book 12 fresh conversion: 5 masters assembled, validated (0 errors/warnings), ST image namespace fixes
Co-authored-by: Cursor <cursoragent@cursor.com>
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@@ -1,111 +1,94 @@
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$MODULE Book 12 · Lesson 5: Review — Joining Sentences, Reporting Speech, and the Present Perfect {st-page_131_001.jpg}
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$MODULE Book 12 · Lesson 5: Review — Joining Sentences, Reporting Speech, and Comparing {st-page_131_001.jpg|A circular montage divided into sections illustrating various activities and scenarios: a couple standing together thinking, a child sleeping in bed, businessmen shaking hands in an office, a tropical beach with palm trees and a sailboat, and people fishing from a boat}
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FORMAT: 2
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DESCRIPTION: Review lesson (no new material): combining sentences with conjunctions, indirect speech, "if" conditionals, "-ed"/"-ing" adjectives, comparative adverbs, the present perfect, and the week's vocabulary.
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DIOCO_DOC_ID: alc_book12_lesson5
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DESCRIPTION: Review of Book 12: joining sentences with "so", "but", "and", and "or"; reported speech; "if" sentences; time words like "already" and "yet"; "-ed" and "-ing" adjectives; "could be" and "may be" guesses; comparisons; and the book's vocabulary.
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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 | charon | Male speaker
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VOICE: Hal | achird | Male speaker
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VOICE: Don | charon | Male speaker
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VOICE: Joe | achird | Male speaker
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VOICE: George | achird | Male speaker
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VOICE: Tom | schedar | Male speaker
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VOICE: Hal | charon | Male speaker
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VOICE: Don | iapetus | Male speaker
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VOICE: Joe | orus | Male speaker
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VOICE: George | schedar | Male speaker
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VOICE: Monty | charon | Male speaker
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VOICE: Dave | schedar | Male speaker
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VOICE: Mark | achird | Male speaker
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VOICE: Dave | iapetus | Male speaker
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VOICE: Mark | orus | Male speaker
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$SESSION 5-1: Joining, Reporting, and "If"
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$SESSION 5-1: Joining Sentences and Reporting Speech
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# Source: ST §So, But, And, Or
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$PRODUCE Combining with "So", "But", "And", "Or"
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$PRODUCE So, But, And, Or
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ID: l5-s1
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INTRO: It's review day — no new grammar, no new words, just this week's material one more time so it sticks. First up: joining two sentences into one with "so", "but", "and", or "or". Read the two sentences, then say the combined sentence aloud.
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INSTRUCTION: Combine the sentences aloud. Use "or", "and", "but", or "so".
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INTRO: This lesson is pure review — no new material, just everything from this book one more time: joining sentences, reporting what people said, "if" sentences, comparisons, and the words you've learned. First up: read the two sentences, then say them as one sentence joined with "or", "and", "but", or "so".
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INSTRUCTION: Say the two sentences as one, using "or", "and", "but", or "so".
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly combined sentence using one of the given conjunctions (so, but, and, or) that makes logical sense.
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RUBRIC: The conjunction is the point: accept any single combined sentence that keeps both facts and uses a conjunction that fits the logic — "or" for a choice, "but" for a contrast, "so" for a result, "and" for an addition. Minor rewording is fine; a conjunction that doesn't fit the logic fails.
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PROMPT: Mark could charge the shirt. He could pay cash for it.
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TEMPLATE: Mark could charge the shirt. He could pay cash for it.
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RESPONSE: Mark could charge the shirt, or he could pay cash for it.
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PROMPT: Helen wanted to visit her family. She had to leave before she could see them.
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TEMPLATE: Helen wanted to visit her family. She had to leave before she could see them.
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RESPONSE: Helen wanted to visit her family, but she had to leave before she could see them.
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PROMPT: Kathy wanted to get her bachelor's degree. She went back to college.
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TEMPLATE: Kathy wanted to get her bachelor's degree. She went back to college.
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RESPONSE: Kathy wanted to get her bachelor's degree, so she went back to college.
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PROMPT: The problem was confusing. They discussed it.
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TEMPLATE: The problem was confusing. They discussed it.
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RESPONSE: The problem was confusing, so they discussed it.
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PROMPT: He likes working with young children. He likes teaching them.
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TEMPLATE: He likes working with young children. He likes teaching them.
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RESPONSE: He likes working with young children, and he likes teaching them.
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PROMPT: Herb listened to the discussion. He didn't change his mind.
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TEMPLATE: Herb listened to the discussion. He didn't change his mind.
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RESPONSE: Herb listened to the discussion, but he didn't change his mind.
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PROMPT: You can order soup if you like. You can order a sandwich.
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TEMPLATE: You can order soup if you like. You can order a sandwich.
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RESPONSE: You can order soup if you like, or you can order a sandwich.
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PROMPT: Jan studied at the university. She worked in a restaurant.
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TEMPLATE: Jan studied at the university. She worked in a restaurant.
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RESPONSE: Jan studied at the university, and she worked in a restaurant.
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# Source: ST §What Did He Say?
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$PRODUCE What Did He Say?
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ID: l5-s2
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INTRO: Now report what people said. Read each short exchange, then answer aloud with indirect speech: "He said that…". Watch the pronouns — they shift when you report.
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INSTRUCTION: Read the dialog and answer the question aloud using indirect speech.
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INTRO: Now report what people said. You'll hear a short exchange between two people, then a question. Answer starting with "He said that . . ." — listen closely, because the words are yours to carry over.
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INSTRUCTION: Listen, then report what the speaker said.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage."). Pronouns must be correctly shifted to the reporting perspective.
