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

book-11-lesson-1.module

@@ -1666,8 +1666,9 @@ CARD: Use **has been** for a singular subject, and **have been** for plural subj
 {Ann and Bob have been studying since 4:30.}
 
 SUMMARY:
-| Paul | is | studying | now. |
+| | | | |
 |---|---|---|---|
+| Paul | is | studying | now. |
 | | was | | last night. |
 | | **has been** | | for two days. |
 
@@ -2035,7 +2036,7 @@ INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: The very last task of Lesson 1: dictation. Type exactly what you hear — capital letters, commas, question marks and all. Then go rest; you've earned it, and nobody here is running a temperature.
+INTRO: The very last task: dictation. Type exactly what you hear — capital letters, commas, question marks and all. Then go rest; you've earned it, and nobody here is running a temperature.
 INSTRUCTION: Type the sentence you hear with correct punctuation.
 
 PROMPT: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3}

book-12-lesson-1.module

@@ -697,8 +697,26 @@ $GRAMMAR The Shopping List
 ID: l1-s14
 INTRO: Bob and Don have exactly five dollars for beach snacks — dreams must fit the budget. Study the list and the prices; you'll use them in the next two activities.
 
-Bob and Don want to buy food for their trip to the beach. They only have $5.00 to spend.
+CARD: Bob and Don are planning a beach trip. They have a strict budget of five dollars.
+{Bob and Don want to buy food for their trip to the beach.}
+{They only have $5.00 to spend.}
 
+CARD: Let's check the prices for drinks and ice on their shopping list.
+{Sodas are $2.50.}
+{Paper cups are $1.10.}
+{Ice is $ .75.}
+
+CARD: They also want to see how much salty snacks and sweets cost.
+{Potato chips are $1.35.}
+{Corn chips are $1.40.}
+{Cookies are $1.75.}
+
+CARD: Finally, they check the prices to make sandwiches or buy fresh fruit.
+{Bread is $ .80.}
+{Meat is $2.75.}
+{Fruit is $2.00.}
+
+SUMMARY:
 | SHOPPING LIST | |
 |---|---|
 | sodas | $2.50 |
@@ -711,7 +729,6 @@ Bob and Don want to buy food for their trip to the beach. They only have $5.00 t
 | ice | $ .75 |
 | cookies | $1.75 |
 
-# Source: ST §If They Buy Sodas, They Can Buy Paper Cups
 $PRODUCE If They Buy Sodas, They Can Buy Paper Cups
 ID: l1-s15
 REFERENCE
@@ -1044,6 +1061,34 @@ $GRAMMAR The Present Perfect Tense
 ID: l1-s23
 INTRO: Here's how the present perfect is built — "have" or "has" plus the past participle — and how it differs from the simple past.
 
+CARD: The present perfect tense is formed with **have** or **has** plus the past participle of the verb. Use **have** with I, we, you, and they.
+{I have studied all afternoon.}
+{They have studied all afternoon.}
+
+CARD: Use **has** for he and she.
+{He has studied all afternoon.}
+{She has studied all afternoon.}
+
+CARD: To make the sentence negative, use **haven't** or **hasn't**.
+{We haven't studied all afternoon.}
+{She hasn't studied all afternoon.}
+
+CARD: For questions, put **have** or **has** before the subject.
+{Have you studied all afternoon?}
+{Has he studied all afternoon?}
+
+CARD: With regular verbs, the past participle is formed by adding **-ed** to the verb. Irregular verbs change their form.
+{I have worked here for years.}
+{He has eaten all the pizza.}
+
+CARD: We use the simple past for things that happened at a **definite time**. We use the present perfect for things that happened at an **indefinite time** in the past.
+{I visited Paris last year.}
+{I have visited Paris.}
+
+CARD: The present perfect is also used for situations that began in the past and have continued to the present.
+{Phil has lived there for two years.}
+
+SUMMARY:
 | | | | |
 |---|---|---|---|
 | I / We / You / They | have / haven't | studied | all afternoon. |
@@ -1054,13 +1099,6 @@ INTRO: Here's how the present perfect is built — "have" or "has" plus the past
 | Have | I / we / you / they | studied | all afternoon? |
 | Has | he / she | studied | all afternoon? |
 
-The present perfect tense is formed with **have** or **has** + **the past participle** of the verb. With regular verbs, the past participle is formed by adding **-ed** to the verb. With irregular verbs, the past participle changes its form.
-
-**COMPARISON OF PAST TENSE AND PRESENT PERFECT TENSE:**
-We use **past tense** to describe situations that happened at a **definite time** in the past.
-We use **present perfect tense** to describe situations that have happened at an **indefinite time** (or times) in the past, or situations that have begun in the past and have continued to the present.
-
-# Source: ST §Phil Has Lived There For Two Years.
 $DIALOGUE Phil Has Lived There for Two Years
 ID: l1-s25
 INTRO: Three sentences about Phil show the difference: past tense for what's over, present perfect for what's still true. Read them carefully.

book-12-lesson-2.module

@@ -38,6 +38,37 @@ $GRAMMAR The U.S. School System
 ID: l2-s1
 INTRO: Welcome to Lesson 2. In this lesson you'll learn to talk about school, careers, and the decisions people make about them — what has already happened, what hasn't happened yet, and what isn't true anymore. First, a quick map of the American school system, from kindergarten all the way to a Ph.D.
 
