Keep the original roster visible
This original fictional club roster supplies four facts:
- B1: The narrator says, “I am the club helper.”
- B2: Rin is the editor.
- B3: Maya and Jo are at the library.
- B4: Rin is not at the gym.
Names in this set do not imply gender, personal traits, or roles beyond the facts supplied. Use the names when answering rather than inventing a pronoun assumption.
The British Council be reference shows be forms and linking uses with descriptions such as roles and locations. This task practices present-simple linking be, not progressive be plus -ing or passive constructions.
Give each choice its reason
| Source and item | Options | Key and explanation |
|---|---|---|
| B1: I ___ the club helper. | am / is / are | am: the subject I takes am here. |
| B2: Rin ___ the editor. | am / is / are | is: one named subject takes is here. |
| B3: Maya and Jo ___ at the library. | is / are | are: the coordinated subject takes are. |
| B4: Rin ___ at the gym. | is / is not | is not: preserve the supplied negative location. |
The first three items select a form; the fourth also requires the source's negative fact. A worksheet that accepts “Rin is at the gym” solely because is agrees with Rin checks grammar while missing the context it supplied.
Likewise, B4 does not mean Rin is not the editor. Identity and location are separate facts. Do not use a negative mode that automatically negates every positive roster statement.
Build a supporting question with be
For B2, supply Is Rin the editor? The source-supported answer is Yes, Rin is. The question puts is before Rin; it does not add does.
Compare the incomplete construction “Does Rin the editor?” with the full be question. The feedback should point to the missing linking verb and the intended question pattern, not turn editor into an action verb to rescue the sentence.
For location practice, “Are Maya and Jo at the library?” uses the plural form before the coordinated subject. Keep those question checks connected to B2/B3 rather than adding unsupported roster details.
Design checking to preserve the facts
Use explicit teacher-approved choices, a separate context hint, a check, retry, and reset. A hint can point to the subject or source fact without selecting the response. An untouched item stays Not answered.
Feedback should identify whether the issue is form agreement or contradiction of the roster. Switching to another item loads its matching context/key and clears the old attempt and result. Reset clears selections and feedback while leaving B1-B4 unchanged.
These are local-practice requirements, not a claim that software already runs or saves student progress. This finite-choice set does not grade every natural way to express identity or location, and it does not introduce new items using there is/there are.
Copy a linking-be practice prompt
Create one complete, self-contained US-English HTML companion for “Club roster • linking be”. Return the full HTML document, with inline CSS and any JavaScript needed for the local interactions. Use the original scenario, named records, numbers and expected cases below.
Design the page for this task: use clearly labeled input or source records, a readable result or worked example, and an adjacent explanation of the evidence. Use a restrained visual hierarchy, left-aligned text, readable tables or stacked records, and a responsive layout at 720px and 360px. Provide meaningful labeled controls for B1; B2; B3; B4; Rin question; Library question; Check answer; Context hint; Clear choice; Reset worksheet. Use keyboard-accessible native controls and visible focus. Keep the complete content readable without an external dependency.
The following brief supplies the substantive content and constraints. Native-format requests describe the material to represent or copy manually; this HTML must not pretend to create DOCX, XLSX, PDF, PPTX, H5P or another native file, run Python/Flask/Django/Snowflake/Power BI, connect a live service, send messages, or perform an authorized real-world action. Where the task requires a native source, actual observation or separate approval, retain that requirement and leave unsupplied evidence blank.
Draft original present-simple linking-be practice in US English. Fixed role/location facts with IDs: [inputs]
Subjects and speaker context: [inputs]
Explicit true negative facts: [inputs]
Learner level, accepted choices and required school format: [inputs]
Create am/is/are items linking supplied subjects to noun or location complements. Preserve roles, places and polarity; names must not imply guessed pronouns or traits. Include supporting be-before-subject questions and source-supported short answers. Do not add do/does or-ing to these linking-be items, and do not turn a negative location into a negated role. For each item return choices, key, and feedback distinguishing agreement errors from contradictions of the source. Describe separate hint/check/retry/reset and matched item changes with keyboard/text states. Unanswered stays separate from wrong; reset preserves source facts. Do not claim unbuilt controls, saved progress or open-text AI grading. Do not invent people, locations, accepted alternatives, learner responses or standards. Label requested fictional rosters and mark missing context [NEEDED: input]. Return learner task and complete teacher key, keeping actual assessment records in the approved school system.
