$MODULE Book 11 · Lesson 5: Review {st-page_167_001.jpg|A circular collage divided into segments showing various scenes: a woman on the phone, a person smoking a cigarette, a customer service desk with a radio, a man working under a car hood, an angry man holding a cup pointing at a TV screen showing an advertisement for soda that says "IT'S GREAT! YOU'LL LOVE IT!", traffic signs showing STOP, SPEED LIMIT 55 MPH, and YIELD, and a person seen from behind facing traffic signals}
FORMAT: 2
DIOCO_DOC_ID: alc_book11_lesson5
DESCRIPTION: Review of Book 11: saying why with "to" + verb, "get"/"become" + adjective, "could"/"couldn't", "how long" questions, "someone/anyone/no one", "-y" adjectives, "who/which/that", combining sentences, and reading skills.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: achird | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear

# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH? / WHAT'S THE MAIN IDEA?" — instructor-read listening paragraphs with no printed stimuli. Dropped.
# SKIPPED (book): "WHAT WILL THEY DO?" — instructor-read listening conversation with no printed audio script. Dropped.
# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — instructor-read spatial grid placement task with no printed stimuli. Dropped.

$SESSION 5-1: Review — Purpose, "Get" and "Become", "Could", and "How Long"

# Source: ST §I'm Calling to Recommend a Good Mechanic.
$PRODUCE Saying Why with "to"
ID: l5-s1
INTRO: This is the review lesson — you'll polish everything from this book: saying why people do things, "get" and "become", "could", "how long" questions, and reading a paragraph for its point. First: answer each question you hear in a full sentence, using "to" and the cue words on screen.
INSTRUCTION: Answer aloud in a full sentence using "to" and the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The infinitive of purpose is the point — the answer must use "to" + verb built from the cue words; accept any grammatically correct full sentence and any reasonable subject or pronoun.

EXAMPLE
PROMPT: Why are you calling Jim?
TEMPLATE: (recommend / mechanic)
RESPONSE: I'm calling to recommend a good mechanic to him.

PROMPT: Why did Jane call last night?
TEMPLATE: (recommend / movie)
RESPONSE: Jane called to recommend a movie.

PROMPT: What did the policeman use his lights for?
TEMPLATE: (signal / drivers)
RESPONSE: The policeman used his lights to signal drivers.

PROMPT: Why did you come to work early this morning?
TEMPLATE: (see / boss)
RESPONSE: I came to work early this morning to see my boss.

PROMPT: What did Doris pay the mechanic to do?
TEMPLATE: (service / car)
RESPONSE: Doris paid the mechanic to service her car.

PROMPT: Why did Don go to the car parts store?
TEMPLATE: (exchange / hose)
RESPONSE: Don went to the car parts store to exchange a hose.

PROMPT: Why did the Smiths stop in Chicago?
TEMPLATE: (visit / relatives)
RESPONSE: The Smiths stopped in Chicago to visit relatives.

PROMPT: What does the mechanic use that machine for?
TEMPLATE: (tune up / engines)
RESPONSE: The mechanic uses that machine to tune up engines.

PROMPT: Why is Ann calling the department store?
TEMPLATE: (charge / clothes)
RESPONSE: Ann is calling the department store to charge clothes.

PROMPT: Who(m) are you going to the hospital to see?
TEMPLATE: (see / brother)
RESPONSE: I'm going to the hospital to see my brother.

PROMPT: Why is the truck driver moving to the left lane?
TEMPLATE: (pass / another truck)
RESPONSE: The truck driver is moving to the left lane to pass another truck.

# Source: ST §I Become Cautious When . . .
$PRODUCE "Get" and "Become"
ID: l5-s2
INTRO: People get nervous, weather gets worse, and books get funnier — "get" and "become" both work before an adjective. Complete each sentence with either one, in the right tense, plus the adjective in parentheses.
INSTRUCTION: Type the missing words: "get" or "become" plus the adjective in parentheses.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: He ____{gets nervous|becomes nervous} when he has an exam. (nervous)
RESPONSE: He gets nervous when he has an exam.

TEMPLATE: I ____{get nervous|become nervous} when I get on an airplane. (nervous)
RESPONSE: I get nervous when I get on an airplane.

TEMPLATE: David ____{got lost|became lost} when he went downtown. (lost)
RESPONSE: David got lost when he went downtown.

