alc-english/book-11-lesson-5.module

$MODULE Book 11 · Lesson 5: Get Ready for the Quiz {st-page_167_001.jpg}
FORMAT: 2
DESCRIPTION: Review lesson (quiz prep): infinitives of purpose, get/become, could, how-long questions, indefinite pronouns, -y adjectives, relative clauses, sentence combining, and reading for topics and main ideas.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear

$LESSON 5-1: Grammar Review — Infinitives, Get/Become, Could, How Long

# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH?" and "WHAT'S THE MAIN IDEA?" — instructor-read listening tasks with no printed stimuli; convertible later with chosen items + TTS.
# SKIPPED (book): "WHAT WILL THEY DO?" — listening comprehension MCQ with no printed conversation or recorded stimulus.
# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — spatial grid task with unprinted dictation; no workable interaction.

# Source: ST §I'm Calling to Recommend a Good Mechanic
$PRODUCE Saying Why — Infinitives of Purpose
ID: l5-s1
INTRO: Quiz week — nothing new, just a tune-up of everything from this book: infinitives of purpose, get and become, could, how-long questions, relative clauses, and reading skills. First, listen to each question and answer it aloud with "to" plus the cue words you see on the screen.
INSTRUCTION: Answer each question aloud using "to" and the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The answer must respond to the "why" or "what ... for" question with an infinitive of purpose ("to" + verb) built from the cue words shown in the template — as a complete sentence or a standalone "to ..." phrase. Accept minor variation in pronouns and wording; the infinitive of purpose is the point — an answer without one fails.

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: She called to recommend a movie.

PROMPT: What did the policeman use his lights for?
TEMPLATE: signal / drivers
RESPONSE: He used his lights to signal the 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: She paid the mechanic to service her car.

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

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

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

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

PROMPT: Who 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: He is moving to the left lane to pass another truck.

# Source: ST §I Become Cautious When . . .
$PRODUCE Get and Become
ID: l5-s2
INTRO: Things change — people get nervous, weather gets worse, books become funnier. Complete each sentence by typing the right form of "get" or "become" together with the cue word.
INSTRUCTION: Type the correct form of "get" or "become" plus the cue word.
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?
$PRODUCE Could and Couldn't
ID: l5-s3
INTRO: Now "could" — ability in the past. Listen carefully: if you hear a question, answer it; if you hear an answer, ask the question that fits it. When you answer, yes or no is your choice.
INSTRUCTION: Hear a question? Answer it. Hear an answer? Ask the question.
INPUT: speak
CHECK: llm
RUBRIC: If the prompt is a question, accept any complete yes/no answer using "could" or "couldn't" — either polarity, the learner's choice. If the prompt is a statement, the learner must form the matching yes/no question with "could". Correct use of could/couldn't is the point.

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

EXAMPLE
PROMPT: Could you drive when you were 15?
RESPONSE: Yes, I could drive when I was 15.

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, he 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: Yes, he could repair engines before he became an Army mechanic.

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 How Long — Asking the Question
ID: l5-s4
INTRO: Time for "how long". Read the cue and the answer on the screen, then ask the question that fits — aloud. The answer already tells you which tense you need.
INSTRUCTION: Ask a "how long" question that fits the answer, using the cue words.
INPUT: speak
CHECK: llm
RUBRIC: The learner must form a grammatical "How long ..." question built from the cue words whose tense matches the given answer (present perfect, present perfect continuous, or future with "will"). Accept minor wording variation; a tense that doesn't match the answer fails.

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

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

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

TEMPLATE: Jan: you/fever
TEMPLATE: Jim: I've had a fever for two days.
RESPONSE: How long have you had a fever?

TEMPLATE: Ken: Ted/cough
TEMPLATE: Sam: He's had that cough for four or five days.
RESPONSE: How long has Ted had a cough?

