Respan Dataset Explorer

ok, thanks. Now, I just gave my student some homework. here is the teacher's version worksheet:

""


Commonly confused words in English
Copyrights by ESL Brains
1. Complete the sentences with the words in bold.
a) efficient / effective
The new online banking system offers a convenient and efficient way to check
your account.
Taking this tablet is a very effective treatment for travel sickness.
b) effect / affect
These diseases affect mainly older people.
Any change in your lifestyle will have an effect on
your health.
c) briefly / shortly
We’re going to break for lunch very shortly.
Tell me briefly what your story is about.
d) raise / rise
Salaries will continue to rise in line with inflation.
The government planned to raise taxes and increase social benefits.
e) permit / permission
Official permission has been granted for more construction near the river.
They wouldn’t give him the job without a work permit.
f) quite / quiet
I enjoyed her new book though it's not quite as good as her last one.
Could you keep quiet while I'm on the phone, please?
g) adopt / adapt
If we can adapt Walmart’s strategy to our industry, we’ll definitely win the market.
The new tax would force companies to adopt energy-saving measures.
h) especially / specially
This building has specially designed entrances for the disabled.
Johnson did especially well in the final game leading the team to victory.
Commonly confused words in English
Copyrights by ESL Brains
2. For each point, choose the correct sentence.
a) Alex knows his limitations.
1) He is conscious of his limitations.
2) He is a very conscientious person.
b) Mary seems to be a very caring and understanding character.
1) Mary comes across as a nice character.
2) Mary comes across as a sympathetic character.
c) He acted in a fair and unbiased way.
1) He was totally uninterested.
2) He was totally disinterested.
d) They will never sell their collection of modern art. However, if they ever decide
to do that, they will earn millions.
1) Their collection is worthless.
2) Their collection is priceless.
e) Jane is a reasonable and practical person.
1) Jane is a very sensible person.
2) Jane is a very sensitive person.
f) She studies traditional ballet rather than modern ballet.
1) She studies classic ballet.
2) She studies classical ballet.
g) When you run a new business, you have to keep track of your expenses
carefully.
1) This is an economic way to run your new business.
2) This is an economical way to run your new business.
h) Thank you so much for helping us move house.
1) We are so grateful.
2) We are so thankful.
Commonly confused words in English
Copyrights by ESL Brains
3. Choose five words in bold from the sentences that haven’t been selected in
ex. 2. Write sentences with each word you have chosen.
……………………………………………………………………………………………….
……………………………………………………………………………………………….
……………………………………………………………………………………………….
……………………………………………………………………………………………….
……………………………………………………………………………………………….
……………………………………………………………………………………………….""

this is the student's answers:

""


Commonly confused words in English

Exercise 1

The new online banking system offers a convenient and efficient way to check your account. 
Taking this tablet is a very effective treatment for travel sickness.
These diseases affect mainly older people.
Any change in your lifestyle will have an effect on your health.
We’re going to break for lunch very shortly.
Tell me briefly what your story is about.
Salaries will continue to rise in line with inflation.
The government planned to raise taxes and increase social benefits.
Official permission has been granted for more construction near the river.
They wouldn’t give him the job without a work permit.
I enjoyed her new book though it's not quite as good as her last one.
Could you keep quiet while I'm on the phone, please?
If we can adopt Walmart’s strategy to our industry, we’ll definitely win the market.
The new tax would force companies to adapt energy-saving measures.
This building has specially designed entrances for the disabled.
Johnson did especially well in the final game leading the team to victory.