TEMPLATE: The weather ____{got worse|became worse} before it got better. (worse)
RESPONSE: The weather got worse before it got better.

TEMPLATE: My nose ____{gets runny|becomes runny} when I have a cold. (runny)
RESPONSE: My nose gets runny when I have a cold.

TEMPLATE: I ____{got busy|became busy} because I had a test the next day. (busy)
RESPONSE: I got busy because I had a test the next day.

TEMPLATE: That book ____{gets funnier|becomes funnier} after you read a few pages. (funnier)
RESPONSE: That book gets funnier after you read a few pages.

TEMPLATE: The children ____{got noisy|became noisy} before the movie started. (noisy)
RESPONSE: The children got noisy before the movie started.

TEMPLATE: The class ____{got dull|became dull} because the students weren't talking. (dull)
RESPONSE: The class got dull because the students weren't talking.

TEMPLATE: The students ____{get unhappy|become unhappy} when the teacher gives them too much homework. (unhappy)
RESPONSE: The students get unhappy when the teacher gives them too much homework.

TEMPLATE: The storm ____{got frightening|became frightening} after the lights went out. (frightening)
RESPONSE: The storm got frightening after the lights went out.

# Source: ST §Could You Speak English Before You Came Here? (answer-direction items)
$PRODUCE Answering with "Could" and "Couldn't"
ID: l5-s3
INTRO: "Could" is the past of "can". Answer each question you hear in a full sentence with "could" or "couldn't" — yes or no, your choice.
INSTRUCTION: Answer aloud in a full sentence with "could" or "couldn't".
INPUT: speak
CHECK: llm
RUBRIC: A full past-ability sentence with "could" or "couldn't" is the point; yes or no is the learner's choice — accept either polarity and any grammatically correct phrasing.

EXAMPLE
PROMPT: Could you speak English before you came here?
RESPONSE: No, I couldn't speak English before I came here.

PROMPT: Could you play in the soccer game last weekend?
RESPONSE: Yes, I could play in the soccer game last weekend.

PROMPT: Could Alex study with you Thursday?
RESPONSE: No, Alex couldn't study with me Thursday.

PROMPT: Could you remember the doctor's name after you met him?
RESPONSE: Yes, I could remember the doctor's name after I met him.

PROMPT: Could Ed repair engines before he became an Army mechanic?
RESPONSE: No, Ed couldn't repair engines before he became an Army mechanic.

# Source: ST §Could You Speak English Before You Came Here? (question-direction items)
$PRODUCE Asking with "Could"
ID: l5-s3-b
INTRO: Now flip it around. You'll hear the answer — your job is to ask the question that produced it, starting with "Could".
INSTRUCTION: Say the "Could" question that fits the answer you hear.
INPUT: speak
CHECK: llm
RUBRIC: The question must begin with "Could" + subject + base verb and fit the heard statement, with pronouns flipped where needed ("me" becomes "you"); keeping or dropping the time phrase is fine.

EXAMPLE
PROMPT: No, he couldn't review the lesson with me yesterday.
RESPONSE: Could he review the lesson with you yesterday?

PROMPT: Yes, I could answer all of the questions on the test.
RESPONSE: Could you answer all of the questions on the test?

PROMPT: No, I couldn't do all of my homework last night.
RESPONSE: Could you do all of your homework last night?

PROMPT: Yes, I could understand the teacher in our Spanish class.
RESPONSE: Could you understand the teacher in your Spanish class?

# Source: ST §How Long Have You Been Here?
$PRODUCE Asking "How Long"
ID: l5-s4
INTRO: You'll hear an answer about time — two hours, since Monday, for the weekend. Ask the "How long" question that got that answer, using the cue words on screen and the same tense you hear.
INSTRUCTION: Ask a "How long" question using the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The question must begin with "How long", use the cue words, and match the tense of the heard answer; accept any grammatically correct phrasing.

EXAMPLE
PROMPT: I've been here for almost two hours.
TEMPLATE: (you / at work)
RESPONSE: How long have you been at work?

PROMPT: He's been at this base for a year and a half.
TEMPLATE: (Jeff / this base)
RESPONSE: How long has Jeff been at this base?

PROMPT: I've had this cold since last Monday.
TEMPLATE: (you / that cold)
RESPONSE: How long have you had that cold?

PROMPT: I've had a fever for two days.
TEMPLATE: (you / fever)
RESPONSE: How long have you had a fever?