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

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

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

TEMPLATE: Greg: instructor
TEMPLATE: Gina: She's been teaching here for three years.
RESPONSE: How long has the instructor been teaching here?

TEMPLATE: Anne: car
TEMPLATE: Alan: It's been leaking oil for a week.
RESPONSE: How long has the car been leaking oil?

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

# SKIPPED (book): "HE TOLD HER THAT . . ." — listening comprehension task based on an unprinted conversation; convertible later with chosen items + TTS.

# Source: ST §Somebody Hit a Pedestrian (word box)
$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.

**People:** {someone} / {somebody} · {anyone} / {anybody} · {no one} / {nobody}

**Driving:** {fail to} · {pass} · {speed} · {yield}

**Describing:** {ahead} · {lost} · {nervous}

**On the road:** {lane} · {stop sign} · {way}

# Source: ST §Somebody Hit a Pedestrian
$PRODUCE Somebody, Anybody, Nobody
ID: l5-s6
REFERENCE
INTRO: Somebody didn't yield, and of course nobody is admitting it. Complete each sentence with words from the box — it stays one tap away if you need it.
INSTRUCTION: Complete the sentences with words from the word box.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: There's not ____{anyone|anybody} in that ____{lane}.
RESPONSE: There's not anyone in that lane.

TEMPLATE: I don't think ____{anyone|anybody} got ____{lost} downtown.
RESPONSE: I don't think anyone got lost downtown.

TEMPLATE: ____{No one|Nobody} stopped at that ____{stop sign}.
RESPONSE: No one stopped at that stop sign.

TEMPLATE: There was an accident because ____{someone|somebody} didn't ____{yield} at the intersection.
RESPONSE: There was an accident because someone didn't yield at the intersection.

TEMPLATE: ____{No one|Nobody} knew the ____{way} to the base.
RESPONSE: No one knew the way to the base.

TEMPLATE: Was ____{anyone|anybody} ____{nervous} when Bob drove?
RESPONSE: Was anyone nervous when Bob drove?

TEMPLATE: ____{No one|Nobody} saw the car ____{ahead} of us until it was too late.
RESPONSE: No one saw the car ahead of us until it was too late.

TEMPLATE: ____{Someone|Somebody} ____{failed to} stop at the light.
RESPONSE: Someone failed to stop at the light.

TEMPLATE: ____{No one|Nobody} should ____{pass} another car on a hill.
RESPONSE: No one should pass another car on a hill.

TEMPLATE: ____{Anyone|Anybody|Someone|Somebody} who is changing from one ____{lane} to another should signal.
RESPONSE: Anyone who is changing from one lane to another should signal.

TEMPLATE: ____{No one|Nobody} drives fast on this road. ____{Anyone|Anybody|Someone|Somebody} who ____{speeds} here gets a ticket.
RESPONSE: No one drives fast on this road. Anyone who speeds here gets a ticket.

# SKIPPED (book): "I'M TOO UNHAPPY TO . . ." — open-ended sentence creation from a word box with no determinate key; single-cue invention is on the avoid list.

# Source: ST §Yes, It's Usually Rainy There.
$PRODUCE Rainy, Icy, Noisy — the -y Suffix
ID: l5-s7
INTRO: Rain makes it rainy; ice makes it icy. Listen to each question, then answer aloud with the yes or no shown on the screen — and turn the key noun into its -y adjective.
INSTRUCTION: Answer aloud as cued, using the -y form of the key word.
INPUT: speak
CHECK: llm
RUBRIC: Accept any natural complete sentence with the cued yes/no polarity that uses the -y adjective formed from the key noun in the question (rain → rainy, ice → icy, etc.). The -y adjective is the point — an answer without it fails.

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, London is rainy.

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, Saudi Arabia isn't snowy.

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.

$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.

Use these words in the next exercise.