+CARD: Children in the U.S. start with kindergarten, then attend elementary school for first through fifth grade.
+{Kindergarten}
+{Elementary school}
+{1st-5th grade}
+
+CARD: Next is middle school, covering sixth through eighth grade.
+{Middle school}
+{6th-8th grade}
+
+CARD: High school is for ninth through twelfth grade. When you finish, you receive a diploma.
+{High school}
+{9th-12th grade}
+{diploma}
+
+CARD: After high school, some students go to technical school for fields like electronics, mechanics, or computers.
+{Technical school}
+
+CARD: You can attend a two-year college program to earn an associate degree.
+{associate}
+
+CARD: A standard four-year college or university program earns you a bachelor's degree.
+{bachelor}
+
+CARD: At a university, you can study further for an advanced degree, such as a master's or a Ph.D.
+{master}
+{Ph.D.}
+
+CARD: Professional programs like medical school follow after a bachelor's degree.
+{Medical school}
+
+SUMMARY:
 | SCHOOL | GRADES | DEGREE |
 |---|---|---|
 | Kindergarten | | |
@@ -63,7 +94,6 @@ May offer associate degrees, Electronics, Mechanics, Computers, etc.
 
 (Medical School follows a bachelor degree.)
 
-# Source: ST §Education in the U.S. (sentences)
 $DIALOGUE Schools and Degrees
 ID: l2-s2
 INTRO: Now hear the school system in sentences. Listen and repeat each one — these words will follow you through the whole lesson.
@@ -542,31 +572,30 @@ $GRAMMAR Already, Still, Yet, Anymore, Any Longer, No Longer
 ID: l2-s13
 INTRO: Here's how the six time words work — where each one goes in the sentence, and whether it likes questions, negatives, or both. Read it once now; the drills will make it stick.
 
-We use **already** to say something happened before now or before this time. It is used in questions and affirmative statements.
-> Ed **already** has a high school diploma.
-> Mr. Smith is **already** here.
-> Are they **already** in elementary school?
+CARD: We use **already** to say something happened before now or before this time. It is used in questions and affirmative statements.
+{Ed already has a high school diploma.}
+{Mr. Smith is already here.}
+{Are they already in elementary school?}
 
-We use **still** to say that a situation is continuing. It usually goes in the middle of the sentence with the verb. It is used in questions and in affirmative and negative statements.
-> Ed **still** doesn't have a college degree.
-> It was warm yesterday, and it's **still** warm today.
-> Are you **still** waiting?
+CARD: We use **still** to say that a situation is continuing. It usually goes in the middle of the sentence with the verb.
+{Ed still doesn't have a college degree.}
+{It was warm yesterday, and it's still warm today.}
+{Are you still waiting?}
 
-We use **yet** to ask or talk about something that did not happen before now, but might in the future. It goes at the end of the sentence. It is used in questions and negative statements.
-> I'm very hungry. Is dinner ready **yet**?
-> Can you wait ten minutes? John isn't here **yet**.
+CARD: We use **yet** to ask or talk about something that did not happen before now, but might in the future. It goes at the end of questions and negative statements.
+{I'm very hungry. Is dinner ready yet?}
+{Can you wait ten minutes? John isn't here yet.}
 
-We use **anymore**, **any longer**, and **no longer** to say that a past situation does not exist.
+CARD: **Anymore** and **any longer** say that a past situation does not exist. They go at the end of questions and negative statements.
+{Is he in high school anymore?}
+{Is he in high school any longer?}
+{She isn't in the army anymore.}
+{She isn't in the army any longer.}
 
-**Anymore** and **any longer** are used in questions and negative statements. They go at the end of the sentence.
-> Is he in high school **anymore**/**any longer**?
-> She isn't in the army **anymore**/**any longer**.
+CARD: **No longer** also says that a past situation does not exist, but it is used in affirmative statements. It goes in the middle of the sentence with the verb.
+{He is no longer a student.}
+{She no longer works at night.}
 
-**No longer** is used in affirmative statements. It goes in the middle of the sentence with the verb.
-> He is **no longer** a student.
-> She **no longer** works at night.
-
-# Source: ST §Ed Already Has a Diploma
 $DIALOGUE Reading: Ed Already Has a Diploma
 ID: l2-s14
 INTRO: Read about Ed, who already has his diploma but doesn't have a job yet. Notice the time words quietly doing all the work.
@@ -1044,14 +1073,23 @@ $GRAMMAR So — Expressing a Result
 ID: l2-s26
 INTRO: A closer look at "so": it links a situation to its result.
 
