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a/curriculum/challenges/_meta/learn-how-to-discuss-tech-trends-and-updates/meta.json +++ b/curriculum/challenges/_meta/learn-how-to-discuss-tech-trends-and-updates/meta.json @@ -9,8 +9,216 @@ "superBlock": "a2-english-for-developers", "challengeOrder": [ { - "id": "655c126fa57f068c8e81151f", - "title": "Dialogue: Placeholder" + "id": "6635c3e30e02d224d4450eac", + "title": "Dialogue 1: Discussing Low-Code Development" + }, + { + "id": "6635f9203e0ed42948db1e4c", + "title": "Task 1" + }, + { + "id": "6635f9c305ad6d2a08cb6ad4", + "title": "Task 2" + }, + { + "id": "6635fc67f6d0f82ad629e71d", + "title": "Task 3" + }, + { + "id": "6635fdc8fdd98f2b56c3bcf8", + "title": "Task 4" + }, + { + "id": "663601a777cfc92cbaf8cb7c", + "title": "Task 5" + }, + { + "id": "66360374d980d82d3cccddf7", + "title": "Task 6" + }, + { + "id": "663604ab610a932dc9882194", + "title": "Task 7" + }, + { + "id": "663606cc695a992e81ef521d", + "title": "Task 8" + }, + { + "id": "663608aa63d5b72f475b7718", + "title": "Task 9" + }, + { + "id": "663609d95c99422fce1d3824", + "title": "Task 10" + }, + { + "id": "66360b4ec92e49305fec41ce", + "title": "Task 11" + }, + { + "id": "66360c141117e030da0c0cb3", + "title": "Task 12" + }, + { + "id": "6636159376b91532f4f8e49b", + "title": "Task 13" + }, + { + "id": "66361836f505f333d344da43", + "title": "Task 14" + }, + { + "id": "66361ad945006834b7eb7ccd", + "title": "Task 15" + }, + { + "id": "66361c43829cea3535e7a49a", + "title": "Task 16" + }, + { + "id": "663620974eb4a0369d76b6b8", + "title": "Task 17" + }, + { + "id": "663621cf8781e93738b3e30f", + "title": "Task 18" + }, + { + "id": "66362350df72dc37d8c9ca40", + "title": "Task 19" + }, + { + "id": "6636242c12c019384fd78b5a", + "title": "Task 20" + }, + { + "id": "6636263059a6703a80ee06aa", + "title": "Dialogue 2: Discussing Serverless Computing" + }, + { + "id": "663626ee2c3a803af8cc2fd6", + "title": "Task 21" + }, + { + "id": "66362781eb0d663b5eabc353", + "title": "Task 22" + }, + { + "id": 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a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635c3e30e02d224d4450eac.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635c3e30e02d224d4450eac.md new file mode 100644 index 00000000000..55b2ec1b9a5 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635c3e30e02d224d4450eac.md @@ -0,0 +1,14 @@ +--- +id: 6635c3e30e02d224d4450eac +title: "Dialogue 1: Discussing Low-Code Development" +challengeType: 21 +dashedName: dialogue-1-discussing-low-code-development +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9203e0ed42948db1e4c.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9203e0ed42948db1e4c.md new file mode 100644 index 00000000000..5f3bd47adec --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9203e0ed42948db1e4c.md @@ -0,0 +1,37 @@ +--- +id: 6635f9203e0ed42948db1e4c +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +`Low-code development` is a way of creating software applications with minimal hand-coding. Instead of writing extensive lines of code, developers use a graphical user interface with drag-and-drop features to assemble and configure applications. This approach allows for faster development and is especially beneficial for users who may not have extensive programming skills. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I read about _ _ on the internet and I got curious.` + +## --blanks-- + +`low-code` + +### --feedback-- + +It refers to a style of software development that requires less hand-written code, making it accessible to people with varying levels of programming skills. + +--- + +`development` + +### --feedback-- + +In this context, it refers to the process of creating software. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9c305ad6d2a08cb6ad4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9c305ad6d2a08cb6ad4.md new file mode 100644 index 00000000000..95615cbfa53 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635f9c305ad6d2a08cb6ad4.md @@ -0,0 +1,48 @@ +--- +id: 6635f9c305ad6d2a08cb6ad4 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +What is `low-code development` in the context of programming? + +## --answers-- + +Developing software with minimal coding + +--- + +Writing code with low efficiency + +### --feedback-- + +`Low-code development` is about reducing the amount of code, not about the efficiency of the code written. + +--- + +Programming with low-level languages + +### --feedback-- + +`Low-code development` refers to minimal hand-coding, not low-level programming languages. + +--- + +Developing software without any coding + +### --feedback-- + +`Low-code development` involves some coding, though it's minimal, not completely coding-free. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fc67f6d0f82ad629e71d.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fc67f6d0f82ad629e71d.md new file mode 100644 index 00000000000..2f7f4822dbc --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fc67f6d0f82ad629e71d.md @@ -0,0 +1,39 @@ +--- +id: 6635fc67f6d0f82ad629e71d +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +The phrase `all about` is used to emphasize the main point or the most important aspect of something. It's often used in explanations to focus on the central idea or characteristic. + +For example, `This game is all about strategy and planning.` This means the main focus of the game is strategy and planning. + +# --fillInTheBlank-- + +## --sentence-- + +`Do you know what it's _ _?` + +## --blanks-- + +`all` + +### --feedback-- + +This word emphasizes the extent or entirety of the focus. + +--- + +`about` + +### --feedback-- + +This word indicates the subject or main theme of the focus. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fdc8fdd98f2b56c3bcf8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fdc8fdd98f2b56c3bcf8.md new file mode 100644 index 00000000000..00d4c06f905 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6635fdc8fdd98f2b56c3bcf8.md @@ -0,0 +1,54 @@ +--- +id: 6635fdc8fdd98f2b56c3bcf8 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +Expressions like `do you know`, `could you tell me`, and `do you have any idea` are commonly used in English to inquire or confirm information gently. You use them followed by a question and the structure of the question changes to an affirmative sentence. + +Examples: + +Original question `What time is it?` changed to `Do you know what time it is?` + +Original question `How long does it take to read this book?` changed to `Could you tell me how long it takes to read this book?` + +# --question-- + +## --text-- + +Which of the following sentences uses the structure `do you know` followed by an affirmative sentence correctly? + +## --answers-- + +`Do you know can he arrive on time?` + +### --feedback-- + +This sentence incorrectly uses a modal verb `can` directly after `Do you know`. It should be `Do you know if he can arrive on time?`. + +--- + +`Do you know is it raining outside?` + +### --feedback-- + +This sentence incorrectly forms a question directly after `Do you know`. The correct form should be `Do you know it is raining outside?` + +--- + +`Do you know the store is closed today?` + +--- + +`Do you know what time is it now?` + +### --feedback-- + +This sentence incorrectly forms a question directly after `Do you know`. The correct structure uses an affirmative statement, `Do you know what time it is now?` + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663601a777cfc92cbaf8cb7c.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663601a777cfc92cbaf8cb7c.md new file mode 100644 index 00000000000..c00183dc13b --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663601a777cfc92cbaf8cb7c.md @@ -0,0 +1,53 @@ +--- +id: 663601a777cfc92cbaf8cb7c +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +When someone mentions they are `curious` about something, it means they want to learn more about that topic. + +# --question-- + +## --text-- + +What is Brian curious about? + +## --answers-- + +High-performance computing + +### --feedback-- + +This isn't mentioned in the audio. Brian's curiosity is about a different technology topic. + +--- + +Low-code development + +--- + +Internet safety + +### --feedback-- + +Brian does not mention being curious about internet safety in the audio, his interest is in another specific tech topic. + +--- + +Artificial intelligence + +### --feedback-- + +While this is a technology topic, it's not what Brian is curious about according to the audio. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360374d980d82d3cccddf7.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360374d980d82d3cccddf7.md new file mode 100644 index 00000000000..fd6e6497e88 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360374d980d82d3cccddf7.md @@ -0,0 +1,57 @@ +--- +id: 66360374d980d82d3cccddf7 +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +The phrase `one of those` is used to refer to a specific item or idea within a larger group. It highlights a particular example from a broader category. + +For example, `This is one of those books that you can't put down.