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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-2.module
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@@ -493,7 +493,8 @@ ID: l2-s32
INTRO: One last writing skill: growing a small sentence into a bigger one. Put the extra words into the right places and type the whole new sentence.
INSTRUCTION: Type the expanded sentence, putting the words into the correct places.
INPUT: type
CHECK: exact
CHECK: llm
RUBRIC: Correct if the learner expanded the base sentence using one word from each numbered group, placed before the right noun or in a natural position. Either word from a group is fine; using both is also fine. Ignore commas and capitalization. Wrong if a group is unused or a word modifies the wrong noun.
TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant.
TEMPLATE: 1. happy, young / 2. nice, French / 3. small, new
@@ -660,6 +661,25 @@ $GRAMMAR The Street Map
ID: 9-2b-f4-map
INTRO: Here's a small map of town, with five spots labeled A through E. Study it — two of those letters are about to matter.
CARD: Let's look at the three main streets running across the map from left to right.
{Broadway is the street at the top.}
{Main Street is in the middle.}
{Plaza Street is at the bottom.}
CARD: Now let's find the numbered streets running up and down.
{15th Street crosses Broadway on the left.}
{4th Street crosses Broadway on the right.}
CARD: There are five spots labeled with letters. Let's find the first three.
{Spot A is on Broadway.}
{Spot E is also on Broadway.}
{Spot D is between Broadway and Main Street.}
CARD: Finally, let's locate the last two spots near the bottom right.
{Spot C is between Main Street and Plaza Street.}
{Spot B is just below Plaza Street.}
SUMMARY:
| | | |
| 15TH | | 4TH |
_____A_|__STREET__|______________|___STREET_|_E________
@@ -677,6 +697,7 @@ ________________||________________________|_|_________|
PLAZA STREET |B|
# Source: LLA 2B Figure 4 (dialogue)
$DIALOGUE Directions to the Bank
ID: 9-2b-f4-dialogue
INTRO: Two men, one bank, and a lunch plan. Listen to the directions and follow them on the map in your head — you'll place the bank and the restaurant next.
@@ -721,9 +742,22 @@ $GRAMMAR Word Bank
ID: 9-2b-f7-bank
INTRO: A quick review box — the accident words from earlier in the lesson. You'll use these to complete the next sentences.
CARD: First, let's review the nouns related to cars and safety.
{automobile}
{seat belt}
CARD: Here are words used to describe how an accident happened and who is to blame.
{careless}
{fault}
{ran}
CARD: Finally, these words describe the people and consequences after an accident.
{policeman}
{fine}
SUMMARY:
| automobile | careless | fine | fault | policeman | ran | seat belt |
# Source: LLA 2B Figure 7
$PRODUCE Complete the Sentence from the Word Bank
ID: 9-2b-f7
REFERENCE
@@ -855,8 +889,23 @@ $GRAMMAR Alike, the Same, Similar, Different
ID: l2-s27
INTRO: Here's the whole comparing toolkit on one card. Two ways to say each idea — comparing one thing to another, or describing both at once.
You can compare two things in two ways: "X is like Y", or "X and Y are alike".
CARD: Use "like" to compare one thing to another. Use "alike" when describing both things together.
{Bob's shirt is like Mike's.}
{Their shirts are alike.}
CARD: Use "the same as" to connect one thing to another. When talking about both things at once, just say they are "the same".
{My name is the same as your name.}
{Our names are the same.}
CARD: Use "similar to" to show two things are almost the same. If both things are the subject, just say they are "similar".
{Tim's car is similar to Allen's car.}
{Their cars are similar.}
CARD: Use "different from" to show how one thing is not like another. Use "different" when talking about both things together.
{Army uniforms are different from Navy uniforms.}
{Army and Navy uniforms are different.}
SUMMARY:
| | |
|---|---|
| Bob's shirt is like Mike's. | Their shirts are **alike**. |
@@ -864,11 +913,6 @@ You can compare two things in two ways: "X is like Y", or "X and Y are alike".
| Tim's car is similar to Allen's car. | Their cars are **similar**. |
| Army uniforms are different from Navy uniforms. | Army and Navy uniforms are **different**. |
Listen: {Their shirts are alike.} — {Our names are the same.} — {Their cars are similar.} — {Army and Navy uniforms are different.}
![Two military service members standing side-by-side wearing different service uniforms](st-page_084_001.jpg)
# Source: ST §Similarities and Differences (dialogs)
$DIALOGUE Talking About Similarities
ID: l2-s28
INTRO: Four short conversations — uniforms, clocks, shampoo, and why soccer is not American football. Listen and repeat.
@@ -1054,18 +1098,25 @@ $GRAMMAR Ask and Tell
ID: l2-s20
INTRO: Here's the pattern behind those sentences. "Ask" or "tell", then the person, then "to" plus the action.
**Ask** or **tell** is used with a person + the infinitive ("to" + verb) to pass on a request or a command. "Ask" is polite; "tell" is stronger.
CARD: Use **ask**, a person, and the word **to** with an action to pass on a polite request.
{Ask Bob to pay the bill.}
{Ask Bob to go to the store.}
CARD: Use **tell** the exact same way, but for a stronger command.
{Tell Bob to write a check.}
{Tell Bob to go to the store.}
CARD: For the negative, simply put **not** right before **to**.
{Tell Fred not to pick me up tomorrow.}
{Ask Bob not to pay the bill.}
SUMMARY:
| | | |
|---|---|---|
| **Ask** | Bob | to pay the bill. |
| **Tell** | Bob | to write a check. |
| | Bob | to go to the store. |
Listen: {Ask Bob to pay the bill.} — {Tell Bob to write a check.}
For the negative, put "not" before "to": {Tell Fred not to pick me up tomorrow.}
# Source: ST §Ask Captain Henry to Come to My Office (sentences and dialogs)
$DIALOGUE Ask Him to Wait a Second
ID: l2-s21
INTRO: The pattern at work — first in single sentences, then in five quick exchanges. Listen and repeat.
@@ -1500,20 +1551,24 @@ $GRAMMAR The Past Progressive
ID: l2-s5
INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. One small table, then plenty of practice.
The past progressive shows that an action was going on over a period of time in the past. Use **was** or **were** plus the **-ing** form of the verb.
CARD: The past progressive shows that an action was happening over a period of time in the past. Form it by combining **was** or **were** with the **-ing** form of a verb.
{I was studying in the library.}
CARD: Use **was** when the subject is I, he, she, or it.
{I was studying last night.}
{Mark was studying last night.}
CARD: Use **were** when the subject is you, we, or they.
{What were you doing last night?}
{Mark and Al were studying last night.}
SUMMARY:
| | | |
|---|---|---|
| I | **was studying** | last night. |
| Mark | **was studying** | last night. |
| Mark and Al | **were studying** | last night. |
Use "was" with I / he / she / it, and "were" with you / we / they.
{What were you doing last night?}
{I was studying in the library.}
# Source: ST §I Was Thinking About My Vacation
$DIALOGUE What Were You Doing Last Night?
ID: l2-s6
INTRO: Three short conversations built on the new tense — daydreaming, studying, and one student who definitely wasn't listening to the teacher. Listen and repeat.