-We use the conjunction **so** to express the result of a situation.
+CARD: We use the conjunction **so** to show the result of a situation or action.
+{I don't have any cash, so I'll write a check.}
 
+CARD: It joins two ideas together. The situation comes first, followed by **so** and the result.
+{It is raining, so we will stay inside.}
+{He was tired, so he went to bed early.}
+
+CARD: Compare **so** with **because**. **Because** introduces the reason, while **so** introduces the result.
+{Because I don't have any cash, I'll write a check.}
+{I don't have any cash, so I'll write a check.}
+
+SUMMARY:
 | SITUATION | RESULT |
 |---|---|
 | Because I don't have any cash, | I'll write a check. |
 | I don't have any cash, | **so** I'll write a check. |
 
-# Source: ST §Use "So"
 $PRODUCE Practice: Use So
 ID: l2-s27
 INPUT: speak
@@ -1093,14 +1131,24 @@ $GRAMMAR Or — Expressing a Choice
 ID: l2-s28
 INTRO: And now "or": it links two choices.
 
-We use the conjunction **or** to express a choice.
+CARD: We use the word **or** to express a choice. Here are two separate options.
+{We can charge the gas.}
+{We can pay cash for it.}
 
+CARD: You can combine these two choices into one sentence using **or**. We use a comma before **or** when connecting two full sentences.
+{We can charge the gas, or we can pay cash for it.}
+
+CARD: Let's look at another example of expressing a choice.
+{You can take the bus.}
+{You can walk to work.}
+{You can take the bus, or you can walk to work.}
+
+SUMMARY:
 | | | |
 |---|---|---|
 | We can charge the gas. | | We can pay cash for it. |
 | We can charge the gas, | **or** | we can pay cash for it. |
 
-# Source: ST §Use "Or"
 $PRODUCE Practice: Use Or
 ID: l2-s29
 INPUT: speak
@@ -1395,24 +1443,24 @@ $GRAMMAR The Present Perfect: Indefinite Past
 ID: l2-s20
 INTRO: Here are the present perfect forms at work in short exchanges. Read them over before the drills — the participles are the tricky part.
 
-**Present Perfect Tense** (have/has + past participle)
+CARD: Form the present perfect tense with **have** or **has** and a past participle. It's often used to ask about past experiences without giving an exact time.
+{Have you ever been to France?}
+{No, I never have. Have you?}
 
-> Doug: **Have** you ever **been** to France?
-> Dave: No, I **never have**. **Have** you?
+CARD: Use **haven't** or **hasn't** for negative statements. We often add **yet** to questions and negatives to show something hasn't happened before now.
+{Don't hang up! I haven't talked to Tom yet.}
+{Has Tony chosen a university yet?}
+{No, he hasn't decided anything about his future.}
 
-> Rick: Don't hang up! I **haven't talked** to Tom yet.
-> Jack: Too late. He's **already hung up**.
+CARD: We use **already** to show something happened sooner than expected. Notice how **he has** combines into the contraction **he's**.
+{Too late. He's already hung up.}
+{Yes, I have. He's already borrowed $5.00 from me.}
 
-> Mike: **Has** Tony **chosen** a university yet?
-> Cory: No, he **hasn't decided** anything about his future.
+CARD: Many verbs have irregular past participles in this tense. You will need to learn forms like spent, bought, and lent.
+{How much money have you spent today?}
+{Not much. I've only bought a magazine.}
+{Have you lent Aldo any money today?}
 
-> Carl: How much money **have** you **spent** today?
-> Nick: Not much. I've only **bought** a magazine.
-
-> Greg: **Have** you **lent** Aldo any money today?
-> Fred: Yes, I **have**. He's **already borrowed** $5.00 from me.
-
-# Source: LLA 2C Figure 2
 $PRODUCE Answer With Already and Yet
 ID: 2c-f2
 INPUT: type

book-12-lesson-3.module

@@ -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.

book-12-lesson-4.module

@@ -334,11 +334,22 @@ $GRAMMAR Used To
 ID: l4-s16
 INTRO: Here's the rule behind those sentences — short and painless.
 
