Regenerate Books 9 and 12 through the improved v2 pipeline
Full reconversion from book markdown + tape transcripts (probe-first, eval vs baseline), silence-aware clip slicing, Fable master assembly. All 30 track lessons and all 10 masters validate at 0 errors / 0 warnings; every master uses 100% of its cassette clips. Co-authored-by: Cursor <cursoragent@cursor.com>
This commit is contained in:
@@ -1,33 +1,36 @@
|
||||
$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg}
|
||||
FORMAT: 2
|
||||
DESCRIPTION: Review lesson — no new material. Recall practice on banking and traffic vocabulary, sensory verbs, "because" clauses, present and past progressive, adverbs, gerunds after "for", comparisons, and reported speech.
|
||||
DIOCO_DOC_ID: alc_english_book9_lesson5
|
||||
DESCRIPTION: Review lesson (no tapes): banking and traffic vocabulary, sensory verbs, "because" clauses, present and past progressive, adverbs of manner, "for" + gerund, comparisons, reported speech, and punctuation.
|
||||
TARGET_LANG_G: en
|
||||
HOME_LANG_G: en
|
||||
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
|
||||
VOICE_PROMPT: achird | Questions and cues, read clearly
|
||||
VOICE_PROMPT: gacrux | Questions and cues, read clearly
|
||||
VOICE_RESPONSE: schedar | Model answers, warm and clear
|
||||
VOICE: ID | achernar | speaker (auto)
|
||||
|
||||
$LESSON 5-1: Review — Jack at the Bank, Senses, and Progressive Tenses
|
||||
$SESSION 5-1: Bank Words, Sensory Verbs, and Tenses
|
||||
|
||||
# Source: ST §Bank and Traffic Vocabulary
|
||||
$GRAMMAR Bank and Traffic Words
|
||||
# Source: ST §Bank and Traffic Vocabulary (l5-s1)
|
||||
$GRAMMAR Bank and Traffic Vocabulary
|
||||
ID: l5-s1
|
||||
INTRO: It's review day — nothing new this week, just everything you've already learned. In this lesson you'll review bank and traffic vocabulary, sensory verbs, "because" answers, and the progressive tenses. Start by looking over this word box — Jack's story comes next, and he'll need every word in it.
|
||||
INTRO: It's review day — nothing new this week, just everything you've learned, back for one more round. By the end of this lesson you'll be handling bank and traffic words, describing what people were doing, comparing things, and reporting what people said. First, the words from the bank and the road. Tap any one to hear it.
|
||||
|
||||
These are the words you studied this week. Tap a word to hear it.
|
||||
|
||||
| | | |
|
||||
|---|---|---|
|
||||
| careless | open an account | traffic |
|
||||
| signature | ticket | spend |
|
||||
| enjoy | savings account | checking account |
|
||||
| happen | safe | obey |
|
||||
| {careless} | {open an account} | {traffic} |
|
||||
| {signature} | {ticket} | {spend} |
|
||||
| {enjoy} | {savings account} | {obey} |
|
||||
| {happen} | {checking account} | {safe} |
|
||||
|
||||
# Source: ST §Complete the Sentences (l5-s2)
|
||||
$PRODUCE Jack Goes to the Bank
|
||||
ID: l5-s2
|
||||
# Source: ST §Complete the Sentences
|
||||
REFERENCE
|
||||
INTRO: Jack is putting his money in the bank — and collecting a traffic ticket on the way. Type the word or phrase from the box that completes each sentence. The box stays open for reference if you need it.
|
||||
INSTRUCTION: Type the missing word or phrase.
|
||||
INTRO: Jack just moved into town with money to deposit — and, before the day is over, a ticket to pay. Type the missing word or phrase in each sentence. The word box is there if you need it.
|
||||
INSTRUCTION: Type the missing word or phrase. Open the word box if you need it.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
@@ -64,14 +67,14 @@ RESPONSE: He is a careless driver. When he ran the red light, he was thinking ab
|
||||
TEMPLATE: Now, he wants to ____{enjoy} the weekend and forget about his ticket.
|
||||
RESPONSE: Now, he wants to enjoy the weekend and forget about his ticket.
