f1-07.mp3}
|
|
LINE: She's wearing her pink one. {bk05-l1c-f1-08.mp3}
|
|
|
|
LINE: She bought black shoes and white shoes. Which ones is she wearing today? {bk05-l1c-f1-09.mp3}
|
|
LINE: She's wearing her white ones. {bk05-l1c-f1-10.mp3}
|
|
|
|
# Source: LLA 1C Figure 2
|
|
$PRODUCE Ask with "Which"
|
|
ID: 5-1c-f2
|
|
INTRO: Your turn to ask. Listen to each sentence, then make a question with "which" about the underlined word. Repeat the model question after.
|
|
INSTRUCTION: Ask a question with "which".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
TEMPLATE: Ted is reviewing his *lesson*.
|
|
PROMPT: Ted is reviewing his lesson. {bk05-l1c-f2-01-q.mp3}
|
|
RESPONSE: Which lesson is he reviewing? {bk05-l1c-f2-01-a.mp3}
|
|
|
|
TEMPLATE: Mark selected a *dictionary*.
|
|
PROMPT: Mark selected a dictionary. {bk05-l1c-f2-02-q.mp3}
|
|
RESPONSE: Which dictionary did he select? {bk05-l1c-f2-02-a.mp3}
|
|
|
|
TEMPLATE: They saw a *movie*.
|
|
PROMPT: They saw a movie. {bk05-l1c-f2-03-q.mp3}
|
|
RESPONSE: Which movie did they see? {bk05-l1c-f2-03-a.mp3}
|
|
|
|
TEMPLATE: The boys play a *sport* in the afternoon.
|
|
PROMPT: The boys play a sport in the afternoon. {bk05-l1c-f2-04-q.mp3}
|
|
RESPONSE: Which sport do they play? {bk05-l1c-f2-04-a.mp3}
|
|
|
|
TEMPLATE: Tim read two *books*.
|
|
PROMPT: Tim read two books. {bk05-l1c-f2-05-q.mp3}
|
|
RESPONSE: Which ones did he read? {bk05-l1c-f2-05-a.mp3}
|
|
|
|
TEMPLATE: The students took a *test* this morning.
|
|
PROMPT: The students took a test this morning. {bk05-l1c-f2-06-q.mp3}
|
|
RESPONSE: Which test did they take? {bk05-l1c-f2-06-a.mp3}
|
|
|
|
TEMPLATE: George works on a *base*.
|
|
PROMPT: George works on a base. {bk05-l1c-f2-07-q.mp3}
|
|
RESPONSE: Which base does he work on? {bk05-l1c-f2-07-a.mp3}
|
|
|
|
TEMPLATE: Sam wore a *suit*.
|
|
PROMPT: Sam wore a suit. {bk05-l1c-f2-08-q.mp3}
|
|
RESPONSE: Which suit did he wear? {bk05-l1c-f2-08-a.mp3}
|
|
|
|
# Source: ST §Ask and Answer with Which (cue prompts moved to TEMPLATE so TTS doesn't read the slash)
|
|
$PRODUCE Ask and Answer with "Which"
|
|
ID: l1-s18
|
|
INTRO: Now build both halves yourself: make a "which" question from the two cue words, then answer it any way you like. The examples show the pattern.
|
|
INSTRUCTION: Make a question with "which" and answer it using the cue words.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept any grammatically correct question using "which" with the cue noun and verb, plus any appropriate answer — the learner's choice of answer content is free.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: car / like
|
|
RESPONSE: Which car do you like? — I like the blue car.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: shoes / wear
|
|
RESPONSE: Which shoes did you wear to the dance? — I wore my brown shoes.
|
|
|
|
TEMPLATE: lesson / study
|
|
RESPONSE: Which lesson did you study? — I studied Lesson 1.
|
|
|
|
TEMPLATE: movie / watch
|
|
RESPONSE: Which movie did you watch? — I watched the new movie.
|
|
|
|
TEMPLATE: suit / wear
|
|
RESPONSE: Which suit did you wear? — I wore my blue suit.
|
|
|
|
TEMPLATE: pencil / bring
|
|
RESPONSE: Which pencil did you bring? — I brought the yellow pencil.
|
|
|
|
TEMPLATE: season / is
|
|
RESPONSE: Which season is it? — It is summer.
|
|
|
|
TEMPLATE: car / drive
|
|
RESPONSE: Which car did you drive? — I drove my father's car.
|
|
|
|
TEMPLATE: game / play
|
|
RESPONSE: Which game did you play? — I played soccer.
