Grammar_Game_Bot_FULL_RESOURCES.txt ============================================================ Comprehensive reference for the All-level English Learning Game Bot ============================================================ PURPOSE - This resource file contains all large, reference-heavy content that supports the bot: • Full CONFIG block with presets (A1–C2) • Level 1 starter item banks (BASIC & HARD) for many topics • HARD MODE GENERATOR guidance (B2+) • Authentic Context Rule (lyrics, movies, ads) • Expanded CEFR descriptors (A1–C2) • Exceptions & special cases (B2+) • Extra roleplay seeds and quiz templates • REFERENCE BASE (books, websites, corpora) - The short “core config” in the instructions window tells the assistant to consult this file whenever needed. ============================================================ SECTION 1 — CONFIG BLOCK WITH PRESETS (REFERENCE ONLY) ============================================================ # NOTE: Selection happens via NUMBER in the core “Intake Q&A”. Do NOT mark with [X]. # L1 is assumed to be German automatically (no field below). Exceptions/special cases are auto-set by level. CONFIG (reference presets; choose by number in chat) 1. Articles (A2) - topic: Articles (a/an, the, zero article) - level: A2 - learner_age: 15 - session_length_minutes: 20 - style: "playful, encouraging, teen-friendly" - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: café Level 1 starter items: 1) Choose: “I need ___ umbrella.” (a / an / the / —) 2) Choose: “My dad always reads ___ newspaper in the morning.” (a / an / the / —) 2. Present Perfect vs Past Simple (B1) - topic: Present Perfect vs Past Simple - level: B1 - learner_age: 16 - session_length_minutes: 25 - style: "supportive, slightly more challenge" - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: school project Level 1 starter items: 1) Choose: “I ____ (finish) my homework already.” (finished / have finished) 2) Choose: “I ____ (go) to London last year.” (went / have gone) 3. Conditionals (B2) - topic: Conditionals (focus: first & second conditional) - level: B2 - learner_age: 17 - session_length_minutes: 30 - style: "playful, but more analytical" - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: football Level 1 starter items: 1) Choose: “If it rains tomorrow, we ___ inside.” (stay / will stay / would stay) 2) Choose: “If I ___ her, I would say hello.” (see / saw / would see) 4. Reported Speech (B1) - topic: Reported Speech (focus on backshifting in statements) - level: B1 - learner_age: 16 - session_length_minutes: 25 - style: "playful but structured" - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: travel Level 1 starter items: 1) Choose the correct reported sentence for: She said, “I am tired.” (a) She said that she is tired. / (b) She said that she was tired. / (c) She says that she was tired. 2) Choose the correct reported sentence for: He said, “I like pizza.” (a) He said that he likes pizza. / (b) He said that he liked pizza. / (c) He says that he liked pizza. 5. Modals of Deduction (C1) - topic: Modals of Deduction (must / might / can’t) - level: C1 - learner_age: 18 - session_length_minutes: 30 - style: "encouraging, slightly witty" - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: train station Level 1 starter items: 1) Choose: “She ___ be at the station; I just saw her there.” (must / might / can’t) 2) Choose: “It’s only 5 a.m. He ___ be awake yet.” (must / might / can’t) 6. Define my own topic - topic: - level: - learner_age: - session_length_minutes: - style: - include_exceptions: auto (A1–B1: false; B2+: true) - include_special_cases: auto (A1–B1: false; B2+: true) - roleplay_context_seed: Level 1 starter items: 1) 2) ============================================================ SECTION 2 — LEVEL 1 STARTER BANKS (BASIC & HARD) ============================================================ NOTE - Level 1 always uses MCQs (“Choose the best option.”). - For levels B2/C1/C2, prefer HARD banks when available; otherwise use HARD MODE GENERATOR (see Section 3). TOPIC: Articles (A2) - BASIC: 1) Choose: “I need ___ umbrella.” (a / an / the / —) 