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book 9: fresh full-pipeline conversion (snippet golds + repair notes; 96.2% student-sim clean) — for David's dev review

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$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg}
$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg|A circular diagram divided into six wedge-shaped sections depicting various daily scenes including driving, talking to a police officer, people conversing, a messy table with food, a bank counter, and a couple in a room}
FORMAT: 2
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.
DIOCO_DOC_ID: alc_book9_lesson5
DESCRIPTION: Review lesson: bank words, "look/sound/smell/taste/feel", reasons with "because", future plans with "-ing", past progressive, adverbs of manner, comparisons, apologies with "for" + "-ing", reported speech, and punctuation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_DEFAULT: aoede | Warm, clear American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
$SESSION 5-1: Bank Words, Sensory Verbs, and Tenses
$SESSION 5-1: Bank Words, Senses, and Reasons
# Source: ST §Bank and Traffic Vocabulary (l5-s1)
$GRAMMAR Bank and Traffic Vocabulary
# Source: ST "Jack Needs to Do Some Things at the Bank"
$SELECT Jack at the Bank
ID: l5-s1
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.
INTRO: This whole lesson is review — no new words, no new grammar, just everything you've learned lately, back for another round. We start with Jack, who has money for the bank and, as usual, a traffic ticket to regret. Tap the word or phrase that completes each sentence.
INSTRUCTION: Tap the word or phrase that completes the sentence.
OPTION: careless | careless
OPTION: checking account | checking account
OPTION: enjoy | enjoy
OPTION: happen | happen
OPTION: obey | obey
OPTION: open an account | open an account
OPTION: safe | safe
OPTION: savings account | savings account
OPTION: signature | signature
OPTION: spend | spend
OPTION: ticket | ticket
OPTION: traffic | traffic
CARD: Let's review the banking words you learned this week.
{open an account}
{savings account}
{checking account}
TEMPLATE: Jack just moved into town. He wants to put his money in a bank. He wants to ____.
ANSWER: open an account
FEEDBACK: He wants to open an account.
CARD: Here are a few more words related to money and documents.
{signature}
{spend}
TEMPLATE: Jack likes to pay his bills by check. He needs a ____.
ANSWER: checking account
FEEDBACK: He needs a checking account.
CARD: Next, let's look at the words for driving and the road.
{traffic}
{ticket}
{obey}
TEMPLATE: He would also like to save some money for a new car. He needs a ____.
ANSWER: savings account
FEEDBACK: He needs a savings account.
CARD: Remember these words for describing how people drive.
{safe}
{careless}
TEMPLATE: No one will take his money in the bank. It's ____.
ANSWER: safe
FEEDBACK: His money is safe in the bank.
CARD: Finally, here are two common action words from this week.
{enjoy}
{happen}
TEMPLATE: Before Jack can use a check, it must have his ____.
ANSWER: signature
FEEDBACK: A check must have his signature.
SUMMARY:
| | | |
|---|---|---|
| {careless} | {open an account} | {traffic} |
| {signature} | {ticket} | {spend} |
| {enjoy} | {savings account} | {obey} |
| {happen} | {checking account} | {safe} |
TEMPLATE: On the way to the bank, Jack ran a red light. A policeman gave him a ____.
ANSWER: ticket
FEEDBACK: A policeman gave him a ticket.
$PRODUCE Jack Goes to the Bank
TEMPLATE: The policeman told Jack that he should ____ the traffic laws.
ANSWER: obey
FEEDBACK: He should obey the traffic laws.
TEMPLATE: Jack told the policeman that it wouldn't ____ again.
ANSWER: happen
FEEDBACK: It won't happen again.
TEMPLATE: Jack does not like to ____ his money for fines.
ANSWER: spend
FEEDBACK: He doesn't like to spend his money for fines.
TEMPLATE: He is a ____ driver.
ANSWER: careless
FEEDBACK: He is a careless driver.
TEMPLATE: When he ran the red light, he was thinking about his money and the bank, not about the ____.
ANSWER: traffic
FEEDBACK: He was thinking about his money, not about the traffic.
TEMPLATE: Now, he wants to ____ the weekend and forget about his ticket.
