feat(curriculum): add English curriculum block 7.3 analyzing code documentation (#54244)

Co-authored-by: Naomi <nhcarrigan@gmail.com>

curriculum/challenges/_meta/learn-how-to-analyze-code-documentation/meta.json

@@ -10,8 +10,116 @@
   "isBeta": true,
   "challengeOrder": [
     {
-      "id": "655c17377f3b199fff96fa7f",
-      "title": "Dialogue: Placeholder"
+      "id": "6606682f3fbb93838673920d",
+      "title": "Dialogue 1: Analyzing API Documentation"
+    },
+    {
+      "id": "66066c563917c5874b792337",
+      "title": "Task 1"
+    },
+    {
+      "id": "660681a717d84e89da14f6f4",
+      "title": "Task 2"
+    },
+    {
+      "id": "660682b572c0bb8aa3075feb",
+      "title": "Task 3"
+    },
+    {
+      "id": "6606838ecf64478b53a51496",
+      "title": "Task 4"
+    },
+    {
+      "id": "660683e649f8fa8bbd5baac5",
+      "title": "Task 5"
+    },
+    {
+      "id": "66068414094b3a8c10a4770d",
+      "title": "Task 6"
+    },
+    {
+      "id": "6606846eba453e8c7bacb2f7",
+      "title": "Task 7"
+    },
+    {
+      "id": "660684bfc24bf48cfaaf9cfa",
+      "title": "Task 8"
+    },
+    {
+      "id": "660686845b5e788def3527ca",
+      "title": "Task 9"
+    },
+    {
+      "id": "66068a6d0bb2aa90f0d93979",
+      "title": "Dialogue 2: Analyzing Code Documentation for Functions"
+    },
+    {
+      "id": "66068ad667567091500128c5",
+      "title": "Task 10"
+    },
+    {
+      "id": "66068b650b681c91de9e19a0",
+      "title": "Task 11"
+    },
+    {
+      "id": "66068bf9c9046292705b856d",
+      "title": "Task 12"
+    },
+    {
+      "id": "66068c5cfc7a4992f2574ab2",
+      "title": "Task 13"
+    },
+    {
+      "id": "66068d4033a07d9393291ef0",
+      "title": "Task 14"
+    },
+    {
+      "id": "66068f5b2b7dda9450a7cc2c",
+      "title": "Task 15"
+    },
+    {
+      "id": "66068fc7aa2fe094c5cb84bd",
+      "title": "Task 16"
+    },
+    {
+      "id": "6606906b3f31fc953f1ee3b6",
+      "title": "Task 17"
+    },
+    {
+      "id": "660694cf7803c598ce999171",
+      "title": "Dialogue 3: Analyzing Code Documentation for Classes and Objects"
+    },
+    {
+      "id": "6606952c28640e9941c8fa29",
+      "title": "Task 18"
+    },
+    {
+      "id": "660695c672854899d6862834",
+      "title": "Task 19"
+    },
+    {
+      "id": "660696292c16659a5e9ccf81",
+      "title": "Task 20"
+    },
+    {
+      "id": "660696cce3e4e79af4612466",
+      "title": "Task 21"
+    },
+    {
+      "id": "66069719acca7d9b59499ce9",
+      "title": "Task 22"
+    },
+    {
+      "id": "6606977e8f0b509bdac39012",
+      "title": "Task 23"
+    },
+    {
+      "id": "660697f307c6559c60e976f7",
+      "title": "Task 24"
+    },
+    {
+      "id": "6606989c34f0be9d141130b1",
+      "title": "Task 25"
     }
   ],
   "helpCategory": "English"

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606682f3fbb93838673920d.md

@@ -0,0 +1,14 @@
+---
+id: 6606682f3fbb93838673920d
+title: "Dialogue 1: Analyzing API Documentation"
+challengeType: 21
+dashedName: dialogue-1-analyzing-api-documentation
+---
+
+# --description--
+
+Watch the video below to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66066c563917c5874b792337.md