|
||||
|
||||
$PRODUCE Looks, Sounds, Smells, Tastes, Feels
|
||||
# Source: ST §Doesn't This Pie Smell Delicious? (l5-s3)
|
||||
$PRODUCE Sensory Verbs
|
||||
ID: l5-s3
|
||||
# Source: ST §Doesn't This Pie Smell Delicious?
|
||||
INTRO: You'll see a picture and a two-word cue. Say a full sentence with look, sound, smell, taste, or feel — like "Ted looks happy." The pictures do most of the work; you supply the verb.
|
||||
INSTRUCTION: Make a sentence with feel, look, smell, sound, or taste.
|
||||
INTRO: You'll see a picture and two cue words. Say a full sentence connecting them with "look", "sound", "smell", "taste", or "feel" — like "The pie smells delicious." The first one is a worked example.
|
||||
INSTRUCTION: Make a sentence with "look", "sound", "smell", "taste", or "feel".
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
RUBRIC: Accept any logical sentence that connects the subject, a sensory verb (look, sound, smell, taste, feel), and the adjective (e.g., "The music sounds great."). The sensory verb is the point — a sentence without one fails.
|
||||
RUBRIC: The point is the correct sensory verb ("look", "sound", "smell", "taste", "feel") linking the cued subject and adjective. Accept any natural, grammatical sentence that does this (e.g., "The music sounds great."). A wrong or missing sensory verb fails.
|
||||
|
||||
EXAMPLE
|
||||
TEMPLATE: Ted / happy {st-page_160_001.jpg}
|
||||
@@ -92,11 +95,11 @@ RESPONSE: The lemon tastes sour.
|
||||
TEMPLATE: Fred / sleepy {st-page_161_004.jpg}
|
||||
RESPONSE: Fred looks sleepy.
|
||||
|
||||
$SELECT What's the Best Answer?
|
||||
# Source: ST §What's the Best Answer? (l5-s4)
|
||||
$SELECT Choose the Best Word
|
||||
ID: l5-s4
|
||||
# Source: ST §What's the Best Answer?
|
||||
INTRO: A quick vocabulary check from the whole week. Read each sentence and tap the word that best completes it — only one really fits.
|
||||
INSTRUCTION: Tap the best answer to complete the sentence.
|
||||
INTRO: Seven sentences, each missing one word from earlier this week. Read the sentence and tap the word that fits best.
|
||||
INSTRUCTION: Tap the best word to complete the sentence.
|
||||
|
||||
TEMPLATE: Did you ____ your bike to class this morning?
|
||||
OPTION: a | ride
|
||||
@@ -140,85 +143,85 @@ OPTION: b | withdrew
|
||||
OPTION: c | lost
|
||||
ANSWER: c
|
||||
|
||||
$PRODUCE Because My Car Didn't Start
|
||||
# Source: ST §I'm Late Because My Car Didn't Start. (l5-s5)
|
||||
$PRODUCE Answering with "Because"
|
||||
ID: l5-s5
|
||||
# Source: ST §I'm Late Because My Car Didn't Start.
|
||||
INTRO: Listen to each question and answer it with "because", using the cue on screen. Everything in this drill goes wrong for somebody — salty chicken, empty gas tanks, unfinished homework.
|
||||
INSTRUCTION: Answer the question aloud. Use "because" and the cue.
|
||||
INTRO: Now, reasons. You'll hear a "why" question and see a short cue. Answer aloud in a full sentence with "because", then compare with the model. The first one is a worked example.
|
||||
INSTRUCTION: Answer aloud with "because", using the cue.
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
RUBRIC: Accept a full sentence or a standalone "because" clause built from the cued words. Pronouns may replace names; tense must fit the question. The "because" clause is the point — an answer without one fails.
|
||||
RUBRIC: The point is a correctly formed "because" clause built from the cue shown in the TEMPLATE. Accept any grammatical answer using "because" and the cued information; pronouns or names are both fine. An answer without "because" fails.
|
||||
|
||||
EXAMPLE
|
||||
PROMPT: Why is Harry walking down Main Street?
|
||||
TEMPLATE: (park / his car)
|
||||
TEMPLATE: park / his car
|
||||
RESPONSE: He's walking down Main Street because he parked his car there.
|
||||
|
||||
PROMPT: Why didn't Patty eat the chicken?
|
||||
TEMPLATE: (taste / salty)
|
||||
TEMPLATE: taste / salty
|
||||
RESPONSE: She didn't eat it because it tasted salty.
|
||||
|
||||
PROMPT: Why does Sam always buckle his seat belt?