2) Choose: “My dad always reads ___ newspaper in the morning.” (a / an / the / —) - HARD: (same as BASIC for this beginner topic) TOPIC: Present Perfect vs Past Simple (B1) - BASIC: 1) Choose: “I ____ (finish) my homework already.” (finished / have finished) 2) Choose: “I ____ (go) to London last year.” (went / have gone) - HARD (for B2+ only): 1) Choose: “I ____ (know) her since primary school.” (knew / have known / have been knowing) 2) Choose: “We ____ (just finish) the task, so let’s rest.” (just finished / have just finished / had just finished) TOPIC: Conditionals (B2) - BASIC: 1) Choose: “If it rains tomorrow, we ___ inside.” (stay / will stay / would stay) 2) Choose: “If I ___ her, I would say hello.” (see / saw / would see) - HARD (for B2+ only): 1) Choose: “If it rains tomorrow, we ___ the picnic.” (cancel / will cancel / would cancel) 2) Choose: “If I ___ more time, I would join you.” (have / had / would have) TOPIC: Reported Speech (B1) - BASIC: 1) Choose the correct reported sentence for: She said, “I am tired.” (a) She said that she is tired. / (b) She said that she was tired. / (c) She says that she was tired. 2) Choose the correct reported sentence for: He said, “I like pizza.” (a) He said that he likes pizza. / (b) He said that he liked pizza. / (c) He says that he liked pizza. - HARD (for B2+ only): 1) Choose the correct reported sentence for: “I’m meeting Sam tonight,” she said yesterday. (a) She said she is meeting Sam tonight. / (b) She said she was meeting Sam that night. / (c) She says she was meeting Sam that night. 2) Choose the correct reported sentence for: “We finished the report,” they said. (a) They said they finish the report. / (b) They said they had finished the report. / (c) They said they have finished the report. TOPIC: Modals of Deduction (C1) - BASIC: 1) Choose: “She ___ be at the station; I just saw her there.” (must / might / can’t) 2) Choose: “It’s only 5 a.m. He ___ be awake yet.” (must / might / can’t) - HARD (for B2+ only): 1) Choose: “All the lights are off. They ___ be at home.” (must / might / can’t) 2) Choose: “The server returns a 404. The page ___ have been moved.” (must / might / can’t) TOPIC: Relative Clauses (B2) - BASIC: 1) Choose: “The student ___ won the prize is in my class.” (which / who / whose) 2) Choose: “The museum, ___ opened in 1898, is being restored.” (which / that / —) - HARD (for B2+ only): 1) Choose: “My sister, ___ lives in Bern, is visiting.” (who / which / —) 2) Choose: “The book ___ yesterday is on your desk.” (I bought / that I bought / which I buy) TOPIC: Articles – Zero Article Nuance (C1) - BASIC: 1) Choose: “She studies ___ biology at university.” (the / — / a) 2) Choose: “___ internet has changed research habits.” (The / — / An) - HARD (for B2+ only): 1) Choose: “He plays ___ piano professionally.” (the / — / a) 2) Choose: “They announced ___ President at noon.” (the / — / a) TOPIC: Gerunds vs Infinitives (B2) - BASIC: 1) Choose: “I remembered ___ the windows.” (to close / closing) 2) Choose: “I remember ___ this song at camp.” (to sing / singing) - HARD (for B2+ only): 1) Choose: “She stopped ___ because her phone rang.” (to run / running) 2) Choose: “We tried ___ the settings, but it didn’t help.” (to change / changing) TOPIC: Phrasal Verbs – Separability & Particle Choice (B2/C1) - BASIC: 1) Choose: “Can you turn ___ the volume?” (up / on / off) 2) Choose: “We looked ___ the word in a dictionary.” (up / for / after) - HARD (for B2+ only): 1) Choose: “Please turn ___ the radio; I can’t focus.” (down / off / out) 2) Choose: “I’ll pick ___ you at 7 — don’t be late.” (up / out / off) TOPIC: Causatives – Have/Get Something Done (B2) - BASIC: 1) Choose: “I had my bike ___ last week.” (repair / repaired / repairing) 2) Choose: “We got the report ___ by Friday.” (finish / finished / finishing) - HARD (for B2+ only): 1) Choose: “They had the server ___ overnight.” (restart / restarted / to restart) 2) Choose: “I’ll get the contract ___ before the meeting.” (print / printed / to be printed) TOPIC: Inversion (B2/C1) - BASIC: 1) Choose: “Never ___ I seen such chaos.” (was / have / had) 2) Choose: “Only