$MODULE Book 11 · Lesson 5: Review {st-page_167_001.jpg|A circular collage divided into segments showing various scenes: a woman on the phone, a person smoking a cigarette, a customer service desk with a radio, a man working under a car hood, an angry man holding a cup pointing at a TV screen showing an advertisement for soda that says "IT'S GREAT! YOU'LL LOVE IT!", traffic signs showing STOP, SPEED LIMIT 55 MPH, and YIELD, and a person seen from behind facing traffic signals}
# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH? / WHAT'S THE MAIN IDEA?" — instructor-read listening paragraphs with no printed stimuli. Dropped.
# SKIPPED (book): "WHAT WILL THEY DO?" — instructor-read listening conversation with no printed audio script. Dropped.
# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — instructor-read spatial grid placement task with no printed stimuli. Dropped.
INTRO: This is the review lesson — you'll polish everything from this book: saying why people do things, "get" and "become", "could", "how long" questions, and reading a paragraph for its point. First: answer each question you hear in a full sentence, using "to" and the cue words on screen.
INSTRUCTION: Answer aloud in a full sentence using "to" and the cue words.
RUBRIC: The infinitive of purpose is the point — the answer must use "to" + verb built from the cue words; accept any grammatically correct full sentence and any reasonable subject or pronoun.
INTRO: People get nervous, weather gets worse, and books get funnier — "get" and "become" both work before an adjective. Complete each sentence with either one, in the right tense, plus the adjective in parentheses.
INSTRUCTION: Type the missing words: "get" or "become" plus the adjective in parentheses.
RUBRIC: A full past-ability sentence with "could" or "couldn't" is the point; yes or no is the learner's choice — accept either polarity and any grammatically correct phrasing.
# Source: ST §Could You Speak English Before You Came Here? (question-direction items)
$PRODUCE Asking with "Could"
ID: l5-s3-b
INTRO: Now flip it around. You'll hear the answer — your job is to ask the question that produced it, starting with "Could".
INSTRUCTION: Say the "Could" question that fits the answer you hear.
INPUT: speak
CHECK: llm
RUBRIC: The question must begin with "Could" + subject + base verb and fit the heard statement, with pronouns flipped where needed ("me" becomes "you"); keeping or dropping the time phrase is fine.
INTRO: You'll hear an answer about time — two hours, since Monday, for the weekend. Ask the "How long" question that got that answer, using the cue words on screen and the same tense you hear.
INSTRUCTION: Ask a "How long" question using the cue words.
RUBRIC: The question must begin with "How long", use the cue words, and match the tense of the heard answer; accept any grammatically correct phrasing.
# Source: new (gap: the "someone / anyone / no one" pattern is drilled here but never restated in the lesson)
$GRAMMAR Someone, Anyone, No One
ID: l5-s5-g
INTRO: This part reviews words for people you can't name, adjectives ending in "-y", and connecting sentences with "who", "which", and "that". First, a quick reminder before you practice.
CARD: Use **someone** or **somebody** when the sentence says something happened.
{Someone failed to stop at the light.}
CARD: Use **anyone** or **anybody** in questions and after "not".
{Was anyone nervous when Bob drove?}
{There's not anyone in that lane.}
CARD: **No one** and **nobody** are already negative — they don't need "not".
{No one stopped at that stop sign.}
SUMMARY:
| Use in | Words | Example |
|---|---|---|
| statements | someone, somebody | Someone failed to stop at the light. |
| questions and negatives | anyone, anybody | There's not anyone in that lane. |
| negative by itself | no one, nobody | No one stopped at that stop sign. |
# Source: ST §Somebody Hit a Pedestrian. (pronoun gaps; word box restored as the option pool)
TEMPLATE: No one drives fast on this road. Anyone who ____ here gets a ticket.
ANSWER: j
FEEDBACK: No one drives fast on this road. Anyone who speeds here gets a ticket.
# Source: ST §I'm Too Unhappy to . . . (cues scaffolded; last two items added)
$PRODUCE Too Busy to Be Unhappy
ID: l5-s6
INTRO: One adjective can cancel another: too busy to be unhappy, too funny to be boring. Build a sentence from each set of cue words using "too ... to be ...".
INSTRUCTION: Make a sentence with "too ... to be ..." from the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The pattern "too + adjective + to be + adjective" with the two cue adjectives is the point; accept any subject form and any tense of "be".
INTRO: Add "-y" to a noun and you get an adjective: rain becomes rainy, ice becomes icy. Answer each question with the "-y" word made from the underlined word — "yes" or "no" is on screen, so there's no guessing.
INSTRUCTION: Answer aloud using the "-y" word made from the underlined word.
RUBRIC: The "-y" adjective built from the underlined noun is the point, with the yes/no polarity given by the cue; accept any grammatically correct full-sentence phrasing.
INTRO: A whole neighborhood of shops, clerks, and mechanics. Complete each sentence with two words from the box — the connecting word (who or that for people, which or that for things) and a verb in its correct form: "service", "refund", "guarantee", "charge", "exchange", "leak", "credit", "tune up", "give back".
INTRO: A short sad story about a student, a doctor, and a bill — told two sentences at a time. Combine each pair into one sentence with the word in parentheses, and say it aloud.
INSTRUCTION: Combine the two sentences aloud using the word in parentheses.
RUBRIC: One combined sentence using the given connecting word is the point; accept any grammatically correct clause order that keeps the meaning of both sentences.
