$MODULE Book 7 · Lesson 5: Don't Make a Mistake {st-page_155_001.jpg|A circular diagram divided into six triangular segments depicting various concepts: geometric shapes, a living room with a ceiling fan and couch, a night landscape with a moon over hills and a house with a fence, pieces of cut fruit, a teacher pointing at a math equation on a chalkboard while students watch, and a curved roadway}
INTRO: You've finished this book — this lesson is the review, so nothing here is new. We start with pronouns: every "he", "she", "it", and "they" points at someone or something. Read each little story and type who or what the marked word points to.
INSTRUCTION: Type the word or phrase that the underlined pronoun refers to.
TEMPLATE: Mac is a happy man. *He* likes to play, and he doesn't work a lot. He has many friends. *They* often go to the movies together on Friday night, to the football games on Saturday, and sometimes to a basketball game on Tuesday.
TEMPLATE: The children in my family like animals very much. Often they see dogs and cats without homes and bring these animals to our house. Sometimes the animals are sick. Then the children give *them* medicine and good food.
TEMPLATE: Fred needs a job. Every day he looks at the ads for jobs in the newspaper. For twelve years in the past he was a student, but he's not a student now. He finished school in June. Now *he* has to work.
TEMPLATE: Laura took a long vacation with friends. *They* went to Alaska and climbed a high mountain. The first day it was sunny. The second day it rained. The third day on the mountain it snowed. Laura and her friends had to climb down fast.
TEMPLATE: Betty saw a pretty carpet in a store downtown. *She* wanted to buy it, but the price was more money than she had. She went home, looked at her living room, and thought about the carpet. The next day Betty got a job. Soon she will have the money for a new carpet.
TEMPLATE: Do you know the name of the longest river in the world? It is the Nile. It begins in Tanzania and stops at the Mediterranean Sea. Africa is the home of *this river*.
TEMPLATE: This river = ____{the Nile|the Nile River|Nile}
TEMPLATE: Mary plays basketball. It's her job. For six months of the year Mary works long hours. Then after the basketball season is over, *she* can relax.
# SKIPPED (book): "WHAT DO WE USE A COMB FOR?", "UNDERSTAND...UNDERSTOOD", "OTHER", "COMPARE.", "RELATED WORDS", "WHAT DOES IT LOOK LIKE?" — instructor-led oral classroom and pair drills.
# SKIPPED (book): "LET'S DRAW!" & "DRAW THE SHAPES." — physical drawing activities on paper / chalkboard.
# SKIPPED (book): "OUR HOME IN SAN ANTONIO." — listening gap-fill with instructor-read text unprinted in the book.
INTRO: Same job, sneakier words. Words like "other", "here", and "do this" also point back at something said earlier. Read each passage and type what the marked words stand for.
INSTRUCTION: Type the word or phrase that the underlined word refers to.
TEMPLATE: It was a hot Sunday afternoon and the lake outside the city was very crowded. It was crowded with boats and with people. The people were trying to swim, and the boats were going from one side of the lake to the *other*.
TEMPLATE: From 1820 to 1930 more than 37 million people came to the United States from other countries. They wanted jobs and land. Some of them worked for a few years and then went home. The others stayed *here*.
TEMPLATE: The Lopez family live in a big house on the edge of town. They have two dogs and a cat. The dogs cost a lot of money. Mr. Lopez paid $100 for one of the dogs and $150 for *the other one*.
TEMPLATE: In our country most people wash and dry their clothes inside the house, but in many countries women wash the clothes outside and dry them in the sun. Our grocery stores are inside also, but in very warm countries people may buy and sell food outside. Most people take a shower inside, but in a hot country people may *do this* outside too.
TEMPLATE: The grass around the house is very green, and there are some pretty flowers next to the fence in the backyard. On the other side of the fence vegetables grow. Bill works in the yard after dinner every evening. Some people think his is the prettiest *one* on the block.
INTRO: Now some arithmetic hiding inside English. Read the sentences about ages and years, do the small calculation, and type the answer. Sally's brother has been waiting for you.
