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

Co-authored-by: Cursor <cursoragent@cursor.com>

book-10-lesson-1.module

@@ -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
+REFERENCE: 1c-f5
-CHECK: reveal
+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
+REFERENCE: 1c-f6
-CHECK: reveal
+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.

book-10-lesson-2.module

@@ -259,8 +259,38 @@ $GRAMMAR The Logar Shopping Center Directory
 ID: l2-s3
 INTRO: Every American mall has a directory — a big sign that tells you which store is where. Here's the one for the Logar Shopping Center. Look it over; you'll answer questions about it next.
 
-![A directory diagram of Logar Shopping Center showing first floor layout with store numbers 1 to 11 and second floor layout with store numbers 12 to 20](st-page_055_001.jpg)
+CARD: The first floor has a mix of shops, including a pet shop, a variety store, and clothing stores.
+{1. PETE'S Pet Shop}
+{2. GENE'S Variety Store}
+{3. BEN'S Barbershop}
+{4. MY CHILD Clothing Store}
+{5. MYRA Women's Clothing Store}
 
+CARD: Also on the first floor are two department stores and specialty shops.
+{6. LEAD'S Department Store}
+{7. HOMER'S Department Store}
+{8. LEO'S Card Shop}
+{9. STARR Shoe Store}
+
+CARD: At the end of the first floor, you can grab a bite to eat or watch a movie.
+{10. FAST Chicken}
+{11. NOVA Movie Theater}
+
+CARD: Let's look at the first few locations on the second floor.
+{12. DAN'S Shoe Store}
+{13. NEW AGE Bookstore}
+{14. KARR'S Cafeteria}
+{15. KID'S ROOM Clothes & Games}
+
+CARD: The second floor finishes with more stores, a travel agency, and the stairs connecting the floors.
+{16. TV'S R US Shop}
+{17. WORLD Travel Agency}
+{18. EYEGLASS Shop}
+{19. FOR MEN Clothing Store}
+{20. SAM'S Drugstore}
+{Stairs}
+
+SUMMARY:
 **first floor**
 1. PETE'S Pet Shop
 2. GENE'S Variety Store
@@ -287,7 +317,6 @@ INTRO: Every American mall has a directory — a big sign that tells you which s
 
 **stairs**
 
-# Source: ST §Answer About the Directory
 $PRODUCE Find It in the Directory
 ID: l2-s4
 REFERENCE
@@ -644,12 +673,23 @@ $GRAMMAR Everyone or Everybody
 ID: l2-s8
 INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thing to remember about them.
 
-"Everyone" and "everybody" mean the same thing — all the people. Even though they mean many people, they take a **singular** verb, like "he" or "she":
+CARD: "Everyone" and "everybody" mean exactly the same thing: all the people. You can use whichever word you prefer.
+{Is everyone here?}
+{Is everybody here?}
 
-{Does everyone like to go to the mall?}
+CARD: Even though they mean many people, they always take a singular verb. Treat them like "he", "she", or "it".
 {Yes, everybody likes to go to the mall.}
-{No, not everybody.}
+{Everyone likes this game.}
 
+CARD: Because they are singular, we use "does" instead of "do" to ask questions.
+{Does everyone like to go to the mall?}
+{Does everybody have a ticket?}
+
+CARD: To say that only some people feel a certain way, you can use a short negative phrase.
+{No, not everybody.}
+{No, not everyone.}
+
+SUMMARY:
 | | | |
 |---|---|---|
 | Does | everyone<br>everybody | like to go to the mall? |
@@ -659,7 +699,6 @@ INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thin
 | Yes, | everyone | likes to go to the mall. |
 | No, not | everybody | |
 
-# Source: ST §Ask and Answer: Everyone / Everybody
 $PRODUCE Ask and Answer: Everyone or Everybody
 ID: l2-s9
 INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember the singular verb — everybody likes, not everybody like.
@@ -1006,9 +1045,20 @@ $GRAMMAR Adjective + Infinitive
 ID: l2-s12
 INTRO: You've been saying "pleased to meet you" all day. In this part you'll learn the pattern behind it — an adjective followed by an infinitive — and practice it until it's automatic.
 
-The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes follow an adjective in the pattern:
+CARD: An infinitive verb, like "to be" or "to speak", can follow directly after an adjective. We use this to explain how someone feels about an action.
-**Subject + BE + adjective + infinitive.**
+{Janet is happy to be back in town.}
+{Col Davis will be pleased to speak at graduation.}
+{Frank was glad to help Judy move.}
 
+CARD: It also works with negative emotions, like being upset or sorry.
+{Calvin was upset to hear about the accident.}
+{Lt Brooks is sorry to say good-bye to his men.}
+
+CARD: You can easily use this pattern in questions and negative sentences.
+{Ted isn't ready to leave the party.}
+{Is Linda afraid to live alone?}
+
+SUMMARY:
 | | | | |
 |---|---|---|---|
 | Ted isn't | ready | to leave | the party. |
@@ -1019,12 +1069,6 @@ The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes f
 | Lt Brooks is | sorry | to say | good-bye to his men. |
 | Is Linda | afraid | to live | alone? |
 