` This refers to a specific type of book within the larger group of all books. + +`Simplify the process` means to make a procedure easier to understand or carry out. It often involves reducing complexity or steps required to achieve something, as seen in the phrase `simplify the development process`, indicating making software development less complicated. + +# --fillInTheBlank-- + +## --sentence-- + +`Low-code development is about making software with less code. It's _ _ _ trends that _ the development process.` + +## --blanks-- + +`one` + +### --feedback-- + +This word indicates a single item or example from a group, used here to highlight a specific trend among others. + +--- + +`of` + +### --feedback-- + +This word is used to show belonging or part of a category. + +--- + +`those` + +### --feedback-- + +This word refers back to a previously mentioned group of things, in this case, `trends`. + +--- + +`simplify` + +### --feedback-- + +This verb is used to describe the action of making something less complex or easier to do. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663604ab610a932dc9882194.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663604ab610a932dc9882194.md new file mode 100644 index 00000000000..91a8e639e20 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663604ab610a932dc9882194.md @@ -0,0 +1,53 @@ +--- +id: 663604ab610a932dc9882194 +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +What is low-code development and what does it do according to Sarah? + +## --answers-- + +It involves using more code to speed up development. + +### --feedback-- + +This option contradicts the actual definition; low-code development reduces, not increases, the code required. + +--- + +It's about developing software without any code. + +### --feedback-- + +Low-code development still involves coding, just less than traditional methods. + +--- + +It focuses on making software harder to build. + +### --feedback-- + +The aim of low-code development is to simplify, not complicate, the development process. + +--- + +It's about making software with less code and simplifying the development process. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663606cc695a992e81ef521d.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663606cc695a992e81ef521d.md new file mode 100644 index 00000000000..7a797ceb9d9 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663606cc695a992e81ef521d.md @@ -0,0 +1,51 @@ +--- +id: 663606cc695a992e81ef521d +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +The expression `That/it sounds` is used to describe how something seems or appears, often based on the information heard or the impression it gives. For example, `That sounds like a great idea!` This indicates that the idea seems good based on what was heard. + +Similarly, `That/it looks` can be used to describe how something appears based on appearance, like in `It looks beautiful.` + +The word `convenient` is an adjective that describes something that is suitable for one's needs, easy to use, or helps to do things more easily and quickly. It often refers to something that makes a task less difficult or saves time. + +For instance, `Online shopping is convenient because you can do it from home.` + +# --fillInTheBlank-- + +## --sentence-- + +`_ _ _, but can we use it in our projects?` + +## --blanks-- + +`That` + +### --feedback-- + +This word is used here to refer back to something previously mentioned. + +--- + +`sounds` + +### --feedback-- + +This word describes the impression or reaction to something based on verbal description. + +--- + +`convenient` + +### --feedback-- + +This adjective is used to describe something that makes a task easier or more feasible. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663608aa63d5b72f475b7718.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663608aa63d5b72f475b7718.md new file mode 100644 index 00000000000..022b9a97fe9 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663608aa63d5b72f475b7718.md @@ -0,0 +1,54 @@ +--- +id: 663608aa63d5b72f475b7718 +title: Task 9 +challengeType: 19 +dashedName: task-9 +--- + + + +# --description-- + +This task tests your understanding of how Brian perceives the concept of low-code development after Sarah describes it. Pay attention to Brian's response to assess what he thinks about the concept. + +# --question-- + +## --text-- + +How does Brian feel about the low-code development as described by Sarah? + +## --answers-- + +He thinks it sounds convenient and wonders if it can be applied to their projects. + +--- + +He is unsure and thinks it sounds too complicated. + +### --feedback-- + +Brian actually expresses that the concept sounds convenient, indicating a positive impression, not that it's complicated. + +--- + +He dislikes the idea because it's too simplistic. + +### --feedback-- + +Brian does not express dislike; he acknowledges the convenience of the concept. + +--- + +He is enthusiastic about it but needs more information. + +### --feedback-- + +While Brian is interested, his statement primarily focuses on its convenience rather than showing outright enthusiasm. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663609d95c99422fce1d3824.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663609d95c99422fce1d3824.md new file mode 100644 index 00000000000..1c243afd0d8 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663609d95c99422fce1d3824.md @@ -0,0 +1,41 @@ +--- +id: 663609d95c99422fce1d3824 +title: Task 10 +challengeType: 22 +dashedName: task-10 +--- + + + +# --description-- + +The phrase `speed up` is commonly used to describe making a process faster or more efficient. It often applies to various contexts where quicker completion is beneficial, such as in project development. For example, `Using a dishwasher can speed up cleaning after dinner.` This means the dishwasher makes the cleaning process go faster than washing dishes by hand. + +The phrase `speed up` means to increase the speed or rate of something. It's often used when talking about making a process or activity happen faster. + +For example, `Using shortcuts can speed up your work on the computer.` + +# --fillInTheBlank-- + +## --sentence-- + +`We can consider low-code tools to _ _ development and reduce the need for extensive coding.` + +## --blanks-- + +`speed` + +### --feedback-- + +This word is part of the phrase indicates an increase in pace or efficiency. + +--- + +`up` + +### --feedback-- + +This word completes the phrasal verb emphasizing the action of accelerating a process. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360b4ec92e49305fec41ce.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360b4ec92e49305fec41ce.md new file mode 100644 index 00000000000..284029e2260 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360b4ec92e49305fec41ce.md @@ -0,0 +1,53 @@ +--- +id: 66360b4ec92e49305fec41ce +title: Task 11 +challengeType: 19 +dashedName: task-11 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Does Sarah think they can use low-code development in their projects, and why? + +## --answers-- + +No, because it is too expensive. + +### --feedback-- + +Sarah does not mention the cost of low-code development; she discusses its benefits regarding efficiency. + +--- + +Yes, because it helps to make the development faster and reduces the need for extensive coding. + +--- + +No, she thinks it is too complicated to implement. + +### --feedback-- + +Sarah suggests using low-code tools because they simplify the process, not complicate it. + +--- + +Yes, but only for small projects. + +### --feedback-- + +Sarah does not specify the scale of the projects; she talks about speeding up development in general. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360c141117e030da0c0cb3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360c141117e030da0c0cb3.md new file mode 100644 index 00000000000..85c880c83b2 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66360c141117e030da0c0cb3.md @@ -0,0 +1,39 @@ +--- +id: 66360c141117e030da0c0cb3 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +The adverb `particularly` is used to emphasize that something is especially, or more than usually, the case in certain context. It's similar to saying `especially` or `notably`. + +For example, `This tool is particularly helpful for beginners.` This means it's especially helpful for beginners more than others. + +# --fillInTheBlank-- + +## --sentence-- + +`It's _ useful _ you have many tasks and a limited coding team.` + +## --blanks-- + +`particularly` + +### --feedback-- + +This word is used to emphasize the greater usefulness of something under specific conditions. + +--- + +`when` + +### --feedback-- + +This word introduces a situation or condition. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636159376b91532f4f8e49b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636159376b91532f4f8e49b.md new file mode 100644 index 00000000000..6f8d4cf3833 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636159376b91532f4f8e49b.md @@ -0,0 +1,53 @@ +--- +id: 6636159376b91532f4f8e49b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +For what kind of project or team is low-code development particularly useful, according to Sarah? + +## --answers-- + +For large teams with specialized skills in coding + +### --feedback-- + +This option is incorrect. Sarah points out that low-code development is more beneficial for teams with limited coding resources, not those that are large and highly specialized. + +--- + +For projects that require extensive manual coding + +### --feedback-- + +This is misleading; Sarah indicates that low-code development is useful specifically because it reduces the need for extensive manual coding. + +--- + +For projects with many tasks and teams that have limited coding resources + +--- + +For small, simple projects that require little to no coding + +### --feedback-- + +While low-code development can be used in small projects, Sarah specifically mentions its usefulness in managing many tasks with limited coding staff, which implies more complexity. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361836f505f333d344da43.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361836f505f333d344da43.md new file mode 100644 index 00000000000..b56faeff4cf --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361836f505f333d344da43.md @@ -0,0 +1,63 @@ +--- +id: 66361836f505f333d344da43 +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +The phrase `maybe we could try it` is a polite way to suggest an action. `Maybe` introduces the suggestion. The modal verb `could` is used here to express possibility or potential, implying that the action is not certain but is one option to consider. + +For example, saying `Maybe we could go to the cinema tonight` suggests that going to the cinema is one possibility among others, depending on other factors like availability or interest. + +# --fillInTheBlank-- + +## --sentence-- + +`I see. _ we _ try it on a project we have that requires _ _ _ complex work.` + +## --blanks-- + +`Maybe` + +### --feedback-- + +This word introduces a suggestion and indicates that the speaker is considering a possibility but has not decided yet. + +--- + +`could` + +### --feedback-- + +This modal verb suggests possibility, making the suggestion tentative and not definitive. + +--- + +`a` + +### --feedback-- + +This article is used before nouns to refer to a single, nonspecific item or thing. + +--- + +`lot` + +### --feedback-- + +This noun is used in the phrase to indicate a large amount or number, often implying more than usual or expected. + +--- + +`of` + +### --feedback-- + +This preposition is used to indicate belonging or inclusion, commonly seen in expressions that specify quantities or amounts. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361ad945006834b7eb7ccd.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361ad945006834b7eb7ccd.md new file mode 100644 index 00000000000..1fb1f3d68ed --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361ad945006834b7eb7ccd.md @@ -0,0 +1,53 @@ +--- +id: 66361ad945006834b7eb7ccd +title: Task 15 +challengeType: 19 +dashedName: task-15 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Which words or expressions does Brian use to make a suggestion? + +## --answers-- + +`I see, we try it` + +### --feedback-- + +This option misses the key modal and adverb that soften the suggestion and express possibility. + +--- + +`We have, requires` + +### --feedback-- + +These words describe the project but do not contribute to the formulation of the suggestion itself. + +--- + +`A lot of complex work` + +### --feedback-- + +While this describes the nature of the project, it is not part of the phrase that makes the suggestion. + +--- + +`Maybe, could` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361c43829cea3535e7a49a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361c43829cea3535e7a49a.md new file mode 100644 index 00000000000..ffc003ea5d9 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66361c43829cea3535e7a49a.md @@ -0,0 +1,61 @@ +--- +id: 66361c43829cea3535e7a49a +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +The phrase `why don't` is often used to make a suggestion or offer. It is followed by a subject (like `we`, `you`, or `they`) and a base verb. The structure is `why don't + subject + base verb`. It's a polite way of suggesting an action or asking someone to do something. + +Examples: + +`Why don't we go to the cinema tonight?` The speaker suggests going to the cinema. + +`Why don't you try restarting the computer?` The speaker suggests restarting the computer as a solution. + +The phrase `check out` means to examine or look at something more closely, commonly used when suggesting to explore or learn more about something. For instance, `Let's check out the new restaurant` implies visiting and trying the restaurant. + +# --fillInTheBlank-- + +## --sentence-- + +`I think so. _ _ we _ _ some of these tools to see if they can help us?` + +## --blanks-- + +`Why` + +### --feedback-- + +This word starts the suggestion, introducing the idea of questioning the action to prompt consideration. + +--- + +`don't` + +### --feedback-- + +This contraction of `do not` used in a question to form a suggestion, softening the proposal. + +--- + +`check` + +### --feedback-- + +This verb is part of the phrase meaning to explore or examine something. + +--- + +`out` + +### --feedback-- + +This preposition completes the phrase emphasizing the action of exploring or examining in more detail. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663620974eb4a0369d76b6b8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663620974eb4a0369d76b6b8.md new file mode 100644 index 00000000000..f7dd6fa54d1 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663620974eb4a0369d76b6b8.md @@ -0,0 +1,47 @@ +--- +id: 663620974eb4a0369d76b6b8 +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +The phrase `some of these` is used to refer to a specific part of a group or a subset of items from a larger set. It's often used when you want to mention a few things from a group without listing each one individually. + +For example, `Let's try some of these cookies.` The speaker suggests to try a few cookies from a larger batch. + +# --fillInTheBlank-- + +## --sentence-- + +`I think so. Why don't we check out _ _ _ tools to see if they can help us?` + +## --blanks-- + +`some` + +### --feedback-- + +This word indicates a portion of something, not the whole, referring to an unspecified amount of the items discussed. + +--- + +`of` + +### --feedback-- + +This preposition is used to link the general quantity with the specific items being discussed, forming a partitive expression. + +--- + +`these` + +### --feedback-- + +This word specifies which group of items is being talked about, indicating a specific, present group. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663621cf8781e93738b3e30f.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663621cf8781e93738b3e30f.md new file mode 100644 index 00000000000..1a51db3e6b0 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663621cf8781e93738b3e30f.md @@ -0,0 +1,53 @@ +--- +id: 663621cf8781e93738b3e30f +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +What next step does Sarah suggest? + +## --answers-- + +To explore some of these tools to determine their usefulness + +--- + +To ignore the new tools and continue with their current methods + +### --feedback-- + +This option is incorrect. Sarah is suggesting to explore the new tools, not ignore them. + +--- + +To buy all the new tools available + +### --feedback-- + +This is not accurate. Sarah suggests checking out the tools to evaluate their usefulness, not purchasing all of them. + +--- + +To stop using any tools in their projects + +### --feedback-- + +This option is the opposite of what Sarah suggests. She is advocating for exploring new tools, not abandoning the use of tools altogether. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362350df72dc37d8c9ca40.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362350df72dc37d8c9ca40.md new file mode 100644 index 00000000000..323035658cb --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362350df72dc37d8c9ca40.md @@ -0,0 +1,31 @@ +--- +id: 66362350df72dc37d8c9ca40 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +The phrase `I'm on it` is a common informal expression used to assure someone that you are actively working on a task or issue that has been addressed or requested. It's a casual way of saying that one is taking responsibility or action. + +For example, if someone asks, `Can you please send me the report?` and you respond with `I'm on it`, it means you are either starting or already in the process of doing it. + +# --fillInTheBlank-- + +## --sentence-- + +`I'm _ it.` + +## --blanks-- + +`on` + +### --feedback-- + +This word completes the phrase indicating active engagement or immediate action on the task mentioned. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636242c12c019384fd78b5a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636242c12c019384fd78b5a.md new file mode 100644 index 00000000000..4549f59af72 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636242c12c019384fd78b5a.md @@ -0,0 +1,54 @@ +--- +id: 6636242c12c019384fd78b5a +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Does Brian agree with Sarah's suggestion, and why? + +## --answers-- + +No, because he thinks it's a waste of time. + +### --feedback-- + +This option is incorrect. Brian's response `I'm on it` implies that he is already taking action, which shows agreement, not rejection. + +--- + +Yes, because he indicates that he is already taking action on her suggestion. + +--- + +No, he is asking for more time to think about it. + +### --feedback-- + +This is incorrect. Brian's immediate response of `I'm on it` suggests readiness to act, not hesitation. + +--- + +Yes, but he suggests a different approach to exploring the tools. + +### --feedback-- + +Brian does not suggest a different approach; his response directly supports Sarah's suggestion by indicating that he is moving forward with it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636263059a6703a80ee06aa.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636263059a6703a80ee06aa.md new file mode 100644 index 00000000000..8e434cc1832 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636263059a6703a80ee06aa.md @@ -0,0 +1,14 @@ +--- +id: 6636263059a6703a80ee06aa +title: "Dialogue 2: Discussing Serverless Computing" +challengeType: 21 +dashedName: dialogue-2-discussing-serverless-computing +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663626ee2c3a803af8cc2fd6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663626ee2c3a803af8cc2fd6.md new file mode 100644 index 00000000000..7124f782672 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663626ee2c3a803af8cc2fd6.md @@ -0,0 +1,50 @@ +--- +id: 663626ee2c3a803af8cc2fd6 +title: Task 21 +challengeType: 19 +dashedName: task-21 +--- + +# --description-- + +`Computing` refers to the process or activity of using computers and computer technology to manage information, solve problems, and perform various tasks. It means a wide range of activities, from simple calculations to complex programming and data analysis. + +In modern usage, `computing` also includes topics like `cloud computing`, `serverless computing`, and more, reflecting the evolving nature of technology. + +# --question-- + +## --text-- + +What does `computing` generally refer to? + +## --answers-- + +The study of computers + +### --feedback-- + +While `computing` involves computers, it's more about the use and operation of computers rather than their study. + +--- + +Physical computer parts + +### --feedback-- + +`Computing` involves the use of computer technology, not just the physical hardware. + +--- + +Using computers to manage information and solve problems + +--- + +Only internet browsing + +### --feedback-- + +`Computing` covers a broad range of activities, not just browsing the internet. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362781eb0d663b5eabc353.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362781eb0d663b5eabc353.md new file mode 100644 index 00000000000..1d8bf2af8e7 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66362781eb0d663b5eabc353.md @@ -0,0 +1,50 @@ +--- +id: 66362781eb0d663b5eabc353 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + +# --description-- + +`Serverless computing` is a `cloud computing` execution model where the cloud provider runs the server and dynamically manages the allocation of machine resources. The pricing is based on the actual amount of resources consumed by an application, rather than on pre-purchased units of capacity. It's called `serverless` because the developers do not have to deal with servers - they just upload their code, and the cloud provider takes care of the rest. + +For example, in `serverless computing`, you might upload a function to a cloud service, and it runs only when needed. + +# --question-- + +## --text-- + +What is `serverless computing`? + +## --answers-- + +A new type of computer + +### --feedback-- + +`Serverless computing` is not a physical device but a cloud computing model. + +--- + +A computer without servers + +### --feedback-- + +The term `serverless` is more about not having to manage servers, not the absence of servers. + +--- + +A cloud computing model + +--- + +An internet-free computing method + +### --feedback-- + +`Serverless computing` relies on the internet and cloud services; it is not internet-free. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636285e6fcb733bdffaa986.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636285e6fcb733bdffaa986.md new file mode 100644 index 00000000000..7d4171fe9b4 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636285e6fcb733bdffaa986.md @@ -0,0 +1,47 @@ +--- +id: 6636285e6fcb733bdffaa986 +title: Task 23 +challengeType: 22 +dashedName: task-23 +--- + + + +# --description-- + +The word `trend` refers to a general direction in which something is developing or changing. In popular culture, business, technology, and other fields, a `trend` is a pattern or theme that becomes popular over a certain period. + +`Trends` can refer to styles, habits, technologies, or preferences that gain widespread acceptance or recognition. For example, the `trend` of remote work has become more popular in recent years. + +# --fillInTheBlank-- + +## --sentence-- + +`Lisa, do you know what this _ _ _ is all about?` + +## --blanks-- + +`serverless` + +### --feedback-- + +This word describes a type of technology that does not require servers to function. + +--- + +`computing` + +### --feedback-- + +This word refers to the process or activity involving computers or computer systems. + +--- + +`trend` + +### --feedback-- + +This word is often used to describe a general direction in which something is developing or changing. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ebb50b24c83f130344f4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ebb50b24c83f130344f4.md new file mode 100644 index 00000000000..58bf0f863ff --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ebb50b24c83f130344f4.md @@ -0,0 +1,50 @@ +--- +id: 6636ebb50b24c83f130344f4 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + +# --description-- + +The word `without` followed by a verb in its `-ing` form is used to indicate the absence of an action or condition. It's a common structure used to describe doing something while not doing something else at the same time. + +For example, `She left without saying goodbye.` This means she left and did not say goodbye. + +# --question-- + +## --text-- + +Which of the following sentences correctly uses the preposition `without`? + +## --answers-- + +`She watched TV without loud.` + +### --feedback-- + +`Without` should be used with a noun or noun phrase, not an adjective. + +--- + +`He walked home without an umbrella in the rain.` + +--- + +`They sang a song without happily.` + +### --feedback-- + +`Without` should precede a noun or noun phrase, not an adverb. + +--- + +`She goes to school without by bus.` + +### --feedback-- + +This sentence is grammatically incorrect. `Without` cannot be used in this context. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ee901c0de13ff4f02edc.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ee901c0de13ff4f02edc.md new file mode 100644 index 00000000000..ce0f2155c73 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636ee901c0de13ff4f02edc.md @@ -0,0 +1,63 @@ +--- +id: 6636ee901c0de13ff4f02edc +title: Task 25 +challengeType: 22 +dashedName: task-25 +--- + + + +# --description-- + +The term `run code` refers to the action of executing or operating a program or script by a computer. To `run` in this context means to start the process and see it through until the program does what it's designed to do, whether it's calculating numbers, sorting data, or anything else. + +The phrase `run code without managing servers` refers to executing computer programs or applications without the need to handle the physical or virtual servers on which the code runs. This is a key aspect of serverless computing, where the cloud provider manages the servers, allowing developers to focus more on coding than on server management. + +# --fillInTheBlank-- + +## --sentence-- + +`It's when we _ _ _ _ _.` + +## --blanks-- + +`run` + +### --feedback-- + +This word indicates the action of executing or operating something. + +--- + +`code` + +### --feedback-- + +This is what is being executed or operated. It consists of the commands and instructions written for computers. + +--- + +`without` + +### --feedback-- + +This word is used to indicate the absence of something. + +--- + +`managing` + +### --feedback-- + +This refers to the act of controlling or organizing something, which in serverless computing, is not done by the coder. + +--- + +`servers` + +### --feedback-- + +These are the systems or machines that manage network resources, which are not actively managed by the user in serverless computing. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f20df76124410fe597e9.