O3 ordinary source — Three linked path makers — complete text alternativeYear 1 HASS · T1 W7–8 · Aids / V03 alternative

Source review complete · local suitability still needs review.

Original fictional source layout, not a real photograph, map or learner work. Original fiction. Neri is Luca's parent; Luca is Bea's parent. Neri's childhood account dated 1984 says Neri drew a paper play path with a pencil and took turns with a cousin. Luca's childhood account dated 2004 says Luca drew a paper play path with a crayon and took turns with a friend. Bea's childhood account dated 2026 says Bea drew a paper play path with a felt-tip pen and took turns with a sibling. Making a paper path and taking turns continue in all three; the described mark-making tools differ. The accounts do not say everyone of those generations played this way, whether another tool was available, exact family ages or who made other games. These are deliberately related fictional generations for partial source practice; they do not establish a learner's own parent/grandparent history. The equal panels and any arrow organise these supplied clues; they do not measure time, provide absent answers or prove actual current use.

Reading order and exact labels

Parent links: Neri → Luca (parent); Luca → Bea (parent). Separate from unscaled childhood order.

Neri · childhood 1984

Paper path; pencil; turns with a cousin.

Luca · childhood 2004

Paper path; crayon; turns with a friend.

Bea · childhood 2026

Paper path; felt-tip pen; turns with a sibling.

Limits

Related fictional generations, not the learner’s family. No exact ages, universal play or extra available tools supplied.

Complete source text

Original fiction. Neri is Luca's parent; Luca is Bea's parent. Neri's childhood account dated 1984 says Neri drew a paper play path with a pencil and took turns with a cousin. Luca's childhood account dated 2004 says Luca drew a paper play path with a crayon and took turns with a friend. Bea's childhood account dated 2026 says Bea drew a paper play path with a felt-tip pen and took turns with a sibling. Making a paper path and taking turns continue in all three; the described mark-making tools differ. The accounts do not say everyone of those generations played this way, whether another tool was available, exact family ages or who made other games. These are deliberately related fictional generations for partial source practice; they do not establish a learner's own parent/grandparent history.

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