COMPLETE AUTHORED SCENARIO AND EXPECTED CASES
The following is the supplied reading/teaching/calculation record to represent in the companion. Preserve its particular content, examples, source references and unknowns. Wording about a future native implementation refers to that native task, not permission to omit this HTML companion.
# To Be Interactive Worksheet: Link the Subject to the Supplied Role or Place
“Rin is the editor” does not need does or an -ing action word. It links Rin to a role. Give learners the role and location facts first, then let them choose am/is/are and build a question without changing what the roster says.
## Keep the original roster visible
This original fictional club roster supplies four facts:
- B1: The narrator says, “I am the club helper.”
- B2: Rin is the editor.
- B3: Maya and Jo are at the library.
- B4: Rin is not at the gym.
Names in this set do not imply gender, personal traits, or roles beyond the facts supplied. Use the names when answering rather than inventing a pronoun assumption.
The [British Council be reference](https://learnenglish.britishcouncil.org/free-resources/grammar/english-grammar-reference/verb-be) shows be forms and linking uses with descriptions such as roles and locations. This task practices present-simple linking be, not progressive be plus -ing or passive constructions.
## Give each choice its reason
| Source and item | Options | Key and explanation |
| --- | --- | --- |
| B1: I ___ the club helper. | am / is / are | am: the subject I takes am here. |
| B2: Rin ___ the editor. | am / is / are | is: one named subject takes is here. |
| B3: Maya and Jo ___ at the library. | is / are | are: the coordinated subject takes are. |
| B4: Rin ___ at the gym. | is / is not | is not: preserve the supplied negative location. |
The first three items select a form; the fourth also requires the source's negative fact. A worksheet that accepts “Rin is at the gym” solely because is agrees with Rin checks grammar while missing the context it supplied.
Likewise, B4 does not mean Rin is not the editor. Identity and location are separate facts. Do not use a negative mode that automatically negates every positive roster statement.
## Build a supporting question with be
For B2, supply **Is Rin the editor?** The source-supported answer is **Yes, Rin is.** The question puts is before Rin; it does not add does.
Compare the incomplete construction “Does Rin the editor?” with the full be question. The feedback should point to the missing linking verb and the intended question pattern, not turn editor into an action verb to rescue the sentence.
For location practice, “Are Maya and Jo at the library?” uses the plural form before the coordinated subject. Keep those question checks connected to B2/B3 rather than adding unsupported roster details.
## Design checking to preserve the facts
Use explicit teacher-approved choices, a separate context hint, a check, retry, and reset. A hint can point to the subject or source fact without selecting the response. An untouched item stays Not answered.
Feedback should identify whether the issue is form agreement or contradiction of the roster. Switching to another item loads its matching context/key and clears the old attempt and result. Reset clears selections and feedback while leaving B1-B4 unchanged.
These are local-practice requirements, not a claim that software already runs or saves student progress. This finite-choice set does not grade every natural way to express identity or location, and it does not introduce new items using there is/there are.
Implement the local companion rather than returning a text-only plan. Preserve every numerical fixture and the distinction between illustrative expectations and actual evidence. Any native-runtime or classroom tests mentioned above remain tests to perform in the proper environment; do not mark them passed. Keep edits and practice responses in this open page only, without claiming persistent storage. Provide invalid/missing-input feedback and reset behavior that agree with this specific brief. Do not claim accessibility certification, learning gains, real approvals or test results that were not observed.
Review the roster beside the teacher key
Actual student work remains in the school's chosen system; the local controls need their own implementation tests. Before class, check that the negative location preserves Rin's editor role and that every question asks about a fact the roster actually supplies.