-We use **used to** to say that something happened regularly or existed in the past but no longer happens or exists now.
+CARD: We use **used to** for a situation that existed in the past, but is no longer true now.
+{I used to be a student at that college.}
+{Now I'm an instructor there.}
 
-{I used to be a student at that college.} {Now I'm an instructor there.}
+CARD: We also use it for actions that happened regularly in the past but have stopped entirely.
+{I used to take the bus to school.}
+{She used to work on weekends.}
+
+CARD: Notice that **used to** is always followed by the base form of a verb.
+{I used to be a student.}
+{I used to take the bus.}
+
+CARD: We often pair a **used to** statement with a present tense sentence to highlight how things have changed.
+{He used to live in London.}
+{Now he lives in New York.}
 
-# Source: ST §Used To Sentences
 $DIALOGUE Used To in Questions and Answers
 ID: l4-s17
 INTRO: "Used to" also works in questions — notice it becomes "use to" after "did". Read the sentences.
@@ -802,13 +813,16 @@ $GRAMMAR Would
 ID: l4-s21
 INTRO: In this part you'll learn a second way to talk about past habits: "would". It's the same idea as "used to" — just a little smoother in stories.
 
-We use **would** when we talk about things that often happened in the past.
+CARD: We use **would** to talk about things that often happened in the past. It is perfect for telling stories about your past routines.
+{When my sister and I were young, my family would go to the mountains.}
 
-{When my sister and I were young, my family would go to the mountains.} {If the weather was good, we would get up early and go swimming in the cold river.}
+CARD: You will often hear it used right after setting the scene with a past condition.
+{If the weather was good, we would get up early and go swimming in the cold river.}
 
-**Used to** is also possible in these sentences.
+CARD: **Used to** is also possible in these sentences. Both forms show that something happened regularly in the past.
+{My family used to go to the mountains.}
+{My family would go to the mountains.}
 
-# Source: LLA 4B Figure 2 (part 1)
 $DIALOGUE Hunting Trips with Dad
 ID: 4b-f2
 INTRO: A boy asks his dad about the hunting trips of his childhood. Listen for "would" — it marks everything they did every fall.
@@ -985,15 +999,24 @@ $GRAMMAR Comparing with -er Adverbs
 ID: 4c-f1-b
 INTRO: In this part you'll compare how people do things, join sentences with little words like "so" and "but", and finish with some tricky sounds. First, the comparing rule.
 
-To compare how people do things, add **-er** to a short adverb and use **than**:
-
+CARD: To compare how people do things, add **-er** to a short adverb and use **than**. Notice how we often put a short helper verb at the end.
 {Sally left earlier than John did.}
 {Alan works harder than Bob does.}
+
+CARD: Make sure that helper verb matches the subject and the time of the action.
 {Cars move faster than buses do.}
 
-Other adverbs that work the same way: {later}, {sooner}, {slower}, {farther}, {higher}, {lower}, {straighter}.
+CARD: Other short adverbs for time and speed work exactly the same way.
+{later}
+{sooner}
+{slower}
+
+CARD: You can also add **-er** to short adverbs that describe distance and direction.
+{farther}
+{higher}
+{lower}
+{straighter}
 
-# Source: LLA 4C Figure 1
 $PRODUCE Who Does It More?
 ID: 4c-f1
 INTRO: You'll hear a sentence, then a question about it. Answer aloud with a full sentence using the "-er" adverb, then repeat the correct answer.
@@ -1186,13 +1209,20 @@ $GRAMMAR Reporting What People Said
 ID: 4c-f2-b
 INTRO: Last part — everything together: short conversations, reporting what people said, past participles, and a dictation to finish. First, one small rule for reporting speech.
 
-When you report what someone said, the verb usually moves one step into the past:
+CARD: When you report what someone said, the verb usually moves one step into the past. For example, "is" becomes "was".
+{The car is ready.}
+{He said the car was ready.}
 
-{The car is ready.} → {He said the car was ready.}
+CARD: Other verbs follow the same pattern. The present tense verb "have" changes to the past tense "had".
+{I have his money.}
+{He said he had the money.}
 
-{I have his money.} → {He said he had the money.}
+CARD: Notice that pronouns also change when you report speech. "I" changes to match the person who spoke.
+{I have his money.}
+{He said he had the money.}
+{I am late.}
+{She said she was late.}
 
-# Source: LLA 4C Figure 2 (Dialog 1)
 $DIALOGUE A Phone Message
 ID: 4c-f2-d1
 INTRO: A short phone call: Mr. Sandoval has news about a car. Listen closely — you'll report what he said in a moment.

book-12-lesson-5.module

@@ -578,6 +578,36 @@ $GRAMMAR Words to Use
 ID: l5-s15
 INTRO: The week's word list, one last time. Tap any word to hear it — the next exercise puts every one of them to work.
 
