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fix(curriculum): updates to A2 english curriculum block 6 (#62102)
This commit is contained in:
Anastasiia
@@ -11,7 +11,7 @@ Watch the video to understand the context of the upcoming lessons.
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# --assignment--
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Watch the video
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Watch the video.
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# --scene--
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@@ -51,7 +51,7 @@ Watch the video
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"startTime": 1.7,
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"finishTime": 5.3,
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"dialogue": {
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"text": "Hey James, what's your cybersecurity project about?",
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"text": "Hey, James. What's your cybersecurity project about?",
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"align": "left"
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}
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},
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@@ -60,7 +60,7 @@ Watch the video
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"startTime": 5.3,
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"finishTime": 7.5,
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"dialogue": {
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"text": "Hi Sophie! I'm checking our network for problems.",
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"text": "Hi, Sophie. I'm checking our network for problems.",
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"align": "right"
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}
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},
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@@ -132,7 +132,7 @@ Watch the video
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"startTime": 23.3,
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"finishTime": 24.4,
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"dialogue": {
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"text": "That's great, Sophie!",
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"text": "That's great, Sophie.",
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"align": "right"
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}
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},
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@@ -5,19 +5,19 @@ challengeType: 22
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dashedName: task-1
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---
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<!-- (Audio): Sophie: Hey James, what's your cybersecurity project about? -->
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<!-- (Audio): Sophie: Hey, James. What's your cybersecurity project about? -->
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# --description--
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`Cybersecurity` is about keeping computers and online information safe. It stops bad people from stealing or damaging what's on computers and the internet.
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For example, when you use a password to protect your email, or when a website keeps your credit card information safe, that's `cybersecurity`. It's important because we use computers and the internet a lot.
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For example, when you use a password to protect your email, or when a website keeps your credit card information safe, that's `cybersecurity`. It's important because people use computers and the internet a lot.
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# --fillInTheBlank--
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## --sentence--
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`Hey James, what's your BLANK project about?`
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`Hey, James. What's your BLANK project about?`
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## --blanks--
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@@ -58,7 +58,7 @@ This word refers to the protection of internet-connected systems, including hard
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"startTime": 1,
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"finishTime": 3.68,
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"dialogue": {
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"text": "Hey James, what's your cybersecurity project about?",
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"text": "Hey, James. What's your cybersecurity project about?",
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"align": "center"
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}
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},
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@@ -5,11 +5,17 @@ challengeType: 19
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dashedName: task-2
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---
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<!-- (Audio) Sophie: Hey James, what's your cybersecurity project about? -->
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<!-- (Audio) Sophie: Hey, James. What's your cybersecurity project about? -->
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# --description--
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`What` is often used to ask for specific information.
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`What` is often used to ask for specific information. It can ask about things, actions, or details that someone wants to know. For example:
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- `What time is the meeting?` - This asks for the exact time of the meeting.
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- `What do you usually have for lunch?` - This asks for details about someone's routine.
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So, `what` helps you get clear answers when you want to know something specific.
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# --questions--
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@@ -19,7 +25,7 @@ What does Sophie want to know from James?
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## --answers--
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How James is doing
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How James is doing.
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### --feedback--
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@@ -27,7 +33,7 @@ Sophie is not asking about his personal well-being.
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---
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Why James chose his project
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Why James chose his project.
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### --feedback--
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@@ -35,7 +41,7 @@ Sophie is not asking the reason he chose this project.
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---
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Where James works
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Where James works.
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### --feedback--
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@@ -43,7 +49,7 @@ Sophie is not asking where James works.
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---
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What James's cybersecurity project is about
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What James' cybersecurity project is about.
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## --video-solution--
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@@ -80,7 +86,7 @@ What James's cybersecurity project is about
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"startTime": 1,
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"finishTime": 3.68,
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"dialogue": {
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"text": "Hey James, what's your cybersecurity project about?",
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"text": "Hey, James. What's your cybersecurity project about?",
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"align": "center"
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}
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},
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@@ -5,15 +5,15 @@ challengeType: 19
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dashedName: task-3
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---
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<!-- (Audio) James: Hi Sophie! I'm checking our network for problems. -->
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<!-- (Audio) James: Hi, Sophie. I'm checking our network for problems. -->
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# --description--
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The preposition `for` is often used to explain the reason why we do something. Notice how `for` is followed by the reason or purpose of the action:
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The preposition `for` is often used to explain the reason why you do something. Notice how `for` is followed by the reason or purpose of the action:
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- `I'm studying English for my job.` - `for my job` explains the reason for studying English.
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- `I'm studying English for my job.` - Here, `for my job` explains the reason for studying English.
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- `I go to the gym for my health.` - It means they go to the gym to stay healthy.
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- `I go to the gym for my health.` - Here, `for my health` explains the reason for going to the gym.
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# --questions--
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@@ -23,7 +23,7 @@ Why is James checking the network in his project?
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## --answers--
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For learning about networks
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For learning about networks.
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### --feedback--
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@@ -31,11 +31,11 @@ James might learn something new, but that's not what the context refers to.
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---
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For finding problems
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For finding problems.
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---
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For fun
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For fun.
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### --feedback--
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@@ -43,11 +43,11 @@ The context indicates a professional purpose.
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---
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For making a report
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For making a report.
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### --feedback--
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The sentence specifies looking for another thing
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The sentence specifies looking for another thing.
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## --video-solution--
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@@ -84,7 +84,7 @@ The sentence specifies looking for another thing
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"startTime": 1,
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"finishTime": 3.44,
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"dialogue": {
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"text": "Hi Sophie, I'm checking our network for problems.",
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"text": "Hi, Sophie. I'm checking our network for problems.",
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"align": "center"
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}
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},
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@@ -5,11 +5,11 @@ challengeType: 19
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dashedName: task-4
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---
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<!-- (Audio) James: Hi Sophie! I'm checking our network for problems. We want to be safe from hackers. -->
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<!-- (Audio) James: Hi, Sophie. I'm checking our network for problems. We want to be safe from hackers. -->
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# --description--
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In the context of cybersecurity, being safe often means protecting against unauthorized access or attacks.
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In the context of cybersecurity, being `safe` often means protecting systems, data, or personal information from unauthorized access, attacks, or other online threats. It includes actions like using strong passwords, keeping software updated, and avoiding suspicious links.
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# --questions--
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@@ -19,11 +19,11 @@ Why is James checking the network in his project?
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## --answers--
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To be safe from hackers
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To be safe from hackers.
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---
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To check for network speed
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To check for network speed.
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### --feedback--
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@@ -31,7 +31,7 @@ Checking network speed is important, but that's not it.
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---
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To learn about network management
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To learn about network management.
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### --feedback--
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@@ -39,7 +39,7 @@ James is not focused on learning about network management.
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---
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To prepare for a network update
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To prepare for a network update.
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### --feedback--
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@@ -80,7 +80,7 @@ James is not focused on updating the network.
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"startTime": 1,
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"finishTime": 5.48,
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"dialogue": {
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"text": "Hi Sophie, I'm checking our network for problems. We want to be safe from hackers.",
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"text": "Hi, Sophie. I'm checking our network for problems. We want to be safe from hackers.",
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"align": "center"
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}
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},
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@@ -9,13 +9,11 @@ dashedName: task-5
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# --description--
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The word `might` is used to express possibility or uncertainty. It's similar to `may` but often implies a lower probability. For example:
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`Might` is used to express possibility or uncertainty. It's similar to `may` but often implies a lower probability. For example:
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`I might go to the park`
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`I might go to the park.` - It means there's a possibility of going to the park, but it's not certain.
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It means there's a possibility of going to the park, but it's not certain.
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In James's sentence, `might` suggests that there are possible problems he's looking for, but he's not sure yet.
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In James' sentence, `might` suggests that there are possible problems he's looking for, but he's not sure yet.
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# --fillInTheBlank--
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@@ -9,11 +9,9 @@ dashedName: task-6
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# --description--
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James uses the present continuous tense to talk about actions happening at the moment of speaking or around it.
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James uses the `Present Continuous` tense to talk about actions happening at the moment of speaking or around it.
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The present continuous is formed with the present tense of the verb `to be` (`am/is/are`) followed by the `-ing` form of the main verb. For example:
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`I am using` in `I am using special tools` shows an action James is currently working on.
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The `Present Continuous` is formed with the present tense of the verb `to be` (`am/is/are`) followed by the `-ing` form of the main verb. For example, `I am using` in `I am using special tools` shows an action James is currently working on.
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This tense is often used for actions that are temporary or in progress. Some more examples include:
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@@ -31,7 +29,7 @@ Why is James using special tools?
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## --answers--
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To make his work easier
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To make his work easier.
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### --feedback--
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@@ -39,11 +37,11 @@ While tools make work easier, that is not the main reason he is using them.
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---
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To identify potential problems
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To identify potential problems.
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---
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For fun
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For fun.
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### --feedback--
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@@ -51,7 +49,7 @@ The context here is professional.
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---
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To teach Sophie about tools
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To teach Sophie about tools.
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### --feedback--
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@@ -15,11 +15,11 @@ Let's practice conditionals!
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## --text--
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What will James do if he finds problems?
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Which sentence is correct in case James finds problems?
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## --answers--
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If he finds problems, he will take a break
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`If he finds problems, he will take a break.`
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### --feedback--
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@@ -27,7 +27,7 @@ This option doesn't align with the proactive approach James mentions.
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---
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If he finds problems, he will report them
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`If he finds problems, he will report them.`
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### --feedback--
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@@ -35,11 +35,11 @@ That's a good idea, but it's not what he says.
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---
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If he finds problems, he will fix them
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`If he finds problems, he will fix them.`
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---
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If he finds problems, he will ignore them
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`If he finds problems, he will ignore them.`
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### --feedback--
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@@ -9,8 +9,7 @@ dashedName: task-8
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# --description--
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`Stay` is used to indicate remaining in a particular state or condition.
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It's often used in instructions or advice to keep oneself in a certain situation. For example:
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To `stay` is used to indicate remaining in a particular state or condition. It's often used in instructions or advice to keep oneself in a certain situation. For example:
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- `Stay safe online.` - Continue being safe while using the internet.
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@@ -18,7 +17,6 @@ It's often used in instructions or advice to keep oneself in a certain situation
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- `Stay focused on your work.` - Continue paying attention to your work.
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# --fillInTheBlank--
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## --sentence--
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@@ -31,7 +29,7 @@ It's often used in instructions or advice to keep oneself in a certain situation
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### --feedback--
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This word indicates that Sophie is actively providing assistance or support to her team. It is in the gerund form `-ing`
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This verb indicates that Sophie is actively providing assistance or support to her team. It ends in `-ing`.
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---
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@@ -9,13 +9,11 @@ dashedName: task-9
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# --description--
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In the context Sophie is speaking, `take` refers to participating in a particular experience, like a lesson or a course.
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In the context Sophie is speaking, to `take` refers to participating in a particular experience, like a lesson or a course. Here's more examples:
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For example:
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- `I'm taking a course in cybersecurity.` - This means you are participating in a cybersecurity course.
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- `I'm taking a course in cybersecurity` - This means you are participating in a cybersecurity course.
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- `She is taking Python classes` - She is learning to use Python by attending a course.
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- `She is taking Python classes.` - She is learning to use Python by attending a course.
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- `They are taking a break.` - They are spending time resting or not working.
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@@ -27,7 +25,7 @@ Why is Sophie's team taking lessons?
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## --answers--
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To take a break from work
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To take a break from work.
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### --feedback--
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@@ -35,7 +33,7 @@ They are not taking a break from work.
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---
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To improve their computer skills
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To improve their computer skills.
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### --feedback--
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@@ -43,11 +41,11 @@ While improving computer skills might be part of it, the main focus here is anot
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---
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To learn how to stay safe online
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To learn how to stay safe online.
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---
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For fun
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For fun.
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### --feedback--
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@@ -11,21 +11,21 @@ dashedName: task-10
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To `steal` means to take something that doesn't belong to you without permission. For example:
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`Some people try to steal our data` means that there are people that try to take personal data without the owner's permission.
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`Some people try to steal our data.` - This means that there are people that try to take personal data without the owner's permission.
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`Identity` refers to who a person is, including their name, date of birth, and other personal information. For example:
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`Protecting your identity online is important` means keeping your personal information safe on the internet.
