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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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@@ -392,17 +392,35 @@ RESPONSE: He puts grease inside all of the places that need it.
# Source: ST §Vocabulary Words (word table)
$GRAMMAR Words for Repairs and Paying
ID: l3-s7
INTRO: Here are the lesson's repair-and-payment words in one table. Some are nouns, some are verbs, and some are past forms — you'll pick the right one in the next activity.
INTRO: Here are the lesson's repair-and-payment words. Some are nouns, some are verbs, and some are past forms — you'll pick the right one in the next activity.
Many of this lesson's words work as both nouns and verbs — {a charge} / {she charges it}; {some grease} / {he greased it}; {a guarantee} / {the store guarantees them}.
CARD: Many of this lesson's words work as both nouns and verbs. For example, "charge" can be a price or the action of billing someone.
{a charge}
{she charges it}
CARD: Words for car maintenance work the same way. You can use them as physical things or as actions in the past tense.
{some grease}
{he greased it}
{some oil}
{they oiled it}
CARD: Business words follow this pattern too. They can be a promise or a record, as well as the action of giving it.
{a guarantee}
{the store guarantees them}
{store credit}
{they credited my account}
CARD: Other vocabulary words from the lesson act mainly as nouns for physical objects.
{a brake}
{a replacement part}
SUMMARY:
| | | | |
|---|---|---|---|
| brake | credit | greased | oil |
| charge | credited | grease | oiled |
| charges | grease | guarantees | part |
# Source: ST §Complete the Sentences
$PRODUCE Use the Right Word
ID: l3-s8
REFERENCE: l3-s7
@@ -469,12 +487,23 @@ $GRAMMAR "Too" + Adjective + "To"
ID: l3-s15
INTRO: In this part you'll learn to say why something can't happen: it's "too" hot, "too" heavy, "too" late. Here's how the pattern works.
One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
CARD: One of the meanings of **too** is "more than enough." Use it before an adjective to show something is more than it should be.
{Candy is too sweet.}
{These shoes don't fit well. They're too tight.}
**Examples:**
* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
CARD: You can add **to** and an action verb to say what cannot happen as a result.
{Carol was too tired to drive.}
CARD: If you need to specify who the situation is too much for, add **for** someone.
{for me}
{Coffee is too bitter for me to drink.}
CARD: Here are a few more examples showing exactly who is affected before the action.
{for the children}
{It'll be too early for the children to get up.}
{The test was too long for us to finish.}
SUMMARY:
| TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE |
|---|---|---|
| Candy is **too sweet.** | | |
@@ -482,9 +511,6 @@ One of the meanings of **too** is "more than enough". **Too** followed by an adj
| Carol was **too tired** | | to drive. |
| It'll be **too early** | for the children | to get up. |
Notice the middle column: add {for me} or {for the children} when you need to say who the situation is too much for.
# Source: LLA 3A Figure 3
$DIALOGUE Combining Sentences with "Too ... To"
ID: 3a-f3
INTRO: Listen to how two sentences can be combined using "too" and "to". Repeat the sentences.
@@ -1050,6 +1076,27 @@ $GRAMMAR Two Restaurants: Ray's and Jay's
ID: l3-s13
INTRO: Here are notes comparing two restaurants — each has its good points and its problems. You'll use them to say what satisfies you and what doesn't.
CARD: Let's compare the food at both restaurants. Ray's is great, but Jay's might be too heavy.
{Ray's Restaurant has good food.}
{The food at Jay's is too greasy.}
CARD: Next, let's look at the service. One is fast, while the other is slow.
{The waiters at Ray's are slow.}
{Jay's has fast service.}
CARD: Cleanliness is a big difference between the two places.
{Ray's is always clean.}
{At Jay's, you sometimes see bugs.}
CARD: They also have very different menus.
{Ray's has different kinds of food.}
{Jay's has the same food all the time.}
CARD: Finally, consider how the staff treats you.