-Listen to two of them as full sentences:
-
-{Janet is happy to be back in town.}
-{Is Linda afraid to live alone?}
-
-# Source: ST §Predicate Adjective + Infinitive (sentences)
 $DIALOGUE Adjective + Infinitive: Examples
 ID: l2-s13
 INTRO: Ten example sentences with the pattern. Listen and say each one back — feel where the adjective meets the infinitive.
@@ -1273,8 +1317,18 @@ $GRAMMAR Simple Present as Future
 ID: l2-s19
 INTRO: Here's a useful trick of English: for schedules and plans, the simple present can point to the future.
 
-Sometimes we use the simple present tense to express a future action. All of these mean the same future event:
+CARD: Sometimes we use the simple present tense to express a future action. This works well when a future word like "tomorrow" tells you exactly when it happens.
+{The bus arrives tomorrow.}
 
+CARD: This means the exact same thing as using a standard future tense. All of these talk about the same event.
+{The bus will arrive tomorrow.}
+{The bus is going to arrive tomorrow.}
+
+CARD: We can even use the present continuous tense for the same future plan. These are just different ways to say the same thing.
+{The bus is arriving tomorrow.}
+{The bus arrives tomorrow.}
+
+SUMMARY:
 | | | |
 |---|---|---|
 | The bus | will arrive | tomorrow. |
@@ -1282,9 +1336,6 @@ Sometimes we use the simple present tense to express a future action. All of the
 | | is arriving | |
 | | arrives | |
 
-{The bus arrives tomorrow.} — the simple present works because a future word like "tomorrow" tells you when.
-
-# Source: LLA 2C Figure 4
 $DIALOGUE Four Ways to Say the Future
 ID: 2c-f4
 INTRO: Now hear the four future forms side by side. Listen to each sentence and repeat it.
@@ -1503,6 +1554,19 @@ $GRAMMAR Graduation Day Schedule
 ID: l2-s24
 INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base. Look it over — you'll ask and answer questions about it next.
 
+CARD: Lt Wilson starts his day with some morning administrative tasks.
+{At 0900, he will fill out graduation forms at the Information Desk.}
+{At 1000, he will check in books at the book room.}
+
+CARD: Next comes the main event and a midday meal.
+{At 1100, the graduation is in the gym.}
+{At 1200, he has lunch at the mess hall.}
+
+CARD: In the afternoon, he prepares to leave the base.
+{At 1300, he will check out of his room at the barracks.}
+{At 1430, his plane departs from the airport.}
+
+SUMMARY:
 | Time | Place | Activity |
 |---|---|---|
 | 0900 | Information Desk | fill out graduation forms |
@@ -1512,7 +1576,6 @@ INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base.
 | 1300 | barracks | check out of room |
 | 1430 | airport | plane departs |
 
-# Source: ST §On Graduation Day
 $PRODUCE On Graduation Day
 ID: l2-s25
 REFERENCE

book-10-lesson-3.module

@@ -396,14 +396,21 @@ $GRAMMAR Sequence Words
 ID: 3b-f1-g
 INTRO: A quick word about the little words that put a story in order.
 
-When you tell a story or explain steps, **sequence words** show the order things happen:
+CARD: When you tell a story or explain steps, sequence words show the order things happen. Use **first** to begin.
+{First, he puts gas in the car.}
 
-- To begin: {First, he puts gas in the car.}
+CARD: For the middle of the story, use words like **second**, **next**, or **then**.
-- In the middle: **second**, **next**, **then** — {Next, he looks for the jack and lug wrench.}
+{Second, he checks the oil.}
-- To connect two events: {After he pays for the gas, Bob checks the tires.}
+{Next, he looks for the jack and lug wrench.}
-- To end: **last**, **finally** — {Finally, he's ready to leave.}
+{Then, he changes the tire.}
+
+CARD: Use **after** to connect two events together in the same sentence.
+{After he pays for the gas, Bob checks the tires.}
+
+CARD: To finish your story or steps, use words like **last** or **finally**.
+{Last, he washes the windows.}
+{Finally, he's ready to leave.}
 
-# Source: LLA 3B Figure 1 (word pass; the two paragraphs that follow use every one of these words)
 $DIALOGUE Sequence Words — Say Them
 ID: 3b-f1
 INTRO: Here are the seven sequence words, one at a time. Listen and repeat each one.
@@ -711,16 +718,23 @@ $GRAMMAR Gerunds
 ID: l3-s9
 INTRO: In this part you'll learn to use the "-ing" form of a verb as a noun — a gerund — after verbs like "enjoy", "finish", and "mind".
 