PROMPT: He's had that cough for four or five days.
TEMPLATE: (Ted / cough)
RESPONSE: How long has Ted had that cough?

PROMPT: He'll be in Germany for six weeks.
TEMPLATE: (colonel / in Germany)
RESPONSE: How long will the colonel be in Germany?

PROMPT: She'll be at her cousin's house for the weekend.
TEMPLATE: (Jane / her cousin's house)
RESPONSE: How long will Jane be at her cousin's house?

PROMPT: I've been watching it for an hour.
TEMPLATE: (you / program)
RESPONSE: How long have you been watching that program?

PROMPT: She's been teaching here for three years.
TEMPLATE: (instructor)
RESPONSE: How long has the instructor been teaching here?

PROMPT: It's been leaking oil for a week.
TEMPLATE: (car)
RESPONSE: How long has your car been leaking oil?

PROMPT: She's been talking to him for half an hour.
TEMPLATE: (Lt Roberts / the captain)
RESPONSE: How long has Lt. Roberts been talking to the captain?

# SKIPPED (book): "HE TOLD HER THAT . . ." — instructor-read listening conversation with no printed audio script. Dropped.

$SESSION 5-2: Review — "Someone", "-y" Words, and "Who / Which / That"

# Source: new (gap: the "someone / anyone / no one" pattern is drilled here but never restated in the lesson)
$GRAMMAR Someone, Anyone, No One
ID: l5-s5-g
INTRO: This part reviews words for people you can't name, adjectives ending in "-y", and connecting sentences with "who", "which", and "that". First, a quick reminder before you practice.

CARD: Use **someone** or **somebody** when the sentence says something happened.
{Someone failed to stop at the light.}

CARD: Use **anyone** or **anybody** in questions and after "not".
{Was anyone nervous when Bob drove?}
{There's not anyone in that lane.}

CARD: **No one** and **nobody** are already negative — they don't need "not".
{No one stopped at that stop sign.}

SUMMARY:
| Use in | Words | Example |
|---|---|---|
| statements | someone, somebody | Someone failed to stop at the light. |
| questions and negatives | anyone, anybody | There's not anyone in that lane. |
| negative by itself | no one, nobody | No one stopped at that stop sign. |

# Source: ST §Somebody Hit a Pedestrian. (pronoun gaps; word box restored as the option pool)
$SELECT Someone, Anyone, or No One?
ID: l5-s5
INTRO: Every sentence here is about traffic — and about somebody, or nobody, doing something. Tap the words that complete each sentence.
INSTRUCTION: Tap the words that complete the sentence.
OPTION: some | someone / somebody
OPTION: any | anyone / anybody
OPTION: no | no one / nobody

EXAMPLE
TEMPLATE: There's not ____ in that lane.
ANSWER: any
FEEDBACK: There's not anyone in that lane.

TEMPLATE: I don't think ____ got lost downtown.
ANSWER: any
FEEDBACK: I don't think anyone got lost downtown.

TEMPLATE: ____ stopped at that stop sign.
ANSWER: no
FEEDBACK: No one stopped at that stop sign.

TEMPLATE: There was an accident because ____ didn't yield at the intersection.
ANSWER: some
FEEDBACK: There was an accident because someone didn't yield at the intersection.

TEMPLATE: ____ knew the way to the base.
ANSWER: no|some
FEEDBACK: No one knew the way to the base. ("Someone knew the way" is also a correct statement.)

TEMPLATE: Was ____ nervous when Bob drove?
ANSWER: any
FEEDBACK: Was anyone nervous when Bob drove?

TEMPLATE: ____ saw the car ahead of us until it was too late.
ANSWER: no
FEEDBACK: No one saw the car ahead of us until it was too late.

TEMPLATE: ____ failed to stop at the light.
ANSWER: some
FEEDBACK: Someone failed to stop at the light.

TEMPLATE: ____ should pass another car on a hill.
ANSWER: no
FEEDBACK: No one should pass another car on a hill.

TEMPLATE: ____ who is changing from one lane to another should signal.
ANSWER: any|some
FEEDBACK: Anyone who is changing from one lane to another should signal.

TEMPLATE: ____ drives fast on this road.
ANSWER: no|some
FEEDBACK: No one drives fast on this road.

TEMPLATE: ____ who speeds here gets a ticket.
ANSWER: any
FEEDBACK: Anyone who speeds here gets a ticket.