CARD: **Paragraph 1.** Soccer is a game that almost everyone who is in good physical shape can play. In basketball, most of the players are tall. In football, many of the players are heavy and very strong. Soccer is different. A player who is fast can do well in a soccer game. He doesn't need to be tall, heavy, or strong.
# Source: ST §Which Summary Is the Best? — Paragraph 1
$SELECT Pick the Best Summary: Soccer
ID: l5-s10-p1
REFERENCE: l5-s10-r-p1
INTRO: Three summaries, one best. The best one covers the paragraph's whole point, not just one detail. The paragraph stays a tap away if you need another look.
INSTRUCTION: Tap the best summary of the paragraph.
OPTION: a | Basketball players have to be tall, or they won't do well in a game.
OPTION: b | Football and basketball games are different from soccer games.
OPTION: c | Speed, not size, is the thing that's most important to a soccer player.
TEMPLATE: Which summary is the best?
ANSWER: c
# Source: ST §Which Summary Is the Best? — Paragraph 2
$GRAMMAR Reading: Driving on Long Trips
ID: l5-s10-r-p2
READING
INTRO: One more paragraph — this one is about long road trips and why drivers should stop for breaks. Read it; a question follows.
CARD: **Paragraph 2.** People who are driving on long trips should stop often. They can buy gas, eat, sightsee, or just exercise a little. When they get tired, they can pull over to the side of the road and rest. Without regular breaks, drivers can easily become tired or careless. Sometimes when a driver falls asleep at the wheel, his vehicle leaves the road or crosses into the opposite lane and causes a terrible accident.
# Source: ST §Which Summary Is the Best? — Paragraph 2
$SELECT Pick the Best Summary: Long Trips
ID: l5-s10-p2
REFERENCE: l5-s10-r-p2
INTRO: Same job: three summaries, one that really covers the paragraph. Tap it.
INSTRUCTION: Tap the best summary of the paragraph.
OPTION: a | You should be careful while you're driving. When you become tired, pull off the road and rest.
OPTION: b | Drivers should stop regularly on long trips. Those who don't take breaks can become tired and cause accidents.
OPTION: c | Long automobile trips can be boring. When you take breaks to go sightseeing, they're more interesting.
TEMPLATE: Which summary is the best?
ANSWER: b
# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1
$GRAMMAR Reading: Careless Drivers
ID: l5-s11-r-p1
READING
INTRO: Now a paragraph about how highway accidents happen. Read it — then you'll name its topic, its main idea, and a title.
CARD: **Paragraph 1.** No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day. Often they are the ones who caused the accident because they were careless. They didn't keep their car in good shape, their mind on the road, their hands on the wheel, or their eyes on the speed limit signs.
# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1
$PRODUCE Topic, Main Idea, and Title: Careless Drivers
ID: l5-s11-p1
REFERENCE: l5-s11-r-p1
INTRO: The topic is a few words, the main idea is one sentence, and the title is your headline. Type all three — the paragraph is there if you need to look back.
INSTRUCTION: Type your answer. Open the paragraph again if you need it.
RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea.
PROMPT: Type the topic of the paragraph — just a few words.
RUBRIC: Accept "highway accidents", "careless drivers", "car accidents", or "causes of highway accidents" — any short phrase naming what the paragraph is about.
PROMPT: Type the main idea of the paragraph in one sentence.
RESPONSE: Many highway accidents are caused by careless drivers.
PROMPT: Type a good title for the paragraph.
RESPONSE: Highway Accidents and Careless Drivers
# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2
$GRAMMAR Reading: Flying Around the World
ID: l5-s11-r-p2
READING
INTRO: The last paragraph is a happier one — two pilots, one very light airplane, and a nine-day trip. Read it; the same three questions follow.
CARD: **Paragraph 2.** When people really want to do something that's difficult, they can usually find a way. Two U.S. pilots wanted to show that an airplane could fly around the world and not stop. They decided to build an airplane that was very light and didn't use much gas. It was noisy and slow, but it worked. In 1986, they flew it around the world. They got hurt when they flew through stormy weather and became terribly tired, but they finished the trip in nine days.
# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2
$PRODUCE Topic, Main Idea, and Title: Around the World
ID: l5-s11-p2
REFERENCE: l5-s11-r-p2
INTRO: Same three answers: topic, main idea, title. Type each one.
INSTRUCTION: Type your answer. Open the paragraph again if you need it.
RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea.
INTRO: When you meet a new word, the sentence around it is your dictionary. Pretend you don't know "during": with a little context, several meanings fit — but as the sentence grows, only one survives. For each guess, tap "may mean", "must mean", or "can't mean".
INSTRUCTION: Tap "may mean", "must mean", or "can't mean".
OPTION: may | may mean
OPTION: is | must mean
OPTION: not | can't mean
TEMPLATE: Tom slept *during* class.
TEMPLATE: Here, "during" ____ "before the class started."
TEMPLATE: Here, "during" ____ "before the class started."
ANSWER: not
TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: Here, "during" ____ "while he was in class."
ANSWER: is
TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: Here, "during" ____ "after he left class."
ANSWER: not
# Source: ST §What Does the Word Mean? — "remain"
$SELECT What Can "Remain" Mean?
ID: l5-s13
INTRO: Same detective work, one more word: "remain". Watch each extra clue shrink the possibilities. This is the last activity of the lesson — finish strong, and you've closed out the whole book.
INSTRUCTION: Tap "may mean", "must mean", or "can't mean".
