book 10: fresh full-pipeline conversion (snippet golds + repair notes + all book-9 review fixes)
Co-authored-by: Cursor <cursoragent@cursor.com>
This commit is contained in:
@@ -1,26 +1,30 @@
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$MODULE Book 10 · Lesson 5: Let's Review! {st-page_163_001.jpg}
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$MODULE Book 10 · Lesson 5: Review — Small Talk, Reading, and Grammar {st-page_163_001.jpg|Four-panel composite showing scenes of using a vending machine, military officers shaking hands, looking at a dictionary in a library, and pointing at a map}
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FORMAT: 2
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DESCRIPTION: Review of the week: small talk, reading comprehension, gerunds, "be able to", adjective + infinitive, schedules, prepositional phrases, time clauses, and present tense for future time.
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DIOCO_DOC_ID: alc_book10_lesson5
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DESCRIPTION: Review lesson: small talk, reading skills (summaries, titles, outlining), gerunds and infinitives, "be able to", "it" for time and distance, time clauses, sequencing instructions, and present tense for scheduled future time.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Tom | schedar | Male speaker
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VOICE: Harry | puck | Male speaker
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VOICE: Bob | achird | Male speaker
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VOICE: Bill | charon | Male speaker
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VOICE: Jim | iapetus | Male speaker
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VOICE: Harry | achird | Male speaker
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VOICE: Bob | charon | Male speaker
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VOICE: Bill | iapetus | Male speaker
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VOICE: Jim | orus | Male speaker
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$LESSON 5-1: Small Talk, Reading, and "Be Able To"
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# SKIPPED (book): "HOW TO" — teacher-led oral transformation drill with unprinted stimulus sentences.
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# SKIPPED (book): Listening Skill "SELECT THE TOPIC" — spoken paragraph stimuli exist only in teacher guide.
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# SKIPPED (book): Listening Skill "SELECT THE MAIN IDEA" — spoken paragraph stimuli exist only in teacher guide.
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# SKIPPED (book): "HOW TO", "SELECT THE TOPIC", and "SELECT THE MAIN IDEA" — instructor-read listening exercises with no printed stimuli. Dropped.
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$SESSION 5-1: Small Talk, Readings, and Sentence Patterns
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# Source: ST §Small Talk
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# Source: ST §Small Talk: How's the Family? (l5-s1)
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$DIALOGUE Small Talk: How's the Family?
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ID: l5-s1
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INTRO: This lesson is a review of the whole week — nothing new, just one more round with small talk, reading, gerunds, and "be able to", until it all feels easy. First, Tom runs into Harry on the street and asks about the family. Just listen.
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INSTRUCTION: Listen to the conversation.
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INTRO: This lesson is pure review — nothing new, just making sure everything stuck. You'll practice small talk, reread short passages, and sharpen the grammar you've been learning. First, Tom runs into Harry and asks about the family — listen and repeat each line.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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Tom: Hi, Harry. How are you?
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Harry: Fine, Tom. It's good to see you.
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@@ -31,11 +35,12 @@ Harry: Well, I hope she gets better soon.
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Tom: Thanks. Tell your family hello for me.
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Harry: I will. We'll have to get together soon. Bye.
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# Source: ST §Small Talk
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$DIALOGUE Small Talk: A Visitor from Kansas
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ID: l5-s1-b
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INTRO: More small talk. Bob meets Bill, who is visiting from Kansas — where the weather, we learn, has little to recommend it.
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INSTRUCTION: Listen to the conversation.
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# Source: ST §Small Talk: Visiting Friends (l5-s2)
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$DIALOGUE Small Talk: Visiting Friends
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ID: l5-s2
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INTRO: More small talk. Bill has escaped the Kansas snow, and Bob approves. Listen and repeat each line.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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Bob: It's nice to see you again, Bill. What brings you to our city?
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Bill: I'm visiting some friends.
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@@ -46,11 +51,12 @@ Bill: Cold! This sunshine is better than the cold and snow in Kansas.
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Bob: Well, it's nice to have you here. Hope you enjoy your visit.
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Bill: Thank you, Bob. It was nice to see you, too.
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# Source: ST §Small Talk
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$DIALOGUE Small Talk: A Beautiful Day
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ID: l5-s1-c
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INTRO: One last piece of small talk. Bill the taxi driver is very pleased with his career choice today.
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INSTRUCTION: Listen to the conversation.
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# Source: ST §Small Talk: Working Outside (l5-s3)
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$DIALOGUE Small Talk: Working Outside
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ID: l5-s3
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INTRO: One more chat about the weather. Bill meets Jim, a bank teller who would rather be outside. Listen and repeat each line.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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Bill: The weather is really nice today.
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Jim: Yes, it is. I don't enjoy working inside on a beautiful day.
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@@ -58,133 +64,115 @@ Bill: Where do you work?
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Jim: I work in a bank. I'm a teller.
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Bill: Well, on beautiful days, I'm glad I'm a taxi driver. I can be outside in the nice sunshine.
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# Source: ST §Select the Summary
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$SELECT Select the Summary
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ID: l5-s2
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INTRO: Now some reading review. Read the paragraph about getting ready for a vacation, then tap the summary that covers all of it — not just the seatbelt.
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INSTRUCTION: Read the paragraph, then tap the best summary.
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# Source: ST §Reading: Safe Vacation (l5-s4-r)
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$GRAMMAR Reading: A Safe Vacation
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ID: l5-s4-r
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READING
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INTRO: Read this short paragraph about getting ready for a road trip. Afterwards you'll choose the best summary of it.
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TEMPLATE: There are things that you should do before you go on vacation. Check your car. Fill it with gas. Take some common tools with you. Always have a jack, a wrench, and a spare tire. Don't forget your driver's license and extra change. Drive carefully and fasten your seatbelt. Do these things, and you'll have a good, safe trip.
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CARD: There are things that you should do before you go on vacation. Check your car. Fill it with gas. Take some common tools with you. Always have a jack, a wrench, and a spare tire. Don't forget your driver's license and extra change. Drive carefully and fasten your seatbelt. Do these things, and you'll have a good, safe trip.
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# Source: ST §Select the Summary (l5-s4)
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$SELECT Choose the Best Summary
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ID: l5-s4
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REFERENCE: l5-s4-r
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INTRO: A good summary covers the whole paragraph, not just one detail. Tap the best summary — open the reading if you need to check.
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INSTRUCTION: Tap the best summary of the paragraph.
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TEMPLATE: What is the best summary of the paragraph?
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OPTION: a | There are things you should do when on vacation. Check your car, have the right tools with you, and drive carefully. If you do, you'll have a good, safe trip.
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OPTION: b | Always take tools with you when you go on a trip. Check your car and fasten your seatbelt.
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OPTION: c | Check your seatbelt before you go on vacation. Get a driver's license so you'll have a good, safe trip.
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ANSWER: a
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# Source: ST §Which Is the Best Title?
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$SELECT Which Is the Best Title?
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ID: l5-s3
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INTRO: Two short paragraphs. Read each one and choose the title that fits the whole paragraph, not just one detail from it.