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f20df76124410fe597e9.md new file mode 100644 index 00000000000..c729c8daf6f --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f20df76124410fe597e9.md @@ -0,0 +1,53 @@ +--- +id: 6636f20df76124410fe597e9 +title: Task 26 +challengeType: 19 +dashedName: task-26 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +How does Lisa describe `serverless computing`? + +## --answers-- + +It is a cheaper way to use computers. + +### --feedback-- + +While `serverless computing` can be cost-effective, Lisa's description focuses on the operational aspect, not directly on cost. + +--- + +It is about using more servers in computing. + +### --feedback-- + +This statement is incorrect; `serverless computing` involves using fewer, if any, visible servers to the developer. + +--- + +It means programming without computers. + +### --feedback-- + +`Serverless computing` still involves computers, specifically servers that are managed by the provider, not by the programmer. + +--- + +It's like having computer helpers to run code without managing servers. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f36bfde85f41809044c9.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f36bfde85f41809044c9.md new file mode 100644 index 00000000000..8c8086dfc18 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f36bfde85f41809044c9.md @@ -0,0 +1,54 @@ +--- +id: 6636f36bfde85f41809044c9 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + +# --description-- + +Comparatives are used to compare two things or people. For short adjectives, typically those with one or two syllables, you add `-er` to the end of the word, like `tall` becomes `taller` and `small` becomes `smaller`. For words which end in `-y`, you change the `y` to `i` and add `-er`, like `happy` becomes `happier`. + +Examples: + +`He is taller than his brother.` - `Taller` is the comparative form of `tall`, used because the speaker is comparing the height of two people. + +`This box is smaller than that one.` - `Smaller` is the comparative form of `small`, used to compare the size of two boxes. + +# --question-- + +## --text-- + +Which of the following sentences correctly uses a comparative form? + +## --answers-- + +`This computer is more fast than the old one.` + +### --feedback-- + +`Fast` is a one-syllable adjective, so the correct comparative form is `faster`, not `more fast`. + +--- + +`She is smarter than her classmate.` + +--- + +`He can run more quick than me.` + +### --feedback-- + +`Quick` is a one-syllable adjective; the correct comparative form is `quicker`, not `more quick`. + +--- + +`I am more happier today than yesterday.` + +### --feedback-- + +`Happy` has two syllables but generally follows the rule for short adjectives; the correct form is `happier`, not `more happier`. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f47542d2a4421a433d8e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f47542d2a4421a433d8e.md new file mode 100644 index 00000000000..bc2cb19cb93 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f47542d2a4421a433d8e.md @@ -0,0 +1,54 @@ +--- +id: 6636f47542d2a4421a433d8e +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + +# --description-- + +For longer adjectives, typically those with two or more syllables, you use `more` or `less` before the adjective to form comparatives. This structure helps compare qualities or characteristics of different items or people. + +Examples: + +`This book is more interesting than the one I read last week.` `More interesting` is the comparative form of `interesting`, used to compare the level of interest between two books. + +`He is less experienced than his colleague.` `Less experienced` is the comparative form of `experienced`, used to compare the amount of experience between two individuals. + +# --question-- + +## --text-- + +Which of the following sentences correctly uses a comparative form for a long adjective? + +## --answers-- + +`This car is beautifuller than the other.` + +### --feedback-- + +`Beautiful` is a long adjective; the correct comparative form is `more beautiful`, not `beautifuller`. + +--- + +`She felt more sadly than before.` + +### --feedback-- + +`Sad` is a short adjective, so the correct form should be `sadder`, not `more sadly`. + +--- + +`He is intelligenter than his brother.` + +### --feedback-- + +`Intelligent` is a long adjective; the correct comparative form is `more intelligent`, not `intelligenter`. + +--- + +`That solution is more practical than the one we tried yesterday.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f652561a9842e74b032a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f652561a9842e74b032a.md new file mode 100644 index 00000000000..c0d145ac83a --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f652561a9842e74b032a.md @@ -0,0 +1,57 @@ +--- +id: 6636f652561a9842e74b032a +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +`Cloud computing` is a technology that allows people to access and use computer resources, like storage and processing power, over the internet. It means that instead of having data and programs stored on your personal computer or server, they are hosted on a network of virtual servers accessed through the cloud (internet). This makes it possible to access data and applications from anywhere, as long as there is an internet connection. + +Examples of `cloud computing` services include Google Drive for storage and Amazon Web Services for various computing services. + +The comparative form `more convenient` is used to describe something that is easier to use or better suited to a particular need, making things simpler or saving time compared to other options. For example, online shopping is often seen as `more convenient` than going to a store because you can do it from home. + +# --fillInTheBlank-- + +## --sentence-- + +`It's one of those trends that's making _ _ even _ _.` + +## --blanks-- + +`cloud` + +### --feedback-- + +This term refers to internet-based computing where services are delivered to an organization's computers and devices through the Internet. + +--- + +`computing` + +### --feedback-- + +It refers to the process of utilizing computer technology and processing power. + +--- + +`more` + +### --feedback-- + +This word is used to form the comparative for adjectives, indicating an increase in the degree or amount of the quality described. + +--- + +`convenient` + +### --feedback-- + +It describes something that is suitable for one's needs; easier or saving more time. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f834a7b32443a43fa4e0.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f834a7b32443a43fa4e0.md new file mode 100644 index 00000000000..0f49db4942e --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f834a7b32443a43fa4e0.md @@ -0,0 +1,53 @@ +--- +id: 6636f834a7b32443a43fa4e0 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +How does serverless computing impact cloud computing according to Lisa? + +## --answers-- + +It makes cloud computing more convenient by reducing the need to manage servers. + +--- + +It makes cloud computing more expensive due to increased technical demands. + +### --feedback-- + +Lisa mentions that serverless computing makes cloud computing more convenient, not more expensive. It reduces the burden of managing servers. + +--- + +It reduces the effectiveness of cloud computing by limiting control over servers. + +### --feedback-- + +On the contrary, Lisa highlights that serverless computing enhances convenience, not reduces effectiveness or control. + +--- + +It disconnects applications from the internet, focusing on internal networks. + +### --feedback-- + +Serverless computing still uses the internet as part of cloud services; it doesn’t focus on internal networks. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f90f25a10b442185e3b8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f90f25a10b442185e3b8.md new file mode 100644 index 00000000000..9ed8f350d80 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6636f90f25a10b442185e3b8.md @@ -0,0 +1,39 @@ +--- +id: 6636f90f25a10b442185e3b8 +title: Task 31 +challengeType: 22 +dashedName: task-31 +--- + + + +# --description-- + +The word `upcoming` is used to describe something that is planned to happen or going to occur soon. It is often used in the context of events, projects, meetings, or other plans that are occurring in the near future. + +For example, `We are preparing for the upcoming holiday season.` It refers to the holiday season that is approaching. + +# --fillInTheBlank-- + +## --sentence-- + +`That _ cool. Do you think we can use it in our _ project?` + +## --blanks-- + +`sounds` + +### --feedback-- + +This word is used to describe how something seems or appears based on the information heard. + +--- + +`upcoming` + +### --feedback-- + +It refers to something that is scheduled or expected to happen in the near future. In this context, Tom is talking about a project that they are planning to start soon. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638478a5f79414a5126bca3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638478a5f79414a5126bca3.md new file mode 100644 index 00000000000..eaeb0adb8af --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638478a5f79414a5126bca3.md @@ -0,0 +1,39 @@ +--- +id: 6638478a5f79414a5126bca3 +title: Task 32 +challengeType: 22 +dashedName: task-32 +--- + + + +# --description-- + +The word `especially` is used to emphasize one person or thing over all others. It's often used to indicate that something applies more strongly to one item compared to others. For example, `I like many sports, especially basketball.