# Source: ST §Somebody Hit a Pedestrian. (vocabulary gaps; word box restored as the option pool)
$SELECT Traffic Words
ID: l5-s5-b
INTRO: Same street, different gaps. This time the pronouns are done — tap the traffic word that completes each sentence.
INSTRUCTION: Tap the word that completes the sentence.
OPTION: a | lane
OPTION: b | lost
OPTION: c | stop sign
OPTION: d | yield
OPTION: e | way
OPTION: f | nervous
OPTION: g | ahead
OPTION: h | failed to
OPTION: i | pass
OPTION: j | speeds

EXAMPLE
TEMPLATE: There's not anyone in that ____.
ANSWER: a
FEEDBACK: There's not anyone in that lane.

TEMPLATE: I don't think anyone got ____ downtown.
ANSWER: b
FEEDBACK: I don't think anyone got lost downtown.

TEMPLATE: No one stopped at that ____.
ANSWER: c
FEEDBACK: No one stopped at that stop sign.

TEMPLATE: There was an accident because someone didn't ____ at the intersection.
ANSWER: d
FEEDBACK: There was an accident because someone didn't yield at the intersection.

TEMPLATE: No one knew the ____ to the base.
ANSWER: e
FEEDBACK: No one knew the way to the base.

TEMPLATE: Was anyone ____ when Bob drove?
ANSWER: f
FEEDBACK: Was anyone nervous when Bob drove?

TEMPLATE: No one saw the car ____ of us until it was too late.
ANSWER: g
FEEDBACK: No one saw the car ahead of us until it was too late.

TEMPLATE: Someone ____ stop at the light.
ANSWER: h
FEEDBACK: Someone failed to stop at the light.

TEMPLATE: No one should ____ another car on a hill.
ANSWER: i
FEEDBACK: No one should pass another car on a hill.

TEMPLATE: Anyone who is changing from one ____ to another should signal.
ANSWER: a
FEEDBACK: Anyone who is changing from one lane to another should signal.

TEMPLATE: No one drives fast on this road. Anyone who ____ here gets a ticket.
ANSWER: j
FEEDBACK: No one drives fast on this road. Anyone who speeds here gets a ticket.

# Source: ST §I'm Too Unhappy to . . . (cues scaffolded; last two items added)
$PRODUCE Too Busy to Be Unhappy
ID: l5-s6
INTRO: One adjective can cancel another: too busy to be unhappy, too funny to be boring. Build a sentence from each set of cue words using "too ... to be ...".
INSTRUCTION: Make a sentence with "too ... to be ..." from the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The pattern "too + adjective + to be + adjective" with the two cue adjectives is the point; accept any subject form and any tense of "be".

EXAMPLE
TEMPLATE: I / busy / unhappy
RESPONSE: I'm too busy to be unhappy.

TEMPLATE: the movie / funny / boring
RESPONSE: The movie was too funny to be boring.

# Source: new (gap: the source supplied only two items for this pattern)
TEMPLATE: the students / tired / noisy
RESPONSE: The students are too tired to be noisy.

TEMPLATE: he / nervous / funny
RESPONSE: He was too nervous to be funny.

# Source: ST §Yes, It's Usually Rainy There.
$PRODUCE Rainy, Icy, Salty — Words with "-y"
ID: l5-s7
INTRO: Add "-y" to a noun and you get an adjective: rain becomes rainy, ice becomes icy. Answer each question with the "-y" word made from the underlined word — "yes" or "no" is on screen, so there's no guessing.
INSTRUCTION: Answer aloud using the "-y" word made from the underlined word.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The "-y" adjective built from the underlined noun is the point, with the yes/no polarity given by the cue; accept any grammatically correct full-sentence phrasing.

EXAMPLE
PROMPT: Is there a *leak* in the bathroom faucet?
TEMPLATE: (yes)
RESPONSE: Yes, the bathroom faucet is leaky.

PROMPT: Is there a lot of *rain* in London?
TEMPLATE: (yes)
RESPONSE: Yes, it is usually rainy in London.

PROMPT: Is there *ice* on the roads?
TEMPLATE: (yes)
RESPONSE: Yes, the roads are icy.

PROMPT: Does the meat have too much *salt* on it?
TEMPLATE: (no)
RESPONSE: No, the meat isn't salty.

PROMPT: Does it *snow* often in Saudi Arabia?
TEMPLATE: (no)
RESPONSE: No, it isn't snowy in Saudi Arabia.