|
||||
TEMPLATE: (is / the law)
|
||||
TEMPLATE: is / the law
|
||||
RESPONSE: He always buckles it because it is the law.
|
||||
|
||||
PROMPT: Why did Jan apologize to Bob?
|
||||
TEMPLATE: (lie / to him)
|
||||
TEMPLATE: lie / to him
|
||||
RESPONSE: She apologized to him because she lied to him.
|
||||
|
||||
PROMPT: Why did Roger stop at the gas station?
|
||||
TEMPLATE: (run out of / gas)
|
||||
TEMPLATE: run out of / gas
|
||||
RESPONSE: He stopped because he ran out of gas.
|
||||
|
||||
PROMPT: Why isn't Jane coming to the party with us?
|
||||
TEMPLATE: (feel / sick)
|
||||
TEMPLATE: feel / sick
|
||||
RESPONSE: She isn't coming because she feels sick.
|
||||
|
||||
PROMPT: Why isn't your homework finished?
|
||||
TEMPLATE: (fall asleep)
|
||||
TEMPLATE: fall asleep
|
||||
RESPONSE: It isn't finished because I fell asleep.
|
||||
|
||||
$PRODUCE Talking About the Future with -ing
|
||||
# Source: ST §Working Late Tomorrow Night (l5-s6)
|
||||
$PRODUCE Future Plans with the Present Progressive
|
||||
ID: l5-s6
|
||||
# Source: ST §Working Late Tomorrow Night
|
||||
INTRO: Now the present progressive for future plans — "I'm going to California tomorrow." Answer each question aloud using be plus the -ing form and the cue on screen. No "will" allowed in this one.
|
||||
INSTRUCTION: Answer with the present progressive (be + V + ing). Do not use "will".
|
||||
INTRO: These plans are already settled, so answer with the present progressive — "I'm going to California tomorrow" — and stay away from "will". Use the cue on screen. The first one is a worked example.
|
||||
INSTRUCTION: Answer with the present progressive (be + verb + -ing). Do not use "will".
|
||||
INPUT: speak
|
||||
CHECK: reveal
|
||||
|
||||
EXAMPLE
|
||||
PROMPT: When will you go on vacation?
|
||||
TEMPLATE: (California / tomorrow)
|
||||
TEMPLATE: California / tomorrow
|
||||
RESPONSE: I'm going to California tomorrow.
|
||||
|
||||
PROMPT: Where will Lt Roberts eat lunch tomorrow?
|
||||
TEMPLATE: (Officers' Club)
|
||||
TEMPLATE: Officers' Club
|
||||
RESPONSE: He is eating lunch at the Officers' Club tomorrow.
|
||||
|
||||
PROMPT: When does Jackie's plane arrive?
|
||||
TEMPLATE: (5:35)
|
||||
TEMPLATE: 5:35
|
||||
RESPONSE: Her plane is arriving at 5:35.
|
||||
|
||||
PROMPT: When will Sally leave for New York?
|
||||
TEMPLATE: (tomorrow)
|
||||
TEMPLATE: tomorrow
|
||||
RESPONSE: She is leaving for New York tomorrow.
|
||||
|
||||
PROMPT: What will you tell Captain Jones?
|
||||
TEMPLATE: (truth)
|
||||
TEMPLATE: truth
|
||||
RESPONSE: I am telling Captain Jones the truth.
|
||||
|
||||
PROMPT: When will Ed pack for his trip?
|
||||
TEMPLATE: (Tuesday night)
|
||||
TEMPLATE: Tuesday night
|
||||
RESPONSE: He is packing for his trip Tuesday night.
|
||||
|
||||
PROMPT: When are you going to take a bath?
|
||||
TEMPLATE: (five minutes)
|
||||
TEMPLATE: five minutes
|
||||
RESPONSE: I am taking a bath in five minutes.
|
||||
|
||||
# Source: ST §What Was/Were ... Doing? (l5-s7)
|
||||
$PRODUCE What Were They Doing?
|
||||
ID: l5-s7
|
||||
# Source: ST §What Was/Were ... Doing?
|
||||
INTRO: Last night at eight o'clock, everyone was busy doing something. Type the past progressive form of the verb in parentheses — was or were, plus the -ing form.
|
||||
INTRO: Yesterday at four o'clock, everyone was in the middle of something — soccer, cake, shampoo. Type the past progressive form of the verb in parentheses. The first one is a worked example.