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`Protecting your identity online is important.` - This means keeping your personal information safe on the internet.
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# --questions--
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## --text--
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What is Sophie's team practicing to do?
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Which sentence is correct to describe what Sophie's team is practicing to do?
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## --answers--
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If someone compliments them, they will thank them
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`If someone compliments them, they will thank them.`
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### --feedback--
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@@ -33,11 +33,11 @@ This option is not related to the context of online safety and identity theft.
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---
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If someone tries to steal their identity, they will know what to do
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`If someone tries to steal their identity, they will know what to do.`
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---
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If they finish work early, they will leave
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`If they finish work early, they will leave.`
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### --feedback--
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@@ -45,7 +45,7 @@ This option does not align with the scenario of practicing for online safety.
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---
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If they learn quickly, they will teach others
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`If they learn quickly, they will teach others.`
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### --feedback--
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@@ -5,17 +5,17 @@ challengeType: 22
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dashedName: task-11
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---
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<!-- (Audio) James: That's great, Sophie! The two of us are doing some important work. -->
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<!-- (Audio) James: That's great, Sophie. The two of us are doing some important work. -->
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# --description--
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Let's practice!
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Listen to the audio and complete the sentence below.
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# --fillInTheBlank--
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## --sentence--
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`That's great, Sophie! The two of us are BLANK some BLANK work.`
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`That's great, Sophie. The two of us are BLANK some BLANK work.`
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## --blanks--
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@@ -23,7 +23,7 @@ Let's practice!
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### --feedback--
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This word refers to the act of carrying out or performing tasks or activities. It ends with `-ing`
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This word refers to the act of carrying out or performing tasks or activities. It ends in `-ing`.
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---
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@@ -5,41 +5,41 @@ challengeType: 19
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dashedName: task-12
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---
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<!-- (Audio) The whole dialog -->
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<!-- (Audio) The whole dialogue -->
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# --description--
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Let's practice!
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Listen to the audio and answer the question below.
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# --questions--
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## --text--
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What are Sophie and James currently doing in their projects?
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Which sentence is correct to describe what Sophie and James are currently doing in their projects?
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||||
|
||||
## --answers--
|
||||
|
||||
Sophie helps her team and James checked cybersecurity
|
||||
`Sophie helps her team and James checked cybersecurity.`
|
||||
|
||||
### --feedback--
|
||||
|
||||
This option incorrectly uses the simple present tense for Sophie and the simple past tense for James. They don't reflect the continuous, ongoing nature of their current activities.
|
||||
This option incorrectly uses the `present simple` tense for Sophie and the `past simple` tense for James. They don't reflect the continuous, ongoing nature of their current activities.
|
||||
|
||||
---
|
||||
|
||||
Sophie is helping her team and James is checking the network
|
||||
`Sophie is helping her team and James is checking the network.`
|
||||
|
||||
---
|
||||
|
||||
Sophie helped her team and James checks cybersecurity
|
||||
`Sophie helped her team and James checks cybersecurity.`
|
||||
|
||||
### --feedback--
|
||||
|
||||
This option incorrectly uses the past tense for Sophie's action and the simple present for James's action, not aligning with the ongoing and current activities they are engaged in.
|
||||
This option incorrectly uses the `past simple` tense for Sophie's action and the `present simple` for James' action, not aligning with the ongoing and current activities they are engaged in.
|
||||
|
||||
---
|
||||
|
||||
Sophie will help her team and James was checking cybersecurity
|
||||
`Sophie will help her team and James was checking cybersecurity.`
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -87,7 +87,7 @@ This option incorrectly suggests future action for Sophie and past continuous ac
|
||||
"startTime": 1.7,
|
||||
"finishTime": 5.3,
|
||||
"dialogue": {
|
||||
"text": "Hey James, what's your cybersecurity project about?",
|
||||
"text": "Hey, James. What's your cybersecurity project about?",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -96,7 +96,7 @@ This option incorrectly suggests future action for Sophie and past continuous ac
|
||||
"startTime": 5.3,
|
||||
"finishTime": 7.5,
|
||||
"dialogue": {
|
||||
"text": "Hi Sophie! I'm checking our network for problems.",
|
||||
"text": "Hi, Sophie. I'm checking our network for problems.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
@@ -168,7 +168,7 @@ This option incorrectly suggests future action for Sophie and past continuous ac
|
||||
"startTime": 23.3,
|
||||
"finishTime": 24.4,
|
||||
"dialogue": {
|
||||
"text": "That's great, Sophie!",
|
||||
"text": "That's great, Sophie.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -11,7 +11,7 @@ Watch the video to understand the context of the upcoming lessons.
|
||||
|
||||
# --assignment--
|
||||
|
||||
Watch the video
|
||||
Watch the video.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -51,7 +51,7 @@ Watch the video
|
||||
"startTime": 1.4,
|
||||
"finishTime": 3.4,
|
||||
"dialogue": {
|
||||
"text": "Hi Sarah, what are you doing now?",
|
||||
"text": "Hi, Sarah. What are you doing now?",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -60,7 +60,7 @@ Watch the video
|
||||
"startTime": 4.3,
|
||||
"finishTime": 7.1,
|
||||
"dialogue": {
|
||||
"text": "Hi Bob! I'm looking at customer data to find patterns.",
|
||||
"text": "Hi, Bob. I'm looking at customer data to find patterns.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
@@ -87,7 +87,7 @@ Watch the video
|
||||
"startTime": 13.4,
|
||||
"finishTime": 17.4,
|
||||
"dialogue": {
|
||||
"text": "Interesting! I'm making pictures with our data for our reports.",
|
||||
"text": "Interesting. I'm making pictures with our data for our reports.",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-14
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Hi Bob! I'm looking at customer data to find patterns -->
|
||||
<!-- (Audio) Sarah: Hi, Bob. I'm looking at customer data to find patterns. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@@ -25,7 +25,7 @@ What does `customer data` mean?
|
||||
|
||||
## --answers--
|
||||
|
||||
How many people visit a store
|
||||
How many people visit a store.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -33,11 +33,11 @@ That would be an example of `quantitative data`.
|
||||
|
||||
---
|
||||
|
||||
Information about customers
|
||||
Information about customers.
|
||||
|
||||
---
|
||||
|
||||
What people think about a product
|
||||
What people think about a product.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -45,7 +45,7 @@ This would be a good example of `qualitative data`.
|
||||
|
||||
---
|
||||
|
||||
Numbers related to store profits
|
||||
Numbers related to store profits.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-15
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Hi Bob! I'm looking at customer data to find patterns -->
|
||||
<!-- (Audio) Sarah: Hi, Bob. I'm looking at customer data to find patterns. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@@ -21,7 +21,7 @@ There are also `cycle patterns`, like a coffee shop selling more coffee in the m
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Hi Bob! I'm BLANK at customer data to find BLANK`
|
||||
`Hi, Bob. I'm BLANK at customer data to find BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -29,7 +29,7 @@ There are also `cycle patterns`, like a coffee shop selling more coffee in the m
|
||||
|
||||
### --feedback--
|
||||
|
||||
This verb uses `-ing`.
|
||||
This verb means to examine or analyze something carefully. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -37,7 +37,7 @@ This verb uses `-ing`.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Regular and repeated ways in which something happens or is done.
|
||||
This word in the plural form refers to regular and repeated ways in which something happens or is done.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-16
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Hi Bob! I'm looking at customer data to find patterns. We're trying to understand what our customers like and what they buy. -->
|
||||
<!-- (Audio) Sarah: Hi, Bob. I'm looking at customer data to find patterns. We're trying to understand what our customers like and what they buy. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Pay attention to what Sarah says.
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ Why is Sarah trying to find patterns in their customers data?
|
||||
|
||||
## --answers--
|
||||
|
||||
To prepare a report for her manager
|
||||
To prepare a report for her manager.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Sarah does not mention a report.
|
||||
|
||||
---
|
||||
|
||||
To solve a technical issue with the customer database
|
||||
To solve a technical issue with the customer database.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,11 +35,11 @@ Sarah doesn't mention technical issues.
|
||||
|
||||
---
|
||||
|
||||
To understand what customers like and what they buy
|
||||
To understand what customers like and what they buy.
|
||||
|
||||
---
|
||||
|
||||
To decide on new products to develop
|
||||
To decide on new products to develop.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,21 +5,17 @@ challengeType: 19
|
||||
dashedName: task-17
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I'm looking at customer data to find patterns. We're trying to understand what our customers like and what they buy, but we are not having any luck at the moment. -->
|
||||
<!-- (Audio) Sarah: I'm looking at customer data to find patterns. We're trying to understand what our customers like and what they buy, but we're not having any luck at the moment. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Present continuous is used for actions happening at the moment of speaking. For example:
|
||||
`Present Continuous` tense is used for actions happening at the moment of speaking. For example, `We're being successful with our marketing campaign`. Notice how the verb `to be` was conjugated as `being` to demonstrate that this is true at the present moment.
|
||||
|
||||
`We're being successful with our marketing campaign` (Notice how the verb `to be` was conjugated as `being` to demonstrate that this is true at the present moment).
|
||||
`Present Continuous` can be used in negative forms to express that something is not happening. For example:
|
||||
|
||||
Present continuous can be used in negative forms to express that something is not happening. For example:
|
||||
- `I'm not working today.` - Here, the speaker explains that working is not happening.
|
||||
|
||||
- `I'm not working today.` - Negative form.
|
||||
|
||||
- `They're not finding any solutions.` - Negative form.
|
||||
|
||||
- `To be successful with something.` - It means achieving an objective.
|
||||
- `They're not finding any solutions.` - This shows that the action of finding solutions is not taking place.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -29,7 +25,7 @@ Are Sarah and her team being successful in their search for patterns in customer
|
||||
|
||||
## --answers--
|
||||
|
||||
Yes, they are finding many interesting patterns
|
||||
Yes, they are finding many interesting patterns.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -37,11 +33,11 @@ Unfortunetely for Sarah, that is not the case.
|
||||
|
||||
---
|
||||
|
||||
No, they are not having any luck at the moment
|
||||
No, they are not having any luck at the moment.
|
||||
|
||||
---
|
||||
|
||||
Yes, they are not working on the project right now
|
||||
Yes, they are not working on the project right now.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -49,7 +45,7 @@ Sarah mentions they are looking at data but not finding patterns, not that they
|
||||
|
||||
---
|
||||
|
||||
No, they are currently working on a different project
|
||||
No, they are currently working on a different project.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,17 +5,17 @@ challengeType: 22
|
||||
dashedName: task-18
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Interesting! I'm making pictures with our data for our reports. -->
|
||||
<!-- (Audio) Bob: Interesting. I'm making pictures with our data for our reports. -->
|
||||
|
||||
# --description--
|
||||
|
||||
`Making pictures` in the context of data refers to creating visual representations or graphs to illustrate data findings. It's a common practice in report-making to help show information.
|
||||
To `make pictures` in the context of data refers to creating visual representations or graphs to illustrate data findings. It's a common practice in report-making to help show information.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Interesting! I'm BLANK pictures with our data for our BLANK.`
|
||||
`Interesting. I'm BLANK pictures with our data for our BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -23,7 +23,7 @@ dashedName: task-18
|
||||
|
||||
### --feedback--
|
||||
|
||||
This word refers to the process of creating visual representations of data.
|
||||
This word refers to the process of creating visual representations of data. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +31,7 @@ This word refers to the process of creating visual representations of data.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Documents or presentations that Bob and his team are preparing.
|
||||
This word in the plural form refers to documents or presentations that Bob and his team are preparing.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-19
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Interesting! I'm making pictures with our data for our reports. We think it may help people understand better. -->
|
||||
<!-- (Audio) Bob: Interesting. I'm making pictures with our data for our reports. We think it may help people understand them better. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ Why is Bob making pictures for their reports?
|
||||
|
||||
## --answers--
|
||||
|
||||
Because they can make the reports more interesting
|
||||
Because they can make the reports more interesting.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ That can be true, but it is not what he said.
|
||||
|
||||
---
|
||||
|
||||
Because they could provide more detailed data analysis
|
||||
Because they could provide more detailed data analysis.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,7 +35,7 @@ Bob doesn't mention data analysis.