PROMPT: Was there a lot of *soap* in the water?
TEMPLATE: (yes)
RESPONSE: Yes, the water was soapy.

PROMPT: Do you have *grease* on your hands?
TEMPLATE: (no)
RESPONSE: No, my hands aren't greasy.

PROMPT: Was there too much *water* in the coffee?
TEMPLATE: (no)
RESPONSE: No, the coffee wasn't watery.

PROMPT: Do airplanes take off when there's a *storm*?
TEMPLATE: (no)
RESPONSE: No, airplanes don't take off when it's stormy.

PROMPT: Will there be a lot of *rain* tomorrow?
TEMPLATE: (yes)
RESPONSE: Yes, it will be rainy tomorrow.

PROMPT: Is there a lot of *noise* in your apartment building?
TEMPLATE: (no)
RESPONSE: No, my apartment building isn't noisy.

# Source: new (gap: "who / which / that" is drilled here but never restated in the lesson)
$GRAMMAR Who, Which, and That
ID: l5-s8-g
INTRO: Three little words that glue sentences together. A ten-second reminder before you practice.

CARD: For people, use **who** — **that** works too.
{the mechanic who tunes up truck engines}
{the clerk who credited your account}

CARD: For things and places, use **which** — **that** works too.
{the shop which serviced my car}
{the garage that guarantees its work}

SUMMARY:
| For | Use |
|---|---|
| people | who, that |
| things and places | which, that |

# Source: ST §Aldo's Auto Repair Is the Shop That Serviced My Car. (verbs printed; the connecting word is the gap)
$SELECT Who, Which, or That?
ID: l5-s8
INTRO: A whole neighborhood of shops, clerks, and mechanics — some of them even refund your money. Tap a word that connects each sentence; often more than one works, and any correct choice counts.
INSTRUCTION: Tap a word that correctly completes the sentence.
OPTION: who | who
OPTION: which | which
OPTION: that | that

EXAMPLE
TEMPLATE: Is this the shop ____ serviced your car?
ANSWER: that|which

TEMPLATE: Is this the shop ____ services all kinds of cars?
ANSWER: that|which

TEMPLATE: Is that the shop ____ refunded your money?
ANSWER: that|which

TEMPLATE: Sam's Service Station is the place ____ guaranteed the job.
ANSWER: that|which

TEMPLATE: I was the one ____ guaranteed the work.
ANSWER: who|that

TEMPLATE: The clerk ____ exchanged the part at the shop is my sister.
ANSWER: who|that

TEMPLATE: Is he the man ____ serviced the motor that leaked oil?
ANSWER: who|that

TEMPLATE: Who was the clerk ____ credited your account?
ANSWER: who|that

TEMPLATE: Are you the mechanic ____ tunes up truck engines?
ANSWER: who|that

TEMPLATE: This is the shop ____ didn't refund my money.
ANSWER: that|which

TEMPLATE: What's the name of the garage ____ guarantees its work for 90 days?
ANSWER: that|which

# Source: ST §Put Two Sentences Together.
$PRODUCE Put Two Sentences Together
ID: l5-s9
INTRO: A short sad story about a student, a doctor, and a bill — told two sentences at a time. Combine each pair into one sentence with the word in parentheses, and say it aloud.
INSTRUCTION: Combine the two sentences aloud using the word in parentheses.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: One combined sentence using the given connecting word is the point; accept any grammatically correct clause order that keeps the meaning of both sentences.

PROMPT: The student isn't in class today.\nHe had a fever yesterday.
TEMPLATE: (who)
RESPONSE: The student who had a fever yesterday isn't in class today.

PROMPT: He has a cold.\nIt's getting worse every day.
TEMPLATE: (which)
RESPONSE: He has a cold which is getting worse every day.

PROMPT: He didn't make a doctor's appointment.\nHe really felt bad.
TEMPLATE: (until)
RESPONSE: He didn't make a doctor's appointment until he really felt bad.

PROMPT: His friend drove him to the doctor's office.\nThe student thought he was too sick to drive.
TEMPLATE: (because)
RESPONSE: His friend drove him to the doctor's office because the student thought he was too sick to drive.

PROMPT: The doctor examined him.\nHis friend waited.
TEMPLATE: (while)
RESPONSE: The doctor examined him while his friend waited.