|
||||
INSTRUCTION: Type the past progressive form of the verb in parentheses.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
@@ -249,25 +252,27 @@ RESPONSE: Alice and Jan were making a cake.
|
||||
# and "CHART/BOX OUTLINE". Instructor-read dictations/evaluations with no recorded
|
||||
# stimuli or text. Dropped.
|
||||
|
||||
$LESSON 5-2: Review — Adverbs, Comparisons, and Reported Speech
|
||||
$SESSION 5-2: Adverbs, Comparisons, and Reported Speech
|
||||
|
||||
# Source: ST §Harold Speaks Very Slowly
|
||||
$GRAMMAR Adverbs — How Is It Done?
|
||||
# Source: ST §Harold Speaks Very Slowly (l5-s8)
|
||||
$GRAMMAR Adverbs of Manner
|
||||
ID: l5-s8
|
||||
INTRO: Welcome to the second half of review: adverbs, apologies, comparisons, and reported speech. First, look over these adverbs — words that tell how something is done. The next questions need them.
|
||||
INTRO: In this part you'll review how people do things, how things compare, and how to report what people said. First up: the adverbs — Harold, for example, speaks very slowly.
|
||||
|
||||
These adverbs tell **how** someone does something — an adjective plus **-ly**: {Harold speaks very slowly.}
|
||||
|
||||
| | |
|
||||
|---|---|
|
||||
| correctly | badly |
|
||||
| carefully | safely |
|
||||
| carelessly | slowly |
|
||||
| {correctly} | {badly} |
|
||||
| {carefully} | {safely} |
|
||||
| {carelessly} | {slowly} |
|
||||
|
||||
$PRODUCE Answer with an Adverb
|
||||
# Source: ST §Answer Using Adverbs (l5-s9)
|
||||
$PRODUCE How Does He Do It?
|
||||
ID: l5-s9
|
||||
# Source: ST §Answer Using Adverbs
|
||||
REFERENCE
|
||||
INTRO: Listen to each little story, then answer the question with an adverb from the box. Mr. Summers drove for sixty years without a single ticket — someone should introduce him to Jack.
|
||||
INSTRUCTION: Answer aloud with a word from the box.
|
||||
INTRO: Each little story ends with a "how" question. Answer aloud with an adverb from the box — open it if you need it — then compare with the model.
|
||||
INSTRUCTION: Answer aloud with an adverb from the box.
|
||||
INPUT: speak
|
||||
CHECK: reveal
|
||||
|
||||
@@ -289,10 +294,10 @@ RESPONSE: He answered correctly.
|
||||
PROMPT: Yesterday the clerk made a mistake when he counted the money. The manager was very angry. How will the clerk count the money today?
|
||||
RESPONSE: He will count it carefully.
|
||||
|
||||
$SELECT Finish the Sentence
|
||||
# Source: ST §Match Them (l5-s10)
|
||||
$SELECT Match the Sentence Halves
|
||||
ID: l5-s10
|
||||
# Source: ST §Match Them
|
||||
INTRO: Someone had a bad morning. Tap the ending that completes each sentence — each ending is used exactly once.
|
||||
INTRO: Four sentence beginnings, four endings — together they tell the story of one bad morning. Tap the ending that completes each beginning.
|
||||
INSTRUCTION: Tap the ending that completes the sentence.
|
||||
OPTION: a | late for work.
|
||||
OPTION: b | got up late.
|
||||
@@ -311,25 +316,25 @@ ANSWER: a
|
||||
TEMPLATE: I think I'll ____
|
||||
ANSWER: c
|
||||
|
||||
# Source: ST §Put the Paragraph in Order (l5-s11)
|
||||
$SELECT Put the Story in Order
|
||||
ID: l5-s11
|
||||
# Source: ST §Put the Paragraph in Order
|
||||
ORDER
|
||||
INTRO: Same bad morning, whole sentences this time. Arrange them so the story makes sense from start to finish.
|
||||
INTRO: Same four sentences, now shuffled. Arrange them in the order the morning actually went wrong.
|
||||
INSTRUCTION: Arrange the sentences to form the paragraph.
|
||||
|
||||
TEMPLATE: What is the correct order of the story?
|
||||
TEMPLATE: What happened first, second, third, and last?
|
||||
OPTION: a | This morning, I got up late.
|
||||
OPTION: b | The alarm clock did not wake me up.