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INSTRUCTION: Read the paragraph, then tap the best title.
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# Source: ST §Reading: Department Stores and States (l5-s5-r)
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$GRAMMAR Reading: A Store and a State
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ID: l5-s5-r
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READING
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INTRO: Two more short readings — a store that sells everything, and the smallest state in the country. You'll pick a title for each one next.
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TEMPLATE: One store at the Big Tree Mall sells everything. It's called Dilley's Department Store. You can buy clothes, furniture, books, and many other things there. It's my favorite store because you don't have to go from one store to another for things. You can get it all from Dilley's. Dilley's is very popular with lots of people.
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CARD: **Paragraph 1.** One store at the Big Tree Mall sells everything. It's called Dilley's Department Store. You can buy clothes, furniture, books, and many other things there. It's my favorite store because you don't have to go from one store to another for things. You can get it all from Dilley's. Dilley's is very popular with lots of people.
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CARD: **Paragraph 2.** Rhode Island is the smallest state in the country, but over 900,000 people live there. Most of these people live and work in the cities. Rhode Island is on the Atlantic coast and has good weather. The temperature in July is usually about 69 degrees. Because temperatures in some of the other states on the Atlantic coast are very high in the summer, many people go to Rhode Island for their summer vacations. It's a popular place in July.
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# Source: ST §Which Is the Best Title? (l5-s5)
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$SELECT Choose the Best Title
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ID: l5-s5
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REFERENCE: l5-s5-r
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INTRO: A good title names what the whole paragraph is about. Tap the best title for each paragraph — the readings are one tap away.
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INSTRUCTION: Tap the best title for each paragraph.
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TEMPLATE: Paragraph 1: which is the best title?
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OPTION: a | Big Tree Mall
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OPTION: b | Dilley's Department Store
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OPTION: c | A Department Store
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ANSWER: b
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TEMPLATE: Rhode Island is the smallest state in the country, but over 900,000 people live there. Most of these people live and work in the cities. Rhode Island is on the Atlantic coast and has good weather. The temperature in July is usually about 69 degrees. Because temperatures in some of the other states on the Atlantic coast are very high in the summer, many people go to Rhode Island for their summer vacations. It's a popular place in July.
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TEMPLATE: Paragraph 2: which is the best title?
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OPTION: a | Summer Vacations
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OPTION: b | The Atlantic Coast
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OPTION: c | Rhode Island
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ANSWER: c
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# Source: ST §Ask and Answer
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$PRODUCE Ask and Answer with Gerunds
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ID: l5-s4
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INTRO: Back to gerunds — the -ing forms after verbs like begin, enjoy, and finish. Use the cues to make a question, then answer it in a full sentence, out loud.
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INSTRUCTION: Make a question from the cues, then answer with the second cue. Use a gerund.
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INPUT: speak
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CHECK: llm
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RUBRIC: Require both the question and the full-sentence answer — reject if either part is omitted. The verb + gerund pattern is the point: the second verb must appear as a gerund (working, studying, reading, washing) in both parts; a missing -ing form fails. The question's tense should match the model answer. Otherwise accept any natural phrasing.
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# Source: ST §Reading: Jim's Vacation (l5-s6-r)
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$GRAMMAR Reading: Jim's Vacation
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ID: l5-s6-r
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READING
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INTRO: Read about Jim's travels — he got almost everywhere he wanted. Notice "was able to"; you'll use it to answer questions next.
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EXAMPLE
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TEMPLATE: when / begin work / restaurant — last month
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RESPONSE: When did you begin working in the restaurant? I began working in the restaurant last month.
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CARD: Jim likes to travel. On his vacation last year he was able to go to London. While he was there he was able to fly to Ireland. He rented a car and was able to drive across Ireland from the east to the west. He wasn't able to get to Paris, but maybe this year he'll be able to go to Europe again.
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TEMPLATE: when / start study — 1800 hours
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RESPONSE: When did you start studying? I started studying at 1800 hours.
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TEMPLATE: what kind magazine / enjoy read — news magazines
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RESPONSE: What kind of magazine do you enjoy reading? I enjoy reading news magazines.
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TEMPLATE: when / stop work / last night — 2200 hours
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RESPONSE: When did you stop working last night? I stopped working at 2200 hours last night.
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TEMPLATE: why / keep on read — book interesting
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RESPONSE: Why did you keep on reading? I kept on reading because the book was interesting.
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TEMPLATE: when / finish wash — an hour ago
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RESPONSE: When did you finish washing? I finished washing an hour ago.
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# Source: ST §Jim's Vacation
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$DIALOGUE Jim's Vacation
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ID: l5-s5
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INTRO: Now "be able to". Here's Jim, who likes to travel. Listen to what he was and wasn't able to do on last year's vacation — you'll answer questions about it next.
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INSTRUCTION: Listen to the paragraph.
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LINE: Jim likes to travel. On his vacation last year he was able to go to London.
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LINE: While he was there he was able to fly to Ireland.
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LINE: He rented a car and was able to drive across Ireland from the east to the west.
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LINE: He wasn't able to get to Paris, but maybe this year he'll be able to go to Europe again.
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# Source: ST §Will He Be Able To...?
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$PRODUCE What Was Jim Able to Do?
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# Source: ST §Will He Be Able To...? (l5-s6)
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$PRODUCE Jim's Vacation — Answer with "Be Able To"
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ID: l5-s6
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REFERENCE
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INTRO: Answer the questions about Jim's trip in full sentences, using "was able to" or "wasn't able to". You can look back at the paragraph if London and Ireland are already a blur.
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INSTRUCTION: Answer aloud, using "be able to".
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REFERENCE: l5-s6-r
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INTRO: Answer each question aloud in a full sentence using "be able to". Open the reading if you need it, then compare with the model answer.
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INSTRUCTION: Answer aloud in a full sentence with "be able to".
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact, as long as it uses "was able to", "wasn't able to" (or "was not able to"), or "be able to" as appropriate — that pattern is the point.
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RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact in a full sentence — using "be able to" is the point, so an answer without it fails.
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PROMPT: Where was Jim able to go on his vacation last year?
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RESPONSE: He was able to go to London.
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RESPONSE: He was able to go to London on his vacation last year.
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PROMPT: Where was he able to fly while he was there?
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RESPONSE: He was able to fly to Ireland.
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RESPONSE: He was able to fly to Ireland while he was there.
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PROMPT: Where did he drive?
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RESPONSE: He was able to drive across Ireland from the east to the west.
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PROMPT: Where wasn't he able to go?
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RESPONSE: He wasn't able to get to Paris.
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RESPONSE: He wasn't able to go to Paris.
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PROMPT: Where does he hope to be able to go this year?
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RESPONSE: He hopes to be able to go to Europe again.
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RESPONSE: He hopes to be able to go to Europe again this year.
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# Source: ST §A Quick Shopping Trip
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$DIALOGUE A Quick Shopping Trip
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# Source: ST §Reading: A Quick Shopping Trip (l5-s7-r)
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$GRAMMAR Reading: A Quick Shopping Trip
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ID: l5-s7-r
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READING
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INTRO: Janet had almost no time and still did everything. Read how she managed it — questions with "be able to" follow.