-The object of a verb is usually a noun or pronoun.
+CARD: The object of a verb is usually a noun or a pronoun.
+{I like basketball.}
 
-{I like basketball.} (noun)
+CARD: The object of a verb can also be a **gerund**. A gerund is the "-ing" form of a verb, used as a noun.
+{I like playing basketball.}
 
-The object of a verb can also be a **gerund**. A gerund is the "-ing" form of a verb, used as a noun.
+CARD: Certain verbs are often followed by gerunds, such as **start**, **begin**, and **finish**.
+{Mike starts moving next week.}
+{Sgt Kline didn't begin exercising until 7:00 a.m.}
+{Janet finished eating before Peter.}
 
-{I like playing basketball.} (gerund phrase)
+CARD: Other common verbs that take gerunds are **enjoy**, **mind**, and **like**.
-
+{The boys enjoy playing soccer.}
-Certain verbs can be followed by gerunds — **start, begin, finish, enjoy, mind, like**:
+{Does William mind stopping here?}
+{The Martins like driving along the ocean.}
 
+SUMMARY:
 | | | | |
 |---|---|---|---|
 | Mike | starts | moving | next week. |
@@ -730,9 +744,6 @@ Certain verbs can be followed by gerunds — **start, begin, finish, enjoy, mind
 | Janet | finished | eating | before Peter. |
 | The Martins | like | driving | along the ocean. |
 
-{The boys enjoy playing soccer.} {Janet finished eating before Peter.}
-
-# Source: LLA 3B Figure 5
 $DIALOGUE Gerund Sentences
 ID: 3b-f5
 INTRO: Six sentences with gerunds. Listen and repeat — notice the "-ing" word right after the main verb.
@@ -965,18 +976,32 @@ $GRAMMAR Polite Requests
 ID: l3-s14
 INTRO: In this part you'll learn to ask for help politely with "can", "could", "will", and "would" — and to answer politely, whether it's yes or no.
 
-We use {could you} and {would you} to make polite requests — when we need another person's help. {Can you} and {will you} work the same way.
+CARD: We use "could you" and "would you" to make polite requests when we need another person's help.
+{could you}
+{would you}
+{Could you please open the door?}
+{Would you help me with this box?}
 
+CARD: "Can you" and "will you" work the same way.
+{Can you}
+{will you}
+{Can you please open the door?}
+{Will you help me with this box?}
+
+CARD: When answering yes, it is polite to show you are willing to help.
+{Yes, of course I can.}
+{Yes, I'll be happy to help you.}
+
+CARD: When answering no, it is polite to apologize or explain why you cannot help.
+{No, I'm sorry, I can't.}
+{I'd like to, but I can't right now.}
+
+SUMMARY:
 | Polite request | Possible answers |
 |---|---|
 | Could you please open the door? | Yes, of course I can. — No, I'm sorry, I can't. |
 | Would you help me with this box? | Yes, I'll be happy to help you. — I'd like to, but I can't right now. |
 
-{Could you please open the door?} {Yes, of course I can.}
-
-{Would you help me with this box?} {I'd like to, but I can't right now.}
-
-# Source: LLA 3C Figure 1 (word pass)
 $DIALOGUE The Four Request Words
 ID: 3c-f1
 INTRO: The four request words, one at a time. Listen and repeat each one.
@@ -1411,19 +1436,18 @@ $GRAMMAR Reporting What People Say
 ID: 3d-f1-g
 INTRO: In this part you'll learn to pass a message along: "He said to lock the door." Here's how it works.
 
-To report a command, use **said to** + verb:
+CARD: To report a command, use **said to** followed by the verb.
+{Lock the garage door.}
+{He said to lock the garage door.}
 
-- {Lock the garage door.} → {He said to lock the garage door.}
+CARD: For a negative command, use **said not to**. The word "not" goes right before "to".
+{Don't leave now.}
+{He said not to leave now.}
 
-For a negative command, use **said not to**:
+CARD: To report a polite request, use **asked to** or **asked me to**. Remember to change the pronouns to match the new perspective.
+{Would you hand me the dictionary?}
+{He asked me to hand him the dictionary.}
 
-- {Don't leave now.} → {He said not to leave now.}
-
-To report a polite request, use **asked (me) to**:
-
-- {Would you hand me the dictionary?} → {He asked me to hand him the dictionary.}
-
-# Source: LLA 3D Figure 1
 $DIALOGUE Passing the Message
 ID: 3d-f1
 INTRO: Three short scenes of one person passing another person's words along. Listen and repeat each line.

book-10-lesson-4.module

@@ -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.}
+CARD: We also use **it** to talk about the temperature outside.
-* {What time is it? It's 5:30.}
+{Is it cold outside? Yes, it's 35 degrees.}
-* {Is it time for lunch? No, it's only 10:15.}
+
-* {Is it raining? Yes, it's raining very hard.}
+CARD: When asking or telling the time, **it** is always the subject.
-* {Is it going to be hot today? No, it's going to be cool all day.}
+{What time is it? It's 5:30.}
-* {How far is it to Austin from here? It's about 78 miles.}
+{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.

book-11-lesson-1.module

@@ -775,23 +775,20 @@ $GRAMMAR Before and Now: Still, Any Longer, Anymore
 ID: l1-s7
 INTRO: Two pictures of the same street, two years apart. Here's how English says what has changed — and what stubbornly hasn't.
 