|
|
|
|
TEMPLATE: sister / visit
|
|
RESPONSE: Which sister did you visit? — I visited my older sister.
|
|
|
|
TEMPLATE: eye / hurt
|
|
RESPONSE: Which eye hurts? — My left eye hurts.
|
|
|
|
TEMPLATE: friend / see
|
|
RESPONSE: Which friend did you see? — I saw Tom.
|
|
|
|
# Source: ST §Which One?
|
|
$DIALOGUE Which One?
|
|
ID: l1-s19
|
|
INTRO: Sergeant King is reading again. Listen and repeat the short conversation — "which" and "one" working together.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Mrs_King: Which book are you reading?
|
|
Sgt_King: I'm reading the new one. The one I bought on Sunday.
|
|
|
|
VOCAB: about
|
|
Mrs_King: Is that the one about the military?
|
|
Sgt_King: Yes, that's the one.
|
|
|
|
# Source: ST §I Don't Like the Purple Ones.
|
|
$DIALOGUE I Don't Like the Purple Ones.
|
|
ID: l1-s20
|
|
INTRO: Henry is tie shopping, and he has opinions. Listen and repeat the conversation.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Clerk: Here are the ties you wanted to see.
|
|
Henry: Thank you.
|
|
Clerk: Which ones do you like?
|
|
Henry: I like the yellow one and the blue one. I don't like the purple ones.
|
|
|
|
# Source: ST §Are They Coming or Going?
|
|
$DIALOGUE Chicken or Beef?
|
|
ID: l1-s29
|
|
INTRO: Now the little word "or" — for when there are two choices and you must pick. Listen and repeat the Adams family's dinner talk.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
VOCAB: or
|
|
Mr_Adams: Do you want to eat or leave right now?
|
|
Mrs_Adams: Let's eat; then we can go.
|
|
Mr_Adams: Are we having chicken or beef?
|
|
Mrs_Adams: Chicken. We're having chicken and rice.
|
|
Mr_Adams: Do you want hot or cold tea?
|
|
Mrs_Adams: I want cold tea.
|
|
|
|
# Source: ST §They're in the Classroom or the Lab.
|
|
$DIALOGUE Sentences with "Or"
|
|
ID: l1-s30
|
|
INTRO: Ten more sentences with "or" — questions, statements, and one rule about the classroom. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Buy a razor at the store or at the BX.
|
|
LINE: They eat at the snack bar or the mess hall.
|
|
LINE: I didn't see John or Betty.
|
|
LINE: You may read a book or watch TV.
|
|
LINE: Don't drink or eat in the classroom.
|
|
LINE: Do you drink hot or cold tea?
|
|
LINE: They don't have small or large shoes.
|
|
LINE: Are you going to the store or to the library?
|
|
LINE: She can touch or point to her head.
|
|
LINE: He can study the first or the last lesson.
|
|
|
|
# Source: LLA 1C Figure 4
|
|
$PRODUCE Ask with "Or"
|
|
ID: 5-1c-f4
|
|
INTRO: Now build "or" questions yourself. Read the cue words, listen to the statement, ask a question with "or", then repeat the model.
|
|
INSTRUCTION: Ask a question with "or".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: walk/drive
