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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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@@ -576,22 +576,25 @@ ANSWER: a
# Source: ST §I'm Sorry! (expressions box)
$GRAMMAR How to Apologize — and How to Respond
ID: l4-s27
INTRO: Here's your apology toolbox: ways to say you're sorry, and ways to accept when someone else is. Tap any phrase to hear it.
INTRO: Here's your apology toolbox: ways to say you're sorry, and ways to accept when someone else is.
**Here are some expressions we use to apologize to someone:**
* {I'm sorry.}
* {Please forgive me.}
* {Excuse me.}
* {I want to apologize.}
CARD: When you make a common mistake, you can use these simple phrases to apologize.
{I'm sorry.}
{Excuse me.}
**Here are some expressions we use to respond to an apology:**
* {That's okay.}
* {No problem.}
* {Don't worry about it.}
* {That's all right.}
* {Don't let it happen again.}
CARD: If you need to be more formal, or if you made a bigger mistake, use these stronger expressions.
{I want to apologize.}
{Please forgive me.}
CARD: When someone apologizes to you, you can easily accept it with these friendly phrases.
{That's okay.}
{That's all right.}
{No problem.}
CARD: You can also tell the person to relax, or firmly warn them not to make the same mistake.
{Don't worry about it.}
{Don't let it happen again.}
# Source: ST §I Apologize. It Was an Accident.
$DIALOGUE Apologies in Action
ID: l4-s28
INTRO: Five short scenes, five apologies, five gracious responses. Read them and notice which expression fits each situation.
@@ -762,18 +765,25 @@ $GRAMMAR Feeling + "That" Clause
ID: l4-s16
INTRO: Here's the rule behind the sentences you just repeated: a feeling word, then "that", then the reason.
Use an adverbial **that** clause to express cause or reason after these expressions:
CARD: Use a "that" clause to express the cause or reason for a feeling.
{I'm happy that he went there.}
{I'm angry that he went there.}
{I'm sorry that he went there.}
CARD: This pattern works with many different expressions of emotion.
{We're happy that we're here, but we're upset that we're so late.}
{I'm pleased that he went there.}
CARD: Notice that the word "that" is completely optional. You can include it or drop it.
{I'm glad that you're here}
{I'm glad you're here}
{I'm really glad you're here.}
SUMMARY:
| | | |
|---|---|---|
| I'm happy / pleased / glad / angry / sorry / upset | (that) | he went there. |
Alex: {I'm really glad you're here.}
Tim: {We're happy that we're here, but we're upset that we're so late.}
Notice that the word **that** is optional — {I'm glad you're here} and {I'm glad that you're here} both work.
# Source: ST §Read the Sentences
$DIALOGUE Glad, Sorry, Upset — Reading
ID: l4-s17
INTRO: Read three short passages about Alex and his visiting friends. Every feeling comes with its reason attached.
@@ -956,14 +966,22 @@ $GRAMMAR Word Box: Feelings
ID: l4-s20-b
INTRO: Six feeling words for the next exercise. Tap each one to hear it.
Use one of these words in the next exercise:
CARD: Here are some words to use when you feel good.
{happy}
{glad}
{pleased}
CARD: And here are words to use when things go wrong.
{angry}
{upset}
{sorry}
SUMMARY:
| | | |
|---|---|---|
| {angry} | {glad} | {happy} |
| {upset} | {sorry} | {pleased} |
# Source: ST §Is Al Sorry That He Didn't Study?
$PRODUCE Which Feeling Fits?
ID: l4-s20
REFERENCE
@@ -1265,6 +1283,33 @@ $GRAMMAR Mental Activity Verbs + "That"
ID: l4-s11
INTRO: Here's the rule: after a verb of mental activity — think, know, forget — use a "that" clause as the object. And "that" itself is optional.
CARD: Verbs about thinking, knowing, and feeling are called mental activity verbs.
{think}
{know}
{understand}
{realize}
{guess}
{hope}
CARD: Verbs related to learning and memory also belong to this group.
{forget}
{remember}
{learn}
{hear}
{see}
{read}
CARD: After these verbs, you can use a clause starting with "that" as the direct object.
{I think that this movie is boring.}
{He hopes that you'll come to his party.}
{Do you realize that we're leaving tomorrow?}
CARD: In everyday spoken English, the word "that" is completely optional. You can just drop it.
{I forgot we had a test today.}
{Did you remember there's a test today?}
{Did he understand the movie started at 7?}
SUMMARY:
| | | |
|---|---|---|
| I forgot | (that) | we had a test today. |
@@ -1274,12 +1319,6 @@ INTRO: Here's the rule: after a verb of mental activity — think, know, forget
| Did he understand | (that) | the movie started at 7? |
| Do you realize | (that) | we're leaving tomorrow? |
**Mental Activity Verbs:**
{forget}, {guess}, {hear}, {realize}, {learn}, {think}, {hope}, {remember}, {see}, {read}, {know}, {understand}
After these verbs indicating mental activity you use a **that** noun clause as a direct object. Notice **that** is optional.
# Source: ST §Read the Dialogs
$DIALOGUE Short Exchanges with Mental Verbs
ID: l4-s12
INTRO: Five quick exchanges — opinions, guesses, and radio weather reports. Read along and watch the "that" clauses go by.
@@ -1479,6 +1518,25 @@ $GRAMMAR Word Box: Mental Verbs
ID: l4-s14
INTRO: Six mental verbs for the next exercise. Tap each one to hear it — you'll use them in the past tense.
CARD: When we hold information in our minds, we use verbs like "know" and "realize". Notice their past tense forms.
{know}
{knew}
{realize}
{realized}
CARD: Sense verbs like "see" and "hear" can also be used as mental verbs when you learn or understand something. Both are irregular in the past tense.
{see}
{saw}
{hear}
{heard}
CARD: We use "remember" for the past and "hope" for the future. These are regular verbs, so they take -d or -ed in the past tense.
{remember}
{remembered}
{hope}
{hoped}
SUMMARY:
Use one of these verbs, in the past tense, in the next exercise:
| | | |
@@ -1486,7 +1544,6 @@ Use one of these verbs, in the past tense, in the next exercise:
| {know} | {realize} | {hear} |
| {see} | {remember} | {hope} |
# Source: ST §Tim Thought That He Was Late
$PRODUCE Tim's Monday — Fill in the Verb
ID: l4-s15
REFERENCE
@@ -1520,14 +1577,18 @@ $GRAMMAR "Apologize For" + Gerund
ID: l4-s22
INTRO: One more apology pattern: after "apologize", use "for" plus an "-ing" verb — apologize for being late, for spilling, for forgetting.
![A man with glasses and two women standing in front of a male teacher who is holding papers](st-page_146_001.jpg)
CARD: After the verb **apologize**, use **for** plus an **-ing** verb. This shows what action you are sorry about.
{I apologize for forgetting.}
{He apologized for spilling his drink.}
**What is Beth apologizing to the instructor for?**
CARD: To include the person you are saying sorry to, use **apologize to** someone before the word **for**.
{She's apologizing to him for being late to class.}
{Steve apologized to Lisa for losing her notebook.}
After the verb *apologize*, notice the use of **for + gerund (verb + -ing)**.
CARD: When asking a question, the word **for** usually drops to the very end of the sentence.
{What is Beth apologizing to the instructor for?}
{What are you apologizing for?}
# Source: ST §Steve Apologized For Losing Lisa's Notebook
$DIALOGUE Who Apologized for What?
ID: l4-s23
INTRO: Five short exchanges, five apologies with "for + -ing". Read along — one driver refuses to apologize at all.