|
||||
|
||||
---
|
||||
|
||||
Because they might attract more readers
|
||||
Because they might attract more readers.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -43,7 +43,7 @@ Bob's statement is about understanding, not attracting more readers.
|
||||
|
||||
---
|
||||
|
||||
Because they may help people understand the data better
|
||||
Because they may help people understand the data better.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
|
||||
@@ -5,23 +5,23 @@ challengeType: 22
|
||||
dashedName: task-20
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: We think it may help people understand better. I'm using some tools to help me. -->
|
||||
<!-- (Audio) Bob: We think it may help people understand them better. I'm using some tools to help me. -->
|
||||
|
||||
# --description--
|
||||
|
||||
To `use` means to put something to a particular purpose.
|
||||
To `use` means to put something to a particular purpose. For example:
|
||||
|
||||
`She uses a notebook to take notes in class.` - This shows how she applies the notebook for writing.
|
||||
|
||||
A `tool` is something that helps you do a job. In work, tools are often software or things on the computer. For example:
|
||||
|
||||
- `Using tools can make hard jobs easier`
|
||||
|
||||
- `She uses tools to organize her work`
|
||||
`Zoom is a tool for online meetings.` - In this case, the tool is software that helps people connect and talk.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`We think it may help people understand better. I'm BLANK some BLANK to help me.`
|
||||
`We think it may help people understand them better. I'm BLANK some BLANK to help me.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -29,7 +29,7 @@ A `tool` is something that helps you do a job. In work, tools are often software
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to the act of utilizing something for a purpose. Use `-ing`
|
||||
This verb refers to the act of utilizing something for a purpose. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -37,7 +37,7 @@ Refers to the act of utilizing something for a purpose. Use `-ing`
|
||||
|
||||
### --feedback--
|
||||
|
||||
Something that helps you do a job. Use the plural form.
|
||||
This word in the plural form refers to something that helps you do a job.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,12 @@ challengeType: 19
|
||||
dashedName: task-21
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Interesting! I'm making pictures with our data for our reports. We think it may help people understand better. I'm using some tools to help me. Sarah: Pictures can be great to explain things. We are not using pictures, but it's surely fun to work with data like this. -->
|
||||
<!-- (Audio) Bob: Interesting. I'm making pictures with our data for our reports. We think it may help people understand them better. I'm using some tools to help me.
|
||||
Sarah: Pictures can be great to explain things. We're not using pictures, but it's definitely fun to work with data like this. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +20,7 @@ Why does Sarah mention pictures in her statement to Bob?
|
||||
|
||||
## --answers--
|
||||
|
||||
To express interest in adopting Bob's method
|
||||
To express interest in adopting Bob's method.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,11 +28,11 @@ Sarah recognizes Bob's method but doesn't show an interest in changing.
|
||||
|
||||
---
|
||||
|
||||
To show that Bob's idea with pictures is good, but she likes how she works
|
||||
To show that Bob's idea with pictures is good, but she likes how she works.
|
||||
|
||||
---
|
||||
|
||||
Because she wants to do what Bob is doing
|
||||
Because she wants to do what Bob is doing.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,7 +40,7 @@ Sarah isn't planning to change her method, she just talks about what Bob is doin
|
||||
|
||||
---
|
||||
|
||||
To indicate that Bob's method is less enjoyable
|
||||
To indicate that Bob's method is less enjoyable.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,25 +5,25 @@ challengeType: 22
|
||||
dashedName: task-22
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Pictures can be great to explain things. We are not using pictures, but it's definitely fun to work with data like this. -->
|
||||
<!-- (Audio) Sarah: Pictures can be great to explain things. We're not using pictures, but it's definitely fun to work with data like this. -->
|
||||
|
||||
# --description--
|
||||
|
||||
We say something is `definite` when we are certain about it.
|
||||
You say something is `definite` when you are certain about it.
|
||||
|
||||
When you add the suffix `-ly`, `definite` becomes an adverb, `definitely`, which means being sure about something or being confident about it.
|
||||
|
||||
It's often used to emphasize what the speaker believes is true or likely to be true. For example:
|
||||
|
||||
- `I can definitely see why this is important.` - Emphasizing that the importance is expected to be clear.
|
||||
- `I can definitely see why this is important.` - This emphasizes that the importance is expected to be clear.
|
||||
|
||||
- `She will definitely finish the project on time.` - Showing confidence in her completing the project.
|
||||
- `She will definitely finish the project on time.` - This shows confidence in her completing the project.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Pictures can be BLANK to explain things. We are not using pictures, but it's BLANK fun to work with data like this.`
|
||||
`Pictures can be BLANK to explain things. We're not using pictures, but it's BLANK fun to work with data like this.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -31,7 +31,7 @@ It's often used to emphasize what the speaker believes is true or likely to be t
|
||||
|
||||
### --feedback--
|
||||
|
||||
Very good or very nice.
|
||||
This word means something is very good or very nice.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +39,7 @@ Very good or very nice.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Adverb that emphasizes a belief
|
||||
This adverb emphasizes a belief.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -11,7 +11,7 @@ Watch the video to understand the context of the upcoming lessons.
|
||||
|
||||
# --assignment--
|
||||
|
||||
Watch the video
|
||||
Watch the video.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -51,7 +51,7 @@ Watch the video
|
||||
"startTime": 1.3,
|
||||
"finishTime": 3,
|
||||
"dialogue": {
|
||||
"text": "Hi Mark, how's the project going?",
|
||||
"text": "Hi, Mark. How's the project going?",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -60,7 +60,7 @@ Watch the video
|
||||
"startTime": 3.7,
|
||||
"finishTime": 6.8,
|
||||
"dialogue": {
|
||||
"text": "Hi Maria! I'm testing a new software tool to find problems.",
|
||||
"text": "Hi, Maria. I'm testing a new software tool to find problems.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -5,17 +5,17 @@ challengeType: 22
|
||||
dashedName: task-24
|
||||
---
|
||||
|
||||
<!-- (Audio) Mark: Hi Maria! I'm testing a new software tool to find problems. It's a nice experience so far, but we're doing more tests to make sure everything works. -->
|
||||
<!-- (Audio) Mark: Hi, Maria. I'm testing a new software tool to find problems. It's a nice experience so far, but we're doing more tests to make sure everything works. -->
|
||||
|
||||
# --description--
|
||||
|
||||
In this dialogue, Mark talks about his activities related to a project.
|
||||
Listen to the audio and complete the sentence below.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Hi Maria! I'm BLANK a new software tool to BLANK problems. It's a nice experience so far, but we're BLANK more tests to BLANK sure everything BLANK`
|
||||
`Hi, Maria. I'm BLANK a new software tool to BLANK problems. It's a nice experience so far, but we're BLANK more tests to BLANK sure everything BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -23,7 +23,7 @@ In this dialogue, Mark talks about his activities related to a project.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Trying out the software to check for problems.
|
||||
This verb means trying out the software to check for problems. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +31,7 @@ Trying out the software to check for problems.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Used here to mean looking for problems in the software.
|
||||
This verb means looking for problems in the software.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +39,7 @@ Used here to mean looking for problems in the software.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to carrying out or performing the tests.
|
||||
This verb refers to carrying out or performing the tests. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -47,7 +47,7 @@ Refers to carrying out or performing the tests.
|
||||
|
||||
### --feedback--
|
||||
|
||||
In this context means to ensure or confirm.
|
||||
In this context, this verb means to ensure or confirm.
|
||||
|
||||
---
|
||||
|
||||
@@ -55,7 +55,7 @@ In this context means to ensure or confirm.
|
||||
|
||||
### --feedback--
|
||||
|
||||
It means functions correctly or as expected.
|
||||
This verb means something functions correctly or as expected. Don't forget the ending `-s`.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-25
|
||||
---
|
||||
|
||||
<!-- (Audio) Mark: Hi Maria! I'm testing a new software tool to find problems. -->
|
||||
<!-- (Audio) Mark: Hi, Maria. I'm testing a new software tool to find problems. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,11 +19,11 @@ What is Mark doing, and why is he doing it?
|
||||
|
||||
## --answers--
|
||||
|
||||
He is testing a new software tool to find problems
|
||||
He is testing a new software tool to find problems.
|
||||
|
||||
---
|
||||
|
||||
He is designing a new software tool for a project
|
||||
He is designing a new software tool for a project.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -31,7 +31,7 @@ Mark is not designing it.
|
||||
|
||||
---
|
||||
|
||||
He is fixing problems in an existing software tool
|
||||
He is fixing problems in an existing software tool.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,7 +39,7 @@ Mark's goal is not to fix existing problems.
|
||||
|
||||
---
|
||||
|
||||
He is evaluating a software tool for fun
|
||||
He is evaluating a software tool for fun.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -23,7 +23,7 @@ Why are Mark and his team doing more tests?
|
||||
|
||||
## --answers--
|
||||
|
||||
His team wants to improve the software's design
|
||||
His team wants to improve the software's design.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -31,7 +31,7 @@ The purpose of more testing is not specifically to improve its design.
|
||||
|
||||
---
|
||||
|
||||
They are testing more because they enjoy the process
|
||||
They are testing more because they enjoy the process.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,11 +39,11 @@ The main reason for more testing is to ensure functionality.
|
||||
|
||||
---
|
||||
|
||||
They are testing more to make sure everything works correctly
|
||||
They are testing more to make sure everything works correctly.
|
||||
|
||||
---
|
||||
|
||||
They want to learn new testing methods
|
||||
They want to learn new testing methods.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,13 +9,13 @@ dashedName: task-27
|
||||
|
||||
# --description--
|
||||
|
||||
Remember: `Their` is a possessive pronoun. It shows that something belongs to a group of people.
|
||||
Remember, `their` is a possessive pronoun. It shows that something belongs to a group of people. For example:
|
||||
|
||||
For example, `Their opinions are important` means the opinions of a group of people are important.
|
||||
`Their opinions are important.` - This means the opinions of a group of people are important.
|
||||
|
||||
`Thoughts` means what someone thinks or their ideas. When we ask for someone's `thoughts`, we want to know what they think or feel about something. For example:
|
||||
`Thoughts` means what someone thinks or their ideas. When you ask for someone's `thoughts`, you want to know what they think or feel about something. For example:
|
||||
|
||||
`What are their thoughts on this book?` is asking for the group's opinion about the book.
|
||||
`What are their thoughts on this book?` - This asks for the group's opinion about the book.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -25,7 +25,7 @@ Why is Mark's team asking people for their thoughts, and how does Mark feel abou
|
||||
|
||||
## --answers--
|
||||
|
||||
They want to make everyone happy, and Mark is feeling too busy
|
||||
They want to make everyone happy, and Mark is feeling too busy.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -33,11 +33,11 @@ They want to make the software better, not just make people happy. Mark is busy
|
||||
|
||||
---
|
||||
|
||||
They want to make the software better, and Mark is happy learning more
|
||||
They want to make the software better, and Mark is happy learning more.
|
||||
|
||||
---
|
||||
|
||||
They are just being polite, and Mark is bored
|
||||
They are just being polite, and Mark is bored.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -45,7 +45,7 @@ They are asking people to improve the software, not just to be polite. Mark is b
|
||||
|
||||
---
|
||||
|
||||
It's a rule they have to follow, and Mark is excited
|
||||
It's a rule they have to follow, and Mark is excited.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-28
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and complete the sentence below.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
@@ -23,7 +23,7 @@ Let's practice!
|
||||
|
||||
### --feedback--
|
||||
|
||||
Being in charge of the team.
|
||||
This verb means being in charge of the team. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +31,7 @@ Being in charge of the team.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Creating something new.
|
||||
This verb means creating something new. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +39,7 @@ Creating something new.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Attempting to do something.
|
||||
This verb means attempting to do something. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -47,7 +47,7 @@ Attempting to do something.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Speak with someone.
|
||||
This verb means to speak with someone.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -80,7 +80,7 @@ Speak with someone.
|
||||
"startTime": 1,
|
||||
"finishTime": 5.68,
|
||||
"dialogue": {
|
||||
"text": "That's good to hear. I'm managing the team that's making a new part for the clients platform.",
|
||||
"text": "That's good to hear. I'm managing the team that's making a new part for the client's platform.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-29
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ Why does Maria need to talk to the client?