**Relative pronouns:** {that} · {who} · {which}

**Shop work:** {service} · {tune up} · {charge} · {exchange} · {leak}

**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
INTRO: Aldo's shop guarantees its work — let's see if you can guarantee yours. Complete each sentence with words from the box, in the correct form: who or that for people, which or that for things.
INSTRUCTION: Complete the sentences using words from the box, in the correct form.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: Is this the shop ____{which|that} ____{serviced|services} your car?
RESPONSE: Is this the shop that serviced your car?

EXAMPLE
TEMPLATE: Ernie is the mechanic ____{who|that} ____{tuned up|tunes up} my engine.
RESPONSE: Ernie is the mechanic who tuned up my engine.

TEMPLATE: Is this the shop ____{which|that} ____{services|serviced} all kinds of cars?
RESPONSE: Is this the shop that services all kinds of cars?

TEMPLATE: Is that the shop ____{which|that} ____{refunded|refunds|gave back|gives back} your money?
RESPONSE: Is that the shop that refunded your money?

TEMPLATE: Sam's Service Station is the place ____{which|that} ____{guaranteed|guarantees} the job.
RESPONSE: Sam's Service Station is the place that guaranteed the job.

TEMPLATE: I was the one ____{who|that} ____{charged} the work.
RESPONSE: I was the one who charged the work.

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

TEMPLATE: Is he the man ____{who|that} ____{tuned up} the motor that leaked oil?
RESPONSE: Is he the man who tuned up the motor that leaked oil?

TEMPLATE: Who was the clerk ____{who|that} ____{credited} your account?
RESPONSE: Who was the clerk who credited your account?

TEMPLATE: Are you the mechanic ____{who|that} ____{tunes up|services} truck engines?
RESPONSE: Are you the mechanic who tunes up truck engines?

TEMPLATE: This is the shop ____{which|that} didn't ____{refund|give back} my money.
RESPONSE: This is the shop that didn't refund my money.

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

# Source: ST §Which Summary Is the Best?
$SELECT Which Summary Is the Best?
ID: l5-s10
INTRO: Read each paragraph, then tap the summary that covers the whole paragraph — not just one sentence of it — in the fewest words.
INSTRUCTION: Read the paragraph and tap the best summary.

TEMPLATE: 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.
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.
ANSWER: c

TEMPLATE: 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.
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.
ANSWER: b

# Source: ST §Put Two Sentences Together
$PRODUCE Put Two Sentences Together
ID: l5-s11
INTRO: Two short sentences walk in; one good sentence walks out. Read the pair, then combine them aloud using the cue word — the whole set tells the story of one very unlucky patient.
INSTRUCTION: Combine the two sentences into one, using the cue word.
INPUT: speak
CHECK: llm
RUBRIC: The learner must form a single grammatical sentence incorporating the cue word as a conjunction or relative pronoun linking the two given clauses. Accept either clause order where the cue word allows it.

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

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

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

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

TEMPLATE: The doctor examined him. His friend waited. (while)
RESPONSE: His friend waited while the doctor examined him.

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

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

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

# Source: ST §Topics, Main Ideas, and Titles (paragraph 1)
$DIALOGUE Reading — Careless Drivers
ID: l5-s12
INTRO: Read this short paragraph about careless drivers. Afterwards you'll name its topic and main idea, so read like it matters.
INSTRUCTION: Read the paragraph.

LINE: No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day.
LINE: Often they are the ones who caused the accident because they were careless.
LINE: 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, questions)
$PRODUCE Topic, Main Idea, and Title (1)
ID: l5-s13
REFERENCE
INTRO: Now type the topic, the main idea, and a good title for the paragraph. It stays one tap away if you need to reread it.
INSTRUCTION: Type the topic, main idea, and title for the paragraph.
INPUT: type
CHECK: llm
RUBRIC: Treat this as the key — topic: careless driving / highway accidents; main idea: many highway accidents are caused by careless drivers who don't maintain their cars or pay attention; title: any short title reflecting careless driving or accidents. Accept any phrasing or short form of the same idea.

