quiz_build.py and quiz_check.py read plain-text banks. Each item is a block separated by a blank line:
## <topic> | <level> | <type>
Q: <stem; use ___ for the gap>
A) option
B) option * <- the correct option is marked with *
C) option
E: <explanation shown in the answer key>Types:
| Type | Lines | Example answer line |
|---|---|---|
| mcq | A) ... D) with one * | B) went * |
| gap | ANS: with alternatives separated by ` | ` |
| tf | ANS: T or ANS: F | ANS: F |
Lines starting with # (a single hash) are comments. Topics are free text (use the same spelling for the same
topic); levels are CEFR levels.
Example bank
## past simple | A2 | mcq
Q: Yesterday I ___ to the cinema with my sister.
A) go
B) went *
C) gone
D) going
E: "Yesterday" is finished past time, so use the past simple: went.
## past simple | A2 | gap
Q: We ___ (not / see) the film because the tickets were sold out.
ANS: didn't see | did not see
E: Past simple negative: didn't + base verb.
## present perfect | B1 | mcq
Q: I ___ in this city since 2019.
A) live
B) am living
C) have lived *
D) lived
E: "Since 2019" + a situation that continues now: present perfect.
## present perfect | B1 | tf
Q: "I've lost my keys" means the speaker probably still doesn't have them.
ANS: T
E: Present perfect links a past action to the present result.
## vocabulary: travel | A2 | mcq
Q: You show your ___ at passport control.
A) ticket
B) passport *
C) luggage
D) receipt
E: Passport control checks passports.
## collocation | B2 | mcq
Q: The company ___ a decision to close two factories.
A) did
B) made *
C) took part
D) put
E: Collocation: make a decision (take a decision is also used in British English, but is not an option here).Writing good banks
- One tested point per item; say it in the topic.
- Write several items per point and level so quizzes can be varied with
--seed. - Explanations teach: give the rule or the clue in the sentence.
- Run
python scripts/quiz_check.py bank.txtafter every edit.
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.