|
||||
|
||||
## --answers--
|
||||
|
||||
To get more ideas for the platform
|
||||
To get more ideas for the platform.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Maria's goal is to ensure the client likes the new part, not necessarily to get
|
||||
|
||||
---
|
||||
|
||||
To ask the client for technical help
|
||||
To ask the client for technical help.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,7 +35,7 @@ Maria is managing the team herself; they are talking to the client for approval,
|
||||
|
||||
---
|
||||
|
||||
To instruct the client on how to use the new part
|
||||
To instruct the client on how to use the new part.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -43,7 +43,7 @@ The conversation with the client is to get their approval, not to provide instru
|
||||
|
||||
---
|
||||
|
||||
To make sure the client likes the new part they are making
|
||||
To make sure the client likes the new part they are making.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
@@ -80,7 +80,7 @@ To make sure the client likes the new part they are making
|
||||
"startTime": 1,
|
||||
"finishTime": 5.68,
|
||||
"dialogue": {
|
||||
"text": "That's good to hear. I'm managing the team that's making a new part for the clients platform.",
|
||||
"text": "That's good to hear. I'm managing the team that's making a new part for the client's platform.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -9,19 +9,21 @@ dashedName: task-30
|
||||
|
||||
# --description--
|
||||
|
||||
`Luck` refers to success or good things happening by chance, not because of what someone did.
|
||||
`Luck` means when something good or successful happens by chance, not because of effort. For example:
|
||||
|
||||
It's often used in phrases like `good luck` to wish someone success. For example:
|
||||
- `He found his lost phone by luck.` - This shows that he found it by chance, not because he searched well.
|
||||
|
||||
- `He found his lost phone by luck.` - By chance.
|
||||
- `I wish you luck on your test.` - This means you are hoping the other person has success.
|
||||
|
||||
- `I wish you luck on your test.` - Wishing success.
|
||||
`Good luck` is a common phrase people say to wish someone well. For example:
|
||||
|
||||
`Good luck with your interview!` - Here, `good luck` is wishing success in the interview.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`BLANK. Good BLANK there`
|
||||
`BLANK. Good BLANK there.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -29,7 +31,7 @@ It's often used in phrases like `good luck` to wish someone success. For example
|
||||
|
||||
### --feedback--
|
||||
|
||||
You say it to show you like what someone did.
|
||||
You say it to show you like what someone did. The first letter is capitalized.
|
||||
|
||||
---
|
||||
|
||||
@@ -37,7 +39,7 @@ You say it to show you like what someone did.
|
||||
|
||||
### --feedback--
|
||||
|
||||
It means Mark is wishing Maria success in her work with the client.
|
||||
Mark uses this word to wish Maria success in her work with the client.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -70,7 +72,7 @@ It means Mark is wishing Maria success in her work with the client.
|
||||
"startTime": 1,
|
||||
"finishTime": 2.78,
|
||||
"dialogue": {
|
||||
"text": "Nice. Good luck there",
|
||||
"text": "Nice. Good luck there.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -1,6 +1,6 @@
|
||||
---
|
||||
id: 655ca0a6639d6b67683ebbcd
|
||||
title: "Dialogue 4: Brian Talks To Amy About Their Projects"
|
||||
title: "Dialogue 4: Brian Talks to Amy about Their Projects"
|
||||
challengeType: 21
|
||||
dashedName: dialogue-brian-talks-to-amy-about-their-projects
|
||||
---
|
||||
@@ -11,7 +11,7 @@ Watch the video to understand the context of the upcoming lessons.
|
||||
|
||||
# --assignment--
|
||||
|
||||
Watch the video
|
||||
Watch the video.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -51,7 +51,7 @@ Watch the video
|
||||
"startTime": 1,
|
||||
"finishTime": 3.7,
|
||||
"dialogue": {
|
||||
"text": "Hi Brian, what's happening with your project?",
|
||||
"text": "Hi, Brian. What's happening with your project?",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
@@ -60,7 +60,7 @@ Watch the video
|
||||
"startTime": 3.9,
|
||||
"finishTime": 6.6,
|
||||
"dialogue": {
|
||||
"text": "Hey Amy! I'm not working on anything big at the moment.",
|
||||
"text": "Hey, Amy. I'm not working on anything big at the moment.",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -132,7 +132,7 @@ Watch the video
|
||||
"startTime": 26.8,
|
||||
"finishTime": 28,
|
||||
"dialogue": {
|
||||
"text": "That sounds interesting!",
|
||||
"text": "That sounds interesting.",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -186,7 +186,7 @@ Watch the video
|
||||
"startTime": 43.6,
|
||||
"finishTime": 46.6,
|
||||
"dialogue": {
|
||||
"text": "That's great, Amy! Tell us when the blog posts are out.",
|
||||
"text": "That's great, Amy. Tell us when your blog posts are out.",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-32
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and complete the sentence below.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
@@ -23,7 +23,7 @@ Let's practice!
|
||||
|
||||
### --feedback--
|
||||
|
||||
Asks about current events or activities in Brian's work.
|
||||
This verb asks about current events or activities in Brian's work. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +31,7 @@ Asks about current events or activities in Brian's work.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to the specific work or task Brian is involved in.
|
||||
This noun refers to the specific work or task Brian is involved in.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,28 +5,27 @@ challengeType: 22
|
||||
dashedName: task-33
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Hey Amy! I'm not working on anything big at the moment. I'm taking a short break to learn more about the front end. It's good to stop a bit and refresh my skills. How about you?
|
||||
-->
|
||||
<!-- (Audio) Brian: Hey, Amy. I'm not working on anything big at the moment. I'm taking a short break to learn more about front end. It's good to stop a bit and refresh my skills. How about you? -->
|
||||
|
||||
# --description--
|
||||
|
||||
To `learn` is to gain knowledge or skill in something.
|
||||
To `learn` means to gain knowledge or skill in something. For example:
|
||||
|
||||
`She is learning to play the guitar` (gaining knowledge)
|
||||
`She is learning to play the guitar.` - Here, `learning` means she is practicing and gaining the skill of playing the guitar.
|
||||
|
||||
To `refresh` means to update or improve something.
|
||||
To `refresh` means to update or improve something. For example:
|
||||
|
||||
`I refresh my memory by reviewing notes` (improve memory)
|
||||
`I refresh my memory by reviewing notes.` - Here, `refresh` means to look at notes again so the information feels new and clear in the mind.
|
||||
|
||||
`Skills` are the abilities to do things well.
|
||||
`Skills` are the abilities to do things well. For example:
|
||||
|
||||
`Good writing skills are important` (abilities)
|
||||
`Good writing skills are important.` - Here, `skills` mean the ability to write well, which helps in studies or work.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Hey Amy! I'm not working on BLANK big at the moment. I'm taking a BLANK break to learn more about BLANK. It's good to stop a bit and BLANK my skills. How about you?`
|
||||
`Hey, Amy. I'm not working on BLANK big at the moment. I'm taking a BLANK break to learn more about BLANK. It's good to stop a bit and BLANK my skills. How about you?`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -34,7 +33,7 @@ To `refresh` means to update or improve something.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Means Brian isn't working on any big tasks right now.
|
||||
This word means Brian isn't working on any big tasks right now.
|
||||
|
||||
---
|
||||
|
||||
@@ -42,7 +41,7 @@ Means Brian isn't working on any big tasks right now.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Describes the length of Brian's break as not very long.
|
||||
This word describes the length of Brian's break as not very long.
|
||||
|
||||
---
|
||||
|
||||
@@ -50,7 +49,7 @@ Describes the length of Brian's break as not very long.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to the part of website development that involves what users see.
|
||||
These two words refer to the part of website development that involves what users see.
|
||||
|
||||
---
|
||||
|
||||
@@ -58,7 +57,7 @@ Refers to the part of website development that involves what users see.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Brian is improving or updating his abilities.
|
||||
Brian uses this verb to say that he's improving or updating his abilities.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -91,7 +90,7 @@ Brian is improving or updating his abilities.
|
||||
"startTime": 1,
|
||||
"finishTime": 3.64,
|
||||
"dialogue": {
|
||||
"text": "Hey, Amy, I'm not working on anything big at the moment.",
|
||||
"text": "Hey, Amy. I'm not working on anything big at the moment.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -5,12 +5,11 @@ challengeType: 19
|
||||
dashedName: task-34
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: I'm taking a short break to learn more about the frontend. It's good to stop a bit and refresh my skills.
|
||||
-->
|
||||
<!-- (Audio) Brian: I'm taking a short break to learn more about front end. It's good to stop a bit and refresh my skills. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -20,7 +19,7 @@ Why is Brian taking a break at the moment?
|
||||
|
||||
## --answers--
|
||||
|
||||
Because he has finished all his work
|
||||
Because he has finished all his work.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -28,11 +27,11 @@ Brian did not mention being finished with work.
|
||||
|
||||
---
|
||||
|
||||
To learn more about frontend development and improve his skills
|
||||
To learn more about front-end development and improve his skills.
|
||||
|
||||
---
|
||||
|
||||
Because he is waiting for new tasks
|
||||
Because he is waiting for new tasks.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -40,7 +39,7 @@ Brian does not mention needing new tasks.
|
||||
|
||||
---
|
||||
|
||||
To take time off without any specific plan
|
||||
To take time off without any specific plan.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,19 +9,15 @@ dashedName: task-35
|
||||
|
||||
# --description--
|
||||
|
||||
`Currently` comes from `current` meaning happening now. Adding `-ly` turns an adjective into an adverb.
|
||||
`Currently` comes from `current` meaning happening now. Adding `-ly` turns an adjective into an adverb. For example:
|
||||
|
||||
For example:
|
||||
`She is currently reading a book.` - She is reading a book now.
|
||||
|
||||
`She is currently reading a book` - She is reading a book now.
|
||||
`Trends` are popular styles or ideas that many people are talking about or doing. The word `trend` in the singular becomes `trends` in the plural. For example:
|
||||
|
||||
`Trends` are popular styles or ideas that many people are talking about or doing. The word `trend` in the singular becomes `trends` in the plural.
|
||||
- `One current trend is using eco-friendly products.` - Here, `trend` (singular) refers to one popular idea.
|
||||
|
||||
For example:
|
||||
|
||||
- `One current trend is using eco-friendly products.` - Singular.
|
||||
|
||||
- `She writes about fashion trends.` - Plural.
|
||||
- `She writes about fashion trends.` - Here, `trends` (plural) refers to many different popular styles.
|
||||
|
||||
`Tech trends` refer to popular developments in technology.
|
||||
|
||||
@@ -37,7 +33,7 @@ For example:
|
||||
|
||||
### --feedback--
|
||||
|
||||
Amy is doing this work now.
|
||||
This word means Amy is doing this work now.
|
||||
|
||||
---
|
||||
|
||||
@@ -45,7 +41,7 @@ Amy is doing this work now.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Popular ideas in technology. It's the plural form of `trend`.
|
||||
This word in the plural form refers to popular ideas in technology.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-36
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ What is Amy currently working on?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is designing a new tech platform
|
||||
She is designing a new tech platform.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Amy is not designing a platform.
|
||||
|
||||
---
|
||||
|
||||
She is creating a series of videos about technology
|
||||
She is creating a series of videos about technology.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,11 +35,11 @@ Amy is not working on videos.
|
||||
|
||||
---
|
||||
|
||||
She is writing a series of blog posts about tech trends
|
||||
She is writing a series of blog posts about tech trends.
|
||||
|
||||
---
|
||||
|
||||
She is taking a course on tech trends
|
||||
She is taking a course on tech trends.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,7 +9,9 @@ dashedName: task-37
|
||||
|
||||
# --description--
|
||||
|
||||
Amy describes her current activities using verbs ending in `-ing`. Understanding these verbs will help you to know what she is doing right now for her project.
|
||||
Amy uses verbs ending in `-ing` because she is talking about actions that are happening right now. This form is called the `Present Continuous` tense. It shows that something is in progress at the moment of speaking.
|
||||
|
||||
For example, she says `I'm interviewing some experts`. It means she is doing this activity during the current period of time, not as a general habit.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
@@ -23,7 +25,7 @@ Amy describes her current activities using verbs ending in `-ing`. Understanding
|
||||
|
||||
### --feedback--
|
||||
|
||||
Amy is talking to experts to get their views.
|
||||
This verb means Amy is talking to experts to get their views. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +33,7 @@ Amy is talking to experts to get their views.