+CARD: Here are some verbs from this week's list.
+{be over}
+{lasted}
+{slipped}
+{expects to}
+
+CARD: And a few more useful verbs and verb phrases.
+{take}
+{thought}
+{turn down}
+{could use}
+{remain}
+
+CARD: Next, adjectives and nouns to describe nature, places, or feelings.
+{sea}
+{calm}
+{climate}
+{quiet}
+{deep}
+{unpleasant}
+
+CARD: Finally, adverbs, connectors, and other small but important words.
+{ever}
+{except}
+{no longer}
+{none}
+{if}
+{instead}
+
+SUMMARY:
 | | | | |
 |---|---|---|---|
 | {be over} | {ever} | {lasted} | {sea} |
@@ -587,7 +617,6 @@ INTRO: The week's word list, one last time. Tap any word to hear it — the next
 | {thought} | {deep} | {instead} | {remain} |
 | {turn down} | | | |
 
-# Source: ST §Wants To, Expects To
 $SELECT Words to Use — Complete the Sentences
 ID: l5-s16
 INTRO: Each word from the list fits exactly one sentence below. Tap the word that completes each one, and listen to the full sentence after you answer. This is the last exercise of Book 12 — finish it, and the book is done.

book-7-lesson-1.module

@@ -695,23 +695,22 @@ $LESSON 1-4: Other and Both
 
 $GRAMMAR One, the Other, Both
 ID: l1-s13-g
-# Source: new (gap: "other" and "both" are drilled all through 1B and the ST but never explained)
 INTRO: In this part you'll learn to talk about two things: this one, the other one, or both. Here's the whole idea in one minute.
 
-When you talk about **two** things, you can point at them one at a time:
+CARD: When you talk about two things, you can point at them one at a time. **The other** means the second one of the two.
+{One answer is wrong.}
+{The other answer is right.}
 
-- {One answer is wrong.} {The other answer is right.}
+CARD: If the second one is the same as the first, add **also**.
+{One boy is happy.}
+{The other boy is also happy.}
 
-**The other** means the second one of the two.
+CARD: When the two things go together, you can group them with the word **both**.
+{Both boys are happy.}
 
-If the second one is the same as the first, add **also**:
-
-- {One boy is happy.} {The other boy is also happy.}
-
-And when the two go together, use **both**:
-
-- {Both boys are happy.}
-- {We finished both lessons yesterday.}
+CARD: You can use **both** to talk about any two things at once.
+{We finished both lessons yesterday.}
+{I want both apples.}
 
 $DIALOGUE Other — Model Sentences
 ID: l1-s13
@@ -1588,15 +1587,19 @@ LINE: The hungry man ate lunch at a crowded snack bar. {bk07-l1c-f5-05d.mp3}
 
 $GRAMMAR Adjectives Go Before the Noun
 ID: 1c-f5-g
-# Source: new (gap: adjective placement is drilled in 1C/1D but never explained)
 INTRO: One quick rule before you combine sentences yourself.
 
-To combine sentences, move each describing word in front of the thing it describes:
+CARD: In English, an adjective goes right before the noun it describes.
+{a little boy}
+{a red cap}
 
-- {The boy is little.} + {He wants the cap.} + {The cap is red.}
-- → {The little boy wants the red cap.}
+CARD: You can use this rule to combine short sentences. Let's look at three separate facts.
+{The boy is little.}
+{He wants the cap.}
+{The cap is red.}
 
-The adjective goes **before** the noun: *little boy*, *red cap*. That's it — three sentences become one.
+CARD: Just move each describing word in front of the thing it describes. Three sentences become one!
+{The little boy wants the red cap.}
 
 $PRODUCE Put the Adjective in Its Place
 ID: l1-s27

book-7-lesson-2.module

@@ -948,12 +948,36 @@ $GRAMMAR Making Comparisons
 ID: l2-s17
 INTRO: This part is all about comparing: add -er to the adjective and use "than". Read through the patterns — the drills that follow use every one of them.
 
-**1. -er and than**
-Add **-er** to regular adjectives to compare people or things.
+CARD: To compare people or things, add -er to regular adjectives. Use the word "than" before the second thing.
+{tall}
+{taller}
+{Greg is taller than Dana.}
+{clean}
+{cleaner}
+{This window is cleaner than that one.}
 
-* {Greg is taller than Dana.}
-* {This window is cleaner than that one.}
+CARD: When a word ends in a single consonant with a short vowel sound, double the consonant before adding -er.
+{wet}
+{wetter}
+{His shoes are wetter than his coat.}
+{big}
+{bigger}
 
+CARD: For words ending in a consonant and a y, change the y to an i before adding -er.
+{happy}
+{happier}
+{The men were happier than the women.}
+{heavy}
+{heavier}
+
+CARD: If an adjective already ends in the letter e, just add an r.
+{nice}
+{nicer}
+{Today's weather is nicer than yesterday's.}
+{large}
+{larger}
+
+SUMMARY:
 | tall | taller |
 |---|---|
 | clean | cleaner |
@@ -962,22 +986,12 @@ Add **-er** to regular adjectives to compare people or things.
 | slow | slower |
 | long | longer |
 
-**2. Double the consonant**
-Words ending in a single consonant with a short vowel sound double the consonant before adding **-er**.
-
-* {His shoes are wetter than his coat.}
-
 | wet | wetter |
 |---|---|
 | big | bigger |
 | sad | sadder |
 | hot | hotter |
 