-"BEFORE"
+CARD: Use **still** when a situation from the past continues to happen now.
+{Jane still lives on Elm Street.}
 
-![Two houses side by side, bicycle on the lawn](st-page_015_001.jpg)
+CARD: Use **any longer** when a situation has stopped. It always goes at the end of a negative sentence.
+{The Robinsons don't live there any longer.}
 
-"NOW"
+CARD: You can also use **anymore**. It means the exact same thing as **any longer** and also goes at the end of a negative sentence.
-
+{They aren't neighbors anymore.}
-![Same houses, no bicycle, more landscaping](st-page_015_002.jpg)
 
+SUMMARY:
 | BEFORE | NOW |
 |---|---|
 | Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. | Today, Jane {still} lives on Elm Street, but the Robinsons don't live there {any longer}. They aren't neighbors {anymore}. |
 
-Use **still** when something continues: {Jane still lives on Elm Street.}
-
-Use **any longer** or **anymore** at the end of a *negative* sentence, when something has stopped: {The Robinsons don't live there any longer.} {They aren't neighbors anymore.}
-
-# Source: LLA 1B Figure 7
 $DIALOGUE Still, Any Longer, Anymore — Examples
 ID: 1b-f7
 INTRO: You'll hear a little background first, then the sentence that sums it up with "still", "any longer", or "anymore". Repeat only that last sentence.
@@ -990,6 +987,32 @@ $GRAMMAR The Present Perfect Tense
 ID: l1-s9
 INTRO: Now the star of this lesson: the present perfect — the tense for things that started in the past and still matter now.
 
+CARD: We use the present perfect to talk about things that connect the past to the present. Let's look at how time changes with the verb **have**.
+{John has a red car now.}
+{John had a red car last year.}
+{John has had a red car for six months.}
+
+CARD: Here is the same pattern with the verb **be**. The present perfect shows that a state began in the past and continues today.
+{Robert is in New York today.}
+{Robert was in New York Thursday.}
+{Robert has been in New York since Monday.}
+
+CARD: We use the present perfect for actions that began in the past and are still happening right now.
+{They have been here for a month.}
+
+CARD: We also use this tense to talk about actions that have just ended.
+{Ed has already had dinner.}
+
+CARD: Finally, we use it for things that occurred at an indefinite time in the past, often to talk about life experiences.
+{He has been to Europe before.}
+
+CARD: We often use **for** or **since** with the present perfect tense. Use **for** to talk about a period or length of time.
+{Jim has been in the Army for five years.}
+
+CARD: Use **since** to refer to a specific starting point in time.
+{He has been a captain since February 1.}
+
+SUMMARY:
 | | | | |
 |---|---|---|---|
 | John | has | | now. |
@@ -1002,24 +1025,28 @@ INTRO: Now the star of this lesson: the present perfect — the tense for things
 | Robert | was | in New York | Thursday. |
 | Robert | has been | | since Monday. |
 
-We use the present perfect tense to talk about three kinds of actions: (1) those that began in the past and are still happening, (2) those that just ended, and (3) those that occurred at an indefinite time. This lesson covers the verbs **be** and **have**.
-
-**EXAMPLES:**
-{They have been here for a month.} (They got here a month ago, and they're still here.)
-{Ed has already had dinner.} (He just finished eating.)
-{He has been to Europe before.} (I'm not sure when he went.)
-
-We often use **for** or **since** with the present perfect tense. **For** refers to a period of time. **Since** refers to a point in time.
-
-**EXAMPLES:**
-{Jim has been in the Army for five years.}
-{He has been a captain since February 1.}
-
-# Source: ST §Contractions
 $GRAMMAR Contractions
 ID: l1-s10
 INTRO: In real speech, "has" and "have" almost always shrink. Here is the full set of contractions — you'll hear them constantly in the drills ahead.
 