|
|
PROMPT: James went to the commissary. {bk05-l1c-f4-ex-q.mp3}
|
|
RESPONSE: Did he walk or drive? {bk05-l1c-f4-ex-a.mp3}
|
|
|
|
TEMPLATE: sleeping/studying
|
|
PROMPT: John is in his room. {bk05-l1c-f4-01-q.mp3}
|
|
RESPONSE: Is he sleeping or studying? {bk05-l1c-f4-01-a.mp3}
|
|
|
|
TEMPLATE: fly/drive
|
|
PROMPT: Jane visited her friend in Dallas. {bk05-l1c-f4-02-q.mp3}
|
|
RESPONSE: Did she fly or drive? {bk05-l1c-f4-02-a.mp3}
|
|
|
|
TEMPLATE: in a city/in a small town
|
|
PROMPT: Dan lives in Texas. {bk05-l1c-f4-03-q.mp3}
|
|
RESPONSE: Does he live in a city or in a small town? {bk05-l1c-f4-03-a.mp3}
|
|
|
|
TEMPLATE: black/brown
|
|
PROMPT: Rick wants to buy new shoes. {bk05-l1c-f4-04-q.mp3}
|
|
RESPONSE: Does he want black or brown ones? {bk05-l1c-f4-04-a.mp3}
|
|
|
|
TEMPLATE: hot/cold tea
|
|
PROMPT: I want tea. {bk05-l1c-f4-05-q.mp3}
|
|
RESPONSE: Do you want hot or cold tea? {bk05-l1c-f4-05-a.mp3}
|
|
|
|
TEMPLATE: red one/blue one
|
|
PROMPT: Peggy bought a new sweater. {bk05-l1c-f4-06-q.mp3}
|
|
RESPONSE: Did she buy a red one or a blue one? {bk05-l1c-f4-06-a.mp3}
|
|
|
|
TEMPLATE: studying/watching TV
|
|
PROMPT: Rick is in his room. {bk05-l1c-f4-07-q.mp3}
|
|
RESPONSE: Is he studying or watching TV? {bk05-l1c-f4-07-a.mp3}
|
|
|
|
TEMPLATE: take a taxi/bus
|
|
PROMPT: Ken went downtown. {bk05-l1c-f4-08-q.mp3}
|
|
RESPONSE: Did he take a taxi or a bus? {bk05-l1c-f4-08-a.mp3}
|
|
|
|
# SKIPPED (book): "DO I HAVE A PEN OR A PENCIL?" (ST p. 24) — open pair guessing game.
|
|
|
|
# Source: LLA 1C Figure 3 (listening pass)
|
|
$SELECT What Was the Sentence About?
|
|
ID: 5-1c-f3
|
|
HIDE_PROMPT
|
|
INTRO: A listening challenge: hear a sentence once and catch its topic. Tap what each sentence is about.
|
|
INSTRUCTION: Tap what the sentence was about.
|
|
|
|
OPTION: a | Ted's scarf
|
|
OPTION: b | the summer
|
|
OPTION: c | the new library
|
|
OPTION: d | the body
|
|
OPTION: e | military ranks
|
|
OPTION: f | the fall
|
|
|
|
PROMPT: It's very hot in the summer. {bk05-l1c-f3-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Fall is a cool season. {bk05-l1c-f3-02.mp3}
|
|
ANSWER: f
|
|
|
|
PROMPT: "Sergeant," "Lieutenant," and "Captain" are military ranks. {bk05-l1c-f3-03.mp3}
|
|
ANSWER: e
|
|
|
|
PROMPT: The new library has four rooms. {bk05-l1c-f3-04.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: The body has bones and muscles. {bk05-l1c-f3-05.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: Ted's scarf has black and white stripes. {bk05-l1c-f3-06.mp3}
|
|
ANSWER: a
|
|
|
|
# Source: LLA 1C Figure 3 (questions pass)
|
|
$PRODUCE What Was It About?
|
|
ID: 5-1c-f3-b
|
|
INTRO: Same sentences, now from memory. Answer each question aloud in a complete sentence, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What was sentence number 2 about? {bk05-l1c-f3-07-q.mp3}
|
|
RESPONSE: It was about the fall. {bk05-l1c-f3-07-a.mp3}
|
|
|
|
PROMPT: What was sentence number 3 about? {bk05-l1c-f3-08-q.mp3}
|
|
RESPONSE: It was about military ranks. {bk05-l1c-f3-08-a.mp3}
|
|
|
|
PROMPT: What was sentence number 4 about? {bk05-l1c-f3-09-q.mp3}
|
|
RESPONSE: It was about the new library. {bk05-l1c-f3-09-a.mp3}
|
|
|
|
PROMPT: What was sentence number 5 about? {bk05-l1c-f3-10-q.mp3}
|
|
RESPONSE: It was about the body. {bk05-l1c-f3-10-a.mp3}
|
|
|
|
PROMPT: What was sentence number 6 about? {bk05-l1c-f3-11-q.mp3}
|
|
RESPONSE: It was about Ted's scarf. {bk05-l1c-f3-11-a.mp3}
|
|
|
|
# Source: LLA 1C Figure 6
|
|
$PRODUCE Type the Missing Words
|
|
ID: 5-1c-f6
|
|
INPUT: type
|
|
CHECK: exact
|
|
HIDE_PROMPT
|
|
INTRO: Captain Smith has a dinner in two hours and nothing to wear. Listen to each sentence and type the missing words.
|
|
INSTRUCTION: Type the missing word(s).
|
|
|
|
PROMPT: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}
|
|
TEMPLATE: Captain Smith wants new clothes for the ____{officers|Officers|officer's|Officer's} Dinner.
|
|
RESPONSE: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}
|
|
|
|
PROMPT: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
|
|
TEMPLATE: She has a scarf ____{with} black and white stripes.
|
|
RESPONSE: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
|
|
|
|
PROMPT: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
|
|
TEMPLATE: She ____{wants} a long black skirt and ____{a} white blouse.