Exercise 2

Alex knows his limitations.
He is conscious of his limitations.
He is a very conscientious person.
 Mary seems to be a very caring and understanding character.
Mary comes across as a nice character.
Mary comes across as a sympathetic character.
He acted in a fair and unbiased way.
He was totally uninterested.
He was totally disinterested.
They will never sell their collection of modern art. However, if they ever decide to do that, they will earn millions.
Their collection is worthless.
Their collection is priceless.
Jane is a reasonable and practical person.
Jane is a very sensible person.
Jane is a very sensitive person.
She studies traditional ballet rather than modern ballet.
She studies classic ballet.
She studies classical ballet.
When you run a new business, you have to keep track of your expenses carefully.
This is an economic way to run your new business.
This is an economical way to run your new business.
Thank you so much for helping us move house. 
We are so grateful.
We are so thankful.




Exercise 3
Classic shoes are beautiful but very uncomfortable.
Our apartment had a nice view of the sea.
I cry while watching romantic films. I am very sensitive. 
I am thankful that I was born in Europe.
I bought a new ring in a pawnshop, but it turned out to be plastic, so it is worthless.


""

please provide simple and conversational feedback for the student (student is B2 level)

Sure, here is a simple and conversational feedback for your B2-level student:

---

Hi [Student's Name],

Great job on the homework! You did really well overall. Here are some comments and a few corrections to help you improve even more:

**Exercise 1:**
- Everything looks perfect! You used each word correctly in the sentences. Well done!

**Exercise 2:**
- For the sentence about Mary: "Mary comes across as a sympathetic character" is correct. "Nice character" isn't quite the right choice here. Good work figuring that out!
- When talking about acting in a fair and unbiased way, "He was totally disinterested" is the correct answer. You got this one right too.
- For Jane: "Jane is a very sensible person" means she's practical and reasonable. That's the correct choice!
- For ballet: "She studies classical ballet" is the right choice. 
- For the new business expenses: "This is an economical way to run your new business" is correct.
- For thanking someone: "We are so grateful" is a bit more formal and fits better in most contexts compared to "thankful."

**Exercise 3:**
- "Classic shoes are beautiful but very uncomfortable." This is good!
- "Our apartment had a nice view of the sea." Good job!
- "I cry while watching romantic films. I am very sensitive." Perfect!
- "I am thankful that I was born in Europe." This works well.
- "I bought a new ring in a pawnshop, but it turned out to be plastic, so it is worthless." Nicely done!

You did a really fantastic job! Keep practicing and paying attention to these commonly confused words—you're doing great!

Best,
[Your Name]

---

I hope this feedback is helpful and encourages your student to keep up the good work!

ok, so all the answers from the student were correct. so just give me one short paragrapgh for feedback

Sure, here’s a short paragraph for feedback:

---

Hi [Student's Name],

Great job on the homework! You got all the answers correct in both exercises, and your sentences in Exercise 3 were spot on. It's clear that you have a good understanding of these commonly confused words. Keep up the excellent work, and continue practicing to reinforce what you've learned!

Best,
[Your Name]

---

explain the grammar point:

In case decide to take an earlier flight, they would need to call us immediately.

The sentence "In case decide to take an earlier flight, they would need to call us immediately," contains a grammatical error. Specifically, it is missing the subject before the verb "decide," and there is a slight misalignment in structure.

To correct and explain the grammar point, you should make sure to include the subject and ensure the sentence structure is clear. Here's the corrected sentence:

"In case they decide to take an earlier flight, they would need to call us immediately."

### Explanation:
1. **In case**: This phrase is used to express a precautionary measure or a condition that might happen. It's often followed by a subject and a verb.

2. **Subject and Verb**: In a complete sentence, the subject (who or what the sentence is about) and the verb (what the subject is doing) must be present. In this case, "they" is the subject and "decide" is the verb.

3. **Conditional Clause**: "In case they decide to take an earlier flight" is a conditional clause. It sets up a condition that might occur in the future.

4. **Main Clause**: "They would need to call us immediately" is the main clause, explaining what should happen if the condition in the conditional clause occurs.

### Breakdown:
- **"In case"**: setting up a possible scenario.
- **"they decide"**: the subject ("they") and the action ("decide").
- **"to take an earlier flight"**: what they might decide to do.
- **"they would need to call us immediately"**: the action required if the condition is met.