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RUBRIC: Accept reported speech in either present or past tense (e.g. "Ben said that they have a two-car garage" or "Ben said that they had a two-car garage"). Pronouns must shift correctly (I → he, my → his, we → they). Minor rewording of the reported clause is fine.
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TEMPLATE: Al: Do the Dales have a garage?
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TEMPLATE: Ben: Yes. They have a two-car garage.
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PROMPT: What did Ben say?
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PROMPT: Al: Do the Dales have a garage?\nBen: Yes. They have a two-car garage.\nWhat did Ben say?
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RESPONSE: Ben said that they have a two-car garage.
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TEMPLATE: Cal: Do they want to enlarge their whole house?
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TEMPLATE: Dan: No, they just want to add on a den and a patio.
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PROMPT: What did Dan say?
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PROMPT: Cal: Do they want to enlarge their whole house?\nDan: No, they just want to add on a den and a patio.\nWhat did Dan say?
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RESPONSE: Dan said that they just want to add on a den and a patio.
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TEMPLATE: Eldon: Do they have a fireplace?
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TEMPLATE: Jerry: Yes, they have two fireplaces.
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PROMPT: What did Jerry say?
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PROMPT: Eldon: Do they have a fireplace?\nJerry: Yes, they have two fireplaces.\nWhat did Jerry say?
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RESPONSE: Jerry said that they have two fireplaces.
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TEMPLATE: Frank: Is your dining room large enough for all of your family?
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TEMPLATE: George: No, some of us sit in the kitchen.
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PROMPT: What did George say?
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PROMPT: Frank: Is your dining room large enough for all of your family?\nGeorge: No, some of us sit in the kitchen.\nWhat did George say?
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RESPONSE: George said that some of them sit in the kitchen.
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TEMPLATE: Herb: Can you heat that in the oven?
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TEMPLATE: Brad: Yes, but the microwave is faster.
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PROMPT: What did Brad say?
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PROMPT: Herb: Can you heat that in the oven?\nBrad: Yes, but the microwave is faster.\nWhat did Brad say?
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RESPONSE: Brad said that the microwave is faster.
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TEMPLATE: Jean: Do you collect records or cassettes?
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TEMPLATE: Jim: I collect records to play on my stereo.
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PROMPT: What did Jim say?
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PROMPT: Jean: Do you collect records or cassettes?\nJim: I collect records to play on my stereo.\nWhat did Jim say?
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RESPONSE: Jim said that he collects records to play on his stereo.
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TEMPLATE: Keith: Where are the bedrooms?
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TEMPLATE: Nicky: The bedrooms are upstairs.
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PROMPT: What did Nicky say?
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PROMPT: Keith: Where are the bedrooms?\nNicky: The bedrooms are upstairs.\nWhat did Nicky say?
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RESPONSE: Nicky said that the bedrooms are upstairs.
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TEMPLATE: Sam: Do you like to have get-togethers at your house?
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TEMPLATE: Rick: Yes, I do.
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PROMPT: What did Rick say?
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PROMPT: Sam: Do you like to have get-togethers at your house?\nRick: Yes, I do.\nWhat did Rick say?
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RESPONSE: Rick said that he likes to have get-togethers at his house.
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# Source: ST §Match the Phrases
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$SELECT Match the "If" Sentences
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# Source: ST §If You're Leaving, . . . (matching half)
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$SELECT Finish the If-Sentences
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ID: l5-s3
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INTRO: A conversation about driving in terrible weather, cut in half. Tap the phrase that completes each "if" sentence — together they make one whole dialog.
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INSTRUCTION: Tap the matching phrase to complete the sentence.
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INTRO: Two friends are watching the weather turn nasty. Each sentence beginning has exactly one ending that fits — tap it. The "if" halves have to match in both meaning and grammar.
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INSTRUCTION: Tap the ending that completes each sentence.
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OPTION: a | you should leave soon.
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OPTION: b | close the roads if it gets too bad.
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OPTION: c | if that happens?
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@@ -113,74 +96,93 @@ OPTION: d | if it clears up.
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OPTION: e | I'll stop until it clears up.
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OPTION: f | it'll be dangerous to drive.
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TEMPLATE: If this rain freezes,
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TEMPLATE: If this rain freezes, ____
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ANSWER: f
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TEMPLATE: Well, if they do that,
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TEMPLATE: Well, if they do that, ____
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ANSWER: e
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TEMPLATE: The weather's terrible. If you're leaving,
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TEMPLATE: The weather's terrible. If you're leaving, ____
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ANSWER: a
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TEMPLATE: What'll you do
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TEMPLATE: What'll you do ____
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ANSWER: c
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TEMPLATE: I expect to leave at noon
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TEMPLATE: I expect to leave at noon ____
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ANSWER: d
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TEMPLATE: Yes, but the police will
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TEMPLATE: Yes, but the police will ____
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ANSWER: b
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# Source: ST §Match the Phrases (ordering pass)
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$SELECT Rebuild the "If" Dialog
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# Source: ST §If You're Leaving, . . . (ordering half)
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$SELECT Put the Conversation in Order
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ID: l5-s4
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ORDER
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INTRO: Same rainy conversation, now shuffled. Put the six lines back in order so the dialog makes sense from greeting to goodbye.
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INSTRUCTION: Put the dialog in order.
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TEMPLATE: Arrange the sentences to make a dialog.
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INTRO: Same conversation, now in pieces. Put the six sentences in order so the talk about the freezing rain makes sense from start to finish.
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INSTRUCTION: Arrange the sentences into a conversation.
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OPTION: a | The weather's terrible. If you're leaving, you should leave soon.
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OPTION: b | I expect to leave at noon if it clears up.
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OPTION: c | If this rain freezes, it'll be dangerous to drive.
