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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-3.module
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@@ -735,8 +735,23 @@ $GRAMMAR Telling Stories, Secrets, and the Truth
ID: l3-s10
INTRO: One little verb does a lot of work in this lesson. Here's how "tell" combines with a person and a thing.
**Look at the use of the verb *tell* in these expressions.**
CARD: We use the verb "tell" when sharing a story. You usually mention who is listening.
{Tell me a story.}
{Tell Frank a story.}
CARD: We also use "tell" when sharing a secret.
{Tell us a secret.}
{I will tell her a secret.}
CARD: Use "tell" for a lie or the truth. You can include the listener, or leave them out.
{Don't tell a lie.}
{Always tell the truth.}
{Tell him the truth.}
CARD: Finally, use "tell" when asking what time it is, or reading a clock.
{Can you tell me the time?}
SUMMARY:
| | | |
|---|---|---|
| Tell | me / you / him / her / them / us / someone / Frank | a story. |
@@ -745,8 +760,6 @@ INTRO: One little verb does a lot of work in this lesson. Here's how "tell" comb
| Tell | | the truth. |
| Tell | | the time. |
Examples: {Tell me a story.} · {Don't tell a lie.} · {Can you tell me the time?}
$PRODUCE Use "Tell"
ID: l3-s11
INTRO: Complete each short dialog with the right "tell" expression — tell the truth, a lie, a secret, a story, or the time.
@@ -958,6 +971,17 @@ $GRAMMAR Someone and Anyone
ID: l3-s14
INTRO: Here's the rule behind "someone" and "anyone": "someone" for affirmative sentences, "anyone" for negatives — and questions can take either.
CARD: Use **someone** in affirmative sentences.
{Elizabeth saw someone at the lab.}
CARD: Use **anyone** in negative sentences.
{Peter didn't see anyone at the lab.}
CARD: For questions, you can use either **anyone** or **someone**. Both are correct!
{Did you see anyone at the lab?}
{Did you see someone at the lab?}
SUMMARY:
**Affirmative sentence**
| Elizabeth | saw | {someone} | at the lab. |
@@ -1122,22 +1146,23 @@ Kevin: Yes, I think we should.
# Source: new (gap: "should" is drilled on the tapes but never explained in the book)
$GRAMMAR Should and Shouldn't
ID: 3b-f5-g
INTRO: Before the drills, here's the whole grammar of "should" in one small card.
INTRO: Before the drills, here is the whole grammar of "should" broken down into simple cards.
Use **should** + a verb to give advice or make a suggestion:
{You should go to bed early.} · {He should get a haircut.}
The negative is **shouldn't** (= should not):
CARD: Use **should** followed by a verb to give advice or make a suggestion.
{You should go to bed early.}
{He should get a haircut.}
CARD: The negative is **shouldn't**, which is short for should not.
{We shouldn't go out on a workday.}
In questions, **should** comes first — and short answers use it too:
CARD: In questions, **should** comes first, right before the subject.
{Should we buy a new car?}
{Should Lieutenant Green go to the dispensary?}
{Should we buy a new car?} — {No, you shouldn't.}
{Should Lieutenant Green go to the dispensary?} — {Yes, he should.}
CARD: Short answers use **should** and **shouldn't** too.
{Yes, he should.}
{No, you shouldn't.}
# Source: LLA 3B Figure 5
$DIALOGUE Should and Shouldn't in Action
ID: 3b-f5
INTRO: Now hear the pattern. Listen to the sentences using "should" and "shouldn't", and repeat them.
@@ -1401,6 +1426,34 @@ $GRAMMAR Adverbs of Manner
ID: l3-s24
INTRO: In this part you'll learn to say HOW people do things — slowly, carefully, badly, or well. Most of the work is done by two little letters: "ly".
CARD: Many adverbs are formed by simply adding "ly" to an adjective. This tells us how an action is done.
{bad}
{badly}
{He plays badly.}
{careful}
{carefully}
{She drives carefully.}
CARD: Watch out for spelling changes! When an adjective ends in "y", change the "y" to an "i" before adding "ly".
{happy}
{happily}
{They are playing happily.}
{easy}
{easily}
{I can do this easily.}
CARD: Some adverbs have completely irregular forms. For example, the adverb form of "good" is "well".
{good}
{well}
{She is a good singer.}
{She sings well.}
CARD: Other adverbs use the exact same word as the adjective form. "Fast" doesn't change at all.
{fast}
{He is a fast runner.}
{He runs fast.}
SUMMARY:
**Adjectives and Adverbs**
Many adverbs are formed by adding the suffix **ly** to the adjective.
@@ -1426,7 +1479,6 @@ Some adverbs have an irregular form, or the same form as the adjective.
| good | well |
| fast | fast |
# Source: LLA 3C Figure 1
$PRODUCE Add -ly
ID: 3c-f1
INTRO: Drill time: you'll hear an adjective — say the adverb by adding "ly", then repeat the correct answer. Watch out for the "y" endings.
@@ -1666,12 +1718,28 @@ $GRAMMAR How Did Mary Drive?
ID: l3-s31
INTRO: In this part you'll ask and answer questions with "how" — the question word that adverbs were made for.
CARD: To ask about the way someone did an action in the past, use "How did".
{How did Mary drive?}
{How did they play?}
CARD: Answer the question by adding an adverb after the verb.
{Mary drove fast.}
{They played well.}
CARD: Sometimes a short answer is enough. You can just say the adverb!
{fast}
{well}
CARD: If you already have a guess, you can ask a yes-or-no question instead.
{Did Mary drive fast?}
{Did they play well?}
SUMMARY:
| | |
|---|---|
| (Did Mary drive fast?) | Mary drove {fast}. |
| **How did Mary drive?** | |
# Source: ST §How Did They Do It?
$DIALOGUE How Did They Do It?
ID: l3-s32
INTRO: Read these question-and-answer pairs. Every "how" question gets an adverb for an answer.