This structure ensures that the sentence is grammatically complete and its meaning is clear.

the answer was 'should they'

Got it! Let's clarify the grammar point using "should they" in the sentence:

### Correct Sentence:
"In case they should decide to take an earlier flight, they would need to call us immediately."

### Explanation:
1. **Conditional Phrase (Variant with "should")**:
   - "Should they decide to take an earlier flight" is a formal way of expressing a condition.
   - This structure is used in more formal English to imply a hypothetical situation.

2. **Inversion with "Should"**:
   - In conditional sentences, "should" can be used to invert the subject and verb for a more formal tone.
   - Normally, it would be "if they should decide," but the "if" can be omitted and the subject-verb inversion (should they decide) is used.

3. **Main Clause**:
   - "they would need to call us immediately" remains the main clause, explaining what should happen if the condition is met.

### Breakdown:
- **"In case"**: This part of the sentence can be omitted when using "should" at the beginning, but is still acceptable if included; it introduces a condition.
- **"they should decide"**: Here, "should" is used for the conditional expression, making it a formal way to suggest future uncertainty.
- **"to take an earlier flight"**: Describes what they might decide to do.
- **"they would need to call us immediately"**: The required action if the condition happens.

### Example Without "In Case":
"Should they decide to take an earlier flight, they would need to call us immediately."

In summary, using "should" in this way is a formal method to set up a condition, emphasizing its hypothetical nature.

"“Should they decide to take an earlier flight, they would need to call us immediately.” 

Certainly! Let's break down the grammar and structure of the sentence:

### Sentence:
“Should they decide to take an earlier flight, they would need to call us immediately.”

### Explanation:

1. **Conditional Sentence Structure**:
   - This sentence is a type of conditional sentence. In conditional sentences, we often use "if" to introduce the condition, but in more formal contexts, we can use "should" with inversion.

2. **Use of "Should"**:
   - "Should" is used to introduce a hypothetical or less likely condition. It's a more formal alternative to "if."
   - When using "should" in conditional sentences, the subject (they) and the auxiliary verb (should) are inverted. 
   - The sentence could be rephrased as "If they should decide to take an earlier flight, they would need to call us immediately."

3. **Subject-Verb Inversion**:
   - Normally, we would say, "If they decide to take an earlier flight..." 
   - With "should," we invert the subject and the verb: "Should they decide..."

4. **Main Clause**:
   - The second part of the sentence, "they would need to call us immediately," is the main clause that describes the action that should be taken if the condition is met.

### Breakdown:
- **"Should they decide to take an earlier flight"**:
   - **"Should they decide"**: The inversion of the subject and auxiliary verb "should" expresses a formal conditional.
   - **"to take an earlier flight"**: This infinitive phrase describes the action that is being considered.

- **"they would need to call us immediately"**:
   - **"They would need"**: This indicates the necessity or obligation contingent upon the condition.
   - **"to call us immediately"**: This describes the specific action required.

### Simplified Explanation:
- **Condition (with "should" for formality)**: "Should they decide to take an earlier flight..." means the same as, "If they decide to take an earlier flight..."
- **Result**: "...they would need to call us immediately" tells what needs to happen if the condition is met.

### Example:
- "Should it rain tomorrow, the event will be canceled."
   - This means, "If it rains tomorrow, the event will be canceled."

Using "should" in this structure makes the sentence more formal and emphasizes the hypothetical nature of the decision. It’s a useful form for formal writing, such as business communication or formal reports.

"should they decide" is this a conditional sentence?

Yes, "Should they decide" is part of a conditional sentence. This structure is known as an **inverted conditional**. Inverted conditionals are used to create a more formal or emphatic conditional sentence, often seen in written and formal spoken English.

