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

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2026-08-19 13:32:09 +08:00
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book-9-lesson-1.module
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@@ -399,6 +399,29 @@ $GRAMMAR Past Tense: Hide, Lose, Spend, Take, Withdraw
ID: l1-s3
INTRO: Five verbs you'll need around money — and their past forms. None of them take "-ed", naturally.
CARD: To talk about yesterday's money, you need past tense verbs. "Spend" changes to "spent".
{spend}
{spent}
{I spend money every day.}
{I spent all my money yesterday.}
CARD: The verb "hide" drops the "e" in the past tense. It becomes "hid".
{hide}
{hid}
CARD: "Lose" changes its ending entirely. In the past tense, it becomes "lost".
{lose}
{lost}
CARD: When you remove cash from a bank or ATM, you use "take out of". "Take" changes to "took".
{take out of}
{took out of}
CARD: A more formal word for taking out money is "withdraw". Its past tense is "withdrew".
{withdraw}
{withdrew}
SUMMARY:
These five verbs have irregular past forms. Yesterday's money needs yesterday's verbs:
| Present | Past |
@@ -409,9 +432,6 @@ These five verbs have irregular past forms. Yesterday's money needs yesterday's
| {take out of} | {took out of} |
| {withdraw} | {withdrew} |
{I spend money every day.} → {I spent all my money yesterday.}
# Source: ST §I Spent All My Money Yesterday
$DIALOGUE I Spent All My Money Yesterday
ID: l1-s4
INTRO: Five short exchanges using those past forms — hid, lost, spent, took, withdrew. Read and listen.
@@ -624,16 +644,27 @@ $GRAMMAR Future with the Present Progressive
ID: l1-s11
INTRO: One small trick with a big payoff: the present progressive can talk about the future.
The present progressive (I'm studying, you're reading) is sometimes used to express a future action which is expected to happen soon. These three sentences all mean the same thing:
CARD: You usually use the present progressive to talk about actions happening right now.
{I'm studying.}
{You're reading.}
CARD: However, you can also use this form to express a future action which is expected to happen soon.
{The plane is arriving at 6:00.}
CARD: When used for the future, it means the exact same thing as using "will".
{The plane will arrive at 6:00.}
{The plane is arriving at 6:00.}
CARD: It is also equal to using "going to". All three of these forms mean the same thing!
{The plane is going to arrive at 6:00.}
{The plane is arriving at 6:00.}
SUMMARY:
| The plane | will arrive | at 6:00. |
|---|---|---|
| The plane | is going to arrive | at 6:00. |
| The plane | **is arriving** | **at 6:00.** |
{The plane will arrive at 6:00.} = {The plane is arriving at 6:00.}
# Source: LLA 1B Figure 1
$PRODUCE When Will She Go? — Answer with Plans
ID: 1b-f1
INTRO: Read the sentence on the screen, then answer the question you hear — use the present progressive, and repeat the model answer. The pattern from the grammar page, twelve times over.
@@ -961,26 +992,29 @@ $GRAMMAR "Because" — Giving a Reason
ID: l1-s15
INTRO: One word, two positions. Here's how "because" fits into a sentence.
The word **because** tells the reason for something. It can come after the main clause:
CARD: The word **because** tells the reason for something. It can come in the middle of a sentence, after the main idea.
{I don't have any money because I spent it all yesterday.}
{I don't have any money because it's the end of the month.}
{I don't have any money because I lost my wallet.}
CARD: You can also put **because** at the very beginning. When you start with the reason, put a comma before the main result.
{Because I spent it all yesterday, I don't have any money.}
{Because it's the end of the month, I don't have any money.}
{Because I lost my wallet, I don't have any money.}
SUMMARY:
| | | |
|---|---|---|
| I don't have any money | **because** | I spent it all yesterday. |
| | | it's the end of the month. |
| | | I lost my wallet. |
Or before it:
| | | |
|---|---|---|
| **Because** | I spent it all yesterday, | I don't have any money. |
| | it's the end of the month, | |
| | I lost my wallet, | |
{I don't have any money because I spent it all yesterday.}
{Because I lost my wallet, I don't have any money.}
# Source: LLA 1D Figure 3
$PRODUCE Combine with "Because"
ID: 1d-f3
INPUT: speak
@@ -1172,10 +1206,21 @@ RESPONSE: Green grapes taste sweet.
# Source: ST §The Bread Smells Good (talk-through prose added)
$GRAMMAR Linking Verbs: Look, Feel, Sound, Smell, Taste
ID: l1-s22
INTRO: "Taste" has four brothers. Here's the whole linking-verb family in one table.
INTRO: "Taste" has four brothers. Here's the whole linking-verb family.
An adjective is used after a linking verb to show a state or condition. Any of these verbs fits the same slot:
CARD: We use an adjective after a linking verb like "is" to describe a state or condition.
{This is good.}
CARD: You can replace "is" with verbs for the five senses. For touch and sight, use "feel" and "look".
{This feels good.}
{This looks good.}
CARD: For hearing, smell, and taste, use "sound", "smell", and "taste" in the exact same slot.
{This sounds good.}
{This smells good.}
{This tastes good.}
SUMMARY:
| | | |
|---|---|---|
| This | is | good. |
@@ -1185,9 +1230,6 @@ An adjective is used after a linking verb to show a state or condition. Any of t
| | smells | |
| | tastes | |
{This is good.} {This feels good.} {This looks good.} {This sounds good.} {This smells good.} {This tastes good.}
# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
$DIALOGUE Mr. Brown Doesn't Feel Well
ID: l1-s23
INTRO: Poor Mr. Brown — every linking verb in the book, and all of them bad news for him. Listen to the sentences with the pictures.