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OPTION: d | Yes, but the police will close the roads if it gets too bad.
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OPTION: e | What'll you do if that happens?
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OPTION: f | Well, if they do that, I'll stop until it clears up.
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TEMPLATE: Put the six sentences in the order they were said.
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ANSWER: a,b,c,d,e,f
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# Source: ST §May Be, Is Not, Is
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$PRODUCE What "Suppose" Means
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# Source: ST §May Be, Is Not, Is. (recast as a tap activity — see report)
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$SELECT What Does "Suppose" Tell You?
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ID: l5-s5
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INTRO: A close look at the word "suppose" — a word that thinks, but doesn't know. For each sentence, decide what "suppose" tells you: type "is", "is not", or "may be" in the blanks.
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INSTRUCTION: Type "may be", "is not", or "is" in each blank.
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INPUT: type
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CHECK: exact
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INTRO: "I suppose that they are happy." Does the speaker actually know it, care about it, or just think so? For each question, tap the best answer.
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INSTRUCTION: Tap the answer to each question.
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OPTION: y | Yes, definitely
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OPTION: m | Maybe
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OPTION: n | No
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TEMPLATE: I *suppose* that they are happy.
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TEMPLATE: Suppose ____{is not} "know".
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TEMPLATE: Suppose ____{is not} "care".
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TEMPLATE: Suppose ____{is} "think".
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RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
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TEMPLATE: Does the speaker *know* that they are happy?
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ANSWER: n
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TEMPLATE: I *suppose* that they are happy.
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TEMPLATE: Does the speaker *care* whether they are happy?
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ANSWER: m
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TEMPLATE: I *suppose* that they are happy.
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TEMPLATE: Does the speaker *think* that they are happy?
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ANSWER: y
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TEMPLATE: It's not important to me, but I *suppose* that they are happy.
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TEMPLATE: Suppose ____{is not} "know".
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TEMPLATE: ____{is not} "care".
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TEMPLATE: ____{is} "think".
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RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
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TEMPLATE: Does the speaker *know* that they are happy?
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ANSWER: n
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TEMPLATE: It's not important to me, but I *suppose* that they are happy.
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TEMPLATE: Does the speaker *care* whether they are happy?
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ANSWER: n
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TEMPLATE: It's not important to me, but I *suppose* that they are happy.
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TEMPLATE: Does the speaker *think* that they are happy?
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ANSWER: y
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TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy.
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TEMPLATE: Suppose ____{is not} "know".
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TEMPLATE: ____{is not} "care".
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TEMPLATE: ____{is} "think".
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RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
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TEMPLATE: Does the speaker *know* that they are happy?
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ANSWER: n
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# SKIPPED (book): "HAT HAT BAT" — instructor-read sound discrimination with only a bare a/b/c answer grid; no printed stimuli.
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# SKIPPED (book): "TRAVEL" — passage annotation (underline the important words); not supported.
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# SKIPPED (book): "WHAT ABOUT YOU?" — open, co-constructed pair task (ask your neighbor).
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TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy.
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||||
TEMPLATE: Does the speaker *care* whether they are happy?
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ANSWER: n
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||||
|
||||
TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy.
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TEMPLATE: Does the speaker *think* that they are happy?
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ANSWER: y
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# SKIPPED (book): Listening Skill "HAT HAT BAT" — instructor-read minimal-pair discrimination with unprinted words; convertible later if stimuli are authored.
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# SKIPPED (book): Reading Skill "TRAVEL" — open-ended passage annotation (underline important words) without determinate items.
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# SKIPPED (book): Speaking Skill "WHAT ABOUT YOU?" — open-ended partner Q&A practice with "used to" and "would".
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# Source: ST §What Did He Decide? (dialog 1)
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$DIALOGUE What Did He Decide?
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$DIALOGUE What Did Joe Decide?
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ID: l5-s6
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INTRO: Joe had two job offers, and Tom wants the full story. Listen to how the decision gets reported — nothing to answer, just follow it.
|
||||
INTRO: Joe had two job offers — Dallas and Houston — and he's finally made up his mind. Listen to Tom and Hal talk over the decision. Just listen; the "so" and "or" practice comes next.
|
||||
INSTRUCTION: Listen to the conversation.
|
||||
|
||||
Tom: What did Joe decide to do about the job offers?
|
||||
@@ -195,7 +197,7 @@ Hal: No, he's going to drive.
|
||||
# Source: ST §What Did He Decide? (dialog 2)
|
||||
$DIALOGUE A Change of Plans
|
||||
ID: l5-s6-b
|
||||
INTRO: Joe again — this time it's his vacation, and he's already changed his mind once. He promises this decision is final. Just listen.
|
||||
INTRO: Joe again — this time it's his vacation. He was set on the beach; now it's the mountains. Listen for how he talks about choosing and changing his mind.
|
||||
INSTRUCTION: Listen to the conversation.
|
||||
|
||||
Don: What are you going to do for your vacation next month?
|
||||
@@ -208,44 +210,45 @@ Don: Is your mind made up this time?
|
||||
Joe: Yes. I've thought it over, and I've made my choice.
|
||||
|
||||
# Source: ST §So? Or?
|
||||
$PRODUCE "So" or "Or"?
|
||||
$PRODUCE So or Or?
|
||||
ID: l5-s7
|
||||
INTRO: Back to combining sentences, now with just two choices: "so" for results, "or" for alternatives. Say each combined sentence aloud.
|
||||
INSTRUCTION: Combine the two sentences aloud. Use "so" or "or".
|
||||
INTRO: More decisions to join, like the ones Joe just made. Say the two sentences as one: "so" when the second follows from the first, "or" when it's a choice between the two.
