Sample set of sentences:
| Cue: | Expected response: |
| Some trainees got mail.| | The trainees who got mall were happy’ |
| Some trainees were happy. |
Additional sets:
| Some people ate custard. | The people who ate custard got sick. |
| Some people got sick | |
| Some people took the bus. | The people who took the bus were late. |
| Some people were late. | |
| etc. |
Again, one should try to keep from falling back on such clichés as:
| Some students studied hard. | The students who studied hard got good grades. |
| Some students got good grades. |
The design of drills is one thing; actually writing them for a permanent set of materials is quite another. What for one user are exactly enough drills on a given point are for a second user too many, and for a third user too few. The materials developer is certain only that he cannot please everybody. To some extent this problem can be eased by transferring to the user the responsibility for deciding how many drills there will be (Assumption IV). To do this, one must first make a very useful but seldom noted distinction between 'routine manipulations' and other manipulative drills. This distinction is based simply on the frequency,
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