@@ -0,0 +1,39 @@
+---
+id: 66066c563917c5874b792337
+title: Task 1
+challengeType: 22
+dashedName: task-1
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I'm working with a new API, and I'm not sure how to analyze its documentation effectively. What's the right approach, in your opinion?
+-->
+
+# --description--
+
+An `API` (Application Programming Interface) is a set of rules and tools for building software applications. It's like a bridge that allows different software programs to communicate with each other. For example, `The weather app uses an API to get data from the weather service.`
+
+An `approach` is a way of considering or doing something. Like, `Her approach to solving the problem was very creative.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I'm working with a new _, and I'm not sure how to analyze its documentation effectively. What's the right _, in your opinion?`
+
+## --blanks--
+
+`API`
+
+### --feedback--
+
+It means a set of rules and tools that allows different software to interact.
+
+---
+
+`approach`
+
+### --feedback--
+
+It's a method or way of doing something. Sophie is asking for the best way to analyze the API's documentation.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660681a717d84e89da14f6f4.md

@@ -0,0 +1,53 @@
+---
+id: 660681a717d84e89da14f6f4
+title: Task 2
+challengeType: 19
+dashedName: task-2
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I'm working with a new API, and I'm not sure how to analyze its documentation effectively. What's the right approach, in your opinion?
+-->
+
+# --description--
+
+Being `unsure` means not having certainty or confidence about something. 
+
+# --question--
+
+## --text--
+
+What is Sophie unsure about, and what does she want to know from Brian?
+
+## --answers--
+
+She is unsure about the purpose of the API.
+
+### --feedback--
+
+It isn't about the API's purpose.
+
+---
+
+She is unsure about coding in general.
+
+### --feedback--
+
+Sophie's question is not about coding in general.
+
+---
+
+She is unsure how to effectively analyze the API's documentation and is asking for the right approach.
+
+---
+
+She wants to know how to install the API.
+
+### --feedback--
+
+Sophie's concern is not about installing the API.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660682b572c0bb8aa3075feb.md

@@ -0,0 +1,49 @@
+---
+id: 660682b572c0bb8aa3075feb
+title: Task 3
+challengeType: 22
+dashedName: task-3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: You should begin by checking the endpoints and routes provided in the documentation. This can give you a clear idea of what the API offers.
+-->
+
+# --description--
+
+An `endpoint` in an API is a specific location where you can request certain data or service. For example, `The API endpoint for weather data retrieves the latest forecasts.` 
+
+ To `offer` means to provide or make available. For instance, `This service offers real-time updates.`
+
+A `route` is a path defined in the API that determines how requests are handled. Like, `The login route verifies user credentials.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`You should begin by checking the _ and _ provided in the documentation. This can give you a clear idea of what the API _.`
+
+## --blanks--
+
+`endpoints`
+
+### --feedback--
+
+They are specific locations in an API where requests for data or services are made.
+
+---
+
+`routes`
+
+### --feedback--
+
+They define the paths for handling requests in an API, determining how different requests are processed.
+
+---
+
+`offers`
+
+### --feedback--
+
+It refers to what the API provides or makes available, like data or functionalities.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606838ecf64478b53a51496.md

@@ -0,0 +1,53 @@
+---
+id: 6606838ecf64478b53a51496
+title: Task 4
+challengeType: 19
+dashedName: task-4
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: You should begin by checking the endpoints and routes provided in the documentation. This can give you a clear idea of what the API offers.
+-->
+
+# --description--
+
+Practice time!
+
+# --question--
+
+## --text--
+
+According to Brian, what should Sophie do first to understand what the API offers?
+
+## --answers--
+
+Begin by checking the endpoints and routes in the documentation
+
+---
+
+Start by writing a summary of the entire documentation
+
+### --feedback--
+
+While summarizing can be helpful, Brian specifically advises beginning with checking the endpoints and routes, not summarizing the documentation.
+
+---
+
+Immediately implement the API in a project
+
+### --feedback--
+
+Brian suggests beginning with understanding the API's offerings by checking endpoints and routes, not immediately implementing it.
+
+---
+
+Focus on the API's security features first
+
+### --feedback--
+
+Brian's initial recommendation is about understanding the API's functionalities.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660683e649f8fa8bbd5baac5.md