+CARD: When speaking, "have" shrinks and attaches to the pronouns I, you, we, and they.
+{I've}
+{you've}
+{we've}
+{they've}
+{I've been here for a month.}
+
+CARD: The word "has" shrinks in the exact same way after he, she, and it.
+{he's}
+{she's}
+{it's}
+
+CARD: For negative statements, "have" and "has" attach directly to the word "not".
+{haven't}
+{hasn't}
+{He hasn't been sick this year.}
+
+SUMMARY:
 | | | |
 |---|---|---|
 | I have | = | I've |
@@ -1035,9 +1062,6 @@ INTRO: In real speech, "has" and "have" almost always shrink. Here is the full s
 | has | + not | = | hasn't |
 | have | + not | = | haven't |
 
-Listen: {I've been here for a month.} {He hasn't been sick this year.}
-
-# Source: ST §Have You Had That Cold Long?
 $DIALOGUE Have You Had That Cold Long?
 ID: l1-s11
 INTRO: Here's the new tense at work in five little conversations. Read along as you listen — notice "for" with periods of time and "since" with points in time.
@@ -1185,6 +1209,26 @@ $GRAMMAR Vince's Business Trip
 ID: 1c-f7
 INTRO: Vince is a salesman with a packed week. Study his calendar — you'll answer questions about it next, and every answer depends on when things started.
 
+CARD: Vince starts the week in New York to prepare for his business trip.
+{On Monday, he makes airline reservations.}
+{On Tuesday at 10:00, he picks up his ticket at the travel agency.}
+
+CARD: He leaves for Miami on Tuesday afternoon.
+{At 2:00, his flight departs New York for Miami.}
+
+CARD: Wednesday is a full workday in the Miami office.
+{At 8:00 in the morning, he works with other salesmen at the office.}
+{He leaves the office at 5:00 in the evening.}
+
+CARD: On Thursday afternoon, he travels back to New York.
+{He arrives at the airport at 1:30.}
+{He departs Miami at 4:30.}
+{He arrives in New York at 6:45 in the evening.}
+
+CARD: By Friday morning, his business trip is complete.
+{He is back in the New York office on Friday morning.}
+
+SUMMARY:
 **Vince's Business Trip**
 
 | | MON | TUE | WED | THUR | FRI |
@@ -1194,6 +1238,7 @@ INTRO: Vince is a salesman with a packed week. Study his calendar — you'll ans
 | **Evening** | | | 5:00 – leave office | 6:45 – arrive N.Y. | |
 
 # Source: LLA 1C Figure 7
+
 $PRODUCE Questions About Vince's Trip
 ID: 1c-f7-b
 REFERENCE: 1c-f7
@@ -1282,14 +1327,18 @@ $GRAMMAR Questions with How Long
 ID: l1-s15
 INTRO: In this part you'll ask questions with "how long", link ideas with "first, second, third", and then put everything together on the phone with the doctor's office.
 
-The phrase **how long** is used to introduce questions about length of time.
+CARD: The phrase **how long** is used to ask questions about a length of time. 
-
-**EXAMPLES:**
-{How long did you stay at the party?}
-{How long will they be on vacation?}
 {How long is the flight to New York?}
+{How long is the class?}
+
+CARD: You can use it to ask about things that happened in the past.
+{How long did you stay at the party?}
+{How long did you wait?}
+
+CARD: It also works perfectly for asking about the future.
+{How long will they be on vacation?}
+{How long will it take?}
 
-# Source: LLA 1C Figure 8
 $DIALOGUE How Long? — Doctor and Patient
 ID: 1c-f8
 INTRO: Dr. Ford asks Tommy "how long" questions — and Tommy, being a patient with opinions, asks a few right back. Listen and repeat each question.
@@ -1604,14 +1653,19 @@ $GRAMMAR The Present Perfect Progressive
 ID: l1-s21
 INTRO: One more tense for this lesson — for actions that started in the past and are still going right now, with no sign of stopping.
 
-Like the present perfect tense, the present perfect progressive tense is used to refer to actions or events that began in the past and continue into the present.
+CARD: The present perfect progressive describes actions that began in the past and continue into the present. It stresses that an action is not finished and may keep going.
-
-There is a difference between the two tenses. The present perfect progressive is closer to the present than the present perfect is. The present perfect progressive stresses that an action or event is not finished. It also suggests that it will continue into the future.
-
-**EXAMPLE:**
 {They've been talking on the phone for an hour.}
-*(They're talking now and may talk for another hour.)*
 
+CARD: Form this tense by using **has been** or **have been**, followed by a verb ending in **-ing**.
+{Paul is studying now.}
+{Paul was studying last night.}
+{Paul has been studying for two days.}
+
+CARD: Use **has been** for a singular subject, and **have been** for plural subjects.
+{Keith has been studying since 4:30.}
+{Ann and Bob have been studying since 4:30.}
+
+SUMMARY:
 | Paul | is | studying | now. |
 |---|---|---|---|
 | | was | | last night. |
@@ -1622,7 +1676,6 @@ There is a difference between the two tenses. The present perfect progressive is
 | Keith | has | been | studying since 4:30. |
 | Ann and Bob | have | been | studying since 4:30. |
 
-# Source: LLA 1D Figure 4
 $DIALOGUE Short Dialogs — Have Been Doing
 ID: 1d-f4
 INTRO: Hear the new tense in three short conversations — waiting, talking, and hiding. Listen and repeat each line.

book-11-lesson-2.module

@@ -1471,8 +1471,16 @@ $GRAMMAR Become and Get
 ID: l2-s20
 INTRO: Here's the pattern: "become" and "get" both link a subject to its new state or condition.
 