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CARD: Janet went to the shopping center. She didn't have much time, but she was able to do a lot. At the clothing store she was able to find a blouse for her new skirt. Then she went to the variety store. There she was able to get pens and pencils for her daughter. In the department store, she was able to buy some towels and finish her shopping. Her car was in the parking lot near the department store. She was able to leave the mall quickly and get back home before her children arrived from school.
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# Source: ST §A Quick Shopping Trip (l5-s7)
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$PRODUCE Janet's Trip — Answer with "Be Able To"
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ID: l5-s7
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INTRO: Janet didn't have much time at the shopping center, and still managed to buy half the mall. Listen to what she was able to do — questions follow.
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INSTRUCTION: Listen to the paragraph.
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LINE: Janet went to the shopping center. She didn't have much time, but she was able to do a lot.
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LINE: At the clothing store she was able to find a blouse for her new skirt.
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LINE: Then she went to the variety store. There she was able to get pens and pencils for her daughter.
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LINE: In the department store, she was able to buy some towels and finish her shopping.
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LINE: Her car was in the parking lot near the department store.
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LINE: She was able to leave the mall quickly and get back home before her children arrived from school.
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# Source: ST §Answer About Janet's Trip
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$PRODUCE What Was Janet Able to Do?
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ID: l5-s8
|
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REFERENCE
|
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INTRO: Now the questions about Janet's shopping trip. Answer aloud in full sentences with "was able to" — and yes, you may peek back at the paragraph.
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INSTRUCTION: Answer aloud in a full sentence.
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REFERENCE: l5-s7-r
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INTRO: Same idea, new story. Answer each question aloud in a full sentence with "be able to" — the reading is there if you need it.
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INSTRUCTION: Answer aloud in a full sentence with "be able to".
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
|
||||
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. Using "was able to" is preferred but a correct fact in another phrasing still passes.
|
||||
RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact in a full sentence — using "be able to" is the point, so an answer without it fails.
|
||||
|
||||
PROMPT: What was Janet able to do in a short time?
|
||||
RESPONSE: She was able to do a lot.
|
||||
RESPONSE: She was able to do a lot in a short time.
|
||||
|
||||
PROMPT: What was she able to find for her new skirt?
|
||||
RESPONSE: She was able to find a blouse.
|
||||
RESPONSE: She was able to find a blouse for her new skirt.
|
||||
|
||||
PROMPT: What was she able to get at the variety store?
|
||||
RESPONSE: She was able to get pens and pencils for her daughter.
|
||||
RESPONSE: She was able to get pens and pencils for her daughter at the variety store.
|
||||
|
||||
PROMPT: Where was she able to finish her shopping?
|
||||
RESPONSE: She was able to finish her shopping in the department store.
|
||||
@@ -192,52 +180,85 @@ RESPONSE: She was able to finish her shopping in the department store.
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PROMPT: Why was she able to leave quickly?
|
||||
RESPONSE: She was able to leave quickly because her car was in the parking lot near the department store.
|
||||
|
||||
# SKIPPED (book): "CIRCLE IT!" and "SAY THE OPPOSITE" — instructor-read exercises with no printed stimuli. Dropped.
|
||||
# SKIPPED (book): Listening Skill "CIRCLE IT!" — spoken syllable stress discrimination without printed words.
|
||||
# SKIPPED (book): Listening Skill "SAY THE OPPOSITE." — spoken antonym drill without printed words.
|
||||
|
||||
$LESSON 5-2: Combining Sentences and Schedules
|
||||
|
||||
# Source: ST §He's Happy to Have...
|
||||
$PRODUCE Happy to Have It: Adjective + Infinitive
|
||||
ID: l5-s9
|
||||
INTRO: This part reviews combining sentences and talking about plans and schedules. First: join two sentences with an adjective and a to-infinitive — "Harry is happy. He has a new car." becomes "Harry is happy to have a new car." Say the new sentence.
|
||||
INSTRUCTION: Combine the two sentences using adjective + to-infinitive.
|
||||
# Source: ST §Ask and Answer (l5-s8)
|
||||
$PRODUCE Ask and Answer with a Gerund
|
||||
ID: l5-s8
|
||||
INTRO: Now build questions with a gerund — "begin working", "enjoy reading". Use the cue words on screen to ask the question, then answer it with the information in parentheses. Say both aloud.
|
||||
INSTRUCTION: Ask and answer aloud, using a gerund after the main verb.
|
||||
INPUT: speak
|
||||
CHECK: exact
|
||||
CHECK: llm
|
||||
RUBRIC: Accept any correct question formed from the cue words with a gerund after the main verb, plus an answer using the parenthesized information; an infinitive instead of the gerund fails.
|
||||
|
||||
EXAMPLE
|
||||
TEMPLATE: Harry is happy. He has a new car.
|
||||
TEMPLATE: when / begin work / restaurant
|
||||
TEMPLATE: (last month)
|
||||
RESPONSE: When did you begin working in the restaurant? — I began working in the restaurant last month.
|
||||
|
||||
TEMPLATE: when / start study
|
||||
TEMPLATE: (1800 hours)
|
||||
RESPONSE: When did you start studying? — I started studying at 1800 hours.
|
||||
|
||||
TEMPLATE: what kind magazine / enjoy read
|
||||
TEMPLATE: (news magazines)
|
||||
RESPONSE: What kind of magazines do you enjoy reading? — I enjoy reading news magazines.
|
||||
|
||||
TEMPLATE: when / stop work / last night
|
||||
TEMPLATE: (2200 hours)
|
||||
RESPONSE: When did you stop working last night? — I stopped working at 2200 hours last night.
|
||||
|
||||
TEMPLATE: why / keep on read
|
||||
TEMPLATE: (book interesting)
|
||||
RESPONSE: Why did you keep on reading? — I kept on reading because the book was interesting.
|
||||
|
||||
TEMPLATE: when / finish wash
|
||||
TEMPLATE: (an hour ago)
|
||||
RESPONSE: When did you finish washing? — I finished washing an hour ago.
|
||||
|
||||
# Source: ST §He's Happy to Have... (l5-s9)
|
||||
$PRODUCE Happy to Have, Afraid to Go
|
||||
ID: l5-s9
|
||||
INTRO: Two short sentences become one: an adjective plus "to" — "Harry is happy to have a new car." Listen to each pair and say the combined sentence, then check the model.
|
||||
INSTRUCTION: Combine the two sentences using the adjective + "to" pattern.
|
||||
INPUT: speak
|
||||
CHECK: reveal
|
||||
|
||||
EXAMPLE
|
||||
PROMPT: Harry is happy. He has a new car.
|
||||
RESPONSE: Harry is happy to have a new car.
|
||||
|
||||
TEMPLATE: Ann isn't afraid. She lives alone.
|
||||
PROMPT: Ann isn't afraid. She lives alone.
|
||||
RESPONSE: Ann isn't afraid to live alone.
|
||||
|
||||
TEMPLATE: Ms. Smith was sorry. She left the city.