|
||||
|
||||
### --feedback--
|
||||
|
||||
She is collecting or receiving information.
|
||||
This verb means Amy is collecting or receiving information. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +41,7 @@ She is collecting or receiving information.
|
||||
|
||||
### --feedback--
|
||||
|
||||
The activities are making Amy busy.
|
||||
This verb means the activities are making Amy busy. It ends in `-ing`.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-38
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ What is Amy doing for her articles, and how does she feel about it?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is researching online and feels exhausted by the work
|
||||
She is researching online, and feels exhausted by the work.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Amy is interviewing experts and collecting information, not just researching onl
|
||||
|
||||
---
|
||||
|
||||
She is writing the articles quickly and is bored with the task
|
||||
She is writing the articles quickly, and is bored with the task.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,11 +35,11 @@ Amy is in the process of gathering information and interviewing, not just writin
|
||||
|
||||
---
|
||||
|
||||
She is interviewing experts and getting information, and she enjoys it
|
||||
She is interviewing experts and getting information, and she enjoys it.
|
||||
|
||||
---
|
||||
|
||||
She is taking a break from writing articles and feels relieved
|
||||
She is taking a break from writing articles, and feels relieved.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,19 +5,19 @@ challengeType: 22
|
||||
dashedName: task-39
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: That sounds interesting! Are you using any new tools or strategies to create engaging content? -->
|
||||
<!-- (Audio) Brian: That sounds interesting. Are you using any new tools or strategies to create engaging content? -->
|
||||
|
||||
# --description--
|
||||
|
||||
`Engaging` means interesting or able to attract attention. For example:
|
||||
|
||||
`She writes engaging stories` means her stories are very interesting.
|
||||
`She writes engaging stories.` - This means her stories are very interesting.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`That sounds interesting! Are you BLANK any new tools or strategies to create BLANK content?`
|
||||
`That sounds interesting. Are you BLANK any new tools or strategies to create BLANK content?`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -25,7 +25,7 @@ dashedName: task-39
|
||||
|
||||
### --feedback--
|
||||
|
||||
Utilize tools or strategies.
|
||||
This verb means utilizing tools or strategies. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -33,7 +33,7 @@ Utilize tools or strategies.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Describes content that captures and holds interest.
|
||||
This word describes content that captures and holds interest.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-40
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: That sounds interesting! Are you using any new tools or strategies to create engaging content? -->
|
||||
<!-- (Audio) Brian: That sounds interesting. Are you using any new tools or strategies to create engaging content? -->
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,11 +19,11 @@ What is Brian asking Amy about her content creation?
|
||||
|
||||
## --answers--
|
||||
|
||||
If she is using new tools or strategies to make her content interesting
|
||||
If she is using new tools or strategies to make her content interesting.
|
||||
|
||||
---
|
||||
|
||||
If she is working alone or in a team on the content
|
||||
If she is working alone or in a team on the content.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -31,7 +31,7 @@ Brian's question is not about how she is working with others.
|
||||
|
||||
---
|
||||
|
||||
If she is learning new skills for content creation
|
||||
If she is learning new skills for content creation.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,11 +39,11 @@ The focus of Brian's question is not on learning new skills.
|
||||
|
||||
---
|
||||
|
||||
If she is finding the content creation process difficult
|
||||
If she is finding the content creation process difficult.
|
||||
|
||||
### --feedback--
|
||||
|
||||
That's not it.
|
||||
Brian is not asking whether the content creation process is difficult.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
|
||||
@@ -9,35 +9,27 @@ dashedName: task-41
|
||||
|
||||
# --description--
|
||||
|
||||
To `experiment` means to try new ideas or methods.
|
||||
To `experiment` means to try new ideas or methods. It's usually followed by the preposition `with`. For example:
|
||||
|
||||
An `interview` is a conversation where someone asks questions to get information.
|
||||
`The team is experimenting with different designs for the website.` - Here, `experimenting with` means they are trying out new designs to see which one works best.
|
||||
|
||||
An `infographic` is a visual image like a chart or diagram used to represent information.
|
||||
`Readers` are people who read, especially those who read a particular publication. For example:
|
||||
|
||||
`Readers` are people who read, especially those who read a particular publication.
|
||||
|
||||
For example:
|
||||
|
||||
- `We experiment with new teaching methods.` - Trying new ideas.
|
||||
|
||||
- `The journalist conducts interviews with her readers.` - Conversation for information.
|
||||
|
||||
- `They use infographics to explain data.` - Visual images for information.
|
||||
`The magazine's readers enjoyed the article on new technology.` - Here, `readers` are the people who regularly read the magazine.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Yes, I am. I'm experimenting with video interviews and interactive BLANK to make the content more engaging for our BLANK.`
|
||||
`Yes, I am. I'm BLANK video interviews and interactive infographics to make the content more engaging for our BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
`infographics`
|
||||
`experimenting with`
|
||||
|
||||
### --feedback--
|
||||
|
||||
A visual image like a chart or diagram. Amy uses interactive ones.
|
||||
Amy uses these two words to say that she's trying new ideas.
|
||||
|
||||
---
|
||||
|
||||
@@ -45,7 +37,7 @@ A visual image like a chart or diagram. Amy uses interactive ones.
|
||||
|
||||
### --feedback--
|
||||
|
||||
The people who read Amy's content.
|
||||
This word in the plural form refers to the people who read Amy's content.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -9,7 +9,11 @@ dashedName: task-42
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
An `interview` is a conversation where someone asks questions to get information. For example:
|
||||
|
||||
`He had an interview for a job at the bank.` - Here, an `interview` means the formal meeting where he was asked questions about the job.
|
||||
|
||||
A `video interview` is a type of interview that happens online using video tools like Zoom, Teams, or Skype instead of meeting face-to-face. It is common in jobs, schools, and research when people cannot be in the same place.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +23,7 @@ What is one of the new methods Amy is using for her content?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is writing detailed articles
|
||||
She is writing detailed articles.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,11 +31,11 @@ Amy does not mention writing articles.
|
||||
|
||||
---
|
||||
|
||||
She is using video interviews
|
||||
She is using video interviews.
|
||||
|
||||
---
|
||||
|
||||
She is creating podcasts
|
||||
She is creating podcasts.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,7 +43,7 @@ Amy does not mention podcasts.
|
||||
|
||||
---
|
||||
|
||||
She is taking photographs
|
||||
She is taking photographs.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,7 +9,13 @@ dashedName: task-43
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
An `infographic` is a visual image like a chart or diagram used to represent information. For example:
|
||||
|
||||
`The infographic shows the survey results clearly.` - Here, `infographic` means a picture that explains data in an easy-to-read way.
|
||||
|
||||
An `interactive infographic` is a type of infographic that allows the viewer to click, hover, or scroll to explore the information. For example:
|
||||
|
||||
`The company made an interactive infographic where readers can click to see details about each product.` - Here, `interactive infographic` means a visual that not only shows information but also lets the reader interact with it.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +25,7 @@ How is Amy making her content more interesting for readers?
|
||||
|
||||
## --answers--
|
||||
|
||||
By organizing live events
|
||||
By organizing live events.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +33,7 @@ Amy does not mention live events.
|
||||
|
||||
---
|
||||
|
||||
By conducting surveys
|
||||
By conducting surveys.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,11 +41,11 @@ Amy does not mention surveys.
|
||||
|
||||
---
|
||||
|
||||
By using interactive infographics
|
||||
By using interactive infographics.
|
||||
|
||||
---
|
||||
|
||||
By posting daily updates on social media
|
||||
By posting daily updates on social media.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,29 +9,27 @@ dashedName: task-44
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
`Engaging` is an adjective that means interesting and able to hold your attention. For example:
|
||||
|
||||
`The teacher gave an engaging lesson.` - Here, `engaging` means the lesson was fun and kept the students interested.
|
||||
|
||||
`Challenging` is an adjective that means difficult, but in a way that can help you grow or learn. For example:
|
||||
|
||||
`The project was challenging, but we learned a lot from it.` - Here, `challenging` means the project was not easy, but it was a good experience.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Yes, I am. I'm BLANK with video interviews and interactive infographics to make the content more BLANK for our readers. It's a bit BLANK, but I'm BLANK a lot in the process.`
|
||||
`Yes, I am. I'm experimenting with video interviews and interactive infographics to make the content more BLANK for our readers. It's a bit BLANK, but I'm BLANK a lot in the process.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
`experimenting`
|
||||
|
||||
### --feedback--
|
||||
|
||||
Trying out new ideas.
|
||||
|
||||
---
|
||||
|
||||
`engaging`
|
||||
|
||||
### --feedback--
|
||||
|
||||
Interesting and keeping people's attention.
|
||||
This adjective describes something as interesting and keeping people's attention.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +37,7 @@ Interesting and keeping people's attention.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to something that is difficult but rewarding.
|
||||
This adjective refers to something that is difficult but rewarding.
|
||||
|
||||
---
|
||||
|
||||
@@ -47,7 +45,7 @@ Refers to something that is difficult but rewarding.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Gaining new knowledge or skills.
|
||||
This verb means gaining new knowledge or skills. It ends in `-ing`.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,25 +5,25 @@ challengeType: 22
|
||||
dashedName: task-45
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: That's great, Amy! Tell us when the blog posts are out. I'm looking forward to reading them. -->
|
||||
<!-- (Audio) Brian: That's great, Amy. Tell us when your blog posts are out. I'm looking forward to reading them. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Brian uses specific expressions in his conversation. `To be out`, in this context, means to be available or published. For example:
|
||||
In this context, to be `out` means to be available or published. For example:
|
||||
|
||||
`The new book is out next week.` means the book will be available then.
|
||||
`The new book is out next week.` - This means the book will be available then.
|
||||
|
||||
`Looking forward to` + a verb that ends in `-ing` is a common way to express excitement about a future event. For example:
|
||||
|
||||
- `I'm looking forward to meeting you.` - Excited about meeting someone.
|
||||
- `I'm looking forward to meeting you.` - You're excited about meeting someone.
|
||||
|
||||
- `She's looking forward to traveling next month.` - Excited about traveling.
|
||||
- `She's looking forward to traveling next month.` - She's excited about traveling.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`That's great, Amy! Tell us when the blog posts are BLANK. I'm looking BLANK to reading them.`
|
||||
`That's great, Amy. Tell us when your blog posts are BLANK. I'm looking BLANK to reading them.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -31,7 +31,7 @@ Brian uses specific expressions in his conversation. `To be out`, in this contex
|
||||
|
||||
### --feedback--
|
||||
|
||||
Preposition used by Brian after `are`.
|
||||
This word refers to Amy's posts being available or published.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@@ -1,6 +1,6 @@
|
||||
---
|
||||
id: 656a494313c73747b15a02c0
|
||||
title: "Dialogue 5: Bob and Sarah Talk About Their Projects"
|
||||
title: "Dialogue 5: Bob and Sarah Talk about Their Projects"
|
||||
challengeType: 21
|
||||
dashedName: dialogue-bob-and-sarah-talk-about-their-projects
|
||||
---
|
||||
@@ -11,7 +11,7 @@ Watch the video to understand the context of the upcoming lessons.
|
||||
|
||||
# --assignment--
|
||||
|
||||
Watch video
|
||||
Watch video.
|
||||
|
||||
# --scene--
|
||||
|
||||
@@ -51,7 +51,7 @@ Watch video
|
||||
"startTime": 1,
|
||||
"finishTime": 3.4,
|
||||
"dialogue": {
|
||||
"text": "Hi Sarah, what are you up to these days?",
|
||||
"text": "Hi, Sarah. What are you up to these days?",
|
||||
"align": "left"
|
||||
}
|
||||
},
|
||||
@@ -60,7 +60,7 @@ Watch video
|
||||
"startTime": 3.9,
|
||||
"finishTime": 6.9,
|
||||
"dialogue": {
|
||||
"text": "Hi Bob! I'm not working on any data projects at the moment.",
|
||||
"text": "Hi, Bob. I'm not working on any data projects at the moment.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
@@ -123,7 +123,7 @@ Watch video
|
||||
"startTime": 22.9,
|
||||
"finishTime": 23.6,
|
||||
"dialogue": {
|
||||
"text": "Absolutely!",
|
||||
"text": "Absolutely.",
|
||||
"align": "right"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -5,23 +5,23 @@ challengeType: 22
|
||||
dashedName: task-47
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Hi Sarah, what are you up to these days? -->
|
||||
<!-- (Audio) Bob: Hi, Sarah. What are you up to these days? -->
|
||||
|
||||
# --description--
|
||||
|
||||
`What are you up to` is a friendly way to ask someone what they are doing. It's like asking, "What are you doing these days?"