-**Become** and **get** are used as linking verbs to show a change in state or condition.
+CARD: The verbs **become** and **get** show a change in a state or condition. You can use them right before an adjective.
+{The homework became confusing.}
+{The homework got confusing.}
+{The weather is getting cold.}
 
+CARD: You can also use **become** to link a subject to a noun. We do not use **get** for this.
+{Most captains become majors.}
+{My sister became a doctor.}
+
+SUMMARY:
 | SUBJECT | LINKING VERB | SUBJECT COMPLEMENT |
 |---|---|---|
 | Most captains | **become** | majors. (noun) |
@@ -1797,12 +1805,19 @@ $GRAMMAR Adjective Clauses
 ID: l2-s29
 INTRO: Here's the rule behind those sentences: "who" for people, "which" for things, "that" for either.
 
-An adjective clause is a group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
+CARD: An adjective clause is a group of words that describes a noun or pronoun. When referring to people, start the clause with **who**.
+{Ms. Steves is the one who teaches Spanish.}
 
-* **Who** refers to people.
+CARD: When referring to things, start the clause with **which**.
-* **Which** refers to things.
+{Roper's is the store which sells tires.}
-* **That** refers to both people and things.
 
+CARD: The word **that** can be used for both people and things. Here it refers to a thing.
+{This is the watch that broke last week.}
+
+CARD: And here, **that** refers to a person.
+{Mr. Dial is the man that fixed it for me.}
+
+SUMMARY:
 | | | ADJECTIVE CLAUSE |
 |---|---|---|
 | Ms. Steves is the one | **who** | teaches Spanish. |
@@ -1810,7 +1825,6 @@ An adjective clause is a group of words that describes a noun or pronoun. Adject
 | This is the watch | **that** | broke last week. |
 | Mr. Dial is the man | **that** | fixed it for me. |
 
-# Source: ST §Walter Is the One Who Sells Cars
 $DIALOGUE The One That Has the Big Kitchen
 ID: l2-s30
 INTRO: Listen to these little exchanges — every answer picks something out with an adjective clause.

book-11-lesson-3.module

@@ -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:**
+CARD: You can add **to** and an action verb to say what cannot happen as a result.
-* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
+{Carol was too tired to drive.}
-* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
 
+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
+REFERENCE: 3d-f2
-CHECK: reveal
+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}
+$DIALOGUE Be the Customer at the Restaurant
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-02.mp3}
-
-PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-08-c.mp3}
-TEMPLATE: Oh. I'm sorry. I'll take it back and get your steak.
-RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
-
-PROMPT: Thank you. And please hurry. {bk11-l3d-f2-09-c.mp3}
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-06.mp3}
-
-
-# Source: LLA 3D Figure 3
-$PRODUCE Be the Customer at the Restaurant
 ID: 3d-f3
-INPUT: speak
+REFERENCE: 3d-f2
-CHECK: reveal
+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
+REFERENCE: 3d-f4
-CHECK: reveal
+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}
+$DIALOGUE Be the Customer at the Store
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
-
-PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10-c.mp3}
-TEMPLATE: The numbers are the same, sir.
-RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
-
-PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11-c.mp3}
-TEMPLATE: Oh! I see. I'll exchange this for you. Your shirt will be here in two days.
-RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
-
-PROMPT: Thank you. {bk11-l3d-f4-12-c.mp3}
-TEMPLATE: No problem.
-RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
-
-
-# Source: LLA 3D Figure 5
-$PRODUCE Be the Customer at the Store
 ID: 3d-f5
-INPUT: speak
+REFERENCE: 3d-f4
-CHECK: reveal
+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:**
+CARD: You can add objects or other details after the verb to make a longer infinitive phrase.
-* {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.}
-* {Beth stopped at the store to buy some milk.} (She stopped because she needed 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.

book-11-lesson-4.module

@@ -782,23 +782,23 @@ $SESSION 4-4: Could and Reported Speech
 # Source: ST Grammar §Could as Past Ability
 $GRAMMAR Could — Past Ability
 ID: l4-s12
-INTRO: In this part you'll learn two things: saying what people were able to do in the past with "could", and reporting what people said. First, "could".
+INTRO: In this part you'll learn how to say what people were able to do in the past with "could".
 