|
||||
INSTRUCTION: Say the two sentences as one, using "so" or "or".
|
||||
INPUT: speak
|
||||
CHECK: llm
|
||||
SHOW_PROMPT
|
||||
RUBRIC: Accept a correctly combined sentence using "so" or "or".
|
||||
RUBRIC: Accept any single combined sentence using "so" or "or" that fits the logic of the two sentences — "so" for a result, "or" for a choice. Minor rewording is fine; the wrong conjunction fails.
|
||||
|
||||
PROMPT: Ted refused the offer. He didn't go to work at the college.
|
||||
TEMPLATE: Ted refused the offer. He didn't go to work at the college.
|
||||
RESPONSE: Ted refused the offer, so he didn't go to work at the college.
|
||||
|
||||
PROMPT: Mark could keep on working. He could retire.
|
||||
TEMPLATE: Mark could keep on working. He could retire.
|
||||
RESPONSE: Mark could keep on working, or he could retire.
|
||||
|
||||
PROMPT: Joan accepted the decision. Her father felt better.
|
||||
TEMPLATE: Joan accepted the decision. Her father felt better.
|
||||
RESPONSE: Joan accepted the decision, so her father felt better.
|
||||
|
||||
PROMPT: They offered Hal a choice. He thought it over.
|
||||
TEMPLATE: They offered Hal a choice. He thought it over.
|
||||
RESPONSE: They offered Hal a choice, so he thought it over.
|
||||
|
||||
PROMPT: You can get a degree in education at the university. There is a degree in another profession.
|
||||
TEMPLATE: You can get a degree in education at the university. There is a degree in another profession.
|
||||
RESPONSE: You can get a degree in education at the university, or there is a degree in another profession.
|
||||
|
||||
PROMPT: They'll go to high school. They'll go to technical school.
|
||||
TEMPLATE: They'll go to high school. They'll go to technical school.
|
||||
RESPONSE: They'll go to high school, or they'll go to technical school.
|
||||
|
||||
PROMPT: Fred made up his mind to get a diploma. He went back to high school.
|
||||
TEMPLATE: Fred made up his mind to get a diploma. He went back to high school.
|
||||
RESPONSE: Fred made up his mind to get a diploma, so he went back to high school.
|
||||
|
||||
PROMPT: Madge could take the mathematics course. She could take the language course.
|
||||
TEMPLATE: Madge could take the mathematics course. She could take the language course.
|
||||
RESPONSE: Madge could take the mathematics course, or she could take the language course.
|
||||
|
||||
$SESSION 5-2: Time Words, Feelings, and Comparing
|
||||
|
||||
# Source: ST §Already or Yet?
|
||||
$PRODUCE "Still", "Yet", "Already", "Anymore"
|
||||
$PRODUCE Already, Yet, Still, Anymore
|
||||
ID: l5-s8
|
||||
INTRO: Time words: is it "still" happening, "already" done, not done "yet", or not happening "anymore"? Type the one that fits each sentence.
|
||||
INSTRUCTION: Type "already", "yet", "still", "anymore", or "any longer" to complete the sentence.
|
||||
INTRO: In this part you'll review time words, "-ed" and "-ing" feelings, careful guesses with "could" and "may", and comparisons. Start by typing the missing time word: "already", "yet", "still", "anymore", or "any longer".
|
||||
INSTRUCTION: Type the missing word.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
@@ -258,7 +261,7 @@ RESPONSE: He doesn't work at that restaurant anymore.
|
||||
TEMPLATE: Has Sally ____{already} gotten her degree?
|
||||
RESPONSE: Has Sally already gotten her degree?
|
||||
|
||||
TEMPLATE: Have the Britts moved to New York ____{yet}?
|
||||
TEMPLATE: Have the Britts moved to New York ____{yet|already}?
|
||||
RESPONSE: Have the Britts moved to New York yet?
|
||||
|
||||
TEMPLATE: John doesn't live here ____{anymore|any longer}.
|
||||
@@ -267,7 +270,7 @@ RESPONSE: John doesn't live here anymore.
|
||||
TEMPLATE: Mary ____{still} doesn't have her degree.
|
||||
RESPONSE: Mary still doesn't have her degree.
|
||||
|
||||
TEMPLATE: Has Fred made up his mind about a career ____{yet}?
|
||||
TEMPLATE: Has Fred made up his mind about a career ____{yet|already}?
|
||||
RESPONSE: Has Fred made up his mind about a career yet?
|
||||
|
||||
TEMPLATE: Jane ____{already} knows what she wants to do.
|
||||
@@ -279,15 +282,13 @@ RESPONSE: She didn't want to discuss it anymore.
|
||||
TEMPLATE: We never see him ____{anymore|any longer}.
|
||||
RESPONSE: We never see him anymore.
|
||||
|
||||
# SKIPPED (book): "SPRING IN TEXAS" — passage annotation and instructor-read questions with no printed stimuli.
|
||||
|
||||
$SESSION 5-2: Word Forms, Meanings, and Sounds
|
||||
# SKIPPED (book): Listening Skill "SPRING IN TEXAS" — paragraph reading with instructor-read questions; convertible later if questions are authored.
|
||||
|
||||
# Source: ST §Confused or Confusing?
|
||||
$SELECT "Confused" or "Confusing"?
|
||||
$SELECT Confused or Confusing?
|
||||
ID: l5-s9
|
||||
INTRO: New part, same review week: word forms, meanings, and sounds. First, adjectives ending in "-ed" or "-ing" — the storm is "frightening", the child is "frightened". Tap the form that fits each sentence.
|
||||
INSTRUCTION: Tap the correct word to complete the sentence.