TEMPLATE: Topic:
RESPONSE: Careless Driving

TEMPLATE: Main idea:
RESPONSE: Many accidents are caused by careless drivers who do not pay attention or maintain their cars.

TEMPLATE: Title:
RESPONSE: Highway Accidents

# Source: ST §Topics, Main Ideas, and Titles (paragraph 2)
$DIALOGUE Reading — Around the World Without Stopping
ID: l5-s14
INTRO: Another paragraph — two pilots, one very light airplane, and nine noisy days in the air. Read it; the same three questions follow.
INSTRUCTION: Read the paragraph.

LINE: When people really want to do something that's difficult, they can usually find a way.
LINE: Two U.S. pilots wanted to show that an airplane could fly around the world and not stop.
LINE: They decided to build an airplane that was very light and didn't use much gas.
LINE: It was noisy and slow, but it worked.
LINE: In 1986, they flew it around the world.
LINE: 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, questions)
$PRODUCE Topic, Main Idea, and Title (2)
ID: l5-s15
REFERENCE
INTRO: Same job as before — type the topic, the main idea, and a title for the pilots' story.
INSTRUCTION: Type the topic, main idea, and title for the paragraph.
INPUT: type
CHECK: llm
RUBRIC: Treat this as the key — topic: a non-stop flight around the world; main idea: two pilots built a special light airplane and flew it around the world without stopping, despite storms and exhaustion; title: any short title reflecting the around-the-world flight. Accept any phrasing or short form of the same idea.

TEMPLATE: Topic:
RESPONSE: A non-stop flight around the world.

TEMPLATE: Main idea:
RESPONSE: Two pilots built a special airplane and successfully flew it non-stop around the world despite difficulties.

TEMPLATE: Title:
RESPONSE: Flying Around the World

# Source: ST §What Does the Word Mean?
$PRODUCE What Does the Word Mean? — Context Clues
ID: l5-s16
INTRO: Last one. Context tells you what a word means — and how sure you can be. For each line, type "is", "is not", or "may be", and notice how more context makes you more certain. Then go show that quiz who studied.
INSTRUCTION: Type "is", "is not", or "may be" in each blank.
INPUT: type
CHECK: exact

TEMPLATE: Tom slept *during* class.
TEMPLATE: During ____{may be} before the class started.
TEMPLATE: ____{may be} while he was in class.
TEMPLATE: ____{may be} after he left class.
RESPONSE: During may be before the class started, may be while he was in class, and may be after he left class.

TEMPLATE: The teacher was upset because Tom slept *during* class.
TEMPLATE: During ____{is not} before the class started.
TEMPLATE: ____{is} while he was in class.
TEMPLATE: ____{is not} after he left class.
RESPONSE: During is not before the class started, is while he was in class, and is not after he left class.

TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
TEMPLATE: During ____{is not} before the class started.
TEMPLATE: ____{is} while he was in class.
TEMPLATE: ____{is not} after he left class.
RESPONSE: During is not before the class started, is while he was in class, and is not after he left class.

TEMPLATE: Tina will *remain* here.
TEMPLATE: Remain ____{may be} work.
TEMPLATE: ____{may be} stay.
TEMPLATE: ____{may be} leave.
RESPONSE: Remain may be work, may be stay, and may be leave.

TEMPLATE: Tina will *remain* here in the hospital.
TEMPLATE: Remain ____{may be} work.
TEMPLATE: ____{may be} stay.
TEMPLATE: ____{is not} leave.
RESPONSE: Remain may be work, may be stay, and is not leave.

TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home.
TEMPLATE: Remain ____{is not} work.
TEMPLATE: ____{is} stay.
TEMPLATE: ____{is not} leave.
RESPONSE: Remain is not work, is stay, and is not leave.

# SKIPPED (book): "LISTEN AND WRITE." — dictation of an unprinted paragraph; no stimulus to convert. Convertible later with chosen items + TTS.