|
||||
PROMPT: Ms. Smith was sorry. She left the city.
|
||||
RESPONSE: Ms. Smith was sorry to leave the city.
|
||||
|
||||
TEMPLATE: Fred and Sam are not ready. They are going to the soccer game.
|
||||
PROMPT: Fred and Sam are not ready. They are going to the soccer game.
|
||||
RESPONSE: Fred and Sam are not ready to go to the soccer game.
|
||||
|
||||
TEMPLATE: Marge was upset. She lost her keys.
|
||||
PROMPT: Marge was upset. She lost her keys.
|
||||
RESPONSE: Marge was upset to lose her keys.
|
||||
|
||||
TEMPLATE: David is glad. He got a good score on his test.
|
||||
PROMPT: David is glad. He got a good score on his test.
|
||||
RESPONSE: David is glad to get a good score on his test.
|
||||
|
||||
TEMPLATE: Mrs. Hall was pleased. She got a call from her son.
|
||||
PROMPT: Mrs. Hall was pleased. She got a call from her son.
|
||||
RESPONSE: Mrs. Hall was pleased to get a call from her son.
|
||||
|
||||
TEMPLATE: Hal was afraid. He went to the dentist.
|
||||
PROMPT: Hal was afraid. He went to the dentist.
|
||||
RESPONSE: Hal was afraid to go to the dentist.
|
||||
|
||||
TEMPLATE: David was sad. He lost his wrist watch.
|
||||
PROMPT: David was sad. He lost his wrist watch.
|
||||
RESPONSE: David was sad to lose his wrist watch.
|
||||
|
||||
# SKIPPED (book): "THIS IS ...." — open pair task introducing classmates. Dropped.
|
||||
# SKIPPED (book): "THIS IS ...." — open classroom three-person oral introduction practice.
|
||||
|
||||
# Source: ST §A Study Schedule
|
||||
$SELECT A Study Schedule: Match the Halves
|
||||
# Source: ST §A Study Schedule: Matching (l5-s10)
|
||||
$SELECT John's Study Plan — Match the Halves
|
||||
ID: l5-s10
|
||||
INTRO: John has a big test tomorrow and, for once, a plan. Match each sentence beginning to its correct ending.
|
||||
INTRO: John has a big test tomorrow and a plan — but the plan arrived in pieces. Match each sentence beginning with its ending; next you'll put the whole schedule in order.
|
||||
INSTRUCTION: Tap the ending that completes each sentence.
|
||||
OPTION: a | for a big test tomorrow.
|
||||
OPTION: b | study again until dinner.
|
||||
@@ -247,281 +268,367 @@ OPTION: e | rest and watch TV.
|
||||
OPTION: f | Al for about three hours.
|
||||
OPTION: g | a good study schedule.
|
||||
|
||||
TEMPLATE: After lunch he'll
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: First, he'll study with
|
||||
ANSWER: f
|
||||
|
||||
TEMPLATE: Then he'll go to
|
||||
ANSWER: d
|
||||
|
||||
TEMPLATE: John is getting ready
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: After dinner he'll
|
||||
ANSWER: e
|
||||
|
||||
TEMPLATE: Then he'll have lunch and
|
||||
TEMPLATE: After lunch he'll ____
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: He thinks this is
|
||||
TEMPLATE: First, he'll study with ____
|
||||
ANSWER: f
|
||||
|
||||
TEMPLATE: Then he'll go to ____
|
||||
ANSWER: d
|
||||
|
||||
TEMPLATE: John is getting ready ____
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: After dinner he'll ____
|
||||
ANSWER: e
|
||||
|
||||
TEMPLATE: Then he'll have lunch and ____
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: He thinks this is ____
|
||||
ANSWER: g
|
||||
|
||||
# Source: ST §A Study Schedule
|
||||
$SELECT A Study Schedule: Put It in Order
|
||||
# Source: ST §A Study Schedule: Ordering (l5-s11)
|
||||
$SELECT John's Study Plan — Put It in Order
|
||||
ID: l5-s11
|
||||
ORDER
|
||||
INTRO: Same schedule, now in pieces. Put the sentences in order to describe John's study day from start to finish.
|
||||
INSTRUCTION: Arrange the sentences in the correct order.
|
||||
|
||||
TEMPLATE: Arrange the sentences to tell the story.
|
||||
OPTION: a | John is getting ready for a big test tomorrow.
|
||||
INTRO: Same schedule, new job: arrange the sentences in chronological order. John goes to bed by ten — everything else comes first.
|
||||
INSTRUCTION: Arrange the sentences to show John's schedule in order.
|
||||
OPTION: a | After lunch he'll study again until dinner.
|
||||
OPTION: b | First, he'll study with Al for about three hours.
|
||||
OPTION: c | Then he'll have lunch and study again until dinner.
|
||||
OPTION: d | After lunch he'll relax for about an hour.
|
||||
OPTION: c | Then he'll go to bed by 10 o'clock.
|
||||
OPTION: d | John is getting ready for a big test tomorrow.
|
||||
OPTION: e | After dinner he'll rest and watch TV.
|
||||
OPTION: f | Then he'll go to bed by 10 o'clock.
|
||||
OPTION: f | Then he'll have lunch and relax for about an hour.
|
||||
OPTION: g | He thinks this is a good study schedule.
|
||||
ANSWER: a,b,c,d,e,f,g
|
||||
|
||||
# Source: ST §It's...
|
||||
$PRODUCE It's / It Takes
|
||||
TEMPLATE: What is the correct order of John's schedule?
|
||||
ANSWER: d,b,f,a,e,c,g
|
||||
|
||||
$SESSION 5-2: Time, Instructions, and Stories
|
||||
|
||||
# Source: ST §It's... (l5-s12) — split into one item per gap
|
||||
$PRODUCE It's One O'Clock, It's 300 Miles
|
||||
ID: l5-s12
|
||||
INTRO: Review "it" for time, distance, and weather — what time it is, how far it is, how long it takes. Type the missing words to complete each dialog.
|
||||
INSTRUCTION: Type the missing words.
|
||||
INTRO: In this part you'll review "it" for time, distance, and weather, join sentences together, give instructions, and finish two stories with missing words. Start here: type the missing "it" words in these short exchanges.
|
||||
INSTRUCTION: Type the missing word or words.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
TEMPLATE: Bob: What time is it?
|
||||
TEMPLATE: Alice: ____{It's} one o'clock.
|
||||
TEMPLATE: Bob: We have to hurry. We have to check in the hotel before 6 o'clock.
|
||||
TEMPLATE: Alice: Well, how far is it to Dallas?
|
||||
TEMPLATE: Bob: ____{It's} about 300 miles. It takes about five hours to get there.
|
||||
RESPONSE: Bob: What time is it? Alice: It's one o'clock. Bob: We have to hurry. We have to check in the hotel before 6 o'clock. Alice: Well, how far is it to Dallas? Bob: It's about 300 miles. It takes about five hours to get there.
|
||||
TEMPLATE: — What time is it?
|
||||
TEMPLATE: — ____ one o'clock.