### Why It’s a Conditional Sentence:

1. **Conditional Form**:
   - In a typical conditional sentence, the condition is introduced with "if": "If they decide to take an earlier flight, they would need to call us immediately."
   - In the formal inversion, "should" is placed before the subject, and the word "if" is omitted: "Should they decide to take an earlier flight, they would need to call us immediately."

2. **Inversion**: 
   - The inversion of "should" and the subject "they" emphasizes the hypothetical nature of the condition.
   - This type of conditional sentence does not use "if" but still implies the same meaning.

3. **Meaning**:
   - It suggests a possible situation in which something else would need to happen (i.e., the main clause's action depends on the conditional clause happening).

### Parts of the Sentence:
- **Conditional Clause**: "Should they decide to take an earlier flight,"
  - Here, "Should they decide" functions similarly to "If they decide."
- **Main Clause**: "they would need to call us immediately."
  - This part describes what will happen if the condition in the first clause is met.

### Examples:
- "Should you need assistance, please call our office." (If you need assistance, please call our office.)
- "Should he arrive early, we will start the meeting at once." (If he arrives early, we will start the meeting at once.)

### Types of Conditional Sentences:
1. **Zero Conditional**: General truths (e.g., If you heat water, it boils).
2. **First Conditional**: Realistic future situations (e.g., If it rains, we will cancel the picnic).
3. **Second Conditional**: Hypothetical situations (e.g., If I won the lottery, I would travel the world).
4. **Third Conditional**: Hypothetical past situations (e.g., If I had known, I would have helped).

### Summary:
"Should they decide" is indeed part of a conditional sentence. It falls within the realm of first conditional (real future potential) scenarios but expressed in a more formal style. This structure is used to talk about something that might happen in the future, with the second part of the sentence explaining the consequence or action that would follow if the condition is met.

explain the grammar mistakes here:

""Transform the sentence. "The reason that he is eligible for this program is that he meets the initial requirements." 
In order to meet what's initially required
, he is eligible for the program.

He would have sustained lifelong trauma 
because of
 the nurse's prompt and sensitive action.

Would you 
be so kind as to
 ensure that we don't lose momentum on this? Time is of the essence.

In essence, the results were inconclusive and, 
sofar as
 we can see now, more research will need to be conducted.

If only I've had
 the guts to express myself in a more nuanced way, I would have saved myself from such a misportrayal of my character.""

Sure, let's go through each sentence and identify the grammar mistakes, providing corrections and explanations for them.

### 1. Sentence Transformation

**Original Sentence:** 
"The reason that he is eligible for this program is that he meets the initial requirements."

**Transformed Sentence:**
"In order to meet what's initially required, he is eligible for the program."

**Mistake:** 
The transformed sentence changes the original meaning. Specifically, it implies that eligibility is a means to meeting the initial requirements, which reverses the cause and effect of the original sentence.

**Correction:**  
"Because he meets the initial requirements, he is eligible for the program."

**Explanation:** 
This correction maintains the original cause-effect relationship, stating that meeting the initial requirements makes him eligible for the program.

### 2. Sustained Trauma Sentence

**Original Sentence:** 
"He would have sustained lifelong trauma because of the nurse's prompt and sensitive action."

**Mistake:** 
The phrase "because of" is incorrect in this context. It creates a logical contradiction because "prompt and sensitive action" should be preventing trauma, not causing it.

**Correction:** 
"He would have sustained lifelong trauma if not for the nurse's prompt and sensitive action."

**Explanation:** 
The correction clarifies that the nurse’s prompt and sensitive action prevented the trauma, aligning with the logical flow of the sentence.

### 3. Ensuring Momentum Sentence

**Original Sentence:** 
"Would you be so kind as to ensure that we don't lose momentum on this? Time is of the essence."

**Mistake:** 
This sentence is actually correct and has no grammatical or logical errors.

**Correction:**
No correction needed.

**Explanation:** 
The original sentence is grammatically correct and logically coherent.

### 4. Research Sentence

**Original Sentence:** 
"In essence, the results were inconclusive and, sofar as we can see now, more research will need to be conducted."