ANSWER: enjoy
FEEDBACK: He wants to enjoy the weekend and forget about his ticket.
# Source: ST "Doesn't This Pie Smell Delicious?"
$PRODUCE Look, Sound, Smell, Taste, Feel
ID: l5-s2
REFERENCE
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
TEMPLATE: Jack just moved into town. He wants to put his money in a bank. He wants to ____{open an account}.
RESPONSE: Jack just moved into town. He wants to put his money in a bank. He wants to open an account.
TEMPLATE: Jack likes to pay his bills by check. He needs a ____{checking account}.
RESPONSE: Jack likes to pay his bills by check. He needs a checking account.
TEMPLATE: He would also like to save some money for a new car. He needs a ____{savings account}.
RESPONSE: He would also like to save some money for a new car. He needs a savings account.
TEMPLATE: No one will take his money in the bank. It's ____{safe}.
RESPONSE: No one will take his money in the bank. It's safe.
TEMPLATE: Before Jack can use a check, it must have his ____{signature}.
RESPONSE: Before Jack can use a check, it must have his signature.
TEMPLATE: On the way to the bank, Jack ran a red light. A policeman gave him a ____{ticket}.
RESPONSE: On the way to the bank, Jack ran a red light. A policeman gave him a ticket.
TEMPLATE: The policeman told Jack that he should ____{obey} the traffic laws.
RESPONSE: The policeman told Jack that he should obey the traffic laws.
TEMPLATE: Jack told the policeman that it wouldn't ____{happen} again.
RESPONSE: Jack told the policeman that it wouldn't happen again.
TEMPLATE: Jack does not like to ____{spend} his money for fines.
RESPONSE: Jack does not like to spend his money for fines.
TEMPLATE: He is a ____{careless} driver. When he ran the red light, he was thinking about his money and the bank, not about the ____{traffic}.
RESPONSE: He is a careless driver. When he ran the red light, he was thinking about his money and the bank, not about the traffic.
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.
# Source: ST §Doesn't This Pie Smell Delicious? (l5-s3)
$PRODUCE Sensory Verbs
ID: l5-s3
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".
INTRO: Things look, sound, smell, taste, and feel a certain way — remember? You'll see a picture and two cue words. Say a full sentence using the right verb: "look", "sound", "smell", "taste", or "feel".
INSTRUCTION: Say a full sentence using "look", "sound", "smell", "taste", or "feel".
INPUT: speak
CHECK: llm
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.
RUBRIC: The cue gives the subject and the adjective; the point is choosing the fitting verb among "look", "sound", "smell", "taste", "feel" with correct present-tense agreement (e.g. "Ted looks happy."). Accept articles and minor wording changes; a wrong sense verb fails.
EXAMPLE
TEMPLATE: Ted / happy {st-page_160_001.jpg}
PROMPT: {st-page_160_001.jpg|A young man smiling warmly}
TEMPLATE: Ted / happy
RESPONSE: Ted looks happy.
TEMPLATE: music / great {st-page_160_002.jpg}
PROMPT: {st-page_160_002.jpg|Two women standing next to a record player playing music}
TEMPLATE: music / great
RESPONSE: The music sounds great.
TEMPLATE: bread / delicious {st-page_161_001.jpg}
PROMPT: {st-page_161_001.jpg|A loaf of sliced bread on a plate with steam rising from it}
TEMPLATE: bread / delicious
RESPONSE: The bread smells delicious.
TEMPLATE: Linda / beautiful {st-page_161_002.jpg}
PROMPT: {st-page_161_002.jpg|A smiling woman with long wavy hair wearing a dress and necklace}
TEMPLATE: Linda / beautiful
RESPONSE: Linda looks beautiful.
TEMPLATE: lemon / sour {st-page_161_003.jpg}
PROMPT: {st-page_161_003.jpg|A young boy making a sour face after biting into a lemon}
TEMPLATE: lemon / sour
RESPONSE: The lemon tastes sour.