-Use **could** for things you were able to do in the past, and **couldn't** for things you weren't able to do.
+CARD: Use **could** to talk about things you were able to do in the past. It means "was able to."
+{Can you run a mile in five minutes?}
+{I could when I was younger, but I can't now.}
 
+CARD: To ask a question about past ability, start the sentence with **could**.
+{Could Henry repair the motor?}
+
+CARD: For things someone was not able to do, use **couldn't**. This is short for "could not."
+{No, he couldn't. He didn't have the right tools.}
+
+SUMMARY:
 | | |
 |---|---|
 | COULD = WAS ABLE TO | COULD + NOT = COULDN'T |
 
-![A young boy struggling to button his shirt](st-page_140_001.jpg)
-
-**Examples:**
-* {Can you run a mile in five minutes?}
-  {I could when I was younger, but I can't now.}
-* {Could Henry repair the motor?}
-  {No, he couldn't. He didn't have the right tools.}
-
-# Source: LLA 4B, Listening and Speaking
 $DIALOGUE Could and Couldn't
 ID: 4b-ls1
 INTRO: Listen to sentences with "could" and "couldn't" — what was possible then, and what wasn't. Repeat each one.
@@ -947,24 +947,30 @@ $GRAMMAR Indirect Speech
 ID: l4-s18
 INTRO: Now for reported speech: how to tell someone what another person said, using "told" and a past-tense verb.
 
-**Indirect Speech** reports what another person has said. For this reason, it is also called reported speech. The speaker's exact words aren't repeated in indirect speech:
+CARD: Direct speech repeats a speaker's exact words, often in the present tense.
+{I'm out of money.}
+{I have some cash.}
 
-1. Present tense verbs change to the past tense.
+CARD: Indirect speech reports what someone said without repeating their exact words. When we do this, present tense verbs change to the past tense.
-2. Pronouns and possessive adjectives change from first or second person to third person (unless someone is reporting his own words).
+{Jan told Jim she was out of money.}
 
-**Direct speech (present tense):**
+CARD: Pronouns also change to match who is being talked about. First-person pronouns like "I" change to the third person, such as "he" or "she".
-Jan: {I'm out of money.}
+{Jim told her that he had some cash.}
-Jim: {I have some cash.}
 
-**Indirect speech:**
+CARD: You can use the word "that" to introduce the reported words. However, using "that" is completely optional.
+{Jim told her that he had some cash.}
+{Jan told Jim she was out of money.}
 
+CARD: The only time pronouns do not change to the third person is when you are reporting your own words.
+{I told Jan I had some cash.}
+
+SUMMARY:
 | TOLD | INDIRECT OBJECT | (THAT) | PAST TENSE NOUN CLAUSE |
 |---|---|---|---|
 | Jan told | Jim | | she was out of money. |
 | Jim told | her | that | he had some cash. |
 | I told | Jan | | I had some cash. |
 
-# Source: ST §The Instructor Told Annette That She Passed the Test
 $DIALOGUE Annette's Test Grade
 ID: l4-s19
 INTRO: Annette is worried about her test grade. First she talks to Mr. Reed; then she reports the whole conversation to Kenneth. Read both dialogs and watch the verbs change.
@@ -1105,59 +1111,79 @@ LINE: then she can relax. {page_082_002.jpg} {bk11-l4b-f4-08.mp3}
 # Source: ST Grammar §Prepositions of Time
 $GRAMMAR Prepositions of Time
 ID: l4-s23
-INTRO: Here's the full toolbox: "at", "on", "in", "before", "after", "from", "until", "for", and "since" — and when each one is the right choice.
+INTRO: Here's the full toolbox of time prepositions: "at", "on", "in", "before", "after", "from", "until", "for", and "since" — and when each one is the right choice.
 
-The following prepositions indicate time: {at}, {in}, {on}, {before}, {after}, {from}, {until}, {till}, {to}, {for}, and {since}.
+CARD: English has many prepositions that indicate time. Here are the most common ones.
+{at}
+{in}
+{on}
+{before}
+{after}
+{from}
+{until}
+{till}
+{to}
+{for}
+{since}
 
-**At** is used with the time of day, with an age, and with the words night, first, last, beginning, and end.
+CARD: Use **at** with times of day, an age, and specific points like night, first, last, beginning, and end.
-**Examples:**
+{at noon}
-* at noon, at midnight, at 7:30 a.m.
+{at midnight}
-* at the age of twelve
+{at 7:30 a.m.}
-* at night, at first, at last
+{at the age of twelve}
-* at the beginning, at the end
+{at night}
+{at first}
+{at last}
+{at the beginning}
+{at the end}
 
-**On** is used with days and dates. It can also be used with parts of a certain day and the words time and schedule.
+CARD: Use **on** for days, dates, parts of a specific day, and in phrases like "on time" and "on schedule".
-**Examples:**
+{on Monday}
-* on Monday, on your birthday
+{on your birthday}
-* on October 18
+{on October 18}
-* on the evening of June 8
+{on the evening of June 8}
-* on time, on schedule
+{on time}
+{on schedule}
 
-**In** is used with quantities of time and with the words beginning and end.
+CARD: Use **in** with quantities of time, or with the words "beginning" and "end".
-**Examples:**
+{in ten minutes}
-* in ten minutes, in an hour
+{in an hour}
-* in a week, in two years
+{in a week}
-* in the beginning, in the end
+{in two years}
+{in the beginning}
+{in the end}
 