PROMPT: He looked better.\nHe came out of the examination room.
TEMPLATE: (when)
RESPONSE: He looked better when he came out of the examination room.

PROMPT: He wasn't terribly sick.\nHe went in.
TEMPLATE: (before)
RESPONSE: He wasn't terribly sick before he went in.

PROMPT: But he became sicker.\nHe saw the doctor's bill.
TEMPLATE: (after)
RESPONSE: But he became sicker after he saw the doctor's bill.

$SESSION 5-3: Review — Reading and Word Meanings

# Source: ST §Which Summary Is the Best? — Paragraph 1
$GRAMMAR Reading: Soccer and Size
ID: l5-s10-r-p1
READING
INTRO: Last part: reading. A short paragraph about soccer — read it, then pick the best summary right after.

CARD: **Paragraph 1.** Soccer is a game that almost everyone who is in good physical shape can play. In basketball, most of the players are tall. In football, many of the players are heavy and very strong. Soccer is different. A player who is fast can do well in a soccer game. He doesn't need to be tall, heavy, or strong.

# Source: ST §Which Summary Is the Best? — Paragraph 1
$SELECT Pick the Best Summary: Soccer
ID: l5-s10-p1
REFERENCE: l5-s10-r-p1
INTRO: Three summaries, one best. The best one covers the paragraph's whole point, not just one detail. The paragraph stays a tap away if you need another look.
INSTRUCTION: Tap the best summary of the paragraph.
OPTION: a | Basketball players have to be tall, or they won't do well in a game.
OPTION: b | Football and basketball games are different from soccer games.
OPTION: c | Speed, not size, is the thing that's most important to a soccer player.

TEMPLATE: Which summary is the best?
ANSWER: c

# Source: ST §Which Summary Is the Best? — Paragraph 2
$GRAMMAR Reading: Driving on Long Trips
ID: l5-s10-r-p2
READING
INTRO: One more paragraph — this one is about long road trips and why drivers should stop for breaks. Read it; a question follows.

CARD: **Paragraph 2.** People who are driving on long trips should stop often. They can buy gas, eat, sightsee, or just exercise a little. When they get tired, they can pull over to the side of the road and rest. Without regular breaks, drivers can easily become tired or careless. Sometimes when a driver falls asleep at the wheel, his vehicle leaves the road or crosses into the opposite lane and causes a terrible accident.

# Source: ST §Which Summary Is the Best? — Paragraph 2
$SELECT Pick the Best Summary: Long Trips
ID: l5-s10-p2
REFERENCE: l5-s10-r-p2
INTRO: Same job: three summaries, one that really covers the paragraph. Tap it.
INSTRUCTION: Tap the best summary of the paragraph.
OPTION: a | You should be careful while you're driving. When you become tired, pull off the road and rest.
OPTION: b | Drivers should stop regularly on long trips. Those who don't take breaks can become tired and cause accidents.
OPTION: c | Long automobile trips can be boring. When you take breaks to go sightseeing, they're more interesting.

TEMPLATE: Which summary is the best?
ANSWER: b

# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1
$GRAMMAR Reading: Careless Drivers
ID: l5-s11-r-p1
READING
INTRO: Now a paragraph about how highway accidents happen. Read it — then you'll name its topic, its main idea, and a title.

CARD: **Paragraph 1.** No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day. Often they are the ones who caused the accident because they were careless. They didn't keep their car in good shape, their mind on the road, their hands on the wheel, or their eyes on the speed limit signs.

# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1
$PRODUCE Topic, Main Idea, and Title: Careless Drivers
ID: l5-s11-p1
REFERENCE: l5-s11-r-p1
INTRO: The topic is a few words, the main idea is one sentence, and the title is your headline. Type all three — the paragraph is there if you need to look back.
INSTRUCTION: Type your answer. Open the paragraph again if you need it.
INPUT: type
CHECK: llm
RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea.

PROMPT: Type the topic of the paragraph — just a few words.
RESPONSE: highway accidents
RUBRIC: Accept "highway accidents", "careless drivers", "car accidents", or "causes of highway accidents" — any short phrase naming what the paragraph is about.

PROMPT: Type the main idea of the paragraph in one sentence.
RESPONSE: Many highway accidents are caused by careless drivers.

PROMPT: Type a good title for the paragraph.
RESPONSE: Highway Accidents and Careless Drivers

# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2
$GRAMMAR Reading: Flying Around the World
ID: l5-s11-r-p2
READING
INTRO: The last paragraph is a happier one — two pilots, one very light airplane, and a nine-day trip. Read it; the same three questions follow.