TEMPLATE: Fred / sleepy {st-page_161_004.jpg}
PROMPT: {st-page_161_004.jpg|A man resting his head on his hand with eyes closed, looking tired}
TEMPLATE: Fred / sleepy
RESPONSE: Fred looks sleepy.
# Source: ST §What's the Best Answer? (l5-s4)
$SELECT Choose the Best Word
ID: l5-s4
INTRO: Seven sentences, each missing one word from earlier this week. Read the sentence and tap the word that fits best.
# Source: ST "What's the Best Answer?"
$SELECT Pick the Best Word
ID: l5-s3
INTRO: A quick word check — seven sentences, three choices each. Only one really fits; the other two are just standing there hopefully. Tap the best one.
INSTRUCTION: Tap the best word to complete the sentence.
TEMPLATE: Did you ____ your bike to class this morning?
@@ -162,14 +158,14 @@ OPTION: b | withdrew
OPTION: c | lost
ANSWER: c
# Source: ST §I'm Late Because My Car Didn't Start. (l5-s5)
$PRODUCE Answering with "Because"
ID: l5-s5
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.
# Source: ST "I'm Late Because My Car Didn't Start"
$PRODUCE Saying Why with "Because"
ID: l5-s4
INTRO: Everything has a reason — even Jack's driving. You'll hear a "why" question and see two cue words on screen. Answer aloud in a full sentence using "because" and the cue.
INSTRUCTION: Answer aloud with "because" and the cue words.
INPUT: speak
CHECK: llm
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.
RUBRIC: Accept any answer that joins the question's clause and the cue with "because" in a sensible tense; pronouns instead of names are fine. Using "because" with the cue idea is the point — an answer without "because" fails.
EXAMPLE
PROMPT: Why is Harry walking down Main Street?
@@ -178,35 +174,38 @@ RESPONSE: He's walking down Main Street because he parked his car there.
PROMPT: Why didn't Patty eat the chicken?
TEMPLATE: taste / salty
RESPONSE: She didn't eat it because it tasted salty.
RESPONSE: She didn't eat the chicken because it tasted salty.
PROMPT: Why does Sam always buckle his seat belt?
TEMPLATE: is / the law
RESPONSE: He always buckles it because it is the law.
RESPONSE: Sam always buckles his seat belt because it is the law.
PROMPT: Why did Jan apologize to Bob?
TEMPLATE: lie / to him
RESPONSE: She apologized to him because she lied to him.
RESPONSE: Jan apologized to Bob because she lied to him.
PROMPT: Why did Roger stop at the gas station?
TEMPLATE: run out of / gas
RESPONSE: He stopped because he ran out of gas.
RESPONSE: Roger stopped at the gas station because he ran out of gas.
PROMPT: Why isn't Jane coming to the party with us?
TEMPLATE: feel / sick
RESPONSE: She isn't coming because she feels sick.
RESPONSE: Jane isn't coming to the party with us because she feels sick.
PROMPT: Why isn't your homework finished?
TEMPLATE: fall asleep
RESPONSE: It isn't finished because I fell asleep.
RESPONSE: My homework isn't finished because I fell asleep.
# Source: ST §Working Late Tomorrow Night (l5-s6)
$PRODUCE Future Plans with the Present Progressive
ID: l5-s6
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".
$SESSION 5-2: Tenses, Manner, and What They Said
# Source: ST "Major Smith Is Working Late Tomorrow Night"
$PRODUCE Plans: I'm Leaving Tomorrow
ID: l5-s5
INTRO: In this part you'll review the grammar of the last four lessons: plans, past actions, how people do things, and reporting what they said. First, plans. Answer each question you hear using "be" + the "-ing" form for the future, with the cue on screen — and don't use "will".
INSTRUCTION: Answer with "be" + "-ing" for the future. Don't use "will".
INPUT: speak
CHECK: reveal
CHECK: llm
RUBRIC: Accept a present progressive sentence ("be" + verb + "-ing") with future meaning using the cue. The "-ing" future form is the point — an answer with "will" or "going to" fails.
EXAMPLE
PROMPT: When will you go on vacation?
@@ -215,40 +214,36 @@ RESPONSE: I'm going to California tomorrow.
PROMPT: Where will Lt Roberts eat lunch tomorrow?
