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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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@@ -368,15 +368,20 @@ $GRAMMAR First, Next, Then, Finally
ID: 4a-f4-g
INTRO: Before the next drills, one quick idea: little words like "first" and "finally" tell the listener what order things happen in.
When you describe steps, connective words show the order.
CARD: When you describe steps, connective words help show the order. Always use **first** for the beginning.
{First, be sure you have enough change.}
**First** — the beginning: {First, be sure you have enough change.}
CARD: For the middle steps, you can use **next** or **then**.
{Next, insert your coins in the coin slot.}
{Then look at the snacks.}
**Next / Then / After that** — the middle steps: {Next, insert your coins in the coin slot.} {Then look at the snacks.} {After that, he put the jack in place and lifted the car.}
CARD: You can also use **after that** for a middle step.
{After that, he put the jack in place and lifted the car.}
**Finally / Last** — the end: {Finally, after the snack drops to the tray, take out your selection.}
CARD: When you reach the end, finish the sequence with **finally** or **last**.
{Finally, after the snack drops to the tray, take out your selection.}
{Last, enjoy your snack.}
# Source: LLA 4A Figure 4 (paragraph 1)
$PRODUCE Changing a Tire — Type the Connective
ID: 4a-f4-a
INPUT: type
@@ -524,17 +529,25 @@ $GRAMMAR Be Able To
ID: l4-s10
INTRO: This part is about "be able to" — the twin of "can". You'll hear it, say it, and use it in the past, present, and future.
**Be able to** is used to express ability. It means the same as **can**.
CARD: **Be able to** is used to express ability. In the present tense, it means exactly the same as **can**.
{John is able to speak three languages.}
{John can speak three languages.}
CARD: For the future tense, use **will be able to**.
{We'll be able to leave tomorrow.}
{We can leave tomorrow.}
CARD: In the past tense, use **was able to** or **were able to**. This means the same as **could**.
{I wasn't able to go last night.}
{I couldn't go last night.}
SUMMARY:
| | |
|---|---|
| Present | John **is able to** speak three languages.<br>John **can** speak three languages. |
| Future | We'll **be able to** leave tomorrow.<br>We **can** leave tomorrow. |
| Past | I **wasn't able to** go last night.<br>I **couldn't** go last night. |
Say them: {John is able to speak three languages.} {We'll be able to leave tomorrow.} {I wasn't able to go last night.}
# Source: LLA 4A Figure 3 (part 1)
$SELECT Will They Be Able to Come?
ID: 4a-f3-a
INTRO: The family from part one is planning a get-together, and not everyone can make it. Listen to each question and its answer, then tap "Yes", "No", or "Maybe".
@@ -930,20 +943,42 @@ $GRAMMAR "It" for Weather, Time, and Distance
ID: l4-s19
INTRO: One small word does a lot of work in English. Use "it" to talk about weather, temperature, time, and distance — no other subject needed.
Use **it** when you talk about weather, temperature, time, or distance.
CARD: Use **it** as the subject when you are talking about the general weather.
{Is it raining? Yes, it's raining very hard.}
{Is it going to be hot today? No, it's going to be cool all day.}
* {Is it cold outside? Yes, it's 35 degrees.}
* {What time is it? It's 5:30.}
* {Is it time for lunch? No, it's only 10:15.}
* {Is it raining? Yes, it's raining very hard.}
* {Is it going to be hot today? No, it's going to be cool all day.}
* {How far is it to Austin from here? It's about 78 miles.}
CARD: We also use **it** to talk about the temperature outside.
{Is it cold outside? Yes, it's 35 degrees.}
CARD: When asking or telling the time, **it** is always the subject.
{What time is it? It's 5:30.}
{Is it time for lunch? No, it's only 10:15.}
CARD: Finally, use **it** to talk about the distance from one place to another.
{How far is it to Austin from here? It's about 78 miles.}
# Source: LLA 4B Figure 3 (chart)
$GRAMMAR The Weather in Some Major Cities
ID: 4b-f3-chart
INTRO: Here's last night's weather report for eight cities. Study the chart and the key — you'll answer questions from it next.
CARD: The weather report uses letters to show the weather condition in each city.
{In Los Angeles, it was rainy.}
{In New York, it was cloudy.}
CARD: You can look at the key to understand what each letter means.
{Washington was windy.}
{Detroit was clear.}
{Phoenix was clear and windy.}
CARD: The chart also shows the temperature for each city at 10:35 PM last night.
{The temperature in San Francisco was 55 degrees.}
{In Chicago, it was 34 degrees.}
CARD: You can combine the condition and the temperature to give a full weather report.
{It was rainy and 65 degrees in Las Vegas.}
{It was cloudy and 41 degrees in New York.}
SUMMARY:
**THE WEATHER IN SOME MAJOR CITIES**
Last night, 10:35 PM
@@ -965,7 +1000,6 @@ r = rainy
sy = sunny
w = windy
# Source: LLA 4B Figure 3 (questions)
$PRODUCE Weather Questions
ID: 4b-f3
REFERENCE: 4b-f3-chart
@@ -1294,6 +1328,18 @@ $GRAMMAR Miles Between Texas Cities
ID: l4-s22
INTRO: A mileage table for Texas cities, and two good ways to answer "How far is it?" — with miles, or with "it takes".
CARD: To ask about distance to a place, use "How far is it?".
{How far is it to Dallas?}
CARD: One way to answer is with the exact or approximate number of miles.
{It's 270 miles from San Antonio to Dallas.}
{It's about 270 miles.}
CARD: You can also answer by saying how much time the trip takes. Use "it takes" plus the type of transportation.
{It takes about 5 hours to get there by car.}
{It takes about an hour by plane.}
SUMMARY:
**Miles Between Texas Cities**
| AUSTIN | | | |
@@ -1302,13 +1348,6 @@ INTRO: A mileage table for Texas cities, and two good ways to answer "How far is
| 164 | 245 | HOUSTON | |
| 78 | 270 | 197 | SAN ANTONIO |
**Example: How far is it to Dallas?**
* It's 270 miles from San Antonio to Dallas.
* It's about 270 miles.
* {It takes about 5 hours to get there by car.}
* {It takes about an hour by plane.}
# Source: LLA 4C Figure 3 (part 1)
$DIALOGUE Shopping and Lunch
ID: 4c-f3
INTRO: Peggy has fifty dollars, a plan for new shoes, and — if the math works out — lunch for two. Just listen to her conversation.