INSTRUCTION: Read the sentences and calculate the answer.
TEMPLATE: Every student in my class is older than Ray. The oldest one in the class is 29. On his next birthday Ray will be six years younger than that.
INTRO: Two or three little sentences walk in; one good sentence walks out. Combine them into a single sentence, moving each describing word in front of the thing it describes — just like in the example.
INSTRUCTION: Combine the sentences into one sentence.
INPUT: type
CHECK: llm
RUBRIC: Accept any grammatically correct combination of the given sentences that incorporates the descriptive adjectives properly.
# SKIPPED (book): "SYNONYMS", "INSTRUCTIONS", "WHAT'S THIS CALLED?", "I NEED SOME MONEY. DO YOU HAVE ANY?", "NEW HOSPITAL" — instructor-led oral, board-drawing, and partner pair drills.
INTRO: This part of the review is matching, comparing, and reading. First, matching by ear: listen to each sentence and tap the sentence that goes with it — the moon, the diameter, or poor Bill's homework.
INSTRUCTION: Tap the sentence that matches what you hear.
INTRO: Which is bigger, older, prettiest? Complete each sentence with the "-er" or "-est" form of a word from the box. Open the reminder card if you need the word list.
INSTRUCTION: Type the "-er" or "-est" form of a word from the box: "big, small, pretty, narrow, wide, old, short, nice, high, long, young, large, tall, heavy".
| Randall | has | a new car. | He | keeps it | in the garage. |
| Randall | has | a new refrigerator. | He | keeps it | in the kitchen. |
| Randall | has | a new couch. | He | keeps it | in the living room. |
| The students | have | a new car. | They | keep it | in the garage. |
| The students | have | a new refrigerator. | They | keep it | in the kitchen. |
| The students | have | a new couch. | They | keep it | in the living room. |
| You and I | have | a new car. | We | keep it | in the garage. |
| You and I | have | a new refrigerator. | We | keep it | in the kitchen. |
| You and I | have | a new couch. | We | keep it | in the living room. |
# Source: ST §Write Sentences Using the Table
$PRODUCE Write Sentences Using the Table
ID: l5-s10
REFERENCE: l5-s9
INTRO: Your turn to build. For each cue, write three connected sentences: what they have, where they keep it, and what they use it for. Open the table if you need it.
INSTRUCTION: Write three connected sentences about the item. Open the table if you need it.
INPUT: type
CHECK: llm
RUBRIC: The model shows the pattern: subject + "has/have a new" + item, then pronoun + "keeps/keep it" + location. Accept any grammatically correct sentences following this pattern with the named subject and item; a third sentence about what it is used for is optional and may say anything sensible.
PROMPT: Write sentences about Randall and a new refrigerator.
RESPONSE: Randall has a new refrigerator. He keeps it in the kitchen. He uses it to keep food cold.
PROMPT: Write sentences about the students and a new car.
RESPONSE: The students have a new car. They keep it in the garage. They use it to drive to school.
PROMPT: Write sentences about you and me and a new couch.
RESPONSE: You and I have a new couch. We keep it in the living room. We use it to sit on.
# Source: ST §Write the Topic (reading)
$GRAMMAR Reading: Jake's Math Test
ID: l5-s11-r
READING
INTRO: Jake had a bad day with numbers. Read what happened — afterwards you'll say what the paragraph is about.
CARD: Jake is very upset. He made a bad score on his math test. He is a good student and he usually makes good grades. But his teacher taught the class some new math, and he didn't understand some of the problems. The teacher will explain his mistakes to him after class. He will take a second math test on Friday. He wants a good score then.
INTRO: The Allen family cannot sit still — read where they've all been. Then you'll pick the main idea.
CARD: Everyone in the Allen family likes to go to other countries. Mrs. Allen visited Spain and England. Later she worked in Africa and traveled in France and Italy. Thirty years ago, Mrs. Allen was a student in Mexico. She met her husband there. He was on vacation in Mexico at the time. Three of the Allen children were students in other countries. Betty studied in Brazil, Mary studied in Greece, and Linda was a student in Colombia.