|
||||
RESPONSE: It's one o'clock.
|
||||
ACCEPT: It's | It is
|
||||
|
||||
TEMPLATE: Patsy: Is Pat's new business far from his home?
|
||||
TEMPLATE: Tom: No, ____{it's} not very far.
|
||||
TEMPLATE: Patsy: ____{Does it take} him long to get to work?
|
||||
TEMPLATE: Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
|
||||
RESPONSE: Patsy: Is Pat's new business far from his home? Tom: No, it's not very far. Patsy: Does it take him long to get to work? Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
|
||||
TEMPLATE: — We have to hurry. How far is it to Dallas?
|
||||
TEMPLATE: — ____ about 300 miles. It takes about five hours to get there.
|
||||
RESPONSE: It's about 300 miles. It takes about five hours to get there.
|
||||
ACCEPT: It's | It is
|
||||
|
||||
TEMPLATE: Kay: The weather is nice today. Yesterday ____{it was} very hot.
|
||||
TEMPLATE: Ted: Yes, it was bad. I went to a movie. ____{It was} cool there.
|
||||
TEMPLATE: Kay: ____{How far} was it from your house? Did you walk?
|
||||
TEMPLATE: Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
|
||||
RESPONSE: Kay: The weather is nice today. Yesterday it was very hot. Ted: Yes, it was bad. I went to a movie. It was cool there. Kay: How far was it from your house? Did you walk? Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
|
||||
TEMPLATE: — Is Pat's new business far from his home?
|
||||
TEMPLATE: — No, ____ not very far.
|
||||
RESPONSE: No, it's not very far.
|
||||
ACCEPT: it's | it is
|
||||
|
||||
# Source: ST §Make a New Sentence
|
||||
$PRODUCE Combine with a Prepositional Phrase
|
||||
TEMPLATE: — ____ him long to get to work?
|
||||
TEMPLATE: — No, it only takes him about ten or fifteen minutes.
|
||||
RESPONSE: Does it take him long to get to work?
|
||||
ACCEPT: Does it take
|
||||
|
||||
TEMPLATE: — The weather is nice today. Yesterday ____ very hot.
|
||||
RESPONSE: The weather is nice today. Yesterday it was very hot.
|
||||
ACCEPT: it was
|
||||
|
||||
TEMPLATE: — Yes, it was bad. I went to a movie. ____ cool there.
|
||||
RESPONSE: Yes, it was bad. I went to a movie. It was cool there.
|
||||
ACCEPT: It was
|
||||
|
||||
TEMPLATE: — ____ was it from your house? Did you walk?
|
||||
TEMPLATE: — It's about two miles from my house, but I didn't want to walk in the hot weather.
|
||||
RESPONSE: How far was it from your house?
|
||||
ACCEPT: How far
|
||||
|
||||
# SKIPPED (book): "WHAT DID HE SAY?" — teacher-read indirect command drill without printed stimulus lines.
|
||||
|
||||
# Source: ST §Make a New Sentence (l5-s13)
|
||||
$PRODUCE Make One Sentence
|
||||
ID: l5-s13
|
||||
INTRO: More sentence combining — this time with a prepositional phrase. "Tom went to the clothing store. It was in the shopping center." becomes one sentence. Say the new sentence aloud.
|
||||
INSTRUCTION: Combine the two sentences using a prepositional phrase.
|
||||
INPUT: speak
|
||||
CHECK: exact
|
||||
|
||||
EXAMPLE
|
||||
TEMPLATE: Tom went to the clothing store. It was in the shopping center.
|
||||
RESPONSE: Tom went to the clothing store in the shopping center.
|
||||
|
||||
TEMPLATE: Jan went up on the escalator. It was near the variety store.
|
||||
RESPONSE: Jan went up on the escalator near the variety store.
|
||||
|
||||
TEMPLATE: Mark parked his car. He parked in the parking lot.
|
||||
RESPONSE: Mark parked his car in the parking lot.
|
||||
|
||||
TEMPLATE: Bill saw the flat tire. It was on his car.
|
||||
RESPONSE: Bill saw the flat tire on his car.
|
||||
|
||||
TEMPLATE: Kitty used the vending machine. It was next to the stairs.
|
||||
RESPONSE: Kitty used the vending machine next to the stairs.
|
||||
|
||||
TEMPLATE: Ned met the salesman for lunch. He met him at a restaurant.
|
||||
RESPONSE: Ned met the salesman for lunch at a restaurant.
|
||||
|
||||
TEMPLATE: Jane took out the spare tire. She took it from the trunk.
|
||||
RESPONSE: Jane took out the spare tire from the trunk.
|
||||
|
||||
TEMPLATE: Rick bought some new stamps for his collection. They were from Africa.
|
||||
RESPONSE: Rick bought some new stamps for his collection from Africa.
|
||||
|
||||
# SKIPPED (book): "WHAT DID HE SAY?" — instructor-read commands where the student must report them ("He said to..."). No printed stimuli.
|
||||
|
||||
# Source: ST §Time Clauses
|
||||
$PRODUCE Time Clauses
|
||||
ID: l5-s14
|
||||
INTRO: Join each pair of sentences with the time word in parentheses — after, when, until, while, before. Think about which action the time word really belongs to; Frank washes his hands after the tire, not before.
|
||||
INSTRUCTION: Combine the two sentences using the word in parentheses.
|
||||
INTRO: Two sentences, one prepositional phrase. Listen to each pair and say them as one sentence — like "Tom went to the clothing store in the shopping center."
|
||||
INSTRUCTION: Combine the two sentences into one, using a prepositional phrase.
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
RUBRIC: Accept either clause order (e.g., "After Mary brushed her teeth, she ate breakfast" OR "Mary ate breakfast after she brushed her teeth"), as long as the subordinating conjunction is attached to the logically correct clause.
|
||||
RUBRIC: Accept the model or any correct single sentence combining both facts with a prepositional phrase attached to the right word.
|
||||
|
||||
TEMPLATE: Mary brushed her teeth. She ate breakfast. (after)
|
||||
RESPONSE: After Mary brushed her teeth, she ate breakfast.
|
||||
EXAMPLE
|
||||
PROMPT: Tom went to the clothing store. It was in the shopping center.
|
||||
RESPONSE: Tom went to the clothing store in the shopping center.
|
||||
|
||||
TEMPLATE: The teacher came in. The students were studying. (when)
|
||||
RESPONSE: The students were studying when the teacher came in.
|
||||
PROMPT: Jan went up on the escalator. It was near the variety store.
|
||||
RESPONSE: Jan went up on the escalator near the variety store.
|
||||
|
||||
TEMPLATE: David doesn't eat. He goes home. (until)
|
||||
PROMPT: Mark parked his car. He parked in the parking lot.
|
||||
RESPONSE: Mark parked his car in the parking lot.
|
||||
|
||||
PROMPT: Bill saw the flat tire. It was on his car.
|
||||
RESPONSE: Bill saw the flat tire on his car.
|
||||
|
||||
PROMPT: Kitty used the vending machine. It was next to the stairs.
|
||||
RESPONSE: Kitty used the vending machine next to the stairs.
|
||||
|
||||
PROMPT: Ned met the salesman for lunch. He met him at a restaurant.
|
||||
RESPONSE: Ned met the salesman for lunch at a restaurant.
|
||||
|
||||
PROMPT: Jane took out the spare tire. She took it from the trunk.
|
||||
RESPONSE: Jane took out the spare tire from the trunk.
|
||||
|
||||
PROMPT: Rick bought some new stamps for his collection. They were from Africa.
|
||||
RESPONSE: Rick bought some new stamps from Africa for his collection.
|
||||
|
||||
# Source: ST §After, When, Until, While, Before (l5-s14)
|
||||
$PRODUCE Join with a Time Word
|
||||
ID: l5-s14
|
||||
INTRO: Join each pair of sentences with the time word shown on screen — "after", "when", "until", "while", or "before". Say the new sentence aloud.
|
||||
INSTRUCTION: Combine the two sentences using the time word shown.