|
||||
`What are you up to?` is a casual and friendly question people use when they want to know about someone's current activities or plans. It can also suggest curiosity about what someone might be doing at the moment. For example:
|
||||
|
||||
For example:
|
||||
`What are you up to this weekend?` - This asks about someone's weekend plans.
|
||||
|
||||
- `What are you up to this weekend?` - It means "What are your plans for this weekend?"
|
||||
Similarly, to be `up to` means to be doing something. For example:
|
||||
|
||||
- `He is up to something.` - It means "He is doing something."
|
||||
`He is up to something.` — This means he is doing an activity, often with a sense of curiosity or suspicion.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Hi Sarah, what BLANK you BLANK to these days?`
|
||||
`Hi, Sarah. What BLANK you BLANK to these days?`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -29,14 +29,15 @@ For example:
|
||||
|
||||
### --feedback--
|
||||
|
||||
Conjugation of verb to be.
|
||||
This is a form of the verb `to be`, used with `you`, `we`, or `they`.
|
||||
|
||||
---
|
||||
|
||||
`up`
|
||||
|
||||
### --feedback--
|
||||
|
||||
Use a preposition here.
|
||||
This preposition means being busy with or doing an activity.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-48
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Hi Bob! I'm not working on any data projects at the moment. -->
|
||||
<!-- (Audio) Sarah: Hi, Bob. I'm not working on any data projects at the moment. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Let's practice!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ What does Sarah mean by her answer?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is busy with data projects
|
||||
She is busy with data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Sarah does not mention being busy.
|
||||
|
||||
---
|
||||
|
||||
She is looking for data projects
|
||||
She is looking for data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,11 +35,11 @@ Sarah did not say she is looking for projects.
|
||||
|
||||
---
|
||||
|
||||
She is not doing any data projects right now
|
||||
She is not doing any data projects right now.
|
||||
|
||||
---
|
||||
|
||||
She never works on data projects
|
||||
She never works on data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,17 +5,23 @@ challengeType: 22
|
||||
dashedName: task-49
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Hi Bob! I'm not working on any data projects at the moment. I'm taking some time off to learn new things. -->
|
||||
<!-- (Audio) Sarah: Hi, Bob. I'm not working on any data projects at the moment. I'm taking some time off to learn new things. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
To `work on` means to spend time and effort doing a task or improving something. For example:
|
||||
|
||||
`She is working on a new app.` - This means she is developing or improving the app.
|
||||
|
||||
To `take time off` means to stop working for a short period, usually to rest or for personal reasons. For example:
|
||||
|
||||
`I'm taking time off tomorrow because I have a doctor's appointment.` - This means not working for the day.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Hi Bob! I'm not BLANK on any data projects at the moment. I'm BLANK some time off to BLANK new things.`
|
||||
`Hi, Bob. I'm not BLANK on any data projects at the moment. I'm BLANK some time off to BLANK new things.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -23,7 +29,7 @@ Practice time!
|
||||
|
||||
### --feedback--
|
||||
|
||||
The action Sarah is not doing with data projects. It is a gerund.
|
||||
This verb means doing a job or activity. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +37,7 @@ The action Sarah is not doing with data projects. It is a gerund.
|
||||
|
||||
### --feedback--
|
||||
|
||||
The action Sarah is doing now. It is a gerund.
|
||||
This verb means using or having time away from work to rest. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +45,7 @@ The action Sarah is doing now. It is a gerund.
|
||||
|
||||
### --feedback--
|
||||
|
||||
The action related to new things. This one is not in the gerund form.
|
||||
This verb means to get knowledge or a new skill.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -9,7 +9,13 @@ dashedName: task-50
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
`Data visualization` means showing information or numbers in a visual way, like with charts, graphs, or diagrams. It helps people understand complex data more easily. For example:
|
||||
|
||||
`The team used data visualization to explain the survey results.` - Here, charts or graphs helped make the information clear.
|
||||
|
||||
`Creative writing` is writing that shows imagination, such as stories, poems, or plays. It's not just about giving facts but about expressing ideas in an artistic way. For example:
|
||||
|
||||
`She enjoys creative writing and often writes short stories.` - Here, the writing is artistic, not formal or technical.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +25,7 @@ What is Sarah learning at the moment?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is learning about project management
|
||||
She is learning about project management.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,19 +33,19 @@ Sarah doesn't mention project management.
|
||||
|
||||
---
|
||||
|
||||
She is taking courses in data visualization and exploring creative writing
|
||||
She is taking courses in data visualization and exploring creative writing.
|
||||
|
||||
---
|
||||
|
||||
She is studying web development and graphic design
|
||||
She is studying web development and graphic design.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Sarah doesn't mention web development.
|
||||
Sarah doesn't mention web development and graphic design.
|
||||
|
||||
---
|
||||
|
||||
She is focusing on learning new data analysis techniques
|
||||
She is focusing on learning new data analysis techniques.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,11 +5,17 @@ challengeType: 19
|
||||
dashedName: task-51
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I'm attending online courses in data visualization, and I'm also exploring creative writing. It's a bit different from my usual work, but I'm enjoying the change. -->
|
||||
<!-- (Audio) Sarah: I'm attending online courses in data visualization, and I'm also exploring creative writing. It's a bit different from my usual work, but I'm enjoying the change. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
`Different from` is a phrase you use to show that two things are not the same. For example:
|
||||
|
||||
- `My phone is different from yours.` - This means the two phones are not the same.
|
||||
|
||||
- `Her job is different from mine.` - This means her job and your job are not the same.
|
||||
|
||||
Notice that `different` is the adjective, and it is usually followed by `from` in this structure.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +25,7 @@ What makes Sarah's current studies special, and how does she feel about them?
|
||||
|
||||
## --answers--
|
||||
|
||||
They are more difficult than her regular work, and she is finding it hard
|
||||
They are more difficult than her regular work, and she is finding it hard.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,19 +33,19 @@ Sarah mentions that the studies are different and enjoyable, not necessarily mor
|
||||
|
||||
---
|
||||
|
||||
They are different from what she usually studies for her work but she is enjoying the change
|
||||
They are different from what she usually does but she is enjoying the change.
|
||||
|
||||
---
|
||||
|
||||
They are similar to her regular work, and she feels indifferent
|
||||
They are similar to her regular work, and she feels indifferent.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Sarah describes her studies as different and creative, contrasting with her usual work, and she's happy about it.
|
||||
Sarah describes her studies as different from her usual work, and she's happy about it.
|
||||
|
||||
---
|
||||
|
||||
They are entirely unrelated to her career, and she regrets the change
|
||||
They are entirely unrelated to her career, and she regrets the change.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,7 +9,13 @@ dashedName: task-52
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
`Productive` means getting a lot of good work done, or using time in a useful way. For example:
|
||||
|
||||
`I had a productive morning and finished three reports.` - This means the morning was used well to complete work.
|
||||
|
||||
`Helpful` means giving support or making a situation easier for someone. For example:
|
||||
|
||||
`Her advice was very helpful for my project.` - This means the advice made the project easier to do.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
@@ -23,7 +29,7 @@ Practice time!
|
||||
|
||||
### --feedback--
|
||||
|
||||
It means Sarah is using her time well.
|
||||
This adjective means Sarah is using her time well.
|
||||
|
||||
---
|
||||
|
||||
@@ -31,7 +37,7 @@ It means Sarah is using her time well.
|
||||
|
||||
### --feedback--
|
||||
|
||||
It refers to how Sarah feels about the courses.
|
||||
Bob uses this verb to ask Sarah how she feels about the courses. It ends in `-ing`.
|
||||
|
||||
---
|
||||
|
||||
@@ -39,7 +45,7 @@ It refers to how Sarah feels about the courses.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Similar to useful or beneficial.
|
||||
This adjective means something is useful or beneficial.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -9,7 +9,7 @@ dashedName: task-53
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,7 +19,7 @@ What is Bob commenting about Sarah's break and asking about the courses?
|
||||
|
||||
## --answers--
|
||||
|
||||
That she is enjoying her break and if she thinks the courses are fun
|
||||
That she is enjoying her break and if she thinks the courses are fun.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,7 +27,7 @@ Bob's focus is on the productivity of the break, not just enjoyment or fun.
|
||||
|
||||
---
|
||||
|
||||
That she is working during her break and if she thinks the courses are difficult
|
||||
That she is working during her break and if she thinks the courses are difficult.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -35,7 +35,7 @@ Bob comments on the break being productive, not about the fact Sarah is working
|
||||
|
||||
---
|
||||
|
||||
That she is planning more courses during her break and if she thinks they are easy
|
||||
That she is planning more courses during her break and if she thinks they are easy.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -43,7 +43,7 @@ Bob is not asking about the level of difficulty of the courses.
|
||||
|
||||
---
|
||||
|
||||
That her break is productive and if she thinks the courses are helpful
|
||||
That her break is productive and if she thinks the courses are helpful.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
|
||||
@@ -5,31 +5,27 @@ challengeType: 22
|
||||
dashedName: task-54
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Absolutely! I'm learning new skills that I believe will be valuable in my future projects.
|
||||
-->
|
||||
<!-- (Audio) Sarah: Absolutely. I'm learning new skills that I believe will be valuable in my future projects. -->
|
||||
|
||||
# --description--
|
||||
|
||||
`Skills` are abilities or expertise in certain areas.
|
||||
For example:
|
||||
`Skills` are abilities that someone has to do things well. For example:
|
||||
|
||||
`She has excellent writing skills.`
|
||||
`She has excellent writing skills.` - This means she can write very well.
|
||||
|
||||
To `believe` means to have confidence or trust in something.
|
||||
For example:
|
||||
To `believe` means to think that something is true or to trust that it will happen. For example:
|
||||
|
||||
`I believe you will do well.`
|
||||
`I believe you will do well.` - This means you trust or feel sure that someone will succeed.
|
||||
|
||||
`Valuable` means very useful or important.
|
||||
For example:
|
||||
`Valuable` means very useful, important, or worth a lot. For example:
|
||||
|
||||
`Her advice is very valuable to me.`
|
||||
`Her advice is very valuable to me.` - This means the advice is very helpful and important.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Absolutely! I'm learning new BLANK that I BLANK will be BLANK in my future projects.`
|
||||
`Absolutely. I'm learning new BLANK that I BLANK will be BLANK in my future projects.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -37,7 +33,7 @@ For example:
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to the new abilities Sarah is learning.
|
||||
This word in the plural form refers to the new abilities Sarah is learning.
|
||||
|
||||
---
|
||||
|
||||
@@ -45,7 +41,7 @@ Refers to the new abilities Sarah is learning.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Shows Sarah's confidence that her new skills will be useful.
|
||||
This verb shows Sarah's confidence that her new skills will be useful.
|
||||
|
||||
---
|
||||
|
||||
@@ -53,7 +49,7 @@ Shows Sarah's confidence that her new skills will be useful.
|
||||
|
||||
### --feedback--
|
||||
|
||||
It means the skills will be important for her work.
|
||||
This adjective means the skills will be important for Sarah's work.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,31 +5,31 @@ challengeType: 22
|
||||
dashedName: task-55
|
||||
---
|
||||
|
||||
<!-- (Audio) By the way, what's keeping you busy these days? -->
|
||||
<!-- (Audio) Sarah: By the way, what's keeping you busy these days? -->
|
||||
|
||||
# --description--
|
||||
|
||||
`Busy` means having a lot to do; being actively involved in something.
|
||||
`Busy` means having many things to do or being actively involved in work or activities. For example:
|
||||
|
||||
For example, `She's busy with her project.`
|
||||
`She's busy with her project.` - This means she is spending time and effort on her project and doesn't have much free time.
|
||||
|
||||
`By the way` is used to introduce a new topic or ask a question that's not directly related to the current conversation. It's like saying, "Oh, I just thought of something else."
