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v2.3: grammar card sequences (37 activities) + PLAY_ROLE role-plays (6) in books 10/11

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Co-authored-by: Cursor <cursoragent@cursor.com>
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book-10-lesson-2.module
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@@ -259,8 +259,38 @@ $GRAMMAR The Logar Shopping Center Directory
ID: l2-s3
INTRO: Every American mall has a directory — a big sign that tells you which store is where. Here's the one for the Logar Shopping Center. Look it over; you'll answer questions about it next.
![A directory diagram of Logar Shopping Center showing first floor layout with store numbers 1 to 11 and second floor layout with store numbers 12 to 20](st-page_055_001.jpg)
CARD: The first floor has a mix of shops, including a pet shop, a variety store, and clothing stores.
{1. PETE'S Pet Shop}
{2. GENE'S Variety Store}
{3. BEN'S Barbershop}
{4. MY CHILD Clothing Store}
{5. MYRA Women's Clothing Store}
CARD: Also on the first floor are two department stores and specialty shops.
{6. LEAD'S Department Store}
{7. HOMER'S Department Store}
{8. LEO'S Card Shop}
{9. STARR Shoe Store}
CARD: At the end of the first floor, you can grab a bite to eat or watch a movie.
{10. FAST Chicken}
{11. NOVA Movie Theater}
CARD: Let's look at the first few locations on the second floor.
{12. DAN'S Shoe Store}
{13. NEW AGE Bookstore}
{14. KARR'S Cafeteria}
{15. KID'S ROOM Clothes & Games}
CARD: The second floor finishes with more stores, a travel agency, and the stairs connecting the floors.
{16. TV'S R US Shop}
{17. WORLD Travel Agency}
{18. EYEGLASS Shop}
{19. FOR MEN Clothing Store}
{20. SAM'S Drugstore}
{Stairs}
SUMMARY:
**first floor**
1. PETE'S Pet Shop
2. GENE'S Variety Store
@@ -287,7 +317,6 @@ INTRO: Every American mall has a directory — a big sign that tells you which s
**stairs**
# Source: ST §Answer About the Directory
$PRODUCE Find It in the Directory
ID: l2-s4
REFERENCE
@@ -644,12 +673,23 @@ $GRAMMAR Everyone or Everybody
ID: l2-s8
INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thing to remember about them.
"Everyone" and "everybody" mean the same thing — all the people. Even though they mean many people, they take a **singular** verb, like "he" or "she":
CARD: "Everyone" and "everybody" mean exactly the same thing: all the people. You can use whichever word you prefer.
{Is everyone here?}
{Is everybody here?}
{Does everyone like to go to the mall?}
CARD: Even though they mean many people, they always take a singular verb. Treat them like "he", "she", or "it".
{Yes, everybody likes to go to the mall.}
{No, not everybody.}
{Everyone likes this game.}
CARD: Because they are singular, we use "does" instead of "do" to ask questions.
{Does everyone like to go to the mall?}
{Does everybody have a ticket?}
CARD: To say that only some people feel a certain way, you can use a short negative phrase.
{No, not everybody.}
{No, not everyone.}
SUMMARY:
| | | |
|---|---|---|
| Does | everyone<br>everybody | like to go to the mall? |
@@ -659,7 +699,6 @@ INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thin
| Yes, | everyone | likes to go to the mall. |
| No, not | everybody | |
# Source: ST §Ask and Answer: Everyone / Everybody
$PRODUCE Ask and Answer: Everyone or Everybody
ID: l2-s9
INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember the singular verb — everybody likes, not everybody like.
@@ -1006,9 +1045,20 @@ $GRAMMAR Adjective + Infinitive
ID: l2-s12
INTRO: You've been saying "pleased to meet you" all day. In this part you'll learn the pattern behind it — an adjective followed by an infinitive — and practice it until it's automatic.
The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes follow an adjective in the pattern:
**Subject + BE + adjective + infinitive.**
CARD: An infinitive verb, like "to be" or "to speak", can follow directly after an adjective. We use this to explain how someone feels about an action.
{Janet is happy to be back in town.}
{Col Davis will be pleased to speak at graduation.}
{Frank was glad to help Judy move.}
CARD: It also works with negative emotions, like being upset or sorry.
{Calvin was upset to hear about the accident.}
{Lt Brooks is sorry to say good-bye to his men.}
CARD: You can easily use this pattern in questions and negative sentences.
{Ted isn't ready to leave the party.}
{Is Linda afraid to live alone?}
SUMMARY:
| | | | |
|---|---|---|---|
| Ted isn't | ready | to leave | the party. |
@@ -1019,12 +1069,6 @@ The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes f
| Lt Brooks is | sorry | to say | good-bye to his men. |
| Is Linda | afraid | to live | alone? |
Listen to two of them as full sentences:
{Janet is happy to be back in town.}
{Is Linda afraid to live alone?}
# Source: ST §Predicate Adjective + Infinitive (sentences)
$DIALOGUE Adjective + Infinitive: Examples
ID: l2-s13
INTRO: Ten example sentences with the pattern. Listen and say each one back — feel where the adjective meets the infinitive.
@@ -1273,8 +1317,18 @@ $GRAMMAR Simple Present as Future
ID: l2-s19
INTRO: Here's a useful trick of English: for schedules and plans, the simple present can point to the future.
Sometimes we use the simple present tense to express a future action. All of these mean the same future event:
CARD: Sometimes we use the simple present tense to express a future action. This works well when a future word like "tomorrow" tells you exactly when it happens.
{The bus arrives tomorrow.}
CARD: This means the exact same thing as using a standard future tense. All of these talk about the same event.
{The bus will arrive tomorrow.}
{The bus is going to arrive tomorrow.}
CARD: We can even use the present continuous tense for the same future plan. These are just different ways to say the same thing.
{The bus is arriving tomorrow.}
{The bus arrives tomorrow.}
SUMMARY:
| | | |
|---|---|---|
| The bus | will arrive | tomorrow. |
@@ -1282,9 +1336,6 @@ Sometimes we use the simple present tense to express a future action. All of the
| | is arriving | |
| | arrives | |
{The bus arrives tomorrow.} — the simple present works because a future word like "tomorrow" tells you when.
# Source: LLA 2C Figure 4
$DIALOGUE Four Ways to Say the Future
ID: 2c-f4
INTRO: Now hear the four future forms side by side. Listen to each sentence and repeat it.
@@ -1503,6 +1554,19 @@ $GRAMMAR Graduation Day Schedule
ID: l2-s24
INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base. Look it over — you'll ask and answer questions about it next.
CARD: Lt Wilson starts his day with some morning administrative tasks.
{At 0900, he will fill out graduation forms at the Information Desk.}
{At 1000, he will check in books at the book room.}
CARD: Next comes the main event and a midday meal.
{At 1100, the graduation is in the gym.}
{At 1200, he has lunch at the mess hall.}
CARD: In the afternoon, he prepares to leave the base.
{At 1300, he will check out of his room at the barracks.}
{At 1430, his plane departs from the airport.}
SUMMARY:
| Time | Place | Activity |
|---|---|---|
| 0900 | Information Desk | fill out graduation forms |
@@ -1512,7 +1576,6 @@ INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base.
| 1300 | barracks | check out of room |
| 1430 | airport | plane departs |
# Source: ST §On Graduation Day
$PRODUCE On Graduation Day
ID: l2-s25
REFERENCE