-**3. Change y to i**
-Words ending in a consonant + y change the **y** to **i** and add **-er**.
-
-* {The men were happier than the women.}
-
 | happy | happier |
 |---|---|
 | heavy | heavier |
@@ -986,11 +1000,6 @@ Words ending in a consonant + y change the **y** to **i** and add **-er**.
 | thirsty | thirstier |
 | hungry | hungrier |
 
-**4. Words ending in e**
-Add only **-r**.
-
-* {Today's weather is nicer than yesterday's.}
-
 | nice | nicer |
 |---|---|
 | large | larger |
@@ -998,7 +1007,6 @@ Add only **-r**.
 | late | later |
 | wide | wider |
 
-# Source: LLA 2C Figure 1
 $SELECT Shorter or Taller? Yes or No
 ID: 2c-f1
 INTRO: Look at the picture of the classroom. Listen to each question, tap Yes or No, then repeat the full answer.
@@ -1378,25 +1386,22 @@ $GRAMMAR Some and Any
 ID: l2-s24-g
 INTRO: This part practices two small but stubborn words: "some" and "any". Here's the short version before the dialogues and drills.
 
-Use **some** in positive sentences and offers:
+CARD: Use **some** in positive sentences to talk about an indefinite amount.
+{He put some money on the table.}
+{We need some apples for the pie.}
 
-* {I made some coffee. Do you want some?}
-* {He put some money on the table.}
+CARD: Use **any** instead of "some" in negative sentences.
+{I didn't buy any fruit.}
+{She doesn't have any friends here.}
 
-Use **any** in negative sentences:
+CARD: In questions, use **some** when you are offering something or expect the answer to be "yes".
+{I made some coffee. Do you want some?}
+{Do you want some coffee?}
 
-* {I didn't buy any fruit.}
-* {She doesn't have any friends here.}
+CARD: Use **any** in questions when you really don't know the answer.
+{Did you make any mistakes on the test?}
+{Do you have any questions?}
 
-Questions can use either one — **some** when you expect a yes:
-
-* {Do you want some coffee?}
-
-**any** when you really don't know:
-
-* {Did you make any mistakes on the test?}
-
-# Source: ST §Do You Want Some?
 $DIALOGUE Do You Want Some?
 ID: l2-s24
 INTRO: Ten little exchanges with "some" — coffee, candy, shoes, and traveler's checks. Listen and repeat.
@@ -1653,17 +1658,18 @@ $GRAMMAR Both and the Other
 ID: l2-s27-g
 INTRO: This part returns to "both" and "the other", then trains a reading skill: knowing what small words point back to.
 
-**Both** means the two together:
+CARD: Use **both** to talk about two things together.
+{Both books are small.}
 
-* {Both books are small.}
-* {Do you want milk or coffee? I'll have both, please.}
+CARD: You can also use **both** by itself when it is clear what two things you mean.
+{Do you want milk or coffee? I'll have both, please.}
 
-**The other** means the second of two:
+CARD: When talking about two things, use **the other** to mean the second one.
+{One glove is wet, but the other's okay.}
 
-* {One glove is wet, but the other's okay.}
-* {There's only one shoe here. Where's the other?}
+CARD: This is especially common when looking for a missing item from a pair.
+{There's only one shoe here. Where's the other?}
 
-# Source: ST §Both Are Small
 $DIALOGUE Both Are Small
 ID: l2-s27
 INTRO: Read the sentences and notice how "both" works — two things, one word.

book-7-lesson-3.module

@@ -989,11 +989,21 @@ $GRAMMAR Word Box
 ID: l3-s19
 INTRO: Here are the words for the next exercise. Keep them handy — you'll fill each one into a sentence.
 
-Use these words to complete the sentences in the next activity:
+CARD: Let's look at some words for nature and the outdoors.
+{hill}
+{river}
 
-{hill} · {river} · {above} · {below} · {high} · {higher} · {low}
+CARD: Use these words to talk about where something is.
+{above}
+{below}
+
+CARD: We use these words to describe height.
+{high}
+{low}
+
+CARD: To compare the height of two things, use this word.
+{higher}
 
-# Source: ST §The River Is Below the Town
 $PRODUCE Complete with the Word Box
 ID: l3-s20
 REFERENCE
@@ -1247,6 +1257,38 @@ $GRAMMAR Comparative and Superlative
 ID: l3-s22
 INTRO: In this part you'll learn the superlative — how to say something is the biggest, the oldest, or the fastest of them all.
 
