$MODULE Book 2 · Lesson 5: Let's Review {st-page_129_001.jpg|Four quadrant circular illustration: Top-left: A man holding books holding up a book asking "Whose book is this?"; Top-right: A man introducing his friend saying "Bob, this is my friend Jeff."; Bottom-left: A man eating a meal at a table with fork and knife; Bottom-right: A person saying "Let's go to lunch." to another person}
DESCRIPTION: Review of Book 2: food and meals, daily activities, present progressive, joining sentences with "and", question words, and spelling. The final part, letter reading practice, is optional.
# Source: ST §Where Do You Have Breakfast? (lrev-s1)
$PRODUCE Your Meals
ID: lrev-s1
INTRO: In this lesson you'll review everything from this book — meals, daily activities, questions, and spelling. No new words, just you using the old ones. First, some questions about your own meals — answer each one aloud in a complete sentence.
RUBRIC: Accept any grammatically correct, logically appropriate complete-sentence answer about the learner's own meals; any plausible food, drink, or place is fine — the model answer is only one example.
# Source: ST §It's 8 O'Clock and We're Learning English (lrev-s2)
$PRODUCE Two Sentences Into One
ID: lrev-s2
INTRO: Remember "and"? It glues two sentences together. Read the two short sentences, then say them as one sentence with "and". Then compare with the model.
INSTRUCTION: Say the two sentences as one sentence, using "and".
INPUT: speak
CHECK: reveal
TEMPLATE: It's 7:00. They're eating breakfast.
RESPONSE: It's 7:00 and they're eating breakfast.
TEMPLATE: It's 3 o'clock. He's studying.
RESPONSE: It's 3 o'clock and he's studying.
TEMPLATE: It's 6:00. Ted and Mary are eating dinner.
RESPONSE: It's 6:00 and Ted and Mary are eating dinner.
$DIALOGUE Where's Bill? {st-page_132_001.jpg|A man with folded arms standing at a cash register counter in a commissary while a cashier scans items like coffee, rice, bananas, and fruit}
ID: lrev-s3
INTRO: Bill is at the commissary, waiting at the cash register. Read what he's buying — and what he isn't.
INSTRUCTION: Read the sentences about Bill at the commissary.
Narrator: Bill is at the commissary.
Narrator: He is buying fruit, rice, and coffee.
Narrator: He's not buying bread.
# Source: new (gap: the Bill reading had no comprehension check)
RUBRIC: Accept any grammatically correct present progressive sentence that fits the place and people in the question; the model answer is one good option, not the only one.
INTRO: Each question gives you two choices — happy or sad, sitting or standing. Pick whichever is true for you and answer in a full sentence. There are no wrong lives, only wrong verb forms.
INSTRUCTION: Answer aloud, choosing one of the two alternatives.
RUBRIC: Accept a complete sentence choosing either alternative from the question — either choice is correct as long as the sentence is grammatical and the verb agrees with the subject.
# Source: ST §John and Henry Are Students (lrev-s7)
$PRODUCE Two People, One Sentence
ID: lrev-s7
INTRO: More joining with "and" — this time two people share one sentence. Read the two sentences, then say one sentence with both people in it. Watch the verb: two people need "are".
INSTRUCTION: Say one sentence with "and", using a plural verb.
RUBRIC: Accept any correct combination using a compound subject joined by "and" with the plural verb form (e.g. "Bill and Steve are pilots."); the compound subject and plural agreement are the point — wrong agreement fails.
# SKIPPED (book): Listening skills "SAME/DIFFERENT" (p. 140) and "SOUND 'A' OR SOUND 'B'" (p. 141) — instructor-read minimal pairs with unprinted stimuli.
$SESSION 5-2: Questions, Answers, and Spelling
# Source: ST §What Are They Doing? (lrev-s8)
$PRODUCE Look and Say What They're Doing
ID: lrev-s8
INTRO: In this part you'll review asking and answering questions, then finish with some spelling. To warm up: eight pictures of people busy with something. Look at each one and say what the person is doing.