CARD: **Paragraph 2.** When people really want to do something that's difficult, they can usually find a way. Two U.S. pilots wanted to show that an airplane could fly around the world and not stop. They decided to build an airplane that was very light and didn't use much gas. It was noisy and slow, but it worked. In 1986, they flew it around the world. They got hurt when they flew through stormy weather and became terribly tired, but they finished the trip in nine days.

# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2
$PRODUCE Topic, Main Idea, and Title: Around the World
ID: l5-s11-p2
REFERENCE: l5-s11-r-p2
INTRO: Same three answers: topic, main idea, title. Type each one.
INSTRUCTION: Type your answer. Open the paragraph again if you need it.
INPUT: type
CHECK: llm
RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea.

PROMPT: Type the topic of the paragraph — just a few words.
RESPONSE: flying around the world non-stop

PROMPT: Type the main idea of the paragraph in one sentence.
RESPONSE: Two pilots showed that people can do difficult things by flying around the world without stopping.

PROMPT: Type a good title for the paragraph.
RESPONSE: Around the World in Nine Days

# Source: ST §What Does the Word Mean? — "during"
$SELECT What Can "During" Mean?
ID: l5-s12
INTRO: When you meet a new word, the sentence around it is your dictionary. Pretend you don't know "during": with a little context, several meanings fit — but as the sentence grows, only one survives. For each guess, tap "may mean", "must mean", or "can't mean".
INSTRUCTION: Tap "may mean", "must mean", or "can't mean".
OPTION: may | may mean
OPTION: is | must mean
OPTION: not | can't mean

TEMPLATE: Tom slept *during* class.
TEMPLATE: Here, "during" ____ "before the class started."
ANSWER: may

TEMPLATE: Tom slept *during* class.
TEMPLATE: Here, "during" ____ "while he was in class."
ANSWER: may

TEMPLATE: Tom slept *during* class.
TEMPLATE: Here, "during" ____ "after he left class."
ANSWER: may

TEMPLATE: The teacher was upset because Tom slept *during* class.
TEMPLATE: Here, "during" ____ "before the class started."
ANSWER: not

TEMPLATE: The teacher was upset because Tom slept *during* class.
TEMPLATE: Here, "during" ____ "while he was in class."
ANSWER: may

TEMPLATE: The teacher was upset because Tom slept *during* class.
TEMPLATE: Here, "during" ____ "after he left class."
ANSWER: not

TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: Here, "during" ____ "before the class started."
ANSWER: not

TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: Here, "during" ____ "while he was in class."
ANSWER: is

TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: Here, "during" ____ "after he left class."
ANSWER: not

# Source: ST §What Does the Word Mean? — "remain"
$SELECT What Can "Remain" Mean?
ID: l5-s13
INTRO: Same detective work, one more word: "remain". Watch each extra clue shrink the possibilities. This is the last activity of the lesson — finish strong, and you've closed out the whole book.
INSTRUCTION: Tap "may mean", "must mean", or "can't mean".
OPTION: may | may mean
OPTION: is | must mean
OPTION: not | can't mean

TEMPLATE: Tina will *remain* here.
TEMPLATE: Here, "remain" ____ "work."
ANSWER: may

TEMPLATE: Tina will *remain* here.
TEMPLATE: Here, "remain" ____ "stay."
ANSWER: may

TEMPLATE: Tina will *remain* here.
TEMPLATE: Here, "remain" ____ "leave."
ANSWER: may|not

TEMPLATE: Tina will *remain* here in the hospital.
TEMPLATE: Here, "remain" ____ "work."
ANSWER: may

TEMPLATE: Tina will *remain* here in the hospital.
TEMPLATE: Here, "remain" ____ "stay."
ANSWER: may

TEMPLATE: Tina will *remain* here in the hospital.
TEMPLATE: Here, "remain" ____ "leave."
ANSWER: not

TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home.
TEMPLATE: Here, "remain" ____ "work."
ANSWER: not

TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home.
TEMPLATE: Here, "remain" ____ "stay."
ANSWER: is

TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home.
TEMPLATE: Here, "remain" ____ "leave."
ANSWER: not

# SKIPPED (book): "LISTEN AND WRITE." — instructor-read dictation with no printed stimulus. Dropped.