|
|
RESPONSE: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
|
|
|
|
PROMPT: She needs shoes. {bk05-l1c-f6-04.mp3}
|
|
TEMPLATE: She needs ____{shoes}.
|
|
RESPONSE: She needs shoes. {bk05-l1c-f6-04.mp3}
|
|
|
|
PROMPT: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
|
|
TEMPLATE: She doesn't have black shoes. ____{She|she} needs all these clothes today.
|
|
RESPONSE: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
|
|
|
|
PROMPT: The dinner is in two hours. {bk05-l1c-f6-06.mp3}
|
|
TEMPLATE: The ____{dinner} is in two hours.
|
|
RESPONSE: The dinner is in two hours. {bk05-l1c-f6-06.mp3}
|
|
|
|
$SESSION 1-6: Ordinal Numbers and Dates
|
|
|
|
# SKIPPED (book): "LISTEN AND WRITE." (ST p. 19) — instructor-read cloze paragraph without audio stimulus.
|
|
|
|
# Source: ST §Ordinal Numbers grammar table
|
|
$GRAMMAR Ordinal Numbers
|
|
ID: l1-s22
|
|
INTRO: In this part you'll learn to count in order — first, second, third — and use it for dates.
|
|
|
|
CARD: Ordinal numbers tell the position of something in a line: first, second, third.
|
|
{first}
|
|
{second}
|
|
{third}
|
|
{fourth}
|
|
{fifth}
|
|
{sixth}
|
|
|
|
CARD: From "fourth" on, most ordinals end in **-th**.
|
|
{seventh}
|
|
{eighth}
|
|
{ninth}
|
|
{tenth}
|
|
{eleventh}
|
|
{twelfth}
|
|
|
|
SUMMARY:
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| 1st | first | 2nd | second |
|
|
| 3rd | third | 4th | fourth |
|
|
| 5th | fifth | 6th | sixth |
|
|
| 7th | seventh | 8th | eighth |
|
|
| 9th | ninth | 10th | tenth |
|
|
| 11th | eleventh | 12th | twelfth |
|
|
|
|
# Source: LLA 1D Figure 1
|
|
$DIALOGUE Say the Ordinal Numbers
|
|
ID: 5-1d-f1
|
|
INTRO: Now say them with the tape, first through twelfth. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat each ordinal number.
|
|
REPEAT
|
|
|
|
VOCAB: first
|
|
LINE: first {bk05-l1d-f1-01.mp3}
|
|
NOTES: 1st
|
|
|
|
VOCAB: second
|
|
LINE: second {bk05-l1d-f1-02.mp3}
|
|
NOTES: 2nd
|
|
|
|
VOCAB: third
|
|
LINE: third {bk05-l1d-f1-03.mp3}
|
|
NOTES: 3rd
|
|
|
|
VOCAB: fourth
|
|
LINE: fourth {bk05-l1d-f1-04.mp3}
|
|
NOTES: 4th
|
|
|
|
VOCAB: fifth
|
|
LINE: fifth {bk05-l1d-f1-05.mp3}
|
|
NOTES: 5th
|
|
|
|
VOCAB: sixth
|
|
LINE: sixth {bk05-l1d-f1-06.mp3}
|
|
NOTES: 6th
|
|
|
|
VOCAB: seventh
|
|
LINE: seventh {bk05-l1d-f1-07.mp3}
|
|
NOTES: 7th
|
|
|
|
VOCAB: eighth
|
|
LINE: eighth {bk05-l1d-f1-08.mp3}
|
|
NOTES: 8th
|
|
|
|
VOCAB: ninth
|
|
LINE: ninth {bk05-l1d-f1-09.mp3}
|
|
NOTES: 9th
|
|
|
|
VOCAB: tenth
|
|
LINE: tenth {bk05-l1d-f1-10.mp3}
|
|
NOTES: 10th
|
|
|
|
VOCAB: eleventh
|
|
LINE: eleventh {bk05-l1d-f1-11.mp3}
|
|
NOTES: 11th
|
|
|
|
VOCAB: twelfth
|
|
LINE: twelfth {bk05-l1d-f1-12.mp3}
|
|
NOTES: 12th
|
|
|
|
# DROPPED (twin): ST §Ordinal Numbers dialogue (l1-s23) — same ordinal recitation as the cassette activity above; cassette kept.
|
|
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# Source: LLA 1D Figure 2
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$SELECT Which Number Do You Hear?
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ID: 5-1d-f2
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HIDE_PROMPT
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INTRO: Listen carefully — "eighth" and "tenth" like to hide in each other. Tap the ordinal number you hear, then repeat it.