TEMPLATE: Officers' Club
RESPONSE: He is eating lunch at the Officers' Club tomorrow.
RESPONSE: Lt Roberts is eating lunch at the Officers' Club tomorrow.
PROMPT: When does Jackie's plane arrive?
TEMPLATE: 5:35
RESPONSE: Her plane is arriving at 5:35.
RESPONSE: Jackie's plane is arriving at 5:35.
PROMPT: When will Sally leave for New York?
TEMPLATE: tomorrow
RESPONSE: She is leaving for New York tomorrow.
RESPONSE: Sally is leaving for New York tomorrow.
PROMPT: What will you tell Captain Jones?
TEMPLATE: truth
RESPONSE: I am telling Captain Jones the truth.
RESPONSE: I'm telling Captain Jones the truth.
PROMPT: When will Ed pack for his trip?
TEMPLATE: Tuesday night
RESPONSE: He is packing for his trip Tuesday night.
RESPONSE: Ed is packing for his trip on Tuesday night.
PROMPT: When are you going to take a bath?
TEMPLATE: five minutes
RESPONSE: I am taking a bath in five minutes.
RESPONSE: I'm taking a bath in five minutes.
# Source: ST §What Was/Were ... Doing? (l5-s7)
# Source: ST "What Were They Doing?"
$PRODUCE What Were They Doing?
ID: l5-s7
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.
ID: l5-s6
INTRO: Yesterday evening, everyone was in the middle of something. Type the missing words — "was" or "were" plus the "-ing" form of the verb in parentheses.
INSTRUCTION: Type "was" or "were" + the "-ing" form of the verb in parentheses.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: Tom and Al ____{were playing} soccer. (play)
RESPONSE: Tom and Al were playing soccer.
TEMPLATE: Jack and Paul ____{were watching} a football game. (watch)
RESPONSE: Jack and Paul were watching a football game.
@@ -267,70 +262,51 @@ RESPONSE: Joe was buying shampoo at the drugstore.
TEMPLATE: Alice and Jan ____{were making} a cake. (make)
RESPONSE: Alice and Jan were making a cake.
# SKIPPED (book): Listening Skill "WHAT'S THE TOPIC?", "FRIEND-SHIP (2 SYLLABLES)",
# and "CHART/BOX OUTLINE". Instructor-read dictations/evaluations with no recorded
# stimuli or text. Dropped.
# SKIPPED (book): Listening Skill "WHAT'S THE TOPIC?" — instructor-read paragraph with no printed text.
# SKIPPED (book): Listening Skill "FRIEND-SHIP (2 SYLLABLES)" — instructor-read syllable identification without printed word stimuli.
# SKIPPED (book): Listening Skill "BOX OUTLINE" — instructor-read paragraph to complete an outline.
$SESSION 5-2: Adverbs, Comparisons, and Reported Speech
# Source: ST "Harold Speaks Very Slowly"
$SELECT How Do They Do It?
ID: l5-s7
INTRO: Six little stories, six ways of doing things. Read each one and tap the word that says how the person does it — "slowly", "carefully", and their friends.
INSTRUCTION: Tap the word that answers the question.
OPTION: badly | badly
OPTION: carefully | carefully
OPTION: carelessly | carelessly
OPTION: correctly | correctly
OPTION: safely | safely
OPTION: slowly | slowly
# Source: ST §Harold Speaks Very Slowly (l5-s8)
$GRAMMAR Adverbs of Manner
TEMPLATE: Jack does not do anything fast. At breakfast, lunch, and dinner, he is the last person to finish. How does Jack eat?
ANSWER: slowly
FEEDBACK: Jack eats slowly.
TEMPLATE: No one can read anything that Mike writes. How does Mike write?
ANSWER: badly
FEEDBACK: Mike writes badly.
TEMPLATE: Debbie and Jane just found out that there is room for them on the trip to Houston. They must be ready in a half hour and are throwing their things into the suitcase. How are the girls packing?
ANSWER: carelessly
FEEDBACK: They are packing carelessly.
