david/alc-english
1
0
Fork 0
Code Issues Pull Requests Actions Packages Projects Releases Wiki Activity

grammar card sequences for books 7/9/12; b11 fixes: 102 clip boundary, dictation intro, consistent summary tables; b9 sentence-expansion drill -> LLM check

Browse Source
This commit is contained in:
david
2026-08-19 13:32:09 +08:00
parent 94f561f963
commit 9a5999dc52
106 changed files with 802 additions and 290 deletions
Download Patch File Download Diff File Expand all files Collapse all files

69
book-12-lesson-3.module
View File

@@ -869,19 +869,26 @@ $SESSION 3-4: "-ING" and "-ED" Adjectives
# Source: ST §-ing / -ed adjectives (examples added from the lesson's own sentences)
$GRAMMAR "-ing" and "-ed" Adjectives
ID: l3-s18
INTRO: In this part you'll learn the difference between "boring" and "bored" — a mix-up that has offended many innocent people. Read the rule.
INTRO: In this part you'll learn the difference between "boring" and "bored" — a mix-up that has offended many innocent people.
CARD: Use an **-ing** adjective to describe the person or thing that causes a feeling.
{My son's soccer game was very exciting.}
{The long movie was boring.}
CARD: Use an **-ed** adjective to describe the person who experiences or has that feeling.
{Sergeant Roberts is excited about his high test score.}
{The students were bored.}
CARD: Be careful not to mix them up when talking about people! If you say someone is boring, it means they make other people feel bored.
{The teacher was boring.}
{The students were bored.}
SUMMARY:
| |
|---|
| The **-ing** adjective describes the person/thing **causing** the feeling. |
| The **-ed** adjective describes the person **experiencing/having** the feeling. |
The thing causes the feeling: {My son's soccer game was very exciting.}
The person has the feeling: {Sergeant Roberts is excited about his high test score.}
# Source: LLA 3B Listening/Speaking Activity
$DIALOGUE Sentences with "-ing" and "-ed"
ID: 3b-ls1
INTRO: Listen to pairs of sentences with "-ing" and "-ed" adjectives, and repeat each one.
@@ -1160,19 +1167,27 @@ $GRAMMAR Indirect Speech
ID: l3-s26
INTRO: In this part you'll learn to report what people said — indirect speech. Read how the tense and the pronouns change.
CARD: A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**.
{Tom said that he knew the answer.}
CARD: The present tense verb in direct speech changes to the **past tense** in indirect speech. "Know" becomes "knew".
{Tom said that he knew the answer.}
{Eric said that he wanted to add a second story.}
CARD: The **pronouns** are also changed in indirect speech to match who is speaking. "I" becomes "he" or "she".
{Tom said that he knew the answer.}
{Mary said that she had a question.}
CARD: The conjunction **that** is used to introduce the clause. It is sometimes omitted.
{Tom said that he knew the answer.}
{Tom said he knew the answer.}
{said (that) he knew}
SUMMARY:
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|---|---|
| **Tom:** I know the answer. | What did Tom say?<br>Tom {said (that) he knew} the answer. |
A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**.
The following changes are made:
1. The present tense verb in direct speech changes to the **past tense** in indirect speech.
2. The **pronouns** are changed in indirect speech.
3. The conjunction **that** is used to introduce the clause. It is sometimes omitted.
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
$DIALOGUE Eric's Plans, Reported
ID: l3-s27
INTRO: Eric has big plans for his house, and Alan reports every one of them. Read the dialogs and watch how "I plan" becomes "he planned".
@@ -1618,14 +1633,26 @@ $GRAMMAR The Present Perfect
ID: 3d-ls1-g
INTRO: Last part — the present perfect, some numbers, and a little review to close out the lesson. First, the pattern.
Use **have/has + past participle** to talk about things that happened before now and still matter now.
CARD: Use **have** or **has** plus a past participle to talk about things that happened before now and still matter today.
{The meeting has already begun.}
{Mark has had that car since 1984.}
{The meeting has already begun.} — it started, and it's still going.
CARD: To make the present perfect negative, just add **not** after have or has.
{Ralph hasn't paid that bill yet.}
{We haven't slept well lately.}
{Mark has had that car since 1984.} — he got it then, and he still has it.
CARD: Many past participles are irregular and end in an "en" or "n" sound.
{The water pipe has broken.}
{The lake has completely frozen.}
{She has ridden that horse before.}
{He has withdrawn the money.}
{Ralph hasn't paid that bill yet.} — not paid before now.
CARD: Other irregular past participles end in a "t" sound, or don't change at all from their present tense form.
{They have kept the secret.}
{He has taught many students.}
{The repairs have cost a lot of money.}
SUMMARY:
Many past participles are irregular:
| verb | past participle |
@@ -1642,8 +1669,6 @@ Many past participles are irregular:
| teach | taught |
| withdraw | withdrawn |
# Source: LLA 3D Listening/Speaking Activity
$DIALOGUE Present Perfect Sentences
ID: 3d-ls1
INTRO: Listen to sentences in the present perfect and repeat each one. Every irregular participle in the table will come back in a moment.