-**Before** and **after** are used with time of day, with dates, and with nouns that name events or occurrences.
+CARD: Use **before** and **after** with times, dates, and events. You can also use **after** with a quantity of time.
-**Examples:**
+{before noon}
-* before noon, after 5:00 p.m.
+{after 5:00 p.m.}
-* before December 31, after April 15
+{before December 31}
-* before the game, after dinner
+{after April 15}
-**After** can also be used with a quantity of time.
+{before the game}
-* after six months, after thirty years
+{after dinner}
+{after six months}
+{after thirty years}
 
-**From** is used with to and till/until to indicate periods of time.
+CARD: To show a period starting and ending, use **from** combined with **to**, **until**, or **till**.
-**Examples:**
+{from 1985 to 1993}
-* from 1985 to 1993
+{from May 1 until June 15}
-* from May 1 until June 15
+{from 10:00 a.m. till 5:30 p.m.}
-* from 10:00 a.m. till 5:30 p.m.
 
-**Until/till** can also be used alone with days, dates, and times.
+CARD: Use **until** or **till** by themselves with days, dates, and times to show when something ends.
-**Examples:**
+{until next Friday}
-* until next Friday, till next week
+{till next week}
-* until 1997, till August 2
+{until 1997}
-* until 10:00 p.m., till midnight
+{till August 2}
+{until 10:00 p.m.}
+{till midnight}
 
-**For** is used with periods of time.
+CARD: Use **for** with periods of time to show duration, and **since** with definite starting times in the past.
-**Examples:**
+{for half an hour}
-* for half an hour, for three weeks, for one year
+{for three weeks}
+{for one year}
+{since Sunday}
+{since 6:00 this morning}
+{since 1988}
 
-**Since** is used with definite times.
-**Examples:**
-* since Sunday, since 6:00 this morning, since 1988
-
-# Source: ST §Ed Arrives on Monday
 $DIALOGUE Time Expressions in Sentences
 ID: l4-s24
 INTRO: Read these sentences and notice which preposition goes with each time expression. No repeating this time — just read and listen.

book-11-lesson-5.module

@@ -211,17 +211,30 @@ $GRAMMAR Word Box — Somebody, Anybody, Nobody
 ID: l5-s5
 INTRO: Here's the word box for the next exercise — the people words like somebody and nobody, plus driving words from earlier in the book. Tap any word to hear it, then move on.
 
-Use these words in the next exercise.
+CARD: Let's review some pronouns used for people. Notice how the words ending in "-one" and "-body" mean the exact same thing.
+{someone}
+{somebody}
+{anyone}
+{anybody}
+{no one}
+{nobody}
 
-**People:** {someone} / {somebody} · {anyone} / {anybody} · {no one} / {nobody}
+CARD: Here are some important action words for driving a car.
+{fail to}
+{pass}
+{speed}
+{yield}
 
-**Driving:** {fail to} · {pass} · {speed} · {yield}
+CARD: These describing words are useful when you are out on the road.
+{ahead}
+{lost}
+{nervous}
 
-**Describing:** {ahead} · {lost} · {nervous}
+CARD: Finally, here are some common nouns you will see when driving.
+{lane}
+{stop sign}
+{way}
 
-**On the road:** {lane} · {stop sign} · {way}
-
-# Source: ST §Somebody Hit a Pedestrian
 $PRODUCE Somebody, Anybody, Nobody
 ID: l5-s6
 REFERENCE
@@ -325,17 +338,26 @@ $LESSON 5-2: Grammar Review — Relative Clauses and Reading Skills
 # Source: ST §Aldo's Auto Repair (word box)
 $GRAMMAR Word Box — At the Auto Shop
 ID: l5-s8
-INTRO: In this part you'll review relative clauses — who, which, and that — and then practice reading for summaries and main ideas. Start with this word box from the auto shop; tap any word to hear it.
+INTRO: In this part you'll review relative clauses — who, which, and that — and then practice reading for summaries and main ideas. Start with this word box from the auto shop.
 
-Use these words in the next exercise.
+CARD: We use relative pronouns to connect ideas and describe people or things.
+{that}
+{who}
+{which}
 
-**Relative pronouns:** {that} · {who} · {which}
+CARD: Here are some common words for maintenance, repairs, and problems at the auto shop.
+{service}
+{tune up}
+{charge}
+{exchange}
+{leak}
 
-**Shop work:** {service} · {tune up} · {charge} · {exchange} · {leak}
+CARD: If something goes wrong with the repair, you might use these words to fix the issue or get your money back.
+{refund}
+{guarantee}
+{credit}
+{give back}
 
-**Money back:** {refund} · {guarantee} · {credit} · {give back}
-
-# Source: ST §The Shop That Serviced My Car
 $PRODUCE The Shop That Serviced My Car
 ID: l5-s9
 REFERENCE