{The people at Ray's are not friendly.}
{The people at Jay's are always friendly.}
SUMMARY:
| Ray's Restaurant | Jay's Restaurant |
|---|---|
| Good food | Food too greasy |
@@ -1058,7 +1105,6 @@ INTRO: Here are notes comparing two restaurants — each has its good points and
| Different kinds of food | Same food all the time |
| People not friendly | People always friendly |
# Source: ST §Express Satisfaction
$PRODUCE Satisfied or Dissatisfied?
ID: l3-s14
REFERENCE: l3-s13
@@ -1120,48 +1166,20 @@ Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
# Source: LLA 3D Figure 2 (role-play, waiter)
$PRODUCE Be the Waiter
$DIALOGUE Be the Waiter
ID: 3d-f2-b
INPUT: speak
CHECK: reveal
REFERENCE: 3d-f2
PLAY_ROLE: Waiter
INTRO: Now you are the waiter. Listen to the customer and read the waiter's part aloud.
INSTRUCTION: Read the waiter's lines aloud.
PROMPT: Excuse me. {bk11-l3d-f2-07-c.mp3}
TEMPLATE: Yes, sir.
RESPONSE: Yes, sir. {bk11-l3d-f2-02.mp3}
PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-08-c.mp3}
TEMPLATE: Oh. I'm sorry. I'll take it back and get your steak.
RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
PROMPT: Thank you. And please hurry. {bk11-l3d-f2-09-c.mp3}
TEMPLATE: Yes, sir.
RESPONSE: Yes, sir. {bk11-l3d-f2-06.mp3}
# Source: LLA 3D Figure 3
$PRODUCE Be the Customer at the Restaurant
$DIALOGUE Be the Customer at the Restaurant
ID: 3d-f3
INPUT: speak
CHECK: reveal
REFERENCE: 3d-f2
PLAY_ROLE: Customer
INTRO: Now let's change roles. You are the customer. Read the customer's part and listen to the waiter.
INSTRUCTION: Read the customer's lines aloud.
TEMPLATE: Excuse me.
PROMPT: Yes, sir. {bk11-l3d-f3-01-w.mp3}
RESPONSE: Excuse me— {bk11-l3d-f2-01.mp3}
TEMPLATE: I didn't order chicken. I ordered chicken-fried steak.
PROMPT: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02-w.mp3}
RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
TEMPLATE: Thank you, and please hurry.
PROMPT: Yes, sir. {bk11-l3d-f3-03-w.mp3}
RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
# Source: ST §There's a Fly in My Soup!
$DIALOGUE There's a Fly in My Soup!
ID: l3-s21
INTRO: Three more restaurant complaints: a fly, salty soup, and a fork of questionable cleanliness. Listen and repeat each line.
@@ -1205,56 +1223,20 @@ Clerk: No problem. {bk11-l3d-f4-08.mp3}
# Source: LLA 3D Figure 4 (role-play, clerk)
$PRODUCE Be the Clerk
$DIALOGUE Be the Clerk
ID: 3d-f4-b
INPUT: speak
CHECK: reveal
REFERENCE: 3d-f4
PLAY_ROLE: Clerk
INTRO: Now you are the clerk. Listen to the customer and read the clerk's lines aloud.
INSTRUCTION: Read the clerk's lines aloud.
PROMPT: Miss, can you help me? {bk11-l3d-f4-09-c.mp3}
TEMPLATE: Yes, sir.
RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10-c.mp3}
TEMPLATE: The numbers are the same, sir.
RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11-c.mp3}
TEMPLATE: Oh! I see. I'll exchange this for you. Your shirt will be here in two days.
RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
PROMPT: Thank you. {bk11-l3d-f4-12-c.mp3}
TEMPLATE: No problem.
RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
# Source: LLA 3D Figure 5
$PRODUCE Be the Customer at the Store
$DIALOGUE Be the Customer at the Store
ID: 3d-f5
INPUT: speak
CHECK: reveal
REFERENCE: 3d-f4
PLAY_ROLE: Customer
INTRO: Now change roles. You are the customer. Read the customer's part and listen to the clerk.
INSTRUCTION: Read the customer's lines aloud.