**Mistake:** 
The phrase “sofar as” should be “so far as" and should be followed by a correct conjunction linking the two clauses smoothly.

**Correction:** 
"In essence, the results were inconclusive, and insofar as we can see now, more research will need to be conducted."

**Explanation:** 
“insofar as” is a correct conjunction, meaning “to the extent that,” which makes sense in this context.

### 5. Expressing oneself Sentence

**Original Sentence:** 
"If only I've had the guts to express myself in a more nuanced way, I would have saved myself from such a misportrayal of my character."

**Mistake:** 
The use of "I've had" (present perfect) is incorrect in the context of an unreal past conditional. It should be in the past perfect tense.

**Correction:** 
"If only I had had the guts to express myself in a more nuanced way, I would have saved myself from such a misportrayal of my character."

**Explanation:** 
In the third conditional, "if only I had had" correctly expresses an unreal past condition and aligns with "I would have" in the main clause, maintaining the conditional structure.

### Final Summary:

Here are the corrected sentences together:

1. "Because he meets the initial requirements, he is eligible for the program."
2. "He would have sustained lifelong trauma if not for the nurse's prompt and sensitive action."
3. "Would you be so kind as to ensure that we don't lose momentum on this? Time is of the essence."
4. "In essence, the results were inconclusive, and insofar as we can see now, more research will need to be conducted."
5. "If only I had had the guts to express myself in a more nuanced way, I would have saved myself from such a misportrayal of my character."

These corrections maintain the intended meanings and grammatical structure of each statement.

what is the student struggling with grammar wise?

Based on the sentences provided, it seems the student is struggling with a few specific grammar issues. Here’s a breakdown of the areas that need attention:

### 1. Misunderstanding Cause and Effect Relationships
**Example:** 
"In order to meet what's initially required, he is eligible for the program."
- **Struggle:** The student reversed the cause and effect relationship.
- **Focus:** Correctly identifying and maintaining logical cause-and-effect relationships when transforming sentences.

### 2. Incorrect Use of Prepositions or Conjunctions
**Example:** 
"He would have sustained lifelong trauma because of the nurse's prompt and sensitive action."
- **Struggle:** Misusing "because of" instead of a phrase indicating prevention or an alternative condition ("if not for").
- **Focus:** Choosing the correct prepositions and conjunctions to accurately convey the intended relationship between clauses.

### 3. Understanding Formal and Informal Conditional Phrases
**Example:** 
"In essence, the results were inconclusive and, sofar as we can see now, more research will need to be conducted."
- **Struggle:** Incorrect use of "sofar as" instead of the formal "insofar as."
- **Focus:** Using appropriate conditional phrases and ensuring they are correctly spelled and used in the proper context.

### 4. Correct Use of Conditional Tense
**Example:** 
"If only I've had the guts to express myself in a more nuanced way, I would have saved myself from such a misportrayal of my character."
- **Struggle:** Incorrect tense usage in a conditional sentence ("I've had" instead of "had had").
- **Focus:** Mastery of the correct structure for third conditional sentences (unreal past conditionals).

### Summary:
The student appears to have a good understanding of general sentence structure but needs to focus on:
1. Maintaining logical cause-and-effect relationships.
2. Using appropriate prepositions and conjunctions to link clauses meaningfully.
3. Correcting formal conditional phrases and the correct spelling of idiomatic expressions.
4. Proper use of tenses, especially in conditional and hypothetical contexts.

By addressing these specific areas, the student can improve their grammatical accuracy and the overall clarity of their writing.

which should i focus on firstas the teacher

Given the areas of struggle identified, it would be most beneficial to focus on the **correct use of conditional tenses** first. Here's why this approach makes sense:

### Focus Area: Correct Use of Conditional Tenses

1. **Fundamental for Expressing Hypotheticals**:
   - Conditional tenses are crucial for expressing hypothetical situations, which are commonly used in both spoken and written English. Mastery here will enhance the student's ability to articulate nuanced ideas and hypothetical scenarios accurately.