|
||||
INTRO: Was the storm frightening, or frightened? Remember: "-ed" is how someone feels, "-ing" is what causes the feeling. Tap the right form — the storm, presumably, feels nothing.
|
||||
INSTRUCTION: Tap the word that completes the sentence.
|
||||
|
||||
TEMPLATE: The builder was ____ by the plans.
|
||||
OPTION: a | confusing
|
||||
@@ -339,110 +340,10 @@ OPTION: a | interesting
|
||||
OPTION: b | interested
|
||||
ANSWER: a
|
||||
|
||||
# Source: ST §What Does That Mean?
|
||||
$SELECT What Does That Mean?
|
||||
ID: l5-s10
|
||||
INTRO: Five expressions from this book, each underlined in a sentence. Tap the option closest in meaning — the sentence around it gives you everything you need.
|
||||
INSTRUCTION: Tap the meaning of the underlined word.
|
||||
|
||||
TEMPLATE: Mark is *certain* he wants to go to that university. He has made up his mind.
|
||||
OPTION: a | cautious
|
||||
OPTION: b | not sure
|
||||
OPTION: c | sure
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: Helen woke at 6:00 when the alarm clock rang, but she didn't *get up* until 6:30.
|
||||
OPTION: a | stopped drawing
|
||||
OPTION: b | stopped sleeping
|
||||
OPTION: c | stopped reading
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: Hank *owes* a lot of money to the bank for his new car.
|
||||
OPTION: a | has to count
|
||||
OPTION: b | has to lend
|
||||
OPTION: c | has to pay
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: The Youngs have *paid back* the money to the bank. They don't have to give the bank any more money.
|
||||
OPTION: a | given back
|
||||
OPTION: b | borrowed back
|
||||
OPTION: c | asked for
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: Madge is *fond of* children and enjoys having them visit her.
|
||||
OPTION: a | likes
|
||||
OPTION: b | works with
|
||||
OPTION: c | has
|
||||
ANSWER: a
|
||||
|
||||
# Source: ST §What Does It Sound Like?
|
||||
$SELECT What Does It Sound Like?
|
||||
ID: l5-s11
|
||||
INTRO: A sound check to finish the part. You'll see a word with some letters underlined — tap the option that has the same sound in its underlined part. Your ears have been training all book; trust them.
|
||||
INSTRUCTION: Tap the word that has the same sound as the underlined part.
|
||||
|
||||
TEMPLATE: a*pos*trophe
|
||||
OPTION: a | f*oo*t
|
||||
OPTION: b | p*en*cil
|
||||
OPTION: c | h*ea*d
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: a*gen*t
|
||||
OPTION: a | h*igh*
|
||||
OPTION: b | j*um*p
|
||||
OPTION: c | g*oo*d
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: back*ed*
|
||||
OPTION: a | d*i*d
|
||||
OPTION: b | t*a*ke
|
||||
OPTION: c | want*ed*
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: ea*sy*
|
||||
OPTION: a | no*se*
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | pa*ss*
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: *wr*ite
|
||||
OPTION: a | *r*ed
|
||||
OPTION: b | *w*et
|
||||
OPTION: c | *wh*en
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: trou*se*rs
|
||||
OPTION: a | *s*un
|
||||
OPTION: b | no*se*
|
||||
OPTION: c | sh*ow*
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: pri*ce*
|
||||
OPTION: a | pa*ss*
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | ca*re*
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: blou*se*
|
||||
OPTION: a | toe*s*
|
||||
OPTION: b | pa*ss*
|
||||
OPTION: c | sh*ow*
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: exami*na*tion
|
||||
OPTION: a | t*i*me
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | ch*il*d
|
||||
ANSWER: b
|
||||
|
||||
# SKIPPED (book): "A SUMMARY" — paragraph composition (write a summary) is deferred.
|
||||
|
||||
$SESSION 5-3: Possibility, Comparison, and the Present Perfect
|
||||
|
||||
# Source: ST §She Could Be at the Library (dialog 1)
|
||||
$DIALOGUE She Could Be at the Library
|
||||
$DIALOGUE Where Is Jean?
|
||||
ID: l5-s12
|
||||
INTRO: Last part of the book: possibility with "could" and "may", comparisons, and the present perfect. First, George is looking for Jean — who, apparently, could be almost anywhere. Just listen.
|
||||
INTRO: George planned to study with Jean tonight, and Jean has vanished. Listen for "could be" and "may be" — these are guesses, not facts.
|
||||
INSTRUCTION: Listen to the conversation.
|
||||
|
||||
George: Where is Jean? We planned to get together and study tonight.
|
||||
@@ -457,49 +358,57 @@ Monty: Good luck!
|
||||
# Source: ST §She Could Be at the Library (dialog 2)
|
||||
$DIALOGUE It Could Be Anything
|
||||
ID: l5-s12-b
|
||||
INTRO: John's old car is in trouble, and Dave and Mark have plenty of theories. Listen for "could", "may", and "might" — the grammar of not really knowing.
|
||||
INTRO: John's car is old, and tonight it has let him down. Dave and Mark can only guess what's wrong — the tires, the motor, the lights. Listen to how they guess.
|
||||
INSTRUCTION: Listen to the conversation.
|
||||
|
||||
Dave: John called. He said he'd be late. He's having car trouble. What do you think is the matter with his car?
|
||||
Dave: John called. He said he'd be late.
|
||||
LINE: He's having car trouble. What do you think is the matter with his car?
|
||||
Mark: It could be anything. His car is very old.
|
||||
Dave: Yes, it is. It could be the tires. They seemed low yesterday.
|
||||
Mark: Or it may be the motor. It really sounded noisy. He might just need a tune-up.