@@ -0,0 +1,29 @@
+---
+id: 660683e649f8fa8bbd5baac5
+title: Task 5
+challengeType: 22
+dashedName: task-5
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Okay, and what should I do next?
+-->
+
+# --description--
+
+Practice time
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Okay, and what _ I do next?`
+
+## --blanks--
+
+`should`
+
+### --feedback--
+
+It is used here to ask for advice or a recommendation about the next step to take.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068414094b3a8c10a4770d.md

@@ -0,0 +1,53 @@
+---
+id: 66068414094b3a8c10a4770d
+title: Task 6
+challengeType: 22
+dashedName: task-6
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Once you've identified the endpoints, read the descriptions and examples for each one. This can help you understand how to use the API in your project.
+-->
+
+# --description--
+
+Practice time!
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Once _ identified the endpoints, _ the descriptions and examples for each one. This can help you _ how to use the _ in your project.`
+
+## --blanks--
+
+`you've`
+
+### --feedback--
+
+It is short for `you have`. It's used here to mean once Sophie has identified the endpoints.
+
+---
+
+`read`
+
+### --feedback--
+
+It means to look at words and understand what they mean.
+
+---
+
+`understand`
+
+### --feedback--
+
+It means to grasp the meaning or significance of something. Brian wants Sophie to grasp how the API works.
+
+---
+
+`API`
+
+### --feedback--
+
+It stands for Application Programming Interface, a tool that allows software to interact.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606846eba453e8c7bacb2f7.md

@@ -0,0 +1,53 @@
+---
+id: 6606846eba453e8c7bacb2f7
+title: Task 7
+challengeType: 19
+dashedName: task-7
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Once you've identified the endpoints, read the descriptions and examples for each one. This can help you understand how to use the API in your project.
+-->
+
+# --description--
+
+Practice time.
+
+# --question--
+
+## --text--
+
+What is the order of actions Brian suggests Sophie should follow?
+
+## --answers--
+
+First, use the API in a project, then read the descriptions and examples.
+
+### --feedback--
+
+Brian's advice starts with identifying endpoints, not using the API in a project first.
+
+---
+
+First, identify the endpoints, then read their descriptions and examples.
+
+---
+
+Read the descriptions and examples first, then identify the endpoints.
+
+### --feedback--
+
+Brian suggests identifying the endpoints first, before reading their descriptions and examples.
+
+---
+
+Ignore the endpoints and focus only on the examples.
+
+### --feedback--
+
+Brian emphasizes the importance of both identifying the endpoints and reading their descriptions and examples, not ignoring them.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660684bfc24bf48cfaaf9cfa.md

@@ -0,0 +1,39 @@
+---
+id: 660684bfc24bf48cfaaf9cfa
+title: Task 8
+challengeType: 22
+dashedName: task-8
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Thanks. I'll give it a shot.
+-->
+
+# --description--
+
+`Give it a shot` means to try doing something. It's like saying `Try it`.
+
+For example, if your friend is hesitant about joining a coding class because they think it might be too difficult, you could say `Why not give it a shot? You might enjoy it more than you think.` to encourage them to try joining this class.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Thanks. _ give it a _.`
+
+## --blanks--
+
+`I'll`
+
+### --feedback--
+
+It is short for `I will`. Sophie is expressing her decision to try what Brian suggested.
+
+---
+
+`shot`
+
+### --feedback--
+
+In this context, it means an attempt or try at doing something. Sophie is saying she will try what Brian has recommended.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660686845b5e788def3527ca.md