2. **Frequent Source of Errors**:
   - Incorrect usage of tenses in conditional sentences, especially third conditionals, can lead to confusion and misunderstandings. Ensuring the student has a firm grasp on this will prevent many common errors.

3. **Foundation for Other Grammar Areas**:
   - Understanding conditional structures also involves correct use of conjunctions (like "if," "unless," "in case") and proper cause-effect relationships. Hence, improving this area will naturally lead to improvements in related areas.

### Steps to Focus on Conditional Tenses:

1. **Review Conditional Types**:
   - Start with a refresher on the main types of conditionals (zero, first, second, and third). Provide examples and exercises for each.
   - Example: Zero Conditional (general truths) - "If you heat water, it boils."

2. **Practice Structure and Usage**:
   - Emphasize the structure of each conditional type, especially the third conditional which was problematic in the student's sentence.
   - Example: Third Conditional (unreal past) - "If I had studied harder, I would have passed the exam."

3. **Contextual Practice**:
   - Provide exercises that require the student to transform sentences into different conditional forms to ensure they understand the cause-effect relationship and the appropriate tense usage.
   - Example Task: "Transform the sentence: 'He missed the train because he woke up late.' → 'If he hadn't woken up late, he wouldn't have missed the train.'"

4. **Real-World Application**:
   - Engage the student in activities that require using conditional sentences in real-world contexts, such as writing short stories or dialogues involving hypothetical situations.
   - Example Task: "Write a short paragraph about what you would do if you won the lottery."

### Follow-Up Areas:
Once the student is comfortable with conditional tenses, you can sequentially move on to:

1. **Prepositions and Conjunctions**:
   - Practice linking clauses correctly using prepositions and conjunctions to describe cause and effect accurately.

2. **Formality and Idiomatic Expressions**:
   - Introduce formal conditional phrases and idiomatic expressions, ensuring correct usage and spelling.

3. **Logical Cause-and-Effect Relationships**:
   - Work on exercises that focus specifically on maintaining logical relationships within complex sentences.

### Final Note:
By focusing on conditional tenses first, you are addressing a foundational grammar area that will naturally impact the student's overall writing and speaking skills. This will provide a strong basis for tackling the other areas of struggle effectively.

how about this worksheet:

""Female pioneers
Copyrights by ESL Brains
1. Look at the list of sports and name the most
famous sportspeople in these fields.
• football
• running
• basketball
• cycling
• tennis
[After students have named some people, ask them
how many female names they have mentioned. If
they have named fewer females than males, ask them why they think that is.]
2. Discuss the questions.
• In your opinion, has professional sport achieved gender equality yet? If so,
why do you think so?
• Have you heard of the Boston Marathon? What is it famous for? It is the oldest
annual marathon. It’s one of the six World Marathon Majors.
3. Watch a video [https://youtu.be/aO2ChjVGL7c] and complete the sentences
with facts from the video.
Possible answers:
a) To achieve her goal, which was to run the Boston Marathon, Kathrine Switzer
had to… convince a running coach that she was able to run long distances.
[00:30]
b) At that time, Kathrine was an unusual athlete because… there were not many
female runners, and there were many myths regarding the incompatibilities of
the female body with running. [00:40]
c) When signing up for the race… Kathrine and her coach worried that she
wouldn’t be allowed to take part. The coach, however, didn’t find any rules
preventing a woman from running the marathon. [01:04]
d) She had a mixed experience of the race day because… the first couple of
miles went well, but then one of the marathon organizers started chasing
Kathrine and shouting at her to get out of the race. Her boyfriend managed to
get the attacker away from her, so she finished the race successfully. [01:56]
Female pioneers
Copyrights by ESL Brains
e) Having shown what a woman can do, Kathrine… started her public activity and
took part in organizing 400 races in 27 countries for women. She lobbied the
International Olympic Committee to admit women to the Olympic marathon
race. As a result, the first Olympic marathon for women was held in 1984.
[03:38]
4. Read the sentences and answer the questions.
a) Down the street we went.
b) Down the street went the runners.
c) We went down the street.
• Which sentence(s) sound(s) more expressive? a, b
• Which of the sentences has inverted word order? b
• How is sentence a) different from sentence b)? In sentence a) the subject is a
pronoun, while in b) it’s a noun.
5. Read the rules about inversion in sentences.
Function: Inversion is used to add emphasis and expressiveness.
Exception: When the subject of a sentence is a pronoun, the word order
 remains unchanged: e.g. Down the street we went.
INVERSION AFTER NEGATIVE AND LIMITING ADVERBS
e.g. in no way, under no circumstances, only, never, seldom, rarely, hardly, little, etc.
Adverb/
adverbial
phrase
Auxiliary Subject Main verb The rest of the sentence
In no way did we realize
how tremendous our
responsibility was.
INVERSION AFTER ADVERBS OF PLACE AND MOVEMENT
Adverb/adverbial
phrase
Verb/verb phrase Subject The rest of the
sentence
There stood Peter alone.
Down the street went the runners.
Female pioneers
Copyrights by ESL Brains
Under no
circumstances
was Kathrine going to give up in the race.
Little did the coach know about her capabilities.
6. Rewrite the sentences using the adverbs in brackets.
a) I am not going to change my opinion regarding women in politics. (Under no
circumstances) Under no circumstances am I going to change my opinion
regarding women in politics.
b) Some people do not realize the importance of balanced representation. (Little)
Little do some people realize the importance of balanced representation.
c) The place where Rosalind found inspiration to create was in her hometown. (In
her hometown) In her hometown was the place where Rosalind found
inspiration to create.
d) The university where she studied was around the corner. (Around the corner)
Around the corner was the university where she studied.
e) Female pioneers were rarely appreciated by their contemporaries. (Rarely)
Rarely were female pioneers appreciated by their contemporaries.
7. Read the biographies of some female pioneers and say why the underlined
sentences are inverted. Then, discuss the questions.
In these sentences, inversion is used to add greater emotional expressiveness.
Marie Skłodowska-Curie was the first woman to win the Nobel
Prize. She was the first woman to do it twice, too. Marie
received the award in Physics and Chemistry for her research
on radioactivity. Her and her husband’s joint efforts led to the
discovery of polonium and radium. Under no circumstances did
Marie stop her work: when Pier, her spouse, died, she continued
her research and championed the development of X-rays. The scientist died in
1934 of anaemia caused by exposure to radiation.
Female pioneers
Copyrights by ESL Brains
Jane Austen’s novels remain classics to this day. Never
before had a woman in England dared to choose writing as her
professional vocation. There was hardly a writer who had made
women central figures of their work. Jane Austen did both. She
managed to draw her readers’ attention to themes such as
love, women’s rights and family relationships from a woman’s
perspective. She met numerous obstacles when trying to publish her works: the
norms of her times forced her to publish her novels anonymously. Despite all the
hardships, she wrote her whole life.
Katherine Johnson is known as one of the first female
scientists at NASA. When making her career choice, she took a
big risk. Mathematical research was a difficult field for women to
enter, so her first career steps were in teaching. At NASA, she
performed highly complex calculations for projects such as
sending the first American into space and into orbit, flights to the
moon, the Space Shuttle program, and others. She was called a ‘human
computer’ for her incredible mathematical abilities. While gender barriers were
always there, never did she take them seriously. As an assertive woman she
always joined editorial meetings, commanded respect from male colleagues and
stood her ground when it came to her work. She was awarded the Presidential
Medal of Freedom and included in the National Women’s Hall of Fame.
• What contribution did these women make to our society?
• How do you think they paid for their achievements?
• Is becoming a female pioneer in a traditionally male field worth the effort?
• Do you know of any other female pioneers? What did they do? In what ways
did their acts influence society?
Female pioneers
Copyrights by ESL Brains
8. Discuss statements a) and b) with your partner. Then, complete the
remaining statements with your own ideas about women and equality.
a) Empowering women means liberating the feminine in men and the masculine
in women.
b) Only when we introduce gender quotas in business and science will the gap in
the number of female and male innovators decrease.
c) Under no circumstances should women…
d) In no way will I ever agree that…
e) Seldom do we hear… ""