|
||||
Dave: Perhaps it's the lights. They weren't working right last night. He may have stopped to get them fixed.
|
||||
Dave: Perhaps it's the lights.
|
||||
LINE: They weren't working right last night.
|
||||
LINE: He may have stopped to get them fixed.
|
||||
Mark: Like I said, when a car's that old, it could be anything.
|
||||
|
||||
# Source: ST §Who Arrived Earlier?
|
||||
$PRODUCE Comparative Adverbs
|
||||
$PRODUCE Who Arrived Earlier?
|
||||
ID: l5-s13
|
||||
INTRO: Two facts, one comparison. Read both sentences, then type the "-er" comparative form of the adverb in parentheses — "earlier", "faster", "farther", and friends.
|
||||
INSTRUCTION: Type the comparative form of the adverb in parentheses.
|
||||
INTRO: Two people, two facts — compare them with "-er than": earlier, faster, farther, sooner, slower. Read the facts, then type the ending of the sentence.
|
||||
INSTRUCTION: Type the missing comparison.
|
||||
INPUT: type
|
||||
CHECK: exact
|
||||
|
||||
TEMPLATE: John arrived at 0800. Bob arrived at 0900. (early)
|
||||
TEMPLATE: John arrived ____{earlier} than Bob.
|
||||
TEMPLATE: John arrived ____.
|
||||
RESPONSE: John arrived earlier than Bob.
|
||||
ACCEPT: earlier than Bob | earlier than Bob did
|
||||
|
||||
TEMPLATE: Bill always drives at 55 mph. Lynn drives at 60 mph. (fast)
|
||||
TEMPLATE: Lynn drives ____{faster} than Bill.
|
||||
TEMPLATE: Lynn drives ____.
|
||||
RESPONSE: Lynn drives faster than Bill.
|
||||
ACCEPT: faster than Bill | faster than Bill does
|
||||
|
||||
TEMPLATE: Sam traveled 200 miles to hunt deer. Fred traveled 150 miles. (far)
|
||||
TEMPLATE: Sam traveled ____{farther} than Fred.
|
||||
TEMPLATE: Sam traveled ____.
|
||||
RESPONSE: Sam traveled farther than Fred.
|
||||
ACCEPT: farther than Fred | further than Fred | farther than Fred did | further than Fred did
|
||||
|
||||
TEMPLATE: The Smiths arrived at the party before the Johnsons. (soon)
|
||||
TEMPLATE: The Smiths arrived at the party ____{sooner} than the Johnsons.
|
||||
TEMPLATE: The Smiths arrived at the party ____.
|
||||
RESPONSE: The Smiths arrived at the party sooner than the Johnsons.
|
||||
ACCEPT: sooner than the Johnsons | sooner than the Johnsons did
|
||||
|
||||
TEMPLATE: Frank can repair four flat tires in an hour. Bill can repair only two. (slow)
|
||||
TEMPLATE: Bill works ____{slower|more slowly} than Frank.
|
||||
RESPONSE: Bill works more slowly than Frank.
|
||||
TEMPLATE: Bill works ____.
|
||||
RESPONSE: Bill works slower than Frank.
|
||||
ACCEPT: slower than Frank | more slowly than Frank | slower than Frank does | more slowly than Frank does
|
||||
|
||||
# Source: ST §How Long...?
|
||||
$SELECT The Present Perfect
|
||||
# Source: ST §How Long . . . ?
|
||||
$SELECT How Long Has It Been?
|
||||
ID: l5-s14
|
||||
INTRO: The present perfect: "have" or "has" plus the past participle — "chosen", "eaten", "flown". Tap the word that completes each sentence. Two quick word-choice questions hide at the end; consider them a bonus.
|
||||
INSTRUCTION: Tap the correct answer to complete the sentence.
|
||||
INTRO: "How long have you lived there?" Now sentences with "have" and "has" — plus a couple of word checks at the end. Tap the choice that completes each one correctly.
|
||||
INSTRUCTION: Tap the correct completion.
|
||||
|
||||
TEMPLATE: How long have you lived there?
|
||||
OPTION: a | I've lived there for a year.
|
||||
@@ -573,158 +482,210 @@ OPTION: b | just
|
||||
OPTION: c | calm
|
||||
ANSWER: a
|
||||
|
||||
# Source: ST §Words to Use
|
||||
$GRAMMAR Words to Use
|
||||
$SESSION 5-3: Words and Sounds
|
||||
|
||||
# Source: ST §What Does That Mean?
|
||||
$SELECT What Does That Mean?
|
||||
ID: l5-s10
|
||||
INTRO: Last part: the words of this book, and then their sounds. Read each sentence and tap the meaning of the marked word.
|
||||
INSTRUCTION: Tap the meaning of the marked word.
|
||||
|
||||
TEMPLATE: Mark is *certain* he wants to go to that university. He has made up his mind.
|
||||
OPTION: a | cautious
|
||||
OPTION: b | not sure
|
||||
OPTION: c | sure
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: Helen woke at 6:00 when the alarm clock rang, but she didn't *get up* until 6:30.
|
||||
OPTION: a | stopped drawing
|
||||
OPTION: b | stopped sleeping
|
||||
OPTION: c | stopped reading
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: Hank *owes* a lot of money to the bank for his new car.
|
||||
OPTION: a | has to count
|
||||
OPTION: b | has to lend
|
||||
OPTION: c | has to pay
|
||||
ANSWER: c
|
||||
|
||||
TEMPLATE: The Youngs have *paid back* the money to the bank. They don't have to give the bank any more money.
|
||||
OPTION: a | given back
|
||||
OPTION: b | borrowed back
|
||||
OPTION: c | asked for
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: Madge is *fond of* children and enjoys having them visit her.