@@ -0,0 +1,93 @@
+---
+id: 660686845b5e788def3527ca
+title: Task 9
+challengeType: 22
+dashedName: task-9
+---
+
+<!--
+AUDIO REFERENCE:
+Entire dialogue
+-->
+
+# --description--
+
+This task involves summarizing the conversation between Sophie and Brian about how to analyze a new API's documentation.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sophie is working with a new API and is unsure how to _ its documentation effectively. Brian suggests she should _ by checking the _ and _ in the documentation for a clear idea of what the API offers. He then advises that once she's _ the endpoints, she should _ the _ and _ for each. This helps in understanding the API's use in projects. Sophie thanks Brian and says she'll give it a _.`
+
+## --blanks--
+
+`analyze`
+
+### --feedback--
+
+It means to examine in detail. Sophie wants to understand how to look at the API documentation closely.
+
+---
+
+`begin`
+
+### --feedback--
+
+It means to start. Brian advises starting with the endpoints and routes.
+
+---
+
+`endpoints`
+
+### --feedback--
+
+They are specific locations where API requests are made. Brian mentions these as starting points.
+
+---
+
+`routes`
+
+### --feedback--
+
+They are paths defined in the API for handling requests. They are key parts of the documentation.
+
+---
+
+`identified`
+
+### --feedback--
+
+It means recognized or discovered. Sophie needs to recognize the endpoints first.
+
+---
+
+`read`
+
+### --feedback--
+
+It means to look at and comprehend text. Brian suggests reading the details for each endpoint.
+
+---
+
+`descriptions`
+
+### --feedback--
+
+They give details about something. Sophie should read the details about each endpoint.
+
+---
+
+`examples`
+
+### --feedback--
+
+They are specific instances showing how something works. They are important for understanding the API.
+
+---
+
+`shot`
+
+### --feedback--
+
+It means to try or attempt. Sophie decides to try out Brian's suggestions.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068a6d0bb2aa90f0d93979.md

@@ -0,0 +1,14 @@
+---
+id: 66068a6d0bb2aa90f0d93979
+title: "Dialogue 2: Analyzing Code Documentation for Functions"
+challengeType: 21
+dashedName: dialogue-2-analyzing-code-documentation-for-functions
+---
+
+# --description--
+
+Watch the video below to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068ad667567091500128c5.md

@@ -0,0 +1,48 @@
+---
+id: 66068ad667567091500128c5
+title: Task 10
+challengeType: 22
+dashedName: task-10
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: This library has so many functions. How can I effectively analyze the documentation for them?
+-->
+
+# --description--
+
+A `library` is like a big bookshelf with lots of code that programmers can use. Think of it like a cookbook with many recipes (functions) you can use to cook (program) different dishes (projects).
+
+For example, a `library` in programming might have a function to make charts. Instead of writing code from scratch, you can use this function, like following a recipe to make a cake.
+
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`This _ has so _ functions. How can I effectively analyze the documentation for _?`
+
+## --blanks--
+
+`library`
+
+### --feedback--
+
+This word in programming is like a collection of code, similar to how a library is a collection of books.
+
+---
+
+`many`
+
+### --feedback--
+
+It is used to describe a large number of something. In this case, it refers to the numerous functions in the library.
+
+---
+
+`them`
+
+### --feedback--
+
+It is a pronoun used to refer to multiple things. Here, it refers to the functions in the library.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068b650b681c91de9e19a0.md

@@ -0,0 +1,59 @@
+---
+id: 66068b650b681c91de9e19a0
+title: Task 11
+challengeType: 22
+dashedName: task-11
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: When dealing with functions, start by looking at the function's signature. It can provide information about the function's name, parameters, and return type.
+-->
+
+# --description--
+
+The possessive `'s` shows something belongs to someone or something, like in `Brian's book`, meaning the book belongs to Brian.
+
+`Dealing` means managing or handling something. For example, `When dealing with homework, it's important to be focused.`
+
+A `function's signature` in programming is like an ID card for a function. It tells you the function's name, what it needs (parameters), and what it gives back (`return type`).
+
+The `return type` of a function is what the function gives back after it runs, like a vending machine returning a soda after you put in money.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`When _ with functions, start by looking at the _ signature. It can _ information about the function's name, parameters, and return _ .`
+
+## --blanks--
+
+`dealing`
+
+### --feedback--
+
+It refers to how you manage or work with something, like functions in programming.
+
+---
+
+`function's`
+
+### --feedback--
+
+It shows that the signature belongs to the function. Remember, `'s` is used to show possession.
+
+---
+
+`provide`
+
+### --feedback--
+
+It means to give or supply. In this context, it refers to the signature giving information.
+
+---
+
+`type`
+
+### --feedback--
+