TEMPLATE: Miss, can you help me?
PROMPT: Yes, sir. {bk11-l3d-f5-01-cl.mp3}
RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
TEMPLATE: I ordered a shirt from the catalog. This isn't the one I ordered.
PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02-cl.mp3}
RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
TEMPLATE: Yes, but I ordered brown. This shirt is yellow.
PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03-cl.mp3}
RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
TEMPLATE: Thank you.
PROMPT: No problem. {bk11-l3d-f5-04-cl.mp3}
RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
# Source: ST §I Want a Refund!
$DIALOGUE I Want a Refund!
ID: l3-s22
INTRO: Three store conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat each line.
@@ -1314,12 +1296,19 @@ $GRAMMAR The Infinitive of Purpose
ID: l3-s23
INTRO: In this part you'll learn to say why someone does something — with a simple "to" phrase after the verb.
An infinitive or infinitive phrase placed after a verb tells the reason for which something is done.
CARD: To say why someone does an action, add "to" and a verb. This is called the infinitive of purpose.
{Jim didn't have any news. He just called to talk.}
{Lt Lee went to talk to the supervisor.}
**Examples:**
* {Jim didn't have any news. He just called to talk.} (He only called because he wanted to talk.)
* {Beth stopped at the store to buy some milk.} (She stopped because she needed to buy some milk.)
CARD: You can add objects or other details after the verb to make a longer infinitive phrase.
{Beth stopped at the store to buy some milk.}
{Ray moved to save a little money.}
{Roger called to invite us to his party.}
CARD: This works exactly the same way for giving instructions or making negative statements.
{Don't use a pen to mark the answer sheet.}
SUMMARY:
| | INFINITIVE PHRASE OF PURPOSE | |
|---|---|---|
| Ray moved | **to save** | a little money. |
@@ -1327,7 +1316,6 @@ An infinitive or infinitive phrase placed after a verb tells the reason for whic
| Don't use a pen | **to mark** | the answer sheet. |
| Roger called | **to invite** | us to his party. |
# Source: LLA 3B Figure 2
$DIALOGUE Sentences with a Purpose
ID: 3b-f2
INTRO: Listen to the sentences and repeat them. Notice how the "to" phrase explains why an action happened.
@@ -1524,10 +1512,46 @@ $GRAMMAR The Suffix "-y"
ID: l3-s28
INTRO: In this part you'll turn nouns into adjectives with one little letter: "-y". Rain becomes "rainy", grease becomes "greasy" — Walter's chicken sends its regards.
A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
CARD: A suffix is a letter or group of letters added at the end of a word. Add **-y** to a noun to make an adjective that means "full of" or "like" that thing.
{soap}
{soapy}
{The water was soapy.}
**Example:** {The water was soapy.} (The water was full of soap.)
CARD: For most nouns, you simply add **-y** to the end. This is very common for weather words.
{cloud}
{cloudy}
{rain}
{rainy}
{snow}
{snowy}
{storm}
{stormy}
CARD: Other everyday nouns also follow this simple rule. Just add **-y** to the end.
{leak}
{leaky}
{oil}
{oily}
{salt}
{salty}
{water}
{watery}
CARD: When the noun ends with an "-e," drop the "-e" before adding "-y."
{grease}
{greasy}
{ice}
{icy}
{noise}
{noisy}
CARD: For short words ending in a single consonant, double the last letter before adding "-y."
{sun}
{sunny}
{fun}
{funny}
SUMMARY:
| Noun | Adjective | Noun | Adjective |
|---|---|---|---|
| cloud | cloud**y** | sun | sunn**y** |
@@ -1538,7 +1562,6 @@ A suffix is a letter or group of letters added at the end of a word. When the su
| noise | nois**y** | storm | storm**y** |
| oil | oil**y** | water | water**y** |
# Source: LLA 3B Figure 5
$DIALOGUE Noun to Adjective: Listen and Repeat
ID: 3b-f5
INTRO: Now hear each pair from the table — the noun, then its "-y" adjective. Listen and repeat.