+CARD: Use the comparative to compare two things, and the superlative for three or more. Compare two things with **-er**, and compare three or more with **the -est**.
+{The car is fast.}
+{The train is faster.}
+{The airplane is the fastest.}
+
+CARD: Add these endings to most regular one-syllable adjectives.
+{old}
+{older}
+{the oldest}
+{light}
+{lighter}
+{the lightest}
+{new}
+{newer}
+{the newest}
+
+CARD: If the adjective already ends in "e", just add **-r** or **-st**.
+{wide}
+{wider}
+{the widest}
+
+CARD: For short words ending in a single vowel and consonant, double the last letter.
+{big}
+{bigger}
+{the biggest}
+
+CARD: You can also use these endings for some two-syllable adjectives. If the word ends in "y", change the "y" to "i" before adding the ending.
+{heavy}
+{heavier}
+{the heaviest}
+
+SUMMARY:
 | ADJECTIVE | COMPARATIVE | SUPERLATIVE |
 |---|---|---|
 | big | bigger | the biggest |
@@ -1256,13 +1298,6 @@ INTRO: In this part you'll learn the superlative — how to say something is the
 | old | older | the oldest |
 | wide | wider | the widest |
 
-The superlative form of the adjective is used to compare three or more persons, or things. Add **the + est** to one-syllable adjectives and to some two-syllable adjectives.
-
-Compare two things with **-er**; compare three or more with **the -est**:
-
-{The car is fast.} → {The train is faster.} → {The airplane is the fastest.}
-
-# Source: ST §The Small Suitcase Is the Lightest
 $DIALOGUE The Suitcases
 ID: l3-s23
 INTRO: Five suitcases, five superlatives. Listen and read.

book-7-lesson-4.module

@@ -936,14 +936,18 @@ $GRAMMAR Use ... For Doing Something
 ID: l4-s12
 INTRO: This part is about saying what things are for. Here's the first pattern — use something FOR doing something.
 
-When you want to say what a thing is for, use **use** + the thing + **for** + an **-ing** word:
-
+CARD: When you want to say what a tool or object is for, state the thing, then add "for" and an action.
 {We use a knife for cutting meat.}
+
+CARD: Remember to always add "-ing" to the action word after "for".
 {We use a cup for drinking coffee.}
 {We use a camera for taking pictures.}
 
-With **he**, **she**, or **it**, the verb takes -s: {He uses a knife for cutting meat.}
+CARD: When talking about "he", "she", or "it", add an "s" to the verb. Say "uses" instead of "use".
+{He uses a knife for cutting meat.}
+{She uses a camera for taking pictures.}
 
+SUMMARY:
 | Subject | Verb | Object | Preposition | Gerund | Object |
 |---|---|---|---|---|---|
 | I / You / We / They | use | a knife | for | cutting | meat. |
@@ -951,7 +955,6 @@ With **he**, **she**, or **it**, the verb takes -s: {He uses a knife for cutting
 | | | a camera | for | taking | pictures. |
 | He / She / It | uses | | | | |
 
-# Source: ST §Sentences with "Use... for"
 $DIALOGUE Sentences with Use ... For
 ID: l4-s13
 INTRO: Read and repeat these sentences — questions, negatives, past tense — all with the "use ... for" pattern.
@@ -1005,14 +1008,18 @@ $GRAMMAR Use ... To Do Something
 ID: l4-s14
 INTRO: There's a second way to say exactly the same thing — use something TO do something.
 
-English gives you a second pattern with the same meaning: **use** + the thing + **to** + verb:
-
+CARD: English gives you a simple pattern to explain what an object is for: **use** plus the thing, plus **to** and a verb.
 {We use a knife to cut meat.}
 {We use a cup to drink tea.}
+
+CARD: The second half of the sentence always uses **to** followed by the action you do.
 {We use a camera to take pictures.}
 
-Both patterns mean the same thing — pick either one.
+CARD: Remember to change the verb to **uses** when the subject is he, she, or it.
+{He uses a knife to cut meat.}
+{She uses a camera to take pictures.}
 
+SUMMARY:
 | Subject | Verb | Object | Infinitive Phrase |
 |---|---|---|---|
 | I / You / We / They | use | a knife | to cut meat. |
@@ -1020,7 +1027,6 @@ Both patterns mean the same thing — pick either one.
 | | | a camera | to take pictures. |
 | He / She / It | uses | | |
 
-# Source: ST §Sentences with "Use... to"
 $DIALOGUE Two Ways to Say It
 ID: l4-s15
 INTRO: Each line says the same thing twice — once with "for" plus -ing, once with "to" plus the verb. Read and repeat both versions.
@@ -1234,8 +1240,39 @@ $LESSON 4-5: How Often? — Frequency and Phone Calls
 # Source: ST §Adverbs of Frequency
 $GRAMMAR Always, Usually, Sometimes, Never
 ID: l4-s22
-INTRO: In this part you'll learn the words that say how often something happens — from always all the way down to never — then listen in on two more phone calls. Here's the whole scale, with a calendar for each word.
+INTRO: In this part you'll learn the words that say how often something happens — from always all the way down to never.
 