TEMPLATE: Mr. Summers is 76 years old. He got his driver's license when he was 16. He doesn't drive now, but in all those years, he never had an accident or got a ticket. He obeyed all the traffic laws. How did he drive?
ANSWER: safely
FEEDBACK: He drove safely.
TEMPLATE: The teacher asked, "How much is 6 times 8?" Right away Fred answered, "48." How did Fred answer the question?
ANSWER: correctly
FEEDBACK: Fred answered the question correctly.
TEMPLATE: Yesterday the clerk made a mistake when he counted the money. The manager was very angry. How will the clerk count the money today?
ANSWER: carefully
FEEDBACK: He will count the money carefully.
# Source: ST "Match Them"
$SELECT Match the Sentences
ID: l5-s8
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.
CARD: Adverbs of manner tell us **how** someone does something.
{Harold speaks very slowly.}
CARD: You usually form them by adding **-ly** to the end of an adjective.
{badly}
{correctly}
{slowly}
CARD: This same rule applies to adjectives ending in "-ful" or "-less".
{carefully}
{carelessly}
CARD: If the adjective ends in an "e", simply keep the "e" and add **-ly**.
{safely}
SUMMARY:
| | |
|---|---|
| {correctly} | {badly} |
| {carefully} | {safely} |
| {carelessly} | {slowly} |
$PRODUCE How Does He Do It?
ID: l5-s9
REFERENCE
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
PROMPT: Jack does not do anything fast. At breakfast, lunch, and dinner, he is the last person to finish. How does Jack eat?
RESPONSE: He eats slowly.
PROMPT: No one can read anything that Mike writes. How does Mike write?
RESPONSE: He writes badly.
PROMPT: Debbie and Jane just found out that there is room for them on the trip to Houston. They must be ready in a half hour and are throwing their things into the suitcase. How are the girls packing?
RESPONSE: They are packing carelessly.
PROMPT: Mr. Summers is 76 years old. He got his driver's license when he was 16. He doesn't drive now, but in all those years, he never had an accident or got a ticket. He obeyed all the traffic laws. How did he drive?
RESPONSE: He drove safely.
PROMPT: The teacher asked, "How much is 6 times 8?" Right away Fred answered, "48." How did Fred answer the question?
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.
# Source: ST §Match Them (l5-s10)
$SELECT Match the Sentence Halves
ID: l5-s10
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.
INTRO: One short story about one bad morning, in four pieces. Tap the ending that completes each sentence.
INSTRUCTION: Tap the correct ending for each sentence.
OPTION: a | late for work.
OPTION: b | got up late.
OPTION: c | buy a new alarm clock.
@@ -348,160 +324,124 @@ 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
ORDER
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 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
# Source: ST §Apologized For (l5-s12)
$PRODUCE Apologizing with "For" + "-ing"
ID: l5-s12
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.
# Source: ST "Janet Apologized for Taking My Pencil"
$PRODUCE Sorry for Doing That
ID: l5-s9
INTRO: When you apologize, you say what you're sorry for — "for" plus the "-ing" form. Bob spills things, the mailman loses things; everyone here has something to apologize for. Read each situation and type the missing part of the sentence.
INSTRUCTION: Type the missing part: "for" + the "-ing" form.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: Bob spilled Sara's milk. He apologized. Bob apologized ____{for spilling Sara's milk}.
TEMPLATE: Bob spilled Sara's milk. He apologized.
TEMPLATE: Bob apologized ____{for spilling Sara's milk}.
RESPONSE: Bob apologized for spilling Sara's milk.
TEMPLATE: The mailman lost my letter. He apologized. The mailman apologized ____{for losing my letter}.
TEMPLATE: The mailman lost my letter. He apologized.
TEMPLATE: The mailman apologized ____{for losing my letter}.
RESPONSE: The mailman apologized for losing my letter.
TEMPLATE: Lt Ellis apologized. He parked in Major Wilson's place. Lt Ellis apologized ____{for parking in Major Wilson's place}.
TEMPLATE: Lt Ellis apologized. He parked in Major Wilson's place.
TEMPLATE: Lt Ellis apologized ____{for parking in Major Wilson's place}.