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
RUBRIC: Accept either clause order; using the given time word with correct verb forms and the right meaning is the point.
|
||||
|
||||
PROMPT: Mary brushed her teeth. She ate breakfast.
|
||||
TEMPLATE: (after)
|
||||
RESPONSE: Mary brushed her teeth after she ate breakfast.
|
||||
|
||||
PROMPT: The teacher came in. The students were studying.
|
||||
TEMPLATE: (when)
|
||||
RESPONSE: The teacher came in when the students were studying.
|
||||
|
||||
PROMPT: David doesn't eat. He goes home.
|
||||
TEMPLATE: (until)
|
||||
RESPONSE: David doesn't eat until he goes home.
|
||||
|
||||
TEMPLATE: Meg listens to the radio. She cooks dinner. (while)
|
||||
PROMPT: Meg listens to the radio. She cooks dinner.
|
||||
TEMPLATE: (while)
|
||||
RESPONSE: Meg listens to the radio while she cooks dinner.
|
||||
|
||||
TEMPLATE: Dottie will go to Paris. She will learn French. (before)
|
||||
PROMPT: Dottie will go to Paris. She will learn French.
|
||||
TEMPLATE: (before)
|
||||
RESPONSE: Dottie will learn French before she goes to Paris.
|
||||
|
||||
TEMPLATE: Frank washed his hands. He changed the tire. (after)
|
||||
RESPONSE: After Frank changed the tire, he washed his hands.
|
||||
PROMPT: Frank washed his hands. He changed the tire.
|
||||
TEMPLATE: (after)
|
||||
RESPONSE: Frank washed his hands after he changed the tire.
|
||||
|
||||
TEMPLATE: Fred read the book. He saw the movie. (before)
|
||||
PROMPT: Fred read the book. He saw the movie.
|
||||
TEMPLATE: (before)
|
||||
RESPONSE: Fred read the book before he saw the movie.
|
||||
|
||||
TEMPLATE: John left. The class ended. (when)
|
||||
PROMPT: John left. The class ended.
|
||||
TEMPLATE: (when)
|
||||
RESPONSE: John left when the class ended.
|
||||
|
||||
# Source: ST §What Do I Do?
|
||||
$SELECT How to Use the Machine (A)
|
||||
# Source: ST §What Do I Do? (Snack Machine) (l5-s15)
|
||||
$SELECT Using the Snack Machine
|
||||
ID: l5-s15
|
||||
ORDER
|
||||
INTRO: Someone is standing in front of a vending machine, hungry and confused. Put the sentences in order — from the question to the snack.
|
||||
INTRO: You're hungry and facing a snack machine. Put the instructions in the right order — money first, snack last.
|
||||
INSTRUCTION: Arrange the steps in the correct order.
|
||||
|
||||
TEMPLATE: Arrange the steps in the correct order.
|
||||
OPTION: a | How do you use this machine?
|
||||
OPTION: a | Then make your selection.
|
||||
OPTION: b | First, put the money in the slot.
|
||||
OPTION: c | Then make your selection.
|
||||
OPTION: d | Push the button.
|
||||
OPTION: e | Then wait until the snack drops.
|
||||
OPTION: f | Lift the door.
|
||||
ANSWER: a,b,c,d,e,f
|
||||
OPTION: c | How do you use this machine?
|
||||
OPTION: d | Lift the door.
|
||||
OPTION: e | Push the button.
|
||||
OPTION: f | Then wait until the snack drops.
|
||||
|
||||
# Source: ST §What Do I Do?
|
||||
$SELECT How to Use the Machine (B)
|
||||
TEMPLATE: How do you operate the snack machine?
|
||||
ANSWER: c,b,a,e,f,d
|
||||
|
||||
# Source: ST §What Do I Do? (Vending Machine) (l5-s16)
|
||||
$SELECT Using the Vending Machine
|
||||
ID: l5-s16
|
||||
ORDER
|
||||
INTRO: Another machine, another set of steps. Put them in order — money first, prize last, as always.
|
||||
INTRO: Another machine, another set of steps. Put them in order, starting with the question.
|
||||
INSTRUCTION: Arrange the steps in the correct order.
|
||||
OPTION: a | Pull the knob.
|
||||
OPTION: b | Get it out here.
|
||||
OPTION: c | Please tell me how to operate this.
|
||||
OPTION: d | Put your money in the slot.
|
||||
OPTION: e | Get the exact change.
|
||||
|
||||
TEMPLATE: Arrange the steps in the correct order.
|
||||
OPTION: a | Please tell me how to operate this.
|
||||
OPTION: b | Get the exact change.
|
||||
OPTION: c | Put your money in the slot.
|
||||
OPTION: d | Pull the knob.
|
||||
OPTION: e | Get it out here.
|
||||
ANSWER: a,b,c,d,e
|
||||
TEMPLATE: How do you operate this machine?
|
||||
ANSWER: c,e,d,a,b
|
||||
|
||||
$LESSON 5-3: Outlines, Missing Words, and Future Time
|
||||
# Source: ST §Reading: Family Businesses (l5-s17-r)
|
||||
$GRAMMAR Reading: Family Businesses
|
||||
ID: l5-s17-r
|
||||
READING
|
||||
INTRO: Read about Mark's family — everyone owns a business except Mark, who is still hoping. The flow chart maps it all out; you'll fill in an outline next.
|
||||
|
||||
# Source: ST §Family Businesses
|
||||
$DIALOGUE Family Businesses
|
||||
ID: l5-s17
|
||||
INTRO: Last part of the review: outlines, fill-in stories, and future time. Start by listening to a paragraph about Mark's family — everyone owns a business except Mark, so far. You'll outline it next.
|
||||
INSTRUCTION: Listen to the paragraph.
|
||||
|
||||
|
||||
LINE: Mark's brothers and sister own their own companies.
|
||||
LINE: His brother Tony owns a tire company. He sells tires and small auto parts.
|
||||
LINE: His other brother Mike owns a collection agency. His business is very good.
|
||||
LINE: He collects money for some large department stores, a bank, and his brother's tire store.
|
||||
LINE: Their sister Lory has a book store.
