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v2.3: grammar card sequences (37 activities) + PLAY_ROLE role-plays (6) in books 10/11

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Co-authored-by: Cursor <cursoragent@cursor.com>
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2026-08-17 01:26:13 +08:00
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book-10-lesson-1.module
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@@ -776,8 +776,21 @@ $GRAMMAR "No" with There Is and There Are
ID: l1-s11
INTRO: A quick look at "no" — the shortest way to say there isn't any at all.
When there is none at all, use **no**: {There's no sugar in a diet drink.} {There are no students in room C.}
CARD: When there is none at all, use **no** right after the verb.
{There's no sugar in a diet drink.}
{There are no students in room C.}
CARD: For uncountable things, use **there's** with amounts like **a lot of**, **a little**, or **no**.
{There's a lot of sugar in a soda pop.}
{There's a little sugar in juice.}
{There's no sugar in a diet drink.}
CARD: For plural things, use **there are** with amounts like **a lot of**, **a few**, or **no**.
{There are a lot of students in room A.}
{There are a few students in room B.}
{There are no students in room C.}
SUMMARY:
| There's | a lot of | sugar | in a soda pop. |
|---|---|---|---|
| | a little | | in juice. |
@@ -788,7 +801,6 @@ When there is none at all, use **no**: {There's no sugar in a diet drink.} {Ther
| | a few | | in room B. |
| | no | | in room C. |
# Source: ST §Make Sentences With "No"
$PRODUCE Sentences with "There Is No"
ID: l1-s12
INTRO: Now you make the sentences. Use the cue and say a sentence with "There is no" or "There are no" — practicing the pattern you just saw.
@@ -889,15 +901,25 @@ $GRAMMAR "How To" after Verbs
ID: l1-s17
INTRO: Here's the pattern behind all those sentences you just repeated.
After verbs like **learn**, **know**, **forget**, **show**, **teach**, and **ask**, use **how to** + verb: {Bill found out how to fix the car.} {Bill showed me how to fix the car.}
CARD: After verbs like **learn**, **know**, and **forget**, use **how to** plus an action.
{Bill found out how to fix the car.}
{She forgot how to fix the car.}
CARD: Some verbs need a person before the **how to**. Verbs like **show**, **tell**, and **teach** follow this pattern.
{Bill showed me how to fix the car.}
{They taught him how to fix the car.}
CARD: With the verb **ask**, including the person is optional. You can say it either way.
{Bill asked how to fix the car.}
{Bill asked me how to fix the car.}
SUMMARY:
| | | | | |
|---|---|---|---|---|
| Bill | found out / forgot / knew / learned / remembered | | how to | fix the car. |
| Bill | showed / told / taught | me | how to | fix the car. |
| Bill | asked | (me) | how to | fix the car. |
# Source: ST §Read the Sentences
$DIALOGUE Reading: "How To" Sentences
ID: l1-s18
INTRO: Read a few more "how to" sentences — every verb from the table makes an appearance.
@@ -1331,10 +1353,24 @@ Peter: Yes, we're early. I can wait until you finish it. {page_021_001.jpg} {bk1
# Source: ST §When, While, After, Before, Until
$GRAMMAR When, While, After, Before, Until
ID: l1-s22
INTRO: Here's how the time words connect two actions into one sentence.
INTRO: Here's how time words connect two actions into one sentence.
A time word joins two actions and tells you their order in time: {Jerry listens to the radio while he studies.} {Fran can't buy a new car until she saves some money.}
CARD: A time word joins two actions and tells you their order in time. Use **while** for two actions that happen at the exact same time.
{Jerry listens to the radio while he studies.}
CARD: Use **when** to show that one action happens at the moment another action takes place.
{Bonnie saw the new sofa when she came in.}
CARD: Use **after** to show that the first action happens later than the second event.
{Major Sims will write to us after he arrives home.}
CARD: Use **before** to show that the first action happens earlier than the second event.
{James was watching TV before his brother called.}
CARD: Use **until** to show that a situation continues up to a certain point in time and then stops.
{Fran can't buy a new car until she saves some money.}
SUMMARY:
| | | |
|---|---|---|
| Jerry listens to the radio | **while** | he studies. |
@@ -1343,7 +1379,6 @@ A time word joins two actions and tells you their order in time: {Jerry listens
| James was watching TV | **before** | his brother called. |
| Fran can't buy a new car | **until** | she saves some money. |
# Source: ST §Read the Sentences (Time Clauses)
$DIALOGUE Reading: Time Clause Sentences
ID: l1-s23
INTRO: Read ten sentences with time clauses — notice the clause can come first or last.
@@ -1467,14 +1502,23 @@ $GRAMMAR Moving the Time Clause
ID: l1-s24
INTRO: One more trick: the time clause can move to the front of the sentence without changing the meaning.
The time clause can come first or last — the meaning stays the same: {The students were studying when the teacher walked in.} {When the teacher walked in, the students were studying.}
CARD: A time clause often comes at the end of a sentence.
{The students were studying when the teacher walked in.}
{I was reading a book when it started to rain.}
CARD: You can move the time clause to the very beginning of the sentence. The meaning stays exactly the same.
{When the teacher walked in, the students were studying.}
{When it started to rain, I was reading a book.}
CARD: Just remember the punctuation. When the time clause comes first, we put a comma after it.