` This indicates a particular preference for basketball over other sports. + +`Especially useful` points to something being of great help in specific contexts. For instance, A multi-tool is `especially useful` for camping, as it provides various functions beneficial for outdoor activities, proving to be more useful than carrying separate tools. + +# --fillInTheBlank-- + +## --sentence-- + +`It's _ _ when we need to handle variable workloads and want to save on server management tasks.` + +## --blanks-- + +`especially` + +### --feedback-- + +This word indicates the usefulness of the technology, meaning it provides benefits under certain conditions. + +--- + +`useful` + +### --feedback-- + +It describes how the technology provides practical benefits or help. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384b3e267aef4c6daf5279.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384b3e267aef4c6daf5279.md new file mode 100644 index 00000000000..5e498a65c61 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384b3e267aef4c6daf5279.md @@ -0,0 +1,49 @@ +--- +id: 66384b3e267aef4c6daf5279 +title: Task 33 +challengeType: 22 +dashedName: task-33 +--- + + + +# --description-- + +`Handle` means to manage or deal with situations or tasks. For example, `She can handle her schoolwork well`, showing that she can manage her study tasks effectively. + +`Variable workloads` means the amount of work can change. An example is, `The shop has variable workloads; it's very busy on weekends but quiet on weekdays.` This shows that the amount of work at the shop changes depending on the day. + +In the context of computing and technology, `handle variable workloads` refers to the capability of a system or application to manage and perform efficiently under different amounts and types of work or demand. This is especially important in situations where the amount of work or user traffic can change greatly. + +# --fillInTheBlank-- + +## --sentence-- + +`It's especially useful when we need to _ _ _ and want to save on server management tasks.` + +## --blanks-- + +`handle` + +### --feedback-- + +This word means to manage or take care of tasks or problems. + +--- + +`variable` + +### --feedback-- + +This word describes things that can change or be different at different times. + +--- + +`workloads` + +### --feedback-- + +This word refers to how much work needs to be done. In this context, it changes over time. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384d37bfbd344d5c647fbd.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384d37bfbd344d5c647fbd.md new file mode 100644 index 00000000000..14bc7b659c9 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384d37bfbd344d5c647fbd.md @@ -0,0 +1,37 @@ +--- +id: 66384d37bfbd344d5c647fbd +title: Task 34 +challengeType: 22 +dashedName: task-34 +--- + + + +# --description-- + +`Save on` means to reduce the amount of something, like time, money, or effort. For example, `By shopping during the sale, she saved on clothing expenses.` It shows an past action of reducing spending on clothes. + +# --fillInTheBlank-- + +## --sentence-- + +`It's especially useful when we need to handle variable workloads and want to _ _ server management tasks.` + +## --blanks-- + +`save` + +### --feedback-- + +This word means to reduce something, such as money or time, often used when talking about reducing costs. + +--- + +`on` + +### --feedback-- + +This preposition is used to link the verb with what is being reduced — in this case, the tasks related to server management. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384eb6677d974e02af573b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384eb6677d974e02af573b.md new file mode 100644 index 00000000000..0aefcfc3bcc --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66384eb6677d974e02af573b.md @@ -0,0 +1,53 @@ +--- +id: 66384eb6677d974e02af573b +title: Task 35 +challengeType: 19 +dashedName: task-35 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +According to Lisa, where is serverless computing especially useful? + +## --answers-- + +In situations where constant server uptime is required + +### --feedback-- + +While serverless computing does ensure availability, Lisa specifically mentions its usefulness in managing changing workloads, not constant uptime. + +--- + +For tasks that require extensive data storage + +### --feedback-- + +Serverless computing is not highlighted by Lisa for extensive data storage; she focuses on workload management and cost savings. + +--- + +When handling variable workloads and wanting to save on server management tasks + +--- + +In environments where the workload is consistent and predictable + +### --feedback-- + +Lisa points out that serverless computing is more beneficial in variable, not consistent, workload conditions. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638510e8311f74fec51b839.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638510e8311f74fec51b839.md new file mode 100644 index 00000000000..8f168ef8c86 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638510e8311f74fec51b839.md @@ -0,0 +1,14 @@ +--- +id: 6638510e8311f74fec51b839 +title: "Dialogue 3: Discussing AI in Programming" +challengeType: 21 +dashedName: dialogue-3-discussing-ai-in-programming +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663855865f5d53510f9cd9a5.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663855865f5d53510f9cd9a5.md new file mode 100644 index 00000000000..3347b853431 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663855865f5d53510f9cd9a5.md @@ -0,0 +1,39 @@ +--- +id: 663855865f5d53510f9cd9a5 +title: Task 36 +challengeType: 22 +dashedName: task-36 +--- + + + +# --description-- + +The phrase `to be hearing` is used to describe the action of receiving information, news, or opinions, usually from other people. It's often used to indicate that someone is currently becoming aware of or being informed about something, especially through indirect means like rumors or general discussion. + +For example, `He is hearing different opinions on the topic.` It shows he is currently learning about various viewpoints. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I’m _ a lot _ AI in programming these days, but I don't know how to use it.` + +## --blanks-- + +`hearing` + +### --feedback-- + +This word in this context means receiving information or opinions. + +--- + +`about` + +### --feedback-- + +This preposition is used to specify the subject that is being heard or discussed. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663856f8cf403151ac9d9e8a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663856f8cf403151ac9d9e8a.md new file mode 100644 index 00000000000..8f42e404960 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663856f8cf403151ac9d9e8a.md @@ -0,0 +1,50 @@ +--- +id: 663856f8cf403151ac9d9e8a +title: Task 37 +challengeType: 19 +dashedName: task-37 +--- + +# --description-- + +`AI` stands for Artificial Intelligence. It is a branch of computer science dealing with the creation of intelligent machines that work and react like humans. `AI` can be involved in tasks like learning, problem-solving, perception, and language understanding. + +In programming, `AI` can be used to develop systems that perform complex tasks, which might otherwise require human intelligence. Examples include voice assistants, chatbots, and recommendation systems. + +# --question-- + +## --text-- + +What does `AI` refer to in programming? + +## --answers-- + +A programming language + +### --feedback-- + +`AI` is not a language but a field in computer science focused on creating intelligent machines. + +--- + +Artificial Intelligence + +--- + +An internet browser + +### --feedback-- + +`AI` refers to intelligent machine behavior, not to internet browsers. + +--- + +A type of computer hardware + +### --feedback-- + +`AI` is about software capabilities, not the physical components of a computer. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663897f00196a953f16499c6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663897f00196a953f16499c6.md new file mode 100644 index 00000000000..83e4cddc341 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/663897f00196a953f16499c6.md @@ -0,0 +1,56 @@ +--- +id: 663897f00196a953f16499c6 +title: Task 38 +challengeType: 19 +dashedName: task-38 +--- + +# --description-- + +The word `any` is often used in questions and negative sentences to indicate an indefinite amount or number. It helps indicate that the quantity or existence is uncertain or general. + +Examples: + +`Do you have any questions?` - `Any` is used in a question to ask if there are questions, even one. + +`I don't have any money.