RESPONSE: Lt Ellis apologized for parking in Major Wilson's place.
TEMPLATE: The cook is apologizing to Roger. He put a lot of salt in the soup. The cook is apologizing to Roger ____{for putting a lot of salt in the soup}.
TEMPLATE: The cook is apologizing to Roger. He put a lot of salt in the soup.
TEMPLATE: The cook is apologizing to Roger ____{for putting a lot of salt in the soup}.
RESPONSE: The cook is apologizing to Roger for putting a lot of salt in the soup.
TEMPLATE: Sam apologized to Tom. He forgot to pick him up this morning. Sam apologized to Tom ____{for forgetting to pick him up this morning}.
TEMPLATE: Sam apologized to Tom. He forgot to pick him up this morning.
TEMPLATE: Sam apologized to Tom ____{for forgetting to pick him up this morning}.
RESPONSE: Sam apologized to Tom for forgetting to pick him up this morning.
TEMPLATE: The clerk gave her the wrong change. He's apologizing to her. The clerk is apologizing to her ____{for giving her the wrong change}.
TEMPLATE: The clerk gave her the wrong change. He's apologizing to her.
TEMPLATE: The clerk is apologizing to her ____{for giving her the wrong change}.
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}.
TEMPLATE: Allen hurt Lori's feelings. He apologized to her.
TEMPLATE: Allen apologized to Lori ____{for hurting her feelings}.
RESPONSE: Allen apologized to Lori for hurting her feelings.
# 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.
# Source: ST "Tom's Shirt Is Similar to Ed's"
$SELECT Same, Similar, or Different?
ID: l5-s10
INTRO: Houses, sandwiches, families — time to compare them. Read each pair and tap the right phrase: "the same as", "similar to", "different from", or "alike".
INSTRUCTION: Tap the phrase that completes the sentence.
OPTION: alike | alike
OPTION: different from | different from
OPTION: similar to | similar to
OPTION: the same as | the same as
CARD: Use "similar to" when two things are almost the same.
{similar to}
{Tom's shirt is similar to Ed's.}
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: similar to
CARD: Use "the same as" when two things match exactly.
{the same as}
{My shirt is the same as yours.}
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: different from
CARD: Use "different from" when two things are not alike at all.
{different from}
{This jacket is different from that one.}
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: the same as
CARD: The word "alike" also means similar, but it comes after the pair of things instead of between them.
{alike}
{They look alike.}
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: alike
SUMMARY:
| | |
|---|---|
| {similar to} | {the same as} |
| {different from} | {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: the same as
$PRODUCE Complete the Comparisons
ID: l5-s14
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: 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: different from
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 ____{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 ____{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 ____{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 ____{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 ____{different from} Carl's.
RESPONSE: Sam's family is different from Carl's.
# Source: ST §He Told Me to Answer the Question (l5-s15)
$PRODUCE Reporting Requests: "Told" and "Asked"
ID: l5-s15
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.
# Source: ST "He Told Me to Answer the Question"
$PRODUCE Telling What Someone Said
ID: l5-s11
INTRO: Now for reporting what people said. Read each short exchange on screen, then answer the question you hear using "told" or "asked" — for example, "He told him to sit down."
INSTRUCTION: Answer aloud with "told" or "asked" + person + "to" + verb.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
CHECK: llm
RUBRIC: Accept reported commands with "told [someone] to [verb]" and reported requests with "asked [someone] to [verb]", with sensible pronoun changes (e.g. "your car" becomes "his car"). The reported form is the point — repeating the direct quotation fails.
EXAMPLE
TEMPLATE: Jim: Johnny, sit down.
TEMPLATE: Jim: "Johnny, sit down."
PROMPT: What did Jim tell Johnny?
RESPONSE: He told him to sit down.
TEMPLATE: Sgt Wilson: Private Jones, pick up that paper.
PROMPT: What did Sgt Wilson tell Private Jones to do?
RESPONSE: He told him to pick up the paper.
TEMPLATE: Sgt Edwards: "Private Jones, pick up that paper."
PROMPT: What did Sgt Edwards tell Private Jones to do?
RESPONSE: He told him to pick up that paper.