|
||||
LINE: She sells books, magazines, and newspapers from around the world.
|
||||
LINE: Mark is the youngest of the three brothers and sister.
|
||||
LINE: He hopes he'll be able to have his own business, too.
|
||||
CARD: Mark's brothers and sister own their own companies. His brother Tony owns a tire company. He sells tires and small auto parts. His other brother Mike owns a collection agency. His business is very good. He collects money for some large department stores, a bank, and his brother's tire store. Their sister Lory has a book store. She sells books, magazines, and newspapers from around the world. Mark is the youngest of the three brothers and sister. He hopes he'll be able to have his own business, too.
|
||||
|
||||
# Source: ST §Outline It!
|
||||
# Source: ST §Outline It! (l5-s17)
|
||||
$PRODUCE Outline the Family Businesses
|
||||
ID: l5-s18
|
||||
REFERENCE
|
||||
INTRO: Now fill in the outline — who owns what, and what each business sells or collects. Look back at the paragraph whenever you need to.
|
||||
INSTRUCTION: Fill in the outline based on the paragraph.
|
||||
ID: l5-s17
|
||||
REFERENCE: l5-s17-r
|
||||
INTRO: Fill in the outline: each person's business, plus what it sells or who it serves. Short answers from the reading — open it whenever you need it.
|
||||
INSTRUCTION: Type a short answer in each slot of the outline.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
TEMPLATE: Family Businesses
|
||||
SLOT: 1 | Brother Tony | Tony's tire company
|
||||
SLOT: 2 | Item sold | tires
|
||||
SLOT: 2 | Item sold | small auto parts
|
||||
SLOT: 1 | Brother Mike | Mike's collection agency
|
||||
SLOT: 2 | Collects for | large department stores
|
||||
SLOT: 2 | Collects for | a bank
|
||||
SLOT: 2 | Collects for | his brother's tire store
|
||||
SLOT: 1 | Sister Lory | Lory's book store
|
||||
SLOT: 2 | Item sold | books
|
||||
SLOT: 2 | Item sold | magazines
|
||||
SLOT: 2 | Item sold | newspapers
|
||||
SLOT: 1 | Tony's business | tire company
|
||||
SLOT: 2 | First item sold | tires
|
||||
SLOT: 2 | Second item sold | small auto parts
|
||||
SLOT: 1 | Mike's business | collection agency
|
||||
SLOT: 2 | First client | department stores
|
||||
SLOT: 2 | Second client | a bank
|
||||
SLOT: 2 | Third client | tire store
|
||||
SLOT: 1 | Lory's business | book store
|
||||
SLOT: 2 | First item sold | books
|
||||
SLOT: 2 | Second item sold | magazines
|
||||
SLOT: 2 | Third item sold | newspapers
|
||||
|
||||
# Source: ST §Everyone Can Go!
|
||||
$PRODUCE Everyone Can Go!
|
||||
ID: l5-s19
|
||||
INTRO: Mary works at the family store and is getting married on Saturday. Type the missing words to complete the story — it has a happy ending, since this week Mary is the boss.
|
||||
INSTRUCTION: Type the missing words.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
# Source: ST §Everyone Can Go! (l5-s18) — word-bank cloze recast as $SELECT with shared pool
|
||||
$SELECT Everyone Can Go!
|
||||
ID: l5-s18
|
||||
INTRO: This is Mary's story, told one sentence at a time — the gapped sentences are the story. Tap the word or phrase from the bank that completes each one.
|
||||
INSTRUCTION: Tap the word that completes the sentence.
|
||||
OPTION: a | company
|
||||
OPTION: b | covers
|
||||
OPTION: c | boss
|
||||
OPTION: d | out of
|
||||
OPTION: e | famous
|
||||
OPTION: f | marriage
|
||||
OPTION: g | it takes
|
||||
OPTION: h | is supposed to
|
||||
OPTION: i | be able to
|
||||
OPTION: j | common
|
||||
|
||||
TEMPLATE: Mary works for the family ____{company|store|business}. The store sells towels, sheets, bed ____{covers} and pillows. Her dad is the ____{boss}. When he's ____{out of} town, she does his job.
|
||||
RESPONSE: Mary works for the family company. The store sells towels, sheets, bed covers and pillows. Her dad is the boss. When he's out of town, she does his job.
|
||||
TEMPLATE: Mary works for the family ____.
|
||||
ANSWER: a
|
||||
FEEDBACK: Mary works for the family company.
|
||||
|
||||
TEMPLATE: Next Saturday Mary is going to marry a famous writer. The ____{marriage|wedding} will be in another town. ____{It takes} two hours to get there from the store.
|
||||
RESPONSE: Next Saturday Mary is going to marry a famous writer. The marriage will be in another town. It takes two hours to get there from the store.
|
||||
TEMPLATE: The store sells towels, sheets, bed ____ and pillows.
|
||||
ANSWER: b
|
||||
FEEDBACK: The store sells towels, sheets, bed covers and pillows.
|
||||
|
||||
TEMPLATE: All the people in the store want to go to the wedding, but the store ____{is supposed to|has to|must|needs to} stay open until nine o'clock on Saturday night. They won't ____{be able to} go.
|
||||
RESPONSE: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night. They won't be able to go.
|
||||
TEMPLATE: Her dad is the ____.
|
||||
ANSWER: c
|
||||
FEEDBACK: Her dad is the boss.
|
||||
|
||||
TEMPLATE: It's not a ____{common|usual|normal} thing, but this week Mary's father is ____{out of} town. Mary's the ____{boss}! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
|
||||
RESPONSE: It's not a common thing, but this week Mary's father is out of town. Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
|
||||
TEMPLATE: When he's ____ town, she does his job.
|
||||
ANSWER: d
|
||||
FEEDBACK: When he's out of town, she does his job.
|
||||
|
||||
# Source: ST §He Can't Go!
|
||||
TEMPLATE: Next Saturday Mary is going to marry a ____ writer.
|
||||
ANSWER: e
|
||||
FEEDBACK: Next Saturday Mary is going to marry a famous writer.
|
||||
|
||||
TEMPLATE: The ____ will be in another town.
|
||||
ANSWER: f
|
||||
FEEDBACK: The marriage will be in another town.
|
||||
|
||||
TEMPLATE: ____ two hours to get there from the store.
|
||||
ANSWER: g
|
||||
FEEDBACK: It takes two hours to get there from the store.
|
||||
|
||||
TEMPLATE: All the people in the store want to go to the wedding, but the store ____ stay open until nine o'clock on Saturday night.
|
||||
ANSWER: h
|
||||
FEEDBACK: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night.
|
||||
|
||||
TEMPLATE: They won't ____ go.
|
||||
ANSWER: i
|
||||
FEEDBACK: They won't be able to go.
|
||||
|
||||
TEMPLATE: It's not a ____ thing.
|
||||
ANSWER: j
|
||||
FEEDBACK: It's not a common thing.
|
||||
|
||||
TEMPLATE: But this week Mary's father is ____ town.
|
||||
ANSWER: d
|
||||
FEEDBACK: But this week Mary's father is out of town.