|
||||
OPTION: c | I was 35 minutes late for work.
|
||||
OPTION: d | I think I'll buy a new alarm clock.
|
||||
ANSWER: b,a,c,d
|
||||
|
||||
$PRODUCE Apologizing with "For + -ing"
|
||||
# Source: ST §Apologized For (l5-s12)
|
||||
$PRODUCE Apologizing with "For" + "-ing"
|
||||
ID: l5-s12
|
||||
# Source: ST §Apologized For
|
||||
INTRO: Everyone is apologizing today — spilled milk, lost letters, salty soup. Complete each sentence with "for" plus the -ing form: "for spilling", "for losing".
|
||||
INSTRUCTION: Type "for" + the gerund to complete the sentence.
|
||||
INTRO: Everyone in these sentences did something wrong, and everyone is sorry. Combine the sentences: type the "for + -ing" phrase, like "for spilling Sara's milk". The first one is a worked example.
|
||||
INSTRUCTION: Type the "for + -ing" phrase that completes the sentence.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
@@ -355,41 +360,51 @@ RESPONSE: The clerk is apologizing to her for giving her the wrong change.
|
||||
TEMPLATE: Allen hurt Lori's feelings. He apologized to her. Allen apologized to Lori ____{for hurting her feelings}.
|
||||
RESPONSE: Allen apologized to Lori for hurting her feelings.
|
||||
|
||||
# MERGED: ST §Tom's Shirt Is Similar to Ed's (l5-s13) — its four-phrase box became the
|
||||
# option pool of the following activity, so a separate $GRAMMAR card would be redundant.
|
||||
# Source: ST §Tom's Shirt Is Similar to Ed's (l5-s13)
|
||||
$GRAMMAR Comparing Things
|
||||
ID: l5-s13
|
||||
INTRO: Now the comparison phrases — how to say two things are almost the same, exactly the same, or not the same at all.
|
||||
|
||||
$SELECT Similar, the Same, Different, or Alike?
|
||||
{Tom's shirt is similar to Ed's.}
|
||||
|
||||
| | |
|
||||
|---|---|
|
||||
| {similar to} | {the same as} |
|
||||
| {different from} | {alike} |
|
||||
|
||||
Note that "alike" comes after the pair: {They look alike.}
|
||||
|
||||
# Source: ST §Complete the Comparisons (l5-s14)
|
||||
$PRODUCE Complete the Comparisons
|
||||
ID: l5-s14
|
||||
# Source: ST §Complete the Comparisons (word box l5-s13 folded in as the option pool)
|
||||
INTRO: Compare the two things in each description, then tap the phrase that fits: similar to, the same as, different from, or alike. Pete and Charlie have nearly identical houses — nearly.
|
||||
INSTRUCTION: Tap the phrase that completes the comparison.
|
||||
OPTION: a | similar to
|
||||
OPTION: b | the same as
|
||||
OPTION: c | different from
|
||||
OPTION: d | alike
|
||||
REFERENCE
|
||||
INTRO: Read each pair — houses, sandwiches, families — and decide how they compare. Type the phrase from the box that fits: "similar to", "different from", "the same as", or "alike".
|
||||
INSTRUCTION: Type the correct comparison phrase from the box.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____ Charlie's house.
|
||||
ANSWER: a
|
||||
TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____{similar to} Charlie's house.
|
||||
RESPONSE: Pete's house is similar to Charlie's house.
|
||||
|
||||
TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____ Harry's.
|
||||
ANSWER: c
|
||||
TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____{different from} Harry's.
|
||||
RESPONSE: Bud's sandwich is different from Harry's.
|
||||
|
||||
TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____ Ted.
|
||||
ANSWER: b
|
||||
TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____{the same as} Ted.
|
||||
RESPONSE: Jack is dressed the same as Ted.
|
||||
|
||||
TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____.
|
||||
ANSWER: d
|
||||
TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____{alike}.
|
||||
RESPONSE: They look alike.
|
||||
|
||||
TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____ Nancy's.
|
||||
ANSWER: b
|
||||
TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____{the same as} Nancy's.
|
||||
RESPONSE: Emily's car is the same as Nancy's.
|
||||
|
||||
TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____ Carl's.
|
||||
ANSWER: c
|
||||
TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____{different from} Carl's.
|
||||
RESPONSE: Sam's family is different from Carl's.