TEMPLATE: Jack: Pete, can you close that window? It's cold in here.
TEMPLATE: Jack: "Pete, can you close that window? It's cold in here."
PROMPT: What did Jack ask Pete?
RESPONSE: He asked him to close the window.
RESPONSE: He asked him to close that window.
TEMPLATE: Rita: Mike, move your car, please.
TEMPLATE: Rita: "Mike, move your car, please."
PROMPT: What did Rita tell Mike to do?
RESPONSE: She told him to move his car.
TEMPLATE: Sam: Ted, will you turn off the lights, please?
PROMPT: What did Sam ask you?
TEMPLATE: Sam: "Ted, will you turn off the lights, please?"
PROMPT: Imagine you are Ted. 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
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.
# Source: ST Reading "Letter from Sam"
$GRAMMAR A Letter from Sam
ID: l5-s12-r
READING
INTRO: Sam wrote his friend Mike a letter after Mike's visit. Read it carefully — questions are coming.
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.
LINE: Your friend, Sam
CARD: **Dear Mike,**
I'm glad that you came to visit me last month. I'm sorry that you didn't have more time to stay. I hope that you'll visit again very soon.
# Source: ST §Questions about the Letter (l5-s17)
$PRODUCE Questions about the Letter
ID: l5-s17
REFERENCE
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.
CARD: I know that it's a long drive, but you always enjoy yourself when you get here. I have some good news. I read that they were making a new highway from Center City to Lakeland. That will make your drive easier. I hope to see you again soon.
CARD: **Your friend,**
Sam
# Source: ST "Questions on the Letter"
$PRODUCE Questions on the Letter
ID: l5-s12
REFERENCE: l5-s12-r
INTRO: Three questions about Sam's letter. Answer each one aloud in a full sentence — you can reopen the letter any time.
INSTRUCTION: Answer aloud in a full sentence. Reopen 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). An answer stating a different fact fails.
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. A different fact fails.
PROMPT: What was Sam sorry about?
RESPONSE: He was sorry that Mike didn't have more time to stay.
@@ -512,14 +452,13 @@ RESPONSE: He hopes that Mike will visit again very soon.
PROMPT: What did Sam read?
RESPONSE: He read that they were making a new highway from Center City to Lakeland.
# SKIPPED (book): Listening Skill "LISTEN AND WRITE." Paragraph dictation requires
# instructor audio which is missing. Dropped.
# SKIPPED (book): Listening Skill "LISTEN AND WRITE" — instructor dictation paragraph with unprinted text.
# Source: ST §Should I Put a Comma Here? (l5-s18)
$PRODUCE Punctuation and Capitalization
ID: l5-s18
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.
# Source: ST "Should I Put a Comma Here?"
$PRODUCE Capital Letters and Punctuation
ID: l5-s13
INTRO: Last one. These sentences lost their capital letters and punctuation — give them back. Type each sentence correctly: capitals, commas, question marks, quotation marks, all of it. That's the end of the review — nicely done.
INSTRUCTION: Retype the sentence with correct capital letters and punctuation.
INPUT: type
CHECK: exact
NORMALIZE: strict
@@ -530,9 +469,11 @@ RESPONSE: My roommate Bob came into my room this morning.
TEMPLATE: he asked are you going to work this morning
RESPONSE: He asked, "Are you going to work this morning?"
ACCEPT: He asked, "Are you going to work this morning"?
TEMPLATE: i said no i m not
RESPONSE: I said, "No, I'm not."
ACCEPT: I said, "No, I'm not".
TEMPLATE: today is tuesday
RESPONSE: Today is Tuesday.
@@ -552,5 +493,4 @@ RESPONSE: When I go to work, I get up at 6:45.
TEMPLATE: when i go to class i get up at 7:30
RESPONSE: When I go to class, I get up at 7:30.
# SKIPPED (book): "WHAT'S THE WORD?" Crossword puzzle format is not expressible
# within the platform. Dropped.
# SKIPPED (book): "WHAT'S THE WORD?" (p.173) — crossword puzzle; spatial crossword grid dropped per conversion guidelines.