This worksheet is quite comprehensive and covers several key grammar and discussion points, focusing particularly on inversion for emphasis, women's achievements, and gender equality in sports and other fields. Considering the student's struggles and what they need to improve upon, this worksheet is an excellent choice.

### Why This Worksheet is Suitable:

1. **Contextual Learning**:
   - The student will learn grammar in the context of interesting and relevant topics (female pioneers, gender equality in sports).
   
2. **Inversion and Emphasis**:
   - The worksheet thoroughly covers the concept of inversion, which was noted as a struggle for the student earlier. It provides clear rules and examples, making it an excellent fit for addressing this need.

3. **Critical Thinking and Discussion**:
   - The discussion questions and statements encourage students to think critically about gender equality, helping them engage with the topic while practicing their English.

4. **Variety of Activities**:
   - The exercises range from sentence completion, video comprehension, sentence transformation, and open-ended discussion, providing a well-rounded approach to learning.

### Suggested Focus Areas:

Given the student's previous struggles, focus on these areas in the worksheet:

1. **Inversion Rules (Sections 4 and 5)**:
   - Ensure the student understands the rules about inversion and how it changes the word order for emphasis.
   - Go through the provided examples and have the student practice by rewriting simple sentences using inversion.

2. **Conditional Sentence Structure**:
   - Even though this worksheet doesn't directly address conditional sentences, the clear understanding of inversion and proper sentence structure, in general, will support their understanding of conditionals indirectly.
   - You could add a small exercise at the end to transform some of the sentences into conditional sentences to keep that focus going.

3. **Discussion of Gender Equality (Sections 2 and 8)**:
   - Use the discussion questions to encourage the student to form and express their thoughts clearly, ensuring they use correct grammar. This context helps solidify grammatical rules while practicing spoken English.

### Step-by-Step Approach:

1. **Introduction**:
   - Briefly introduce the topic of female pioneers and discuss why it's an interesting and important subject.
   
2. **Activity 1 and 2**:
   - Have students name famous sportspeople and discuss gender representation in sports to set the stage.
   - Talk about the Boston Marathon to provide context for the video.

3. **Video Comprehension (Activity 3)**:
   - Watch the video and complete the sentences. This activity will help practice listening skills and comprehension.

4. **Inversion Practice (Activities 4, 5, and 6)**:
   - Spend a significant amount of time on these activities. Explain the purpose of inversion, go through examples, and practice rewriting sentences.
   
5. **Biographies and Discussion (Activities 7 and 8)**:
   - Read the biographies, identify the inversion for expressiveness, and discuss the impact of these female pioneers.
   - Then move on to the open-ended discussion to practice speaking and critical thinking skills.

### Additional Tips:
- **Provide Immediate Feedback**:
   - As the student completes each activity, offer immediate feedback, especially on the inversion sentences, to help them understand and correct mistakes in real-time.

- **Relate to Previous Mistakes**:
   - Point out how the exercises in this worksheet relate to the previous mistakes the student made, showing them the correct forms and encouraging them to apply these rules in future sentences.

By focusing on these areas with this structured approach, you'll help the student address their specific grammar struggles while also engaging them in meaningful discussions about gender equality and historical achievements of female pioneers.