|
||||
|
||||
$PRODUCE Reporting What People Said
|
||||
# Source: ST §He Told Me to Answer the Question (l5-s15)
|
||||
$PRODUCE Reporting Requests: "Told" and "Asked"
|
||||
ID: l5-s15
|
||||
# Source: ST §He Told Me to Answer the Question
|
||||
INTRO: Read each short exchange, then report what was said — "He told him to sit down." In the last one, imagine you're Ted.
|
||||
INTRO: Read each little exchange, then report it aloud: "He told him to…", "She asked him to…". For the last one, you're Ted — Sam is talking to you. The first one is a worked example.
|
||||
INSTRUCTION: Read the dialog, then answer the question aloud.
|
||||
INPUT: speak
|
||||
CHECK: reveal
|
||||
@@ -416,31 +431,33 @@ TEMPLATE: Sam: Ted, will you turn off the lights, please?
|
||||
PROMPT: What did Sam ask you?
|
||||
RESPONSE: He asked me to turn off the lights.
|
||||
|
||||
# Source: ST §Letter from Sam (l5-s16)
|
||||
$DIALOGUE Letter from Sam
|
||||
ID: l5-s16
|
||||
# Source: ST §Letter from Sam
|
||||
INTRO: Sam wrote a letter to his friend Mike, who visited him last month. Read it carefully — questions follow, and Sam has some good news about a highway.
|
||||
INTRO: Sam is writing to his friend Mike, who visited last month and left too soon. Read the letter — questions follow, so pay attention to Sam's good news.
|
||||
INSTRUCTION: Read the letter.
|
||||
|
||||
LINE: Dear Mike, I'm glad that you came to visit me last month.
|
||||
LINE: Dear Mike,
|
||||
LINE: I'm glad that you came to visit me last month.
|
||||
LINE: I'm sorry that you didn't have more time to stay.
|
||||
LINE: I hope that you'll visit again very soon.
|
||||
LINE: I know that it's a long drive, but you always enjoy yourself when you get here.
|
||||
LINE: I have some good news.
|
||||
LINE: I read that they were making a new highway from Center City to Lakeland.
|
||||
LINE: That will make your drive easier.
|
||||
LINE: I hope to see you again soon. Your friend, Sam
|
||||
LINE: I hope to see you again soon.
|
||||
LINE: Your friend, Sam
|
||||
|
||||
$PRODUCE Questions About Sam's Letter
|
||||
# Source: ST §Questions about the Letter (l5-s17)
|
||||
$PRODUCE Questions about the Letter
|
||||
ID: l5-s17
|
||||
# Source: ST §Questions about the Letter
|
||||
REFERENCE
|
||||
INTRO: Answer three questions about Sam's letter. You can open the letter again while you answer — Sam won't mind.
|
||||
INSTRUCTION: Answer the questions about the letter.
|
||||
INTRO: Three questions about Sam's letter. Answer aloud — and open the letter again if the good news has already slipped your mind.
|
||||
INSTRUCTION: Answer the questions about the letter. Open the letter if you need it.
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
SHOW_PROMPT
|
||||
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
||||
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). An answer stating a different fact fails.
|
||||
|
||||
PROMPT: What was Sam sorry about?
|
||||
RESPONSE: He was sorry that Mike didn't have more time to stay.
|
||||
@@ -454,10 +471,10 @@ RESPONSE: He read that they were making a new highway from Center City to Lakela
|
||||
# SKIPPED (book): Listening Skill "LISTEN AND WRITE." Paragraph dictation requires
|
||||
# instructor audio which is missing. Dropped.
|
||||
|
||||
$PRODUCE Capitals and Commas
|
||||
# Source: ST §Should I Put a Comma Here? (l5-s18)
|
||||
$PRODUCE Punctuation and Capitalization
|
||||
ID: l5-s18
|
||||
# Source: ST §Should I Put a Comma Here?
|
||||
INTRO: One last drill: retype each sentence with the correct capital letters and punctuation. Every comma and quotation mark counts here. That's the whole week reviewed — well done, and see you in the next lesson.
|
||||
INTRO: Last activity of the week — Bob's bad morning, one sentence at a time. Rewrite each sentence with capital letters and punctuation exactly where they belong; here, every comma counts. Finish this and the week's review is done.
|
||||
INSTRUCTION: Rewrite the sentence with the correct punctuation and capitalization.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
Reference in New Issue
Block a user