|
||||
`By the way` is a phrase used to change the subject or add extra information that is not directly connected to what was said before. It's often used in casual conversation. For example:
|
||||
|
||||
For example, `By the way, have you seen the new blog feature?`
|
||||
`By the way, have you seen the new blog feature?` - This means the speaker is bringing up a new topic that just came to mind.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`By the BLANK, what's keeping you BLANK these days?`
|
||||
`BLANK, what's keeping you BLANK these days?`
|
||||
|
||||
## --blanks--
|
||||
|
||||
`way`
|
||||
`By the way`
|
||||
|
||||
### --feedback--
|
||||
|
||||
Introduces a new topic in the conversation.
|
||||
These three words introduce a new topic in the conversation.
|
||||
|
||||
---
|
||||
|
||||
@@ -37,7 +37,7 @@ Introduces a new topic in the conversation.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to being occupied with activities or tasks.
|
||||
This adjective refers to being occupied with activities or tasks.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,11 +5,11 @@ challengeType: 19
|
||||
dashedName: task-56
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Absolutely! I'm learning new skills that I believe will be valuable in my future projects. By the way, what's keeping you busy these days? -->
|
||||
<!-- (Audio) Sarah: Absolutely. I'm learning new skills that I believe will be valuable in my future projects. By the way, what's keeping you busy these days? -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -19,19 +19,19 @@ What does Sarah say about her current activities and what question does she ask?
|
||||
|
||||
## --answers--
|
||||
|
||||
She is taking a break from work and asks about recent news
|
||||
She is taking a break from work and asks about recent news.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Sarah does not mention taking a break.
|
||||
Sarah does not ask about recent news.
|
||||
|
||||
---
|
||||
|
||||
She is learning skills for future projects and asks what he is doing
|
||||
She is learning skills for future projects and asks what Bob is doing.
|
||||
|
||||
---
|
||||
|
||||
She is working on a big project and wants to know if he is also busy
|
||||
She is working on a big project and wants to know if Bob is also busy.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,7 +39,7 @@ Sarah does not mention working on a big project.
|
||||
|
||||
---
|
||||
|
||||
She is planning future projects and asks if he has any free time
|
||||
She is planning future projects and asks if Bob has any free time.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -5,25 +5,23 @@ challengeType: 19
|
||||
dashedName: task-57
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Well, I'm not currently working on any major data analysis projects, either. -->
|
||||
<!-- (Audio) Bob: Well, I'm not currently working on any major data analysis projects either. -->
|
||||
|
||||
# --description--
|
||||
|
||||
When someone uses `either` at the end of a negative sentence, it means the same situation applies to them too. For example:
|
||||
|
||||
`I don't like carrots. My sister doesn't like them, either.`
|
||||
|
||||
Here, `either` means both the speaker and their sister don't like carrots.
|
||||
`I don't like carrots. My sister doesn't like them either.` - Here, `either` means both the speaker and their sister don't like carrots.
|
||||
|
||||
# --questions--
|
||||
|
||||
## --text--
|
||||
|
||||
What does Bob imply with the sentence `I'm currently not working on any major data analysis projects, either`?
|
||||
What does Bob imply with the sentence `I'm not currently working on any major data analysis projects either`?
|
||||
|
||||
## --answers--
|
||||
|
||||
He implies that he is working on different projects
|
||||
He implies that he is working on different projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -31,7 +29,7 @@ Bob is saying he is not working on major data projects, just like Sarah.
|
||||
|
||||
---
|
||||
|
||||
He implies that he has finished all his data projects
|
||||
He implies that he has finished all his data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -39,7 +37,7 @@ Bob does not say that he has finished all of his projects.
|
||||
|
||||
---
|
||||
|
||||
He implies that he is busy with many projects
|
||||
He implies that he is busy with many projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -47,7 +45,7 @@ Bob indicates that, like Sarah, he is not involved in major data projects curren
|
||||
|
||||
---
|
||||
|
||||
He implies that he is also not engaged in big data projects
|
||||
He implies that he is also not engaged in big data projects.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
@@ -84,7 +82,7 @@ He implies that he is also not engaged in big data projects
|
||||
"startTime": 1,
|
||||
"finishTime": 5.10,
|
||||
"dialogue": {
|
||||
"text": "Well, I'm not currently working on any major data analysis projects, either.",
|
||||
"text": "Well, I'm not currently working on any major data analysis projects either.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -5,21 +5,21 @@ challengeType: 19
|
||||
dashedName: task-58
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Well, I'm currently not working on any major data analysis projects, either. -->
|
||||
<!-- (Audio) Bob: Well, I'm not currently working on any major data analysis projects either. -->
|
||||
|
||||
# --description--
|
||||
|
||||
Practice time!
|
||||
Listen to the audio and answer the question below.
|
||||
|
||||
# --questions--
|
||||
|
||||
## --text--
|
||||
|
||||
What can we deduce about Sarah from Bob's statement?
|
||||
What can you deduce about Sarah from Bob's statement?
|
||||
|
||||
## --answers--
|
||||
|
||||
Sarah is busy with several data projects
|
||||
Sarah is busy with several data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -27,19 +27,19 @@ Bob's use of `either` suggests a similarity with Sarah's situation.
|
||||
|
||||
---
|
||||
|
||||
Sarah is looking for new data projects
|
||||
Sarah is looking for new data projects.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Bob's statement indicates a current situation about Sarah's work.
|
||||
Bob's statement indicates a different situation about Sarah's work.
|
||||
|
||||
---
|
||||
|
||||
Sarah is not working on any major projects
|
||||
Sarah is not working on any major projects.
|
||||
|
||||
---
|
||||
|
||||
Sarah is taking a break from all work
|
||||
Sarah is taking a break from all work.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -80,7 +80,7 @@ Bob's statement doesn't suggest Sarah is taking a complete break from work.
|
||||
"startTime": 1,
|
||||
"finishTime": 5.10,
|
||||
"dialogue": {
|
||||
"text": "Well, I'm not currently working on any major data analysis projects, either.",
|
||||
"text": "Well, I'm not currently working on any major data analysis projects either.",
|
||||
"align": "center"
|
||||
}
|
||||
},
|
||||
|
||||
@@ -9,9 +9,9 @@ dashedName: task-59
|
||||
|
||||
# --description--
|
||||
|
||||
`To take some time to` is used when someone plans to spend a certain amount of time doing a specific task. It often implies careful attention or a focus on detail.
|
||||
To `take some time to...` is used when someone plans to spend a certain amount of time doing a specific task. It often implies careful attention or a focus on detail. For example:
|
||||
|
||||
`He's taking some time to finish his report` means he is dedicating time to complete his report with attention.
|
||||
`He's taking some time to finish his report.` - This means he is dedicating time to complete his report with attention.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -21,7 +21,7 @@ What is Bob taking some time to do?
|
||||
|
||||
## --answers--
|
||||
|
||||
To organize his work schedule
|
||||
To organize his work schedule.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -29,11 +29,11 @@ Bob mentions reviewing data security protocols, not organizing his work schedule
|
||||
|
||||
---
|
||||
|
||||
To review their data security protocols
|
||||
To review their data security protocols.
|
||||
|
||||
---
|
||||
|
||||
To learn new programming languages
|
||||
To learn new programming languages.
|
||||
|
||||
### --feedback--
|
||||
|
||||
@@ -41,7 +41,7 @@ Bob is focusing on data security protocols, not learning new programming languag
|
||||
|
||||
---
|
||||
|
||||
To conduct team meetings
|
||||
To conduct team meetings.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,17 +9,17 @@ dashedName: task-60
|
||||
|
||||
# --description--
|
||||
|
||||
`Robust` means strong or powerful. For example:
|
||||
`Robust` means strong, powerful, or able to work well without breaking easily. For example:
|
||||
|
||||
`A robust system can handle many users.`
|
||||
`A robust system can handle many users.` - This means the system is strong and does not fail even with a lot of users.
|
||||
|
||||
`Enough` means as much as is necessary. For example:
|
||||
`Enough` means as much as is needed or required. For example:
|
||||
|
||||
`Do we have enough chairs?`
|
||||
`Do we have enough chairs?` - This asks if the number of chairs is sufficient.
|
||||
|
||||
Together, `robust enough` means being strong or effective to the necessary degree. For example, this sentence asks if the password is strong enough to stop hackers:
|
||||
Together, `robust enough` means something is strong or effective to the necessary level. For example:
|
||||
|
||||
`Is the password robust enough to prevent hacking?`
|
||||
`Is the password robust enough to prevent hacking?` - This asks if the password is strong enough to protect against hackers.
|
||||
|
||||
# --questions--
|
||||
|
||||
@@ -29,27 +29,27 @@ What is Bob questioning about their security practices?
|
||||
|
||||
## --answers--
|
||||
|
||||
If they are too complicated
|
||||
If they are too complicated.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Bob is asking about strength, not how complicated they are.
|
||||
Bob is focused on their strength, not how complicated they are.
|
||||
|
||||
---
|
||||
|
||||
If they are strong enough for protection
|
||||
If they are strong enough for protection.
|
||||
|
||||
---
|
||||
|
||||
If they cost too much
|
||||
If they cost too much.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Bob's question is about strength, not cost.
|
||||
Bob is focused on their strength, not cost.
|
||||
|
||||
---
|
||||
|
||||
If they are new
|
||||
If they are new.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@@ -9,9 +9,9 @@ dashedName: task-61
|
||||
|
||||
# --description--
|
||||
|
||||
The word `ensure` means to make sure or guarantee something. For example:
|
||||
To `ensure` means to make sure or guarantee something. For example:
|
||||
|
||||
`We ensure quality by checking every product.`
|
||||
`We ensure quality by checking every product.` - This means they make sure that every product is good and works correctly.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
@@ -25,7 +25,7 @@ The word `ensure` means to make sure or guarantee something. For example:
|
||||
|
||||
### --feedback--
|
||||
|
||||
Means to make certain or confirm.
|
||||
This verb means to make certain or confirm.
|
||||
|
||||
---
|
||||
|
||||
@@ -33,7 +33,7 @@ Means to make certain or confirm.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Means safe or protected.
|
||||
This adjective means something is safe or protected.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -5,31 +5,30 @@ challengeType: 22
|
||||
dashedName: task-62
|
||||
---
|
||||
|
||||
<!--
|
||||
AUDIO REFERENCE:
|
||||
Sarah: I agree. Keeping our data safe is a top priority.
|
||||
Bob: Indeed. It's a continuous effort to adapt to new security challenges.
|
||||
-->
|
||||
<!-- (audio) Sarah: I agree. Keeping our data safe is a top priority.
|
||||
Bob: Indeed. It's a continuous effort to adapt to new security challenges. -->
|
||||
|
||||
# --description--
|
||||
|
||||
To `adapt` means to change or adjust to new conditions. For example:
|
||||
|
||||
`Businesses must adapt to new technologies.`
|
||||
`Businesses must adapt to new technologies.` - This means businesses must change the way they work to use new technology.
|
||||
|
||||
`Effort` means the physical or mental energy needed to do something. For example:
|
||||
|
||||
`It takes a lot of effort to learn a new language.`
|
||||
`It takes a lot of effort to learn a new language.` - This means learning a new language needs a lot of work and energy.
|
||||
|
||||
`Indeed` is used to agree strongly or to confirm that something is true. For example:
|
||||
|
||||
`Indeed, the results were excellent.`
|
||||
`Indeed, the results were excellent.` - This means it is true that the results were very good.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`BLANK. It's a continuous BLANK to BLANK to new security challenges.`
|
||||
`Sarah: I agree. Keeping our data safe is a top priority.`
|
||||
|
||||
`Bob: BLANK. It's a continuous BLANK to BLANK to new security challenges.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -37,7 +36,7 @@ To `adapt` means to change or adjust to new conditions. For example:
|
||||
|
||||
### --feedback--
|
||||
|
||||
Used here to strongly agree with Sarah. Capitalize this word.
|
||||
This word is used to strongly agree with Sarah. The first letter is capitalized.
|
||||
|
||||
---
|
||||
|
||||
@@ -45,7 +44,7 @@ Used here to strongly agree with Sarah. Capitalize this word.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Refers to the work and energy put into the task.
|
||||
This noun refers to the work and energy put into the task.
|
||||
|
||||
---
|
||||
|
||||
@@ -53,7 +52,7 @@ Refers to the work and energy put into the task.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Means making changes in response to new challenges.
|
||||
This verb means making changes in response to new challenges.