` - In this negative sentence, `any` shows that the speaker has zero money. + +Understanding how to use `any` correctly is important for forming clear and accurate questions and negative statements. On the other hand, `some` is often used in affirmative statements to indicate an unspecified amount or number. + +# --question-- + +## --text-- + +Which of the following sentences correctly uses the word `any`? + +## --answers-- + +`She needs any help from me.` + +### --feedback-- + +This is a correct because `any` should be used in negative statements or questions. + +--- + +`Have you seen any good movies lately?` + +--- + +`I have any time to meet tomorrow.` + +### --feedback-- + +This sentence is incorrect. `Any` should not be used in affirmative statements without a conditional or negative context. + +--- + +`Any students are welcome to join the club.` + +### --feedback-- + +This use of `any` is incorrect. It should be `All students are welcome to join the club` if referring to every student without restriction. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638994f7dbcb3548e458202.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638994f7dbcb3548e458202.md new file mode 100644 index 00000000000..05a5b56ecd7 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638994f7dbcb3548e458202.md @@ -0,0 +1,53 @@ +--- +id: 6638994f7dbcb3548e458202 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +It's common to use shorter forms of phrases in casual conversation. The phrase `Any ideas?` is a shortened form of `Do you have any ideas?` This reduction makes the sentence more casual and conversational. It's often used when asking for suggestions or opinions in an informal way. + +# --question-- + +## --text-- + +What does `Any ideas?` mean in Bob's question to Sarah? + +## --answers-- + +Asking for a decision + +### --feedback-- + +`Any ideas?` is not about making a decision, but about asking for suggestions or thoughts. + +--- + +Requesting detailed information + +### --feedback-- + +While it's asking for input, `Any ideas?` is more about general suggestions than detailed information. + +--- + +Asking for suggestions or thoughts + +--- + +Inquiring about facts + +### --feedback-- + +`Any ideas?` is about seeking suggestions or opinions, not inquiring about facts. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389a37bc8a4b5539eab451.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389a37bc8a4b5539eab451.md new file mode 100644 index 00000000000..7c6111015ea --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389a37bc8a4b5539eab451.md @@ -0,0 +1,53 @@ +--- +id: 66389a37bc8a4b5539eab451 +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +What kind of ideas does Bob need from Sarah? + +## --answers-- + +Ideas for new AI research topics + +### --feedback-- + +Bob is looking for practical advice on using AI in programming, not necessarily new research topics. + +--- + +Suggestions on AI tools for advanced developers + +### --feedback-- + +Bob's question implies he's a beginner in using AI, so he likely needs more basic guidance rather than advanced tools. + +--- + +General information about what AI is + +### --feedback-- + +While general information could be useful, Bob specifically asks for ideas on how to use AI, which suggests a need for more applied guidance. + +--- + +Practical advice on how to start using AI in his programming projects + +## --video-solution-- + +4 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389c04cffc4f55e6e0f798.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389c04cffc4f55e6e0f798.md new file mode 100644 index 00000000000..9b5982f4a92 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389c04cffc4f55e6e0f798.md @@ -0,0 +1,45 @@ +--- +id: 66389c04cffc4f55e6e0f798 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The verb `involve` means to include something as a necessary part or component. In various contexts, it can imply that a person, thing, or situation is actively engaged in something or requires something as part of the process. + +`Involve` is often followed by another verb in the `-ing` form (gerund) to describe actions or processes that are a part of something. + +Examples: + +`The job involves working with computers.` It means working with computers is a necessary part of the job. + +`Planning a holiday involves choosing destinations and booking hotels.` This indicates that these activities are a necessary part of planning a holiday. + +# --fillInTheBlank-- + +## --sentence-- + +`AI in programming _ _ smart computers to help write code or find errors.` + +## --blanks-- + +`involves` + +### --feedback-- + +This word means to include something as a part of something else, particularly as a necessary component. + +--- + +`using` + +### --feedback-- + +It refers to the act of applying something for a particular purpose. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389e09cec2fa569567b15a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389e09cec2fa569567b15a.md new file mode 100644 index 00000000000..8d6628f2ee3 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389e09cec2fa569567b15a.md @@ -0,0 +1,53 @@ +--- +id: 66389e09cec2fa569567b15a +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Based on Sarah's statement, which of the following situations is NOT an example of AI in programming? + +## --answers-- + +Using a program that automatically improves code efficiency + +### --feedback-- + +This is an example of AI, as it involves using technology to improve code, aligning with Sarah’s description. + +--- + +Manually checking code for errors without any software assistance + +--- + +Using software that suggests code corrections as you type + +### --feedback-- + +This situation aligns with Sarah's description of AI in programming, where smart computers help in writing code and finding errors. + +--- + +A system that learns from past coding mistakes to prevent future ones + +### --feedback-- + +This example fits within Sarah's description of AI, as it describes a system using learned information to enhance programming tasks. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389ee34417c057109ed5f6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389ee34417c057109ed5f6.md new file mode 100644 index 00000000000..554d1ef4375 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/66389ee34417c057109ed5f6.md @@ -0,0 +1,47 @@ +--- +id: 66389ee34417c057109ed5f6 +title: Task 43 +challengeType: 22 +dashedName: task-43 +--- + + + +# --description-- + +To `automate` means to make a process operate by itself without needing a person to help. In programming, it might involve using software to write code, test applications, or find and fix errors. For example, a coffee machine that turns on by itself in the morning to make coffee is `automated`. + +The word `certain` is used to talk about specific things or people, but not all things or people. For instance, if you say `certain books are on sale`, it means only some books are on sale, not all of them. + +# --fillInTheBlank-- + +## --sentence-- + +`It's one of those trends that _ _ _ in development.` + +## --blanks-- + +`automates` + +### --feedback-- + +This word means to make a process operate without human intervention, typically to increase efficiency and reduce error. + +--- + +`certain` + +### --feedback-- + +This word is used to specify particular or specific items or cases out of a larger group. + +--- + +`tasks` + +### --feedback-- + +It refers to activities or jobs that need to be done, often part of a larger project or process. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a163d5757f57e5270598.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a163d5757f57e5270598.md new file mode 100644 index 00000000000..1051373c098 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a163d5757f57e5270598.md @@ -0,0 +1,53 @@ +--- +id: 6638a163d5757f57e5270598 +title: Task 44 +challengeType: 19 +dashedName: task-44 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +How does Sarah describe AI in her statement? + +## --answers-- + +AI is a trend that automates specific tasks in development. + +--- + +AI increases the need for manual labor in development. + +### --feedback-- + +Sarah's description indicates that AI reduces manual effort by automating tasks, not increasing it. + +--- + +AI makes all tasks in development slower but more accurate. + +### --feedback-- + +Sarah mentions automation of tasks for efficiency; she does not say that it makes tasks slower. + +--- + +AI reduces the need for developers in all tasks. + +### --feedback-- + +Sarah specifies that AI automates certain tasks, not all tasks, implying that developers are still needed for other areas. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a290bc4a5458dd6ebf07.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a290bc4a5458dd6ebf07.md new file mode 100644 index 00000000000..f1eb94f9bc1 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a290bc4a5458dd6ebf07.md @@ -0,0 +1,51 @@ +--- +id: 6638a290bc4a5458dd6ebf07 +title: Task 45 +challengeType: 22 +dashedName: task-45 +--- + + + +# --description-- + +The word `actually` is often used to express a fact or to correct a previous statement or assumption. It adds emphasis to what is being said and can introduce new, often surprising information. + +For example, `She isn't just my colleague; she's actually my sister.