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INSTRUCTION: Tap the number you hear.
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REPEAT
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EXAMPLE
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PROMPT: fifth {bk05-l1d-f2-ex.mp3}
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OPTION: a | 6th
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OPTION: b | 5th
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ANSWER: b
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FEEDBACK: 5th {bk05-l1d-f2-01-fb.mp3}
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PROMPT: eighth {bk05-l1d-f2-02.mp3}
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OPTION: a | 8th
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OPTION: b | 10th
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ANSWER: a
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FEEDBACK: eighth {bk05-l1d-f2-02-fb.mp3}
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PROMPT: second {bk05-l1d-f2-03.mp3}
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OPTION: a | 4th
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OPTION: b | 2nd
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ANSWER: b
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FEEDBACK: second {bk05-l1d-f2-03-fb.mp3}
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PROMPT: first {bk05-l1d-f2-04.mp3}
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OPTION: a | 1st
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OPTION: b | 3rd
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ANSWER: a
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FEEDBACK: first {bk05-l1d-f2-04-fb.mp3}
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PROMPT: twelfth {bk05-l1d-f2-05.mp3}
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OPTION: a | 12th
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OPTION: b | 10th
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ANSWER: a
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FEEDBACK: twelfth {bk05-l1d-f2-05-fb.mp3}
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PROMPT: fourth {bk05-l1d-f2-06.mp3}
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OPTION: a | 10th
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OPTION: b | 4th
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ANSWER: b
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FEEDBACK: fourth {bk05-l1d-f2-06-fb.mp3}
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PROMPT: ninth {bk05-l1d-f2-07.mp3}
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OPTION: a | 7th
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OPTION: b | 9th
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ANSWER: b
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FEEDBACK: ninth {bk05-l1d-f2-07-fb.mp3}
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PROMPT: seventh {bk05-l1d-f2-08.mp3}
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OPTION: a | 7th
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OPTION: b | 11th
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ANSWER: a
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FEEDBACK: seventh {bk05-l1d-f2-08-fb.mp3}
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PROMPT: third {bk05-l1d-f2-09.mp3}
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OPTION: a | 3rd
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OPTION: b | 12th
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ANSWER: a
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FEEDBACK: third {bk05-l1d-f2-09-fb.mp3}
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PROMPT: eleventh {bk05-l1d-f2-10.mp3}
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OPTION: a | 11th
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OPTION: b | 8th
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ANSWER: a
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FEEDBACK: eleventh {bk05-l1d-f2-10-fb.mp3}
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PROMPT: tenth {bk05-l1d-f2-11.mp3}
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OPTION: a | 9th
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OPTION: b | 10th
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ANSWER: b
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FEEDBACK: tenth {bk05-l1d-f2-11-fb.mp3}
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PROMPT: sixth {bk05-l1d-f2-12.mp3}
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OPTION: a | 4th
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OPTION: b | 6th
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ANSWER: b
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FEEDBACK: sixth {bk05-l1d-f2-12-fb.mp3}
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# Source: LLA 1D Figure 3
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$DIALOGUE Say the Dates
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ID: 5-1d-f3
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INTRO: Now put the ordinals to work: dates. Listen and repeat each one aloud.
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INSTRUCTION: Listen and repeat each date.
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REPEAT
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LINE: March 12, 1940. {bk05-l1d-f3-01.mp3}
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LINE: May 11, 1980. {bk05-l1d-f3-02.mp3}
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LINE: August 8, 1952. {bk05-l1d-f3-03.mp3}
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LINE: February 3, 1979. {bk05-l1d-f3-04.mp3}
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LINE: June 10, 1965. {bk05-l1d-f3-05.mp3}
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LINE: July 4, 1997. {bk05-l1d-f3-06.mp3}
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LINE: November 6, 1987. {bk05-l1d-f3-07.mp3}
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LINE: December 2, 1989. {bk05-l1d-f3-08.mp3}
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LINE: October 1, 1909. {bk05-l1d-f3-09.mp3}
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LINE: April 4, 1944. {bk05-l1d-f3-10.mp3}
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# DROPPED (twin): ST §What's the Date? dialogue (l1-s25) — same date recitation as the cassette activity above; cassette kept.
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# Source: ST §The Last Month of the Year Is December.
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$DIALOGUE First and Last
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ID: l1-s24
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INTRO: Which month comes first, and which comes last? Listen and repeat each question and answer.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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VOCAB: of
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LINE: What is the first month of the year?
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LINE: January is the first month of the year.
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VOCAB: last
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LINE: What is the last month of the year?
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LINE: December is the last month of the year.
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LINE: What is the first day of the week?