INSTRUCTION: Look at the picture and answer in a complete sentence.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any grammatically correct present progressive sentence describing the same action in the learner's own words.
PROMPT: What is he doing? {st-page_142_001.jpg|A man sitting relaxed in an armchair looking straight ahead}
RESPONSE: He's sitting in a chair.
PROMPT: What is she doing? {st-page_142_002.jpg|An older woman sitting and reading a magazine}
RESPONSE: She's reading a magazine.
PROMPT: What is he doing? {st-page_142_003.jpg|A man sitting at a desk talking on the telephone}
RESPONSE: He's talking on the telephone.
PROMPT: What is she doing? {st-page_142_004.jpg|A woman in a grocery store taking a box of rice off the shelf into a cart}
RESPONSE: She's buying rice.
PROMPT: What is he doing? {st-page_142_005.jpg|A young man sitting on a sofa playing an electric guitar}
RESPONSE: He's playing the guitar.
PROMPT: What is she doing? {st-page_142_006.jpg|A girl outdoors kneeling and playing with a dog}
RESPONSE: She's playing with a dog.
PROMPT: What is he doing? {st-page_142_007.jpg|A man in uniform serving food at a cafeteria counter}
RESPONSE: He's serving food.
PROMPT: What is he doing? {st-page_142_008.jpg|A man in glasses and an apron standing behind a counter with shelves of glasses}
RESPONSE: He's working at the snack bar.
# Source: ST §Questions and Answers (lrev-s9)
$GRAMMAR Questions and Answers
ID: lrev-s9
INTRO: A quick review of yes/no questions with "is" and "are" before you build some yourself.
CARD: Use **is** to ask questions with singular subjects.
{Is he in your class?}
{Is Betty tired?}
{Is Sam at the library?}
CARD: Use **are** to ask questions with plural subjects or you.
{Are they buying lunch?}
{Are the students studying the lesson?}
{Are those men angry?}
CARD: Answer affirmatively with **yes** and the matching verb form.
| Is | he / she / that student / your friend / Betty / Sam / the teacher | in your class?<br>sick?<br>studying the lesson?<br>going to the lab?<br>eating lunch?<br>listening to the radio?<br>in the classroom?<br>at the library?<br>at the mess hall?<br>tired? |
| Are | they / the women / those men / the students / her sisters / their children / your friends / Bill and Don / you and Ted | buying lunch?<br>hot?<br>angry?<br>bored?<br>at the lab?<br>going to the movies?<br>watching television?<br>inside?<br>outside? |
INTRO: Now you're the one asking. Each card gives you a short cue — make a yes/no question from it with "is" or "are", then answer your own question. Open the chart if you need it.
INSTRUCTION: Make a question from the cue, then answer it. Open the chart if you need it.
RUBRIC: Accept a grammatically correct yes/no question built from the cue with "is" or "are", plus a matching answer — yes or no, learner's choice; short or full answers are both fine.
# Source: ST §Write the Missing Letters (lrev-s11)
$PRODUCE Spell the Word
ID: lrev-s11
INTRO: Time to spell some of this book's words. Each word has letters missing — the hint in parentheses shows what kind of letters fit. Type the whole word.
# SKIPPED (book): "Write the words you hear." (p. 144) — instructor-read word dictation with unprinted stimuli; convertible later with chosen items + TTS.
# Source: ST §Who's Your Teacher? (lrev-s12)
$SELECT Put It All Together
ID: lrev-s12
INTRO: The last exercise of the book — a little of everything: who, where, whose, "and", "or". Read each sentence or exchange and tap the answer that fits. That's the whole book — nicely done.
INTRO: This last part is optional letter practice — if you can already read these letters comfortably, skip this part. In each row of letters, one is different from the others. Tap the different one.
INSTRUCTION: Tap the letter that is different from the others.