|
||||
|
||||
# --scene--
|
||||
|
||||
|
||||
@@ -4,6 +4,7 @@ title: Task 13
|
||||
challengeType: 22
|
||||
dashedName: task-13
|
||||
---
|
||||
|
||||
<!-- REVIEW -->
|
||||
|
||||
# --description--
|
||||
@@ -20,13 +21,13 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Sophie: Hey James, what's your BLANK project about?`
|
||||
`Sophie: Hey, James. What's your BLANK project about?`
|
||||
|
||||
`James: Hi Sophie! I'm checking our BLANK for problems. We want to be safe from hackers. I'm using special tools to see where we might have problems, and then I have to BLANK them.`
|
||||
`James: Hi, Sophie. I'm checking our BLANK for problems. We want to be safe from hackers. I'm using special tools to see where we might have problems, and then I have to BLANK them.`
|
||||
|
||||
`Sophie: That's important work. I'm helping our team learn how to BLANK safe online. We're taking some lessons and practicing what to do if someone tries BLANK our identity.`
|
||||
|
||||
`James: That's great, Sophie! The BLANK are doing some important work.`
|
||||
`James: That's great, Sophie. The BLANK are doing some important work.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -66,7 +67,7 @@ This verb means "to continue being in a certain condition or state".
|
||||
|
||||
### --feedback--
|
||||
|
||||
This describes taking something that does not belong to you. It begins with a particle followed by a verb in its base form.
|
||||
This describes taking something that does not belong to you.
|
||||
|
||||
---
|
||||
|
||||
@@ -74,4 +75,4 @@ This describes taking something that does not belong to you. It begins with a pa
|
||||
|
||||
### --feedback--
|
||||
|
||||
This refers to both people in the conversation. It begins with a number followed by a preposition and then the objective pronoun relative to `we`.
|
||||
This refers to both people in the conversation.
|
||||
|
||||
@@ -4,6 +4,7 @@ title: Task 23
|
||||
challengeType: 22
|
||||
dashedName: task-23
|
||||
---
|
||||
|
||||
<!-- REVIEW -->
|
||||
|
||||
# --description--
|
||||
@@ -20,11 +21,11 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Bob: Hi Sarah, what are you doing now?`
|
||||
`Bob: Hi, Sarah. What are you doing now?`
|
||||
|
||||
`Sarah: Hi Bob! I'm looking at customer data to find BLANK. We're trying to understand what our customers like and what they buy, but we're not having any luck BLANK.`
|
||||
`Sarah: Hi, Bob. I'm looking at customer data to find BLANK. We're trying to understand what our customers like and what they buy, but we're not having any luck BLANK.`
|
||||
|
||||
`Bob: Interesting! I'm making pictures with BLANK for our reports. We think it may help people understand them better. I'm using some BLANK to help me.`
|
||||
`Bob: Interesting. I'm making pictures with BLANK for our reports. We think it may help people understand them better. I'm using some BLANK to help me.`
|
||||
|
||||
`Sarah: Pictures can be great to explain things. We're not using pictures, but it's definitely fun to BLANK data like this.`
|
||||
|
||||
@@ -42,7 +43,7 @@ This refers to repeated trends or behaviors in data.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This indicates something happening right now. It begins with a preposition followed by a definite article and then a noun.
|
||||
This indicates something happening right now.
|
||||
|
||||
---
|
||||
|
||||
@@ -50,7 +51,7 @@ This indicates something happening right now. It begins with a preposition follo
|
||||
|
||||
### --feedback--
|
||||
|
||||
This refers to information belonging to the group. It begins with a possessive adjective followed by a noun.
|
||||
This refers to information belonging to the group.
|
||||
|
||||
---
|
||||
|
||||
@@ -66,4 +67,4 @@ This plural noun refers to software or resources used to complete a task.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This describes handling or managing something. It begins with a verb followed by a preposition.
|
||||
This describes handling or managing something.
|
||||
|
||||
@@ -4,6 +4,7 @@ title: Task 31
|
||||
challengeType: 22
|
||||
dashedName: task-31
|
||||
---
|
||||
|
||||
<!-- REVIEW -->
|
||||
|
||||
# --description--
|
||||
@@ -20,9 +21,9 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Maria: Hi Mark, how's the project going?`
|
||||
`Maria: Hi, Mark. How's the project going?`
|
||||
|
||||
`Mark: Hi Maria! I'm testing a new software tool to find problems. It’s a nice experience BLANK, but we're doing more tests to make sure everything works. We're BLANK asking some people to tell us what they think. It's a BLANK busy, but I'm learning a lot.`
|
||||
`Mark: Hi, Maria. I'm testing a new software tool to find problems. It's a nice experience BLANK, but we're doing more tests to make sure everything works. We're BLANK asking some people to tell us what they think. It's a BLANK busy, but I'm learning a lot.`
|
||||
|
||||
`Maria: That's good to hear. I'm managing the team BLANK making a new part for the client's platform. We're trying to work BLANK and talk to the client to make sure they like it.`
|
||||
|
||||
@@ -34,7 +35,7 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
### --feedback--
|
||||
|
||||
This indicates progress up to the present time. It begins with an intensifier meaning the same as `very` followed by an adverb.
|
||||
This indicates progress up to the present time.
|
||||
|
||||
---
|
||||
|
||||
@@ -42,7 +43,7 @@ This indicates progress up to the present time. It begins with an intensifier me
|
||||
|
||||
### --feedback--
|
||||
|
||||
This means "in addition" or "too."
|
||||
This means "in addition" or "too".
|
||||
|
||||
---
|
||||
|
||||
@@ -58,7 +59,7 @@ This refers to a small amount of something.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This contraction combines a demonstrative pronoun and a verb.
|
||||
This is used to add information about the team.
|
||||
|
||||
---
|
||||
|
||||
@@ -66,7 +67,7 @@ This contraction combines a demonstrative pronoun and a verb.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This means actively working on something. It begins with a preposition followed by a pronoun.
|
||||
This means actively working on something.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@@ -15,23 +15,23 @@ This is a review of the entire dialogue you just studied.
|
||||
|
||||
Write the following words or phrases in the correct spot:
|
||||
|
||||
`short break`, `series of`, `information`, `strategies`, `engaging`, and `out`.
|
||||
`engaging`, `short break`, `information`, `series of`, `out`, and `strategies`.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Amy: Hi Brian, what's happening with your project?`
|
||||
`Amy: Hi, Brian. What's happening with your project?`
|
||||
|
||||
`Brian: Hey Amy! I'm not working on anything big at the moment. I'm taking a BLANK to learn more about the front end. It's good to stop a bit and refresh my skills. How about you?`
|
||||
`Brian: Hey, Amy. I'm not working on anything big at the moment. I'm taking a BLANK to learn more about front end. It's good to stop a bit and refresh my skills. How about you?`
|
||||
|
||||
`Amy: That sounds like a good idea, Brian. I'm currently working on a BLANK blog posts about tech trends. It's exciting. I'm interviewing some experts and I’m getting BLANK for the articles. It's keeping me busy, but I enjoy it.`
|
||||
`Amy: That sounds like a good idea, Brian. I'm currently working on a BLANK blog posts about tech trends. It's exciting. I'm interviewing some experts and I'm getting BLANK for the articles. It's keeping me busy, but I enjoy it.`
|
||||
|
||||
`Brian: That sounds interesting! Are you using any new tools or BLANK to create engaging content?`
|
||||
`Brian: That sounds interesting. Are you using any new tools or BLANK to create engaging content?`
|
||||
|
||||
`Amy: Yes, I am. I'm experimenting with video interviews and interactive infographics to make the content more BLANK for our readers. It's a bit challenging, but I'm learning a lot in the process.`
|
||||
|
||||
`Brian: That's great, Amy! Tell us when the blog posts are BLANK. I'm looking forward to reading them.`
|
||||
`Brian: That's great, Amy. Tell us when your blog posts are BLANK. I'm looking forward to reading them.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
@@ -39,7 +39,7 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
### --feedback--
|
||||
|
||||
This refers to a brief period of rest. It begins with an adjective followed by a noun.
|
||||
This refers to a brief period of rest.
|
||||
|
||||
---
|
||||
|
||||
@@ -47,7 +47,7 @@ This refers to a brief period of rest. It begins with an adjective followed by a
|
||||
|
||||
### --feedback--
|
||||
|
||||
This indicates multiple related things, such as articles or events. It begins with a noun followed by a preposition.
|
||||
This indicates multiple related things, such as articles or events.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@@ -21,15 +21,15 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Bob: Hi Sarah, what are you BLANK these days?`
|
||||
`Bob: Hi, Sarah. What are you BLANK these days?`
|
||||
|
||||
`Sarah: Hi Bob! I'm not working on any data projects at the moment. I'm taking some BLANK to learn new things. I'm attending online courses in data visualization, and I'm also exploring creative writing. It's a bit different from my usual work, but I'm enjoying the BLANK.`
|
||||
`Sarah: Hi, Bob. I'm not working on any data projects at the moment. I'm taking some BLANK to learn new things. I'm attending online courses in data visualization, and I'm also exploring creative writing. It's a bit different from my usual work, but I'm enjoying the BLANK.`
|
||||
|
||||
`Bob: That's a productive break, Sarah. Are you finding the courses helpful?`
|
||||
|
||||
`Sarah: Absolutely! I'm learning new skills that I believe will be BLANK in my future projects. By the way, what's BLANK you busy these days?`
|
||||
`Sarah: Absolutely. I'm learning new skills that I believe will be BLANK in my future projects. By the way, what's BLANK you busy these days?`
|
||||
|
||||
`Bob: Well, I'm currently not working on any BLANK data analysis projects either. I'm taking some time to review our data security protocols. I'm supposed to BLANK if our current practices are robust enough to protect sensitive information. It's essential to ensure our data is secure.`
|
||||
`Bob: Well, I'm not currently working on any BLANK data analysis projects either. I'm taking some time to review our data security protocols. I'm supposed to BLANK if our current practices are robust enough to protect sensitive information. It's essential to ensure our data is secure.`
|
||||
|
||||
`Sarah: I agree. Keeping our data safe is a top priority.`
|
||||
|
||||
@@ -41,7 +41,7 @@ Write the following words or phrases in the correct spot:
|
||||
|
||||
### --feedback--
|
||||
|
||||
This means "what someone is doing" at the moment. It begins with a preposition followed by a particle.
|
||||
This means "what someone is doing" at the moment.
|
||||
|
||||
---
|
||||
|
||||
@@ -49,7 +49,7 @@ This means "what someone is doing" at the moment. It begins with a preposition f
|
||||
|
||||
### --feedback--
|
||||
|
||||
This refers to a break from work or regular activities. It begins with a noun followed by a preposition.
|
||||
This refers to a break from work or regular activities.
|
||||
|
||||
---
|
||||
|
||||
@@ -73,7 +73,7 @@ This describes something useful or beneficial.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This means "maintaining or ensuring something stays in a certain state". Use the `-ing` form.
|
||||
This means "maintaining or ensuring something stays in a certain state".
|
||||
|
||||
---
|
||||
|
||||
@@ -89,7 +89,7 @@ This describes something large or important.
|
||||
|
||||
### --feedback--
|
||||
|
||||
This means "to find a solution or understand something". It begins with a verb followed by a particle.
|
||||
This means "to find a solution or understand something".
|
||||
|
||||
---
|
||||
|
||||
|
||||
@@ -141,7 +141,7 @@
|
||||
},
|
||||
{
|
||||
"id": "655ca0a6639d6b67683ebbcd",
|
||||
"title": "Dialogue 4: Brian Talks To Amy About Their Projects"
|
||||
"title": "Dialogue 4: Brian Talks to Amy about Their Projects"
|
||||
},
|
||||
{
|
||||
"id": "655cadb5df07e269cccaa056",
|
||||
@@ -205,7 +205,7 @@
|
||||
},
|
||||
{
|
||||
"id": "656a494313c73747b15a02c0",
|
||||
"title": "Dialogue 5: Bob and Sarah Talk About Their Projects"
|
||||
"title": "Dialogue 5: Bob and Sarah Talk about Their Projects"
|
||||
},
|
||||
{
|
||||
"id": "656a49a16377b8485270dd2d",
|
||||
|
||||
Reference in New Issue
Block a user