|
||||
OPTION: a | likes
|
||||
OPTION: b | works with
|
||||
OPTION: c | has
|
||||
ANSWER: a
|
||||
|
||||
# Source: ST §Wants To, Expects To
|
||||
$SELECT Pick the Right Word
|
||||
ID: l5-s15
|
||||
INTRO: The week's word list, one last time. Tap any word to hear it — the next exercise puts every one of them to work.
|
||||
|
||||
CARD: Here are some verbs from this week's list.
|
||||
{be over}
|
||||
{lasted}
|
||||
{slipped}
|
||||
{expects to}
|
||||
|
||||
CARD: And a few more useful verbs and verb phrases.
|
||||
{take}
|
||||
{thought}
|
||||
{turn down}
|
||||
{could use}
|
||||
{remain}
|
||||
|
||||
CARD: Next, adjectives and nouns to describe nature, places, or feelings.
|
||||
{sea}
|
||||
{calm}
|
||||
{climate}
|
||||
{quiet}
|
||||
{deep}
|
||||
{unpleasant}
|
||||
|
||||
CARD: Finally, adverbs, connectors, and other small but important words.
|
||||
{ever}
|
||||
{except}
|
||||
{no longer}
|
||||
{none}
|
||||
{if}
|
||||
{instead}
|
||||
|
||||
SUMMARY:
|
||||
| | | | |
|
||||
|---|---|---|---|
|
||||
| {be over} | {ever} | {lasted} | {sea} |
|
||||
| {unpleasant} | {calm} | {except} | {no longer} |
|
||||
| {slipped} | {climate} | {expects to} | {none} |
|
||||
| {take} | {could use} | {if} | {quiet} |
|
||||
| {thought} | {deep} | {instead} | {remain} |
|
||||
| {turn down} | | | |
|
||||
|
||||
$SELECT Words to Use — Complete the Sentences
|
||||
ID: l5-s16
|
||||
INTRO: Each word from the list fits exactly one sentence below. Tap the word that completes each one, and listen to the full sentence after you answer. This is the last exercise of Book 12 — finish it, and the book is done.
|
||||
INSTRUCTION: Tap the word or phrase that completes the sentence.
|
||||
OPTION: a | be over
|
||||
OPTION: b | calm
|
||||
OPTION: c | climate
|
||||
OPTION: d | could use
|
||||
OPTION: e | deep
|
||||
OPTION: f | ever
|
||||
OPTION: g | except
|
||||
OPTION: h | expects to
|
||||
OPTION: i | if
|
||||
OPTION: j | instead
|
||||
OPTION: k | lasted
|
||||
OPTION: l | no longer
|
||||
OPTION: m | none
|
||||
OPTION: n | quiet
|
||||
OPTION: o | remain
|
||||
OPTION: p | sea
|
||||
OPTION: q | slipped
|
||||
OPTION: r | take
|
||||
OPTION: s | thought
|
||||
OPTION: t | turn down
|
||||
OPTION: u | unpleasant
|
||||
INTRO: Twenty sentences and one box of words — the big vocabulary sweep of this book. Pick the word that fits each gap; every sentence takes exactly one.
|
||||
INSTRUCTION: Tap the word that completes the sentence.
|
||||
OPTION: be_over | be over
|
||||
OPTION: calm | calm
|
||||
OPTION: climate | climate
|
||||
OPTION: could_use | could use
|
||||
OPTION: deep | deep
|
||||
OPTION: ever | ever
|
||||
OPTION: except | except
|
||||
OPTION: expects_to | expects to
|
||||
OPTION: if | if
|
||||
OPTION: instead | instead
|
||||
OPTION: lasted | lasted
|
||||
OPTION: no_longer | no longer
|
||||
OPTION: none | none
|
||||
OPTION: quiet | quiet
|
||||
OPTION: remain | remain
|
||||
OPTION: sea | sea
|
||||
OPTION: slipped | slipped
|
||||
OPTION: take | take
|
||||
OPTION: thought | thought
|
||||
OPTION: turn_down | turn down
|
||||
OPTION: unpleasant | unpleasant
|
||||
|
||||
TEMPLATE: Linda wants to ____ in Spain until spring.
|
||||
ANSWER: o
|
||||
ANSWER: remain
|
||||
FEEDBACK: Linda wants to remain in Spain until spring.
|
||||
|
||||
TEMPLATE: The movie ____ more than three hours.
|
||||
ANSWER: k
|
||||
ANSWER: lasted
|
||||
FEEDBACK: The movie lasted more than three hours.
|
||||
|
||||
TEMPLATE: Pete ____ on the icy road and fell.
|
||||
ANSWER: q
|
||||
ANSWER: slipped
|
||||
FEEDBACK: Pete slipped on the icy road and fell.
|
||||
|
||||
TEMPLATE: Mr. Sparks ____ travel to Egypt next year.
|
||||
ANSWER: h
|
||||
ANSWER: expects_to
|
||||
FEEDBACK: Mr. Sparks expects to travel to Egypt next year.
|
||||
|
||||
TEMPLATE: ____ of those books are his. He doesn't have any books.
|
||||
ANSWER: m
|
||||
ANSWER: none
|
||||
FEEDBACK: None of those books are his. He doesn't have any books.
|
||||
|
||||
TEMPLATE: The rain last night caused the heat to be ____.
|
||||
ANSWER: u
|
||||
ANSWER: unpleasant
|
||||
FEEDBACK: The rain last night caused the heat to be unpleasant.
|
||||
|
||||
TEMPLATE: Everybody is here ____ Mary. She's sick.