{When the teacher walked in, the students were studying.}
SUMMARY:
| | |
|---|---|
| The students were studying | when the teacher walked in. |
| When the teacher walked in, | the students were studying. |
# Source: ST §Change the Sentence Order (converted from type/exact to speak/reveal — long-sentence typing)
$PRODUCE Change the Sentence Order
ID: l1-s25
INTRO: Read each sentence, then say it with the time clause moved to the other position. Same meaning, new order.
@@ -1786,22 +1830,13 @@ Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024
Hank: Thanks for your help. {page_024_001.jpg} {bk10-l1c-f5-05.mp3}
# Source: LLA 1C Figure 5 (part 2)
$PRODUCE You Are Pete
$DIALOGUE You Are Pete
ID: 1c-f5-b
INPUT: speak
CHECK: reveal
REFERENCE: 1c-f5
PLAY_ROLE: Pete
INTRO: Now you are Pete — the expert. Listen to Hank's questions and speak Pete's lines.
INSTRUCTION: Speak Pete's lines.
PROMPT: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-06-q.mp3}
TEMPLATE: Sure. Put the money in the slot. Make your selection and pull the knob.
RESPONSE: Sure. Put the money in the slot. Make your selection and pull the knob. {bk10-l1c-f5-02.mp3}
PROMPT: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-07-q.mp3}
TEMPLATE: Yes. It will drop right here. Lift this door and get your drink.
RESPONSE: Yes. It will drop right here. Lift this door and get your drink. {bk10-l1c-f5-04.mp3}
# Source: LLA 1C Figure 6 (part 1)
$DIALOGUE Buying Stamps
ID: 1c-f6
INTRO: This time it's a stamp machine — and good news, this one gives change. Listen to Eric and Adam and repeat each line.
@@ -1814,21 +1849,13 @@ Eric: Will the machine give me change? {page_024_002.jpg} {bk10-l1c-f6-03.mp3}
Adam: Yes, it will. {page_024_002.jpg} {bk10-l1c-f6-04.mp3}
# Source: LLA 1C Figure 6 (part 2)
$PRODUCE You Are Eric
$DIALOGUE You Are Eric
ID: 1c-f6-b
INPUT: speak
CHECK: reveal
REFERENCE: 1c-f6
PLAY_ROLE: Eric
INTRO: Now you are Eric, and you need those stamps. You begin this time — speak Eric's lines to Adam.
INSTRUCTION: Speak Eric's lines.
TEMPLATE: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg}
RESPONSE: Will you please show me how this machine works? I need some stamps. {bk10-l1c-f6-01.mp3}
PROMPT: Of course. Put your money in this slot, push this button, and pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-05-q.mp3}
TEMPLATE: Will the machine give me change?
RESPONSE: Will the machine give me change? {bk10-l1c-f6-03.mp3}
# Source: LLA 1C Figure 7 (dialog 1); image salvaged from dropped ST twin dialog (Adam/Mark)
$DIALOGUE Brad Wants a Candy Bar {st-page_040_001.jpg}
ID: 1c-f7-d1
INTRO: Brad wants a candy bar and has been pushing the button too early. Listen to Carl set him straight.
@@ -2005,6 +2032,29 @@ $GRAMMAR "Be Supposed To"
ID: l1-s33
INTRO: Here's the full picture of "be supposed to" — the forms, and when to use them.
CARD: Use **be supposed to** to express something that is planned or arranged.
{The train was supposed to arrive at 10:30.}
{The movie is supposed to start at 7:00.}
{I'm supposed to relax.}
CARD: We also use it to talk about what is expected because of a duty, law, or rule.
{We're supposed to wear our uniforms every day.}
{He's supposed to be on time for class.}
{They're supposed to wear a seatbelt.}
CARD: Use **not supposed to** for things that are not allowed or are a bad idea.
{You're not supposed to wear your hats inside the building.}
{They're not supposed to watch TV at 2 in the morning.}
{You're not supposed to drink and drive.}
{We're not supposed to smoke in the classroom.}
CARD: To ask a question about what is expected, move the **be** verb to the front.
{Are the men supposed to clean the barracks?}
{Am I supposed to be in this building?}
{Is she supposed to go to lab now?}
{Are they supposed to report to the captain?}
SUMMARY:
| | | |
|---|---|---|
| I'm / You're / He's / She's / We're / They're | **supposed to** | relax. / be on time for class. / wear a seatbelt. |
@@ -2014,21 +2064,6 @@ INTRO: Here's the full picture of "be supposed to" — the forms, and when to us
|---|---|---|---|
| Am / Is / Are | I / he / she / you / we / they | **supposed to** | be in this building? / go to lab now? / report to the captain? |
**Be supposed to** is used to express something that:
-- is planned or arranged
The train was **supposed to** arrive at 10:30.
The movie is **supposed to** start at 7:00.
-- is to be expected (because of duty or law)
Are the men **supposed to** clean the barracks?
We're **supposed to** wear our uniforms every day.
**Be not supposed to** is used to express something that is not allowed or advisable.
You're **not supposed to** wear your hats inside the building.
They're **not supposed to** watch TV at 2 in the morning.
# Source: ST §Read the Sentences (Supposed To)
$DIALOGUE Reading: "Supposed To" Sentences
ID: l1-s34
INTRO: Read the sentences — rules, plans, and one dog that's supposed to stay in the yard.