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LINE: Sunday is the first day of the week.
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# Source: ST §What's the Date? (writing)
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$PRODUCE Write the Date
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ID: l1-s26
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INTRO: Each line shows a scrambled date. Type it in standard form — month, day, comma, year — like the example.
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INSTRUCTION: Type the date in standard form.
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INPUT: type
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CHECK: exact
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EXAMPLE
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TEMPLATE: Friday, 8, Sept. 1987
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RESPONSE: Sept. 8, 1987
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ACCEPT: September 8, 1987
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TEMPLATE: Sunday, 11, May 1980
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RESPONSE: May 11, 1980
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ACCEPT: May 11th, 1980
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TEMPLATE: Monday, 12, Jun. 1990
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RESPONSE: June 12, 1990
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ACCEPT: Jun. 12, 1990
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TEMPLATE: Tuesday, 3, Feb. 1991
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RESPONSE: Feb. 3, 1991
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ACCEPT: February 3, 1991
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TEMPLATE: Saturday, 1, Mar. 1970
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RESPONSE: March 1, 1970
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ACCEPT: Mar. 1, 1970
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TEMPLATE: Wednesday, 9, Aug. 1990
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RESPONSE: Aug. 9, 1990
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ACCEPT: August 9, 1990
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# Source: LLA 1D Figure 4
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$PRODUCE When Are the Visits? {page_030_001.jpg|A 12-month calendar grid showing the months JAN through DEC with specific dates circled across different months}
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ID: 5-1d-f4
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INPUT: type
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CHECK: exact
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INTRO: Five friends are visiting this year, and the calendar knows when. Listen to each question, find the circled date, and type it.
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INSTRUCTION: Type the missing date.
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REPEAT
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PROMPT: Jack comes in December. What's the date? {bk05-l1d-f4-01-q.mp3}
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TEMPLATE: Jack's visit is on ____.
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RESPONSE: Jack's visit is on December the 3rd. {bk05-l1d-f4-01-a.mp3}
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ACCEPT: December the 3rd | December 3rd | December 3 | December third | Dec 3 | Dec 3rd | Dec. 3
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PROMPT: Linda's visit is in June. What's the date? {bk05-l1d-f4-02-q.mp3}
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TEMPLATE: Linda's visit is on ____.
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RESPONSE: Linda's visit is on June 2nd. {bk05-l1d-f4-02-a.mp3}
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ACCEPT: June 2nd | June 2 | June second | June the 2nd | June the second
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|
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PROMPT: Sam's visit is in March. What's the date? {bk05-l1d-f4-03-q.mp3}
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TEMPLATE: Sam's visit is on ____.
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RESPONSE: Sam's visit is on March the 11th. {bk05-l1d-f4-03-a.mp3}
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ACCEPT: March the 11th | March 11th | March 11 | March eleventh | March the eleventh
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|
|
PROMPT: Kathy's visit is in May. What's the date? {bk05-l1d-f4-04-q.mp3}
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TEMPLATE: Kathy's visit is on ____.
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RESPONSE: Kathy's visit is on May 7th. {bk05-l1d-f4-04-a.mp3}
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ACCEPT: May 7th | May 7 | May seventh | May the 7th | May the seventh
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|
|
PROMPT: Ted's visit is in September. What's the date? {bk05-l1d-f4-05-q.mp3}
|
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TEMPLATE: Ted's visit is on ____.
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RESPONSE: Ted's visit is on September the 1st. {bk05-l1d-f4-05-a.mp3}
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ACCEPT: September the 1st | September 1st | September 1 | September first | Sept 1 | Sept 1st | Sept. 1
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$SESSION 1-7: Putting It Together
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# Source: ST §About Order
|
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$DIALOGUE Words That Show Order
|
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ID: l1-s27
|
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INTRO: This final part mixes everything in this lesson together. First: the words "next", "then", and "last" — how English tells a story in order. Just listen.
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INSTRUCTION: Read the explanation and the paragraph.
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|
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VOCAB: order
|
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Narrator: The months of the year, the days of the week, and the letters of the alphabet all have an order.
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|
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VOCAB: ordinal
|
|
Narrator: We have ordinal numbers (first, second, etc.) to show order. We have words to show order, too.
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VOCAB: next
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VOCAB: then
|
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Narrator: Next, then and last are these words. The next paragraph is an example.
|
|
Narrator: Jack goes to his house at 5:30 p.m. every day. He takes off his uniform.
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Narrator: Next, he drinks hot tea and eats dinner.
|
|
Narrator: Then he sits down and watches TV.
|
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Narrator: Last, he goes to bed at 11:30.