` + +The phrase `think of` is used to express the idea of considering or planning to do something. When using `think of`, it is common to follow it with a verb in its `-ing` form (gerund). This structure is used to talk about possible actions or intentions. + +For instance, `I'm thinking of starting a new project.` It means considering starting something new. + +# --fillInTheBlank-- + +## --sentence-- + +`It is, right? I was _ _ _ using AI in tasks like code analysis and bug detection.` + +## --blanks-- + +`actually` + +### --feedback-- + +This word is used to emphasize a fact or a point that might be surprising. + +--- + +`thinking` + +### --feedback-- + +This is part of the phrase which means to consider doing something. + +--- + +`of` + +### --feedback-- + +This word completes the phrase used here to indicate Sarah's consideration of an idea. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a5aaf619a15a1c5cfe6f.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a5aaf619a15a1c5cfe6f.md new file mode 100644 index 00000000000..31ba02cb042 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a5aaf619a15a1c5cfe6f.md @@ -0,0 +1,55 @@ +--- +id: 6638a5aaf619a15a1c5cfe6f +title: Task 46 +challengeType: 22 +dashedName: task-46 +--- + + + +# --description-- + +`Code analysis` refers to the process of examining and evaluating the source code in programming. It's a technique used to find errors, improve code quality, and ensure that coding standards are met. `Code analysis` can be done manually by programmers or automatically using tools. + +`Bug detection` in programming refers to the process of identifying and fixing bugs or errors in the code. Bugs can cause a program to crash, produce incorrect results, or behave unpredictably. Effective `bug detection` is crucial for creating reliable and efficient software. Tools and methods like automated testing, code reviews, and using AI for analysis can greatly assist in this process. + +# --fillInTheBlank-- + +## --sentence-- + +`I was actually thinking of using AI in tasks like _ _ and _ _.` + +## --blanks-- + +`code` + +### --feedback-- + +This refers to the set of instructions or programs written in a programming language. + +--- + +`analysis` + +### --feedback-- + +This word describes the process of examining something. It's used here to describe examining the software's source code. + +--- + +`bug` + +### --feedback-- + +It refers to an error, flaw, or fault that causes a software to produce an incorrect or unexpected result, or to behave in unintended ways. + +--- + +`detection` + +### --feedback-- + +This term refers to the action of discovering or identifying something. Here it means finding errors in software. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a7713695f25abd3f3c02.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a7713695f25abd3f3c02.md new file mode 100644 index 00000000000..b520b70c873 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a7713695f25abd3f3c02.md @@ -0,0 +1,61 @@ +--- +id: 6638a7713695f25abd3f3c02 +title: Task 47 +challengeType: 22 +dashedName: task-47 +--- + + + +# --description-- + +The verb `improve` means to make something better or to enhance its quality. It's often used in various contexts, including in technological and personal development areas. When something is `improved`, it has been enhanced or developed in a positive way. + +For example, `We can improve our coding skills by practicing regularly.` + +The phrase `spend time on` is used to describe the action of using time for a particular purpose or activity. It implies that time is like a resource that can be used for various activities, emphasizing the investment of time in those activities. The past participle of `spend` is `spent`. When followed by an action, the verb is in the `-ing` form (gerund), + +Examples are `I spend a lot of time on my hobbies.` and `I spend a lot of time reading books.` + +`Debugging` is the process of finding and resolving defects or problems within a program. + +# --fillInTheBlank-- + +## --sentence-- + +`It can _ code quality and reduce the time _ _ _.` + +## --blanks-- + +`improve` + +### --feedback-- + +This verb is used to express making something better or enhancing quality. Here, it refers to making the code quality better. + +--- + +`spent` + +### --feedback-- + +This is the past participle of a verb meaning to use time for some activity. + +--- + +`on` + +### --feedback-- + +This preposition is used to indicate that something is focused on a particular activity. + +--- + +`debugging` + +### --feedback-- + +This noun refers to the process of identifying, tracing, and fixing errors in computer programs. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a9a5dee1ac5b6a9db7d9.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a9a5dee1ac5b6a9db7d9.md new file mode 100644 index 00000000000..ed37a5edfe6 --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638a9a5dee1ac5b6a9db7d9.md @@ -0,0 +1,54 @@ +--- +id: 6638a9a5dee1ac5b6a9db7d9 +title: Task 48 +challengeType: 19 +dashedName: task-48 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Where does Sarah use AI, and what is the result? + +## --answers-- + +In team management to enhance cooperation + +### --feedback-- + +This option does not match Sarah's description. She talks about using AI in technical tasks, not team management. + +--- + +In marketing strategies to increase sales + +### --feedback-- + +This choice is incorrect. Sarah does not mention using AI in marketing or for sales purposes. + +--- + +In code analysis and bug detection to improve code quality and reduce debugging time + +--- + +In customer service to speed up response times + +### --feedback-- + +Incorrect. The audio indicates that AI is used for code-related tasks, not customer service. + +## --video-solution-- + +3 + diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638aa72831d185bdac55c12.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638aa72831d185bdac55c12.md new file mode 100644 index 00000000000..fff47ab5ddc --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638aa72831d185bdac55c12.md @@ -0,0 +1,55 @@ +--- +id: 6638aa72831d185bdac55c12 +title: Task 49 +challengeType: 22 +dashedName: task-49 +--- + + + +# --description-- + +The phrase `give it a go` means to try something, often for the first time, to see if it will be successful or enjoyable. It suggests a willingness to attempt something new or different. This phrase is informal and commonly used in conversational English. + +For example, `You've never played tennis? You should give it a go!` + +# --fillInTheBlank-- + +## --sentence-- + +`Great idea. I think we should _ _ _ _ and test it out.` + +## --blanks-- + +`give` + +### --feedback-- + +This word conveys the action of attempting or trying. Bob uses it to express readiness to try out the suggested idea. + +--- + +`it` + +### --feedback-- + +It refers to the concept or idea being considered. Here, Bob is talking about giving the new idea a trial run. + +--- + +`a` + +### --feedback-- + +It helps to form the expression meaning to attempt or try. + +--- + +`go` + +### --feedback-- + +In this context, it suggests doing an action or experiment. diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638abe5e8d43a5c7ed9d320.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638abe5e8d43a5c7ed9d320.md new file mode 100644 index 00000000000..f37f23d672e --- /dev/null +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/6638abe5e8d43a5c7ed9d320.md @@ -0,0 +1,54 @@ +--- +id: 6638abe5e8d43a5c7ed9d320 +title: Task 50 +challengeType: 19 +dashedName: task-50 +--- + + + +# --description-- + +Please answer the question below. + +# --question-- + +## --text-- + +Based on the discussion, what might be the next step Sarah and Bob will take? + +## --answers-- + +Continue their current methods without change + +### --feedback-- + +This option is incorrect because Bob suggests trying a new method, indicating a change is likely. + +--- + +Start using the AI to test how well it works in code analysis and bug detection + +--- + +Increase the team size to manage AI integration + +### --feedback-- + +While expanding the team might be a future step, it isn't mentioned by Sarah or Bob as the immediate next step. + +--- + +Seek additional funding for new technology + +### --feedback-- + +Although funding might be necessary for new initiatives, there's no indication from the conversation that this is the immediate next step. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/dialogue-placeholder.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/dialogue-placeholder.md deleted file mode 100644 index 329730abb2b..00000000000 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-tech-trends-and-updates/dialogue-placeholder.md +++ /dev/null @@ -1,15 +0,0 @@ ---- -id: 655c126fa57f068c8e81151f -title: "Dialogue: Placeholder" -challengeType: 21 -videoId: nLDychdBwUg -dashedName: dialogue-placeholder ---- - -# --description-- - -Watch the video above to understand the context of the upcoming lessons. - -# --assignment-- - -Watch the video