|
||||
|
||||
TEMPLATE: Mary's the ____! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
|
||||
ANSWER: c
|
||||
FEEDBACK: Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
|
||||
|
||||
# Source: ST §He Can't Go! (l5-s19)
|
||||
$PRODUCE He Can't Go!
|
||||
ID: l5-s20
|
||||
INTRO: Mark leaves for Rome tomorrow but can't pick up his own tickets — his boss won't let him. Complete the story with the missing words and find out who ends up going to the airport.
|
||||
INSTRUCTION: Type the missing words.
|
||||
ID: l5-s19
|
||||
INTRO: Mark needs his airline tickets and can't get them himself — a whole story of favors. Type the missing words in each line of the story.
|
||||
INSTRUCTION: Type the missing word or words in each gap.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
TEMPLATE: Mark ____{leaves} for Rome tomorrow. He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it. His boss won't ____{let} him.
|
||||
RESPONSE: Mark leaves for Rome tomorrow. He is supposed to pick up his tickets at the airport today, but he is not able to do it. His boss won't let him.
|
||||
TEMPLATE: Mark ____{leaves} for Rome tomorrow.
|
||||
RESPONSE: Mark leaves for Rome tomorrow.
|
||||
|
||||
TEMPLATE: He asked Jack, "____{Would|Could|Can} you please pick my tickets up for me?" Jack said, "I'm sorry, but I ____{can't}. ____{Would|Do} you ____{mind} asking Jane?" "OK, ____{I'll|I will} ask Jane."
|
||||
RESPONSE: He asked Jack, "Would you please pick my tickets up for me?" Jack said, "I'm sorry, but I can't. Would you mind asking Jane?" "OK, I'll ask Jane."
|
||||
TEMPLATE: He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it.
|
||||
RESPONSE: He is supposed to pick up his tickets at the airport today, but he is not able to do it.
|
||||
|
||||
TEMPLATE: Jane said, "I'll be happy ____{to go|to help}, but you'll have to tell me ____{how to} get there. Do you think ____{it|this|that} will ____{take} a long time?" "No, ____{it takes} only ____{about} 15 minutes."
|
||||
RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there. Do you think it will take a long time?" "No, it takes only about 15 minutes."
|
||||
TEMPLATE: His boss won't ____{let} him.
|
||||
RESPONSE: His boss won't let him.
|
||||
|
||||
TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock." "Good! I can leave now and return before ____{supper|dinner|5 o'clock|5}."
|
||||
RESPONSE: "Okay. What time is it now?" "It is 4 o'clock." "Good! I can leave now and return before supper."
|
||||
TEMPLATE: He asked Jack, "____{Could|Would} you please pick my tickets up for me?"
|
||||
RESPONSE: He asked Jack, "Could you please pick my tickets up for me?"
|
||||
|
||||
# Source: ST §The Show Begins at 8 O'Clock Tomorrow
|
||||
$PRODUCE Present Tense for Future Time
|
||||
ID: l5-s21
|
||||
INTRO: Last activity of the week. Scheduled events can use the present tense for future time: "The show will begin at 8 o'clock tomorrow" becomes "The show begins at 8 o'clock tomorrow." Change each sentence aloud — and that's the whole lesson reviewed. Nicely done.
|
||||
INSTRUCTION: Change the sentence with "will" to the present tense.
|
||||
TEMPLATE: Jack said, "I'm sorry, but I ____{can't}."
|
||||
RESPONSE: Jack said, "I'm sorry, but I can't."
|
||||
|
||||
TEMPLATE: "____{Would} you ____{mind} asking Jane?"
|
||||
RESPONSE: "Would you mind asking Jane?"
|
||||
|
||||
TEMPLATE: "OK, ____{I'll} ask Jane."
|
||||
RESPONSE: "OK, I'll ask Jane."
|
||||
|
||||
TEMPLATE: Jane said, "I'll be happy ____{to go}, but you'll have to tell me ____{how to} get there."
|
||||
RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there."
|
||||
|
||||
TEMPLATE: "Do you think ____{it} will ____{take} a long time?"
|
||||
RESPONSE: "Do you think it will take a long time?"
|
||||
|
||||
TEMPLATE: "No, ____{it} only ____{takes} 15 minutes."
|
||||
RESPONSE: "No, it only takes 15 minutes."
|
||||
|
||||
TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock."
|
||||
RESPONSE: "Okay. What time is it now?" "It is 4 o'clock."
|
||||
|
||||
TEMPLATE: "Good! I can leave now and return before ____{supper}."
|
||||
RESPONSE: "Good! I can leave now and return before supper."
|
||||
|
||||
# Source: ST §The Show Begins at 8 o'Clock Tomorrow (l5-s20)
|
||||
$PRODUCE The Show Begins at Eight
|
||||
ID: l5-s20
|
||||
INTRO: Scheduled events can use the present tense for future time: "The show begins at 8 o'clock tomorrow." Listen to each "will" sentence and say it in the present tense. Last activity of the lesson — finish strong.
|
||||
INSTRUCTION: Say the sentence in the present tense form for future time.
|
||||
INPUT: speak
|
||||
CHECK: exact
|
||||
CHECK: reveal
|
||||
|
||||
EXAMPLE
|
||||
TEMPLATE: The show will begin at 8 o'clock tomorrow.
|
||||
PROMPT: The show will begin at 8 o'clock tomorrow.
|
||||
RESPONSE: The show begins at 8 o'clock tomorrow.
|
||||
|
||||
TEMPLATE: Jack will go to work at noon today.
|
||||
PROMPT: Jack will go to work at noon today.
|
||||
RESPONSE: Jack goes to work at noon today.
|
||||
|
||||
TEMPLATE: The class will graduate next Thursday.
|
||||
PROMPT: The class will graduate next Thursday.
|
||||
RESPONSE: The class graduates next Thursday.
|
||||
|
||||
TEMPLATE: What time will the game start?
|
||||
PROMPT: What time will the game start?
|
||||
RESPONSE: What time does the game start?
|
||||
|
||||
TEMPLATE: The movie will end in ten minutes.
|
||||
PROMPT: The movie will end in ten minutes.
|
||||
RESPONSE: The movie ends in ten minutes.
|
||||
|
||||
TEMPLATE: Charlie will get home early this evening.
|
||||
PROMPT: Charlie will get home early this evening.
|
||||
RESPONSE: Charlie gets home early this evening.
|
||||
|
||||
TEMPLATE: The train will leave at midnight tonight.
|
||||
PROMPT: The train will leave at midnight tonight.
|
||||
RESPONSE: The train leaves at midnight tonight.
|
||||
|
||||
TEMPLATE: The plane will take off for New York at seven.
|
||||
PROMPT: The plane will take off for New York at seven.
|
||||
RESPONSE: The plane takes off for New York at seven.
|
||||
|
||||
TEMPLATE: The Smiths will arrive this afternoon.
|
||||
PROMPT: The Smiths will arrive this afternoon.
|
||||
RESPONSE: The Smiths arrive this afternoon.
|
||||
|
||||
Reference in New Issue
Block a user