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# SKIPPED (book): "LET'S EAT!" (ST p. 22) — timed scanning exercise referencing a menu transparency master.
|
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# SKIPPED (book): "READ AND CIRCLE" (ST table-of-contents exercise) — the table-of-contents visual is not available in the extracted assets and the printed answer key is internally inconsistent without it; not answerable as converted.
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# Source: LLA 1D Figure 5
|
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$PRODUCE "Next" and "Then"
|
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ID: 5-1d-f5
|
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INPUT: speak
|
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CHECK: reveal
|
|
INTRO: Your turn to tell little stories in order. Listen to the question, answer aloud with the three cues, and connect them with "next" and "then".
|
|
INSTRUCTION: Answer aloud using "next" and "then".
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: I had a salad / chicken / fruit
|
|
PROMPT: What did you eat for dinner? {bk05-l1d-f5-ex-q.mp3}
|
|
RESPONSE: I had a salad. Next I had chicken. Then I had fruit. {bk05-l1d-f5-ex-a.mp3}
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|
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TEMPLATE: I went to Houston / Dallas / Los Angeles
|
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PROMPT: Where did you go last summer? {bk05-l1d-f5-01-q.mp3}
|
|
RESPONSE: I went to Houston. Next I went to Dallas. Then I went to Los Angeles. {bk05-l1d-f5-01-a.mp3}
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|
|
TEMPLATE: She bought a blouse / skirt / shoes
|
|
PROMPT: What did Mary buy today? {bk05-l1d-f5-02-q.mp3}
|
|
RESPONSE: She bought a blouse. Next she bought a skirt. Then she bought shoes. {bk05-l1d-f5-02-a.mp3}
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TEMPLATE: He went to the BX / commissary / barracks
|
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PROMPT: Where did Sergeant White go today? {bk05-l1d-f5-03-q.mp3}
|
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RESPONSE: He went to the BX. Next he went to the commissary. Then he went to the barracks. {bk05-l1d-f5-03-a.mp3}
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|
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TEMPLATE: They have class at 9 / tennis / lunch
|
|
PROMPT: What's the student's schedule for today? {bk05-l1d-f5-04-q.mp3}
|
|
RESPONSE: They have class at 9. Next they have tennis. Then they have lunch. {bk05-l1d-f5-04-a.mp3}
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|
|
TEMPLATE: We studied the parts of the body / ordinal numbers / dates
|
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PROMPT: What did you study today? {bk05-l1d-f5-05-q.mp3}
|
|
RESPONSE: We studied the parts of the body. Next we studied the ordinal numbers. Then we studied the dates. {bk05-l1d-f5-05-a.mp3}
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# Source: LLA 1D Figure 6
|
|
$DIALOGUE I'm Sick
|
|
ID: 5-1d-f6
|
|
INTRO: Paul and John are both sick — at least they have company. Listen and repeat each line; you'll be John next.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Paul: What's wrong, John? {bk05-l1d-f6-01.mp3}
|
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John: I'm sick. {bk05-l1d-f6-02.mp3}
|
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Paul: What's the matter? {bk05-l1d-f6-03.mp3}
|
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John: I'm cold, and I'm tired. My muscles are sore. {bk05-l1d-f6-04.mp3}
|
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Paul: I'm sick too. {bk05-l1d-f6-05.mp3}
|
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John: What's the matter with you? {bk05-l1d-f6-06.mp3}
|
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Paul: My head hurts, and my throat is sore. {bk05-l1d-f6-07.mp3}
|
|
John: Let's go home and take our medicine. {bk05-l1d-f6-08.mp3}
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|
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# Source: LLA 1D Figure 6 (role-play pass)
|
|
$DIALOGUE Take John's Part
|
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ID: 5-1d-f6-rp-john
|
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REFERENCE: 5-1d-f6
|
|
PLAY_ROLE: John
|
|
INTRO: Same conversation — now you are John, cold, tired, and sore. Say John's lines in the pauses.
|
|
INSTRUCTION: You are John — speak your lines in the pauses.