|
||||
ANSWER: g
|
||||
ANSWER: except
|
||||
FEEDBACK: Everybody is here except Mary. She's sick.
|
||||
|
||||
TEMPLATE: He doesn't ____ go to the movies.
|
||||
ANSWER: f
|
||||
ANSWER: ever
|
||||
FEEDBACK: He doesn't ever go to the movies.
|
||||
|
||||
TEMPLATE: It's too hot to go fishing. I'll stay indoors ____.
|
||||
ANSWER: j
|
||||
ANSWER: instead
|
||||
FEEDBACK: It's too hot to go fishing. I'll stay indoors instead.
|
||||
|
||||
TEMPLATE: Ron will ____ the job offer. He doesn't want it.
|
||||
ANSWER: t
|
||||
ANSWER: turn_down
|
||||
FEEDBACK: Ron will turn down the job offer. He doesn't want it.
|
||||
|
||||
TEMPLATE: The water is ____ and dangerous in that place.
|
||||
ANSWER: e
|
||||
ANSWER: deep
|
||||
FEEDBACK: The water is deep and dangerous in that place.
|
||||
|
||||
TEMPLATE: ____ I have to take my vacation in the winter, I'll go to the mountains.
|
||||
ANSWER: i
|
||||
ANSWER: if
|
||||
FEEDBACK: If I have to take my vacation in the winter, I'll go to the mountains.
|
||||
|
||||
TEMPLATE: The weather of a place is its ____.
|
||||
ANSWER: c
|
||||
ANSWER: climate
|
||||
FEEDBACK: The weather of a place is its climate.
|
||||
|
||||
TEMPLATE: Next year, I want to ____ some courses at the college.
|
||||
ANSWER: r
|
||||
ANSWER: take
|
||||
FEEDBACK: Next year, I want to take some courses at the college.
|
||||
|
||||
TEMPLATE: My aunt ____ lives in New York. She lives here now.
|
||||
ANSWER: l
|
||||
ANSWER: no_longer
|
||||
FEEDBACK: My aunt no longer lives in New York. She lives here now.
|
||||
|
||||
TEMPLATE: A ____ is full of salty water.
|
||||
ANSWER: p
|
||||
ANSWER: sea
|
||||
FEEDBACK: A sea is full of salty water.
|
||||
|
||||
TEMPLATE: When will the show ____? I want to go home soon.
|
||||
ANSWER: a
|
||||
ANSWER: be_over
|
||||
FEEDBACK: When will the show be over? I want to go home soon.
|
||||
|
||||
TEMPLATE: Betty likes being at the beach because it is ____ and quiet.
|
||||
ANSWER: b
|
||||
FEEDBACK: Betty likes being at the beach because it is calm and quiet.
|
||||
|
||||
TEMPLATE: Betty likes being at the beach because it is calm and ____.
|
||||
ANSWER: n
|
||||
ANSWER: calm
|
||||
FEEDBACK: Betty likes being at the beach because it is calm and quiet.
|
||||
|
||||
TEMPLATE: A long vacation is a nice ____ right now.
|
||||
ANSWER: s
|
||||
ANSWER: thought
|
||||
FEEDBACK: A long vacation is a nice thought right now.
|
||||
|
||||
TEMPLATE: We ____ some help.
|
||||
ANSWER: d
|
||||
ANSWER: could_use
|
||||
FEEDBACK: We could use some help.
|
||||
|
||||
# SKIPPED (book): "Write the words these letters make." — letter anagrams.
|
||||
# SKIPPED (book): "Write the words these letters make." — letter anagrams and word unscrambles are skipped per conversion specification §8.
|
||||
# SKIPPED (book): Writing Skill "A SUMMARY" — open-ended paragraph summary composition; deferred per specification.
|
||||
|
||||
# Source: ST §What Does It Sound Like?
|
||||
$SELECT Find the Same Sound
|
||||
ID: l5-s11
|
||||
INTRO: The very last activity of this book. Look at the marked letters in the first word, then tap the word that makes the same sound. Finish this, and Book 12 is behind you.
|
||||
INSTRUCTION: Tap the word with the same sound as the marked letters.
|
||||
|
||||
TEMPLATE: a*pos*trophe
|
||||
OPTION: a | f*oo*t
|
||||
OPTION: b | p*en*cil
|
||||
OPTION: c | h*ea*d
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: a*gen*t
|
||||
OPTION: a | h*igh*
|
||||
OPTION: b | j*um*p
|
||||
OPTION: c | g*oo*d
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: back*ed*
|
||||
OPTION: a | d*i*d
|
||||
OPTION: b | t*a*ke
|
||||
OPTION: c | want*ed*
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: ea*sy*
|
||||
OPTION: a | no*se*
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | pa*ss*
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: *wr*ite
|
||||
OPTION: a | *r*ed
|
||||
OPTION: b | *w*et
|
||||
OPTION: c | *wh*en
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: trou*se*rs
|
||||
OPTION: a | *s*un
|
||||
OPTION: b | no*se*
|
||||
OPTION: c | sh*ow*
|
||||
ANSWER: b
|
||||
|
||||
TEMPLATE: pri*ce*
|
||||
OPTION: a | pa*ss*
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | ca*re*
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: blou*se*
|
||||
OPTION: a | toe*s*
|
||||
OPTION: b | pa*ss*
|
||||
OPTION: c | sh*ow*
|
||||
ANSWER: a
|
||||
|
||||
TEMPLATE: exami*na*tion
|
||||
OPTION: a | t*i*me
|
||||
OPTION: b | sh*ow*
|
||||
OPTION: c | ch*il*d
|
||||
ANSWER: b
|
||||
|
||||
Reference in New Issue
Block a user