+CARD: Use **always** to say that something happens every day.
+{always}
+{Do you always eat lunch here?}
+{Yes, I always eat lunch here.}
+
+CARD: Use **usually** when something happens on most days.
+{usually}
+{Do you usually eat on the base?}
+{Yes, I usually eat on the base.}
+
+CARD: **Often** means an action happens many times.
+{often}
+{Do you often work late?}
+{Yes, I often work late.}
+
+CARD: **Sometimes** means something happens on some days, but not many.
+{sometimes}
+{Do you sometimes arrive late?}
+{Yes, I sometimes arrive late.}
+
+CARD: **Seldom** means almost never. It happens very rarely.
+{seldom}
+{Do you seldom go on vacation?}
+{Yes, I seldom go on vacation.}
+
+CARD: Use **never** when something happens on no days at all.
+{never}
+{Do you eat fish?}
+{No, I never eat fish.}
+
+SUMMARY:
 These words tell **how often** something happens. Each calendar shows the days it happens in three or four weeks.
 
 **always** (every day)
@@ -1244,9 +1281,6 @@ These words tell **how often** something happens. Each calendar shows the days i
 | | x | x | x | x | x | |
 | | x | x | x | x | x | |
 
-Do you {always} eat lunch here?
-Yes, I {always} eat lunch here.
-
 **usually** (most days)
 | S | M | T | W | T | F | S |
 |---|---|---|---|---|---|---|
@@ -1254,9 +1288,6 @@ Yes, I {always} eat lunch here.
 | | | x | x | x | | |
 | | x | x | x | x | x | |
 
-Do you {usually} eat on the base?
-Yes, I {usually} eat on the base.
-
 **often** (many times)
 | S | M | T | W | T | F | S |
 |---|---|---|---|---|---|---|
@@ -1264,9 +1295,6 @@ Yes, I {usually} eat on the base.
 | | x | x | x | x | | |
 | | | | x | x | x | |
 
-Do you {often} work late?
-Yes, I {often} work late.
-
 **sometimes** (some days)
 | S | M | T | W | T | F | S |
 |---|---|---|---|---|---|---|
@@ -1274,9 +1302,6 @@ Yes, I {often} work late.
 | | | | | x | x | |
 | | | | | | | |
 
-Do you {sometimes} arrive late?
-Yes, I {sometimes} arrive late.
-
 **seldom** (almost never)
 | S | M | T | W | T | F | S |
 |---|---|---|---|---|---|---|
@@ -1285,18 +1310,13 @@ Yes, I {sometimes} arrive late.
 | | | | | | | |
 | | | x | | | | |
 
-Do you {seldom} go on vacation?
-Yes, I {seldom} go on vacation.
-
 **never** (no days)
 | S | M | T | W | T | F | S |
 |---|---|---|---|---|---|---|
 | | | | | | | |
 
-Do you eat fish?
-No, I {never} eat fish.
-
 # Source: LLA 4D Figure 4
+
 $SELECT Hear the Frequency Word
 ID: 4d-f4
 INTRO: Listen to each sentence and tap the frequency word you hear, then repeat the sentence. Bill, you'll notice, never answers questions in class — don't be Bill.

book-7-lesson-5.module

@@ -352,6 +352,23 @@ $GRAMMAR Comparing with -er and -est
 ID: l5-s9
 INTRO: A one-minute reminder before the next drill — how -er and -est compare things.
 
+CARD: To compare two things, add **-er** to the adjective and use the word *than*.
+{A tree is taller than a flower.}
+
+CARD: To pick one out of a group, use *the* and add **-est** to the adjective.
+{June 21 is the longest day in the year.}
+
+CARD: Watch the spelling! If an adjective ends in "y", change it to an "i".
+{pretty}
+{prettier}
+{the prettiest}
+
+CARD: For short words ending in a single consonant, double the last letter.
+{big}
+{bigger}
+{the biggest}
+
+SUMMARY:
 Here are adjectives you already know:
 
 | | | | | | | |
@@ -359,17 +376,6 @@ Here are adjectives you already know:
 | big | small | pretty | narrow | wide | old | short |
 | nice | high | long | young | large | tall | heavy |
 
-To compare **two** things, add **-er** and *than*:
-
-{A tree is taller than a flower.}
-
-To pick one out of a **group**, use *the* and **-est**:
-
-{June 21 is the longest day in the year.}
-
-Watch the spelling: **pretty** → {prettier}, {the prettiest}; **big** → {bigger}, {the biggest}.
-
-# Source: ST §It's Bigger Than a Bread Box (l5-s10)
 $PRODUCE Bigger and Biggest
 ID: l5-s10
 INTRO: Now put -er and -est to work. Type the form that completes each sentence — the adjective table from the last card is there if you need it.

book-9-lesson-1.module

@@ -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.