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# Source: LLA 1B Figure 9 (skills strand, placed in the integration part)
|
|
$PRODUCE Capitals and Punctuation
|
|
ID: 5-1b-f9
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
INTRO: Listen to each sentence and type it with the correct capital letters, apostrophes, and punctuation.
|
|
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
|
|
|
TEMPLATE: which season do you like
|
|
PROMPT: Which season do you like? {bk05-l1b-f9-01.mp3}
|
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RESPONSE: Which season do you like? {bk05-l1b-f9-01.mp3}
|
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|
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TEMPLATE: i like the fall
|
|
PROMPT: I like the fall. {bk05-l1b-f9-02.mp3}
|
|
RESPONSE: I like the fall. {bk05-l1b-f9-02.mp3}
|
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|
|
TEMPLATE: it's cool in the fall
|
|
PROMPT: It's cool in the fall. {bk05-l1b-f9-03.mp3}
|
|
RESPONSE: It's cool in the fall. {bk05-l1b-f9-03.mp3}
|
|
|
|
TEMPLATE: we have football games in the us
|
|
PROMPT: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
|
|
RESPONSE: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
|
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|
|
TEMPLATE: my friends like to go to the games
|
|
PROMPT: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
|
|
RESPONSE: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
|
|
|
|
TEMPLATE: i don't go to the games
|
|
PROMPT: I don't go to the games. {bk05-l1b-f9-06.mp3}
|
|
RESPONSE: I don't go to the games. {bk05-l1b-f9-06.mp3}
|
|
|
|
TEMPLATE: i watch football on tv
|
|
PROMPT: I watch football on TV. {bk05-l1b-f9-07.mp3}
|
|
RESPONSE: I watch football on TV. {bk05-l1b-f9-07.mp3}
|
|
|
|
TEMPLATE: i like the fall
|
|
PROMPT: I like the fall. {bk05-l1b-f9-08.mp3}
|
|
RESPONSE: I like the fall. {bk05-l1b-f9-08.mp3}
|
|
|
|
# Source: ST §Jane Hurt Her Leg
|
|
$PRODUCE Jane Hurt Her Leg
|
|
ID: l1-s31
|
|
INTRO: One more punctuation pass — this time reading, not listening. Rewrite each sentence about Jane with correct capital letters and punctuation.
|
|
INSTRUCTION: Rewrite each sentence with correct capitalization and punctuation.
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
LONGFORM
|
|
|
|
TEMPLATE: jane hurt her leg at a soccer game
|
|
RESPONSE: Jane hurt her leg at a soccer game.
|
|
|
|
TEMPLATE: she didn't go to the doctor
|
|
RESPONSE: She didn't go to the doctor.
|
|
|
|
TEMPLATE: the next day her leg was very sore
|
|
RESPONSE: The next day her leg was very sore.
|
|
|
|
TEMPLATE: she went to bed and took medicine
|
|
RESPONSE: She went to bed and took medicine.
|
|
|
|
TEMPLATE: the next day her leg was very sore again
|
|
RESPONSE: The next day her leg was very sore again.
|
|
|
|
TEMPLATE: she then went to the doctor
|
|
RESPONSE: She then went to the doctor.
|
|
|
|
TEMPLATE: her leg is well now
|
|
RESPONSE: Her leg is well now.
|
|
|
|
# SKIPPED (book): "DICTATION" (ST p. 25) — instructor-read sentence dictation; the cassette dictation below covers the skill.
|
|
|
|
# Source: LLA 1D Figure 7
|
|
$PRODUCE Type What You Hear
|
|
ID: 5-1d-f7
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: The last activity of the lesson: six sentences, straight from the tape to your fingers. Listen and type exactly what you hear — then you're done.
|
|
INSTRUCTION: Type the sentence you hear.
|
|
|
|
PROMPT: Mary wants to buy a new dress. {bk05-l1d-f7-01.mp3}
|
|
RESPONSE: Mary wants to buy a new dress. {bk05-l1d-f7-01.mp3}
|
|
|
|
PROMPT: Does she want a long one or a short one? {bk05-l1d-f7-02.mp3}
|
|
RESPONSE: Does she want a long one or a short one? {bk05-l1d-f7-02.mp3}
|
|
|
|
PROMPT: She wants one with a long skirt. {bk05-l1d-f7-03.mp3}
|
|
RESPONSE: She wants one with a long skirt. {bk05-l1d-f7-03.mp3}
|
|
|
|
PROMPT: She needs new shoes to wear with the dress. {bk05-l1d-f7-04.mp3}
|
|
RESPONSE: She needs new shoes to wear with the dress. {bk05-l1d-f7-04.mp3}
|
|
|
|
PROMPT: Can she buy the dress and shoes at the BX? {bk05-l1d-f7-05.mp3}
|
|
RESPONSE: Can she buy the dress and shoes at the BX? {bk05-l1d-f7-05.mp3}
|
|
|
|
PROMPT: No, she needs to go to the store in the city. {bk05-l1d-f7-06.mp3}
|
|
RESPONSE: No, she needs to go to the store in the city. {bk05-l1d-f7-06.mp3}
|