then ___ she realize the truth.” (did / was / has) - HARD (for B2+ only): 1) Choose: “Rarely ___ we witnessed such talent.” (had / have / do) 2) Choose: “Not until the end ___ they understand the message.” (did / do / had) TOPIC: Concessive Clauses (B2/C1) - BASIC: 1) Choose: “___ she was tired, she kept working.” (Although / Because / Unless) 2) Choose: “I enjoy skiing, ___ it’s dangerous.” (even though / because / unless) - HARD (for B2+ only): 1) Choose: “Much as I ___ the offer, I must refuse.” (like / liked / liking) 2) Choose: “Cold ___ it was, they went swimming.” (as / though / so) TOPIC: Cleft Sentences (C1) - BASIC: 1) Choose: “It was John ___ broke the vase.” (who / which / what) 2) Choose: “What I need ___ a break.” (is / are / were) - HARD (for B2+ only): 1) Choose: “It was in Paris ___ they first met.” (where / which / what) 2) Choose: “What worries me most ___ the deadline.” (is / are / was) TOPIC: Ellipsis / Pro-forms (C1/C2) - BASIC: 1) Choose: “I like coffee, and so ___ she.” (do / does / is) 2) Choose: “He didn’t finish, and neither ___ I.” (was / did / have) - HARD (for B2+ only): 1) Choose: “She said she would join, and she ___.” (did / has / was) 2) Choose: “I might go, and if so, I ___ you there.” (see / will see / saw) ============================================================ SECTION 3 — HARD MODE GENERATOR (B2+; INTERNAL RULES) ============================================================ WHEN TO USE - If the chosen topic’s HARD bank does not exist, generate HARD Level 1 Item 1 & 2. GENERAL CONSTRAINTS (each item) - MCQ, one clear correct answer; 2–3 near-miss distractors. - Include one context signal (time phrase, register clue, collocation) to disqualify distractors. - Stem short (~14 words max). Only one concept per item (avoid double difficulty). ITEM 1 (anchor the core contrast) - Target the diagnostic distinction at B2+: • Tense/aspect signals (since, for, already, by the time, so far, while…) • Modals/deduction evidence (I just saw…, lights are off…) • Conditionals: real vs hypothetical cues (“tomorrow”, “if I were”) • Articles: generic vs specific/unique; zero article with plurals/uncountables; proper nouns • Reported speech: time anchors (yesterday → the day before); sequence of tenses • Relatives: defining vs non-defining; omission; reduced relatives (V-ing/V-ed) • Prepositions/collocations: fixed phrases; at/on/in; by/until; for/since; verb+prep patterns • Passive/causatives: agent optionality; register • Gerunds/infinitives: meaning shifts (remember doing/to do; stop to do/doing) • Inversion/emphasis: “Only then…”, “Never have I…”, etc. (C1+) - Provide 3 options: 1 correct; 2 near-miss (formally plausible but context-wrong). ITEM 2 (parallel or contrastive) - Same focus; different context cue. - Distractors should test the same contrast without duplicating Item 1. DISTRACTOR PATTERNS - Aspect clashes with signals (e.g., “have finished … yesterday”). - Article mismatch (generic/specific/unique/zero). - Conditional form mismatch (would in if-clause; will in real if-clause). - Reported speech: time-word not adapted; missing backshift where required. - Modal strength mismatch vs evidence. - Relative clause comma misuse (defining vs non-defining). - Preposition confusions (at/on/in; by/until; for/since). AUTHENTIC CONTEXT RULE - Prefer real-life examples from well-known / current song lyrics, movie dialogues, or advertisements. - ONLY use them if they fit the grammar structure EXACTLY (not approximately). - Add a short source tag, e.g., “(from Taylor Swift, Anti-Hero)”, “(from Star Wars)”, “(ad slogan: …)”. - If no authentic fit exists, generate a fresh MCQ with the same constraints. ================================ CONFIG & AUTO RULES ================================ - topic: chosen via intake (menu options 1–6) - level: provided by learner (A1–C2) - learner_age: provided by learner - roleplay_context_seed: provided by learner (football, travel, music, etc.) - learner_name: provided by learner - resources: optional, via learner input (URL or upload) AUTO RULES: - L1 = German (assumed, not asked). - include_exceptions & include_special_cases = false for A1–B1, true for B2–C2. - If level ∈ {B2, C1, C2} → automatically use HARD MODE items (or generate hard mode if no bank exists). - If no resource provided → use REFERENCE BASE (in Resources file). - If a resource is provided (doc or URL) → align examples/explanations with that resource. ============================================================ SECTION 4 — EXPANDED CEFR DESCRIPTORS (A1–C2) ============================================================ A1 — Breakthrough - Grammar focus: to be, have, there is/are, imperatives, simple present/past for routines and completed actions; articles (basic), prepositions of place (in/on/at), demonstratives, basic possessives. - Complexity: single short sentences, very concrete content; heavy support and repetition; controlled vocabulary. - Production: can answer with words/short phrases; copy patterns; limited control of basic structures. - Roleplay: highly guided, everyday contexts (shopping, family, school); yes/no choices; picture support. - Common pitfalls: 3rd-person -s, a/an vs the, be vs have for age/possessions. A2 — Waystage - Grammar focus: present simple/continuous; past simple; future with going to; comparatives/superlatives; quantifiers (some/any/much/many); basic modals (can, must, should); adverbs of frequency; time expressions. - Complexity: short sentences, simple linking (and, but, because); basic contrasts (habit vs now; finished past vs present). - Production: can link 2–3 short sentences; describe routine, preferences; brief roleplay turns. - Roleplay: daily situations (café, hobbies, school, travel planning); clear prompts; scaffolded choices. - Common pitfalls: present simple vs continuous; regular/irregular past; countable/uncountable with quantifiers. B1 — Threshold - Grammar focus: present perfect (ever/never/just/already/yet/for/since); past continuous; future forms (will/going to); 0 & 1 conditionals; relative clauses (that/who/which); modals (might, should, have to). - Complexity: longer sentences with connectors (although, when, while, because); some subordination; paragraph-length responses possible. - Production: narrate short stories, give opinions and reasons; maintain simple dialogues; increasing self-correction. - Roleplay: broader contexts (school project, trip planning, problem-solving); mixed tenses; basic debate language. - Common pitfalls: present perfect vs past simple; relative pronouns; modal strength; question formation. B2 — Vantage - Grammar focus: conditionals (2/3, mixed introduction), passive (all basic tenses), reported speech (statements/questions/commands), modals of deduction (must/might/can’t + perfect), inversion for emphasis. - Complexity: extended sentences; nuance; range of connectors and discourse markers; exceptions introduced. - Production: sustain discussions, compare/contrast, explain reasoning; handle familiar abstract topics. - Roleplay: semi-abstract tasks (debates, project planning, problem-solving); fewer prompts; expect independence. - Common pitfalls: backshifting and time-word adaptation; conditional form mismatches; zero vs definite article; modal perfect meanings. C1 — Effective Operational Proficiency - Grammar focus: mixed conditionals; cleft sentences (It was X that… / What X is…); concessive clauses (although/even though/much as/as… as); advanced phrasal verbs; discourse markers (however, nevertheless, on the other hand, having said that). - Complexity: precise, detailed, abstract; consistent control of complex subordination; full integration of exceptions. - Production: argue points, hypothesize, evaluate alternatives; flexible structure choice and register control. - Roleplay: professional/academic; complex problem-solving; nuanced stance-taking; expected self-monitoring. - Common pitfalls: overuse of informal markers in formal tasks; inversion placement; reduced relatives; subtle article use. C2 — Mastery - Grammar focus: near-native control of full grammar range, including stylistic inversion, ellipsis, pro-forms, idiomatic constructions; subtle aspect choices and register shifts. - Complexity: very high fluency; precision; stylistic nuance; cohesive devices used naturally. - Production: extended discourse; quick register-shift; idiomatic and rhetorical choices for effect. - Roleplay: authentic tasks (interviews, negotiations, literary discussion, critical debate); minimal scaffolding. - Common pitfalls: idiomatic overextension; audience/register mismatches; subtle article/collocation choices. (For quick reference: CEFR LEVEL GUIDELINES (short form: - A1: Basic structures; very short, concrete sentences; heavy scaffolding; guided everyday roleplay. - A2: Present simple/continuous, past simple, going to; simple contrasts; short linked sentences; daily contexts. - B1: Present perfect, past continuous, 0/1 conditionals, relatives; longer sentences with connectors; opinions & short narratives. - B2: 2/3 conditionals, passive, reported speech, modal deduction, inversion; nuanced sentences; semi-abstract tasks. - C1: Mixed conditionals, clefts, concessives, discourse markers; precise, detailed, abstract; academic/professional tasks. - C2: Near-native control incl. idiomatic style, ellipsis & stylistic inversion; authentic debates and literature.) ============================================================ SECTION 5 — EXCEPTIONS & SPECIAL CASES (B2+) ============================================================ - Mixed conditionals: • If + Past Perfect → would + base (result now): “If I had slept more, I would feel better.” • If + Past Simple → would have + past participle (result in past): “If I were taller, I would have reached it.” - Passive with reporting verbs: • “It is said that…” / “He is thought to…” / “She is believed to have…” - Modal perfects (meanings): • must have + pp (strong deduction), might/could have + pp (possibility), can’t have + pp (strong negative deduction). - Inversion in conditionals: • “Had I known…”, “Were I to…”, “Should you need…”. - Zero article patterns (C1): • academic subjects, languages, meals, institutions (at school), transport “by” phrases, plural/generic concepts. - Relative clauses: • Defining vs non-defining commas; “that” not used in non-defining; reduced relatives (V-ing/V-ed). ============================================================ SECTION 6 — EXTRA ROLEPLAY SEEDS & QUIZ TEMPLATES ============================================================ ROLEPLAY (Café, A2) - Waiter: What do you usually drink? - Student: I usually drink coffee. (present simple) - Waiter: And what are you drinking right now? - Student: I am drinking tea. (present continuous) ROLEPLAY (School project, B1) - Partner: We need to decide who does what. - Student: I can write the intro; I’ve already collected sources. (present perfect) - Partner: Great. Are you meeting the teacher tomorrow? - Student: Yes, I’m meeting her at 10. (present continuous for arrangements) ROLEPLAY (Debate club, B2) - Moderator: If public transport were free, would people use cars less? - Student: If it were free, many would switch. But if the network had better coverage, even more would. QUIZ TEMPLATES - Gap-fill (forms): “I ____ (finish) already.” - Transformation: Direct → Reported; Active → Passive; Real → Unreal conditional. - Choice with near-miss distractors (B2+): close forms that only context can disqualify. ============================================================ SECTION 7 — REFERENCE BASE (books, websites, corpora) ============================================================ Core references: - CEFR descriptors / Council of Europe (range & control) - Cambridge Grammar Profile (CEFR mapping) - Murphy, Raymond: “English Grammar in Use” — A1–B2 - Swan, Michael: “Practical English Usage” — B2–C2 Web (trusted): - British Council LearnEnglish: https://learnenglish.britishcouncil.org/grammar - Perfect English Grammar: https://www.perfect-english-grammar.com/ - My English Pages: https://www.myenglishpages.com/grammar/ - EGO4U: https://www.ego4u.com/ - English-Grammar.at: https://www.english-grammar.at/ - Exam English CEFR: https://www.examenglish.com/CEFR/cefr_grammar.htm Corpora & authentic usage: - COCA (Corpus of Contemporary American English): https://www.english-corpora.org/coca/ (registration may be required) USE POLICY - Prioritize any document/URL provided by the student/teacher in-session. - Otherwise, use these sources to inform examples and explanations. - For authentic-context examples (lyrics/movies/ads), ensure the line matches the grammar point exactly before using it; if not, generate a fresh sentence. ============================================================ SECTION 8 — PRESENT PERFECT: FALSE POSITIVE PREVENTION (ALL LEVELS) ============================================================ PURPOSE Prevent misclassification of PRESENT PERFECT when "have / has" is a lexical verb and participle-looking forms are adjectival or noun modifiers. ------------------------------------------------------------ CORE GRAMMAR RULE (AUTHORITATIVE) ------------------------------------------------------------ A clause is PRESENT PERFECT SIMPLE only if: - have / has functions as an AUXILIARY verb, AND - forms the verb phrase: have / has + past participle, AND - the participle is the MAIN VERB of the clause (not a noun modifier). If any condition fails → NOT Present Perfect. ------------------------------------------------------------ DEFAULT INTERPRETATION OF "HAVE" ------------------------------------------------------------ If have / has is followed by a NOUN PHRASE (determiner / possessor / quantifier + noun, or bare noun meaning possession), then have / has is a LEXICAL MAIN VERB (present tense), not an auxiliary. ------------------------------------------------------------ ADJECTIVE / MODIFIER TRAP (MANDATORY CHECK) ------------------------------------------------------------ If a past-participle-looking form (e.g. fixed, finished, organized, determined, roasted, salted, stacked, delivered, cleared) is functioning as: - an ADJECTIVE modifying a noun (fixed ideas, finished projects, roasted beans), OR - part of a REDUCED RELATIVE CLAUSE (files stacked neatly, beans delivered daily, projects ready for review), THEN: - the structure is NOT Present Perfect - have / has = lexical verb (present tense) - the participle-like form = adjective / modifier, NOT verb This rule OVERRIDES surface similarity. ------------------------------------------------------------ REQUIRED DIAGNOSTIC CHECKS ------------------------------------------------------------ Before classifying Present Perfect, ALL must pass: 1) Verb-head check → Does the participle express the action of the SUBJECT? 2) Paraphrase check → Works as "have done X" (action), NOT "have X that is/are Y" (possession). 3) Auxiliary justification → Clear explanation why have / has is auxiliary, not lexical. If any check fails → NOT Present Perfect. ------------------------------------------------------------ CALIBRATION EXAMPLES (NOT PRESENT PERFECT) ------------------------------------------------------------ - I have fixed ideas about my career path. - The café has roasted beans delivered daily. - I have finished projects ready for review. - I have organized files stacked neatly on the desk. (All: lexical HAVE + adjectival / reduced-relative modifiers) ------------------------------------------------------------ TRUE PRESENT PERFECT (CONTROL) ------------------------------------------------------------ - I have finished the project. (auxiliary HAVE + main verb FINISHED) ============================================================ SECTION 9 — B1 SOCRATIC DISCOVERY QUESTIONS (DERIVED LOGIC) ============================================================ Use these questions INSTEAD of explanations at B1 level. A) What is "have" doing here? - Is it about DOING something, or just HAVING something? B) Focus question - Are we talking about an ACTION, or about a THING? C) Descriptor check - Does this word describe the thing, or what happened? D) Paraphrase trick - Can we say: "have something that is …"? If yes → NOT Present Perfect. E) Time anchor - Is the time finished, or still part of now? F) Minimal contrast - I have finished the project. - I have finished projects ready for review. → Which sounds like an action? G) Learner conclusion - So when "have" just means HAVING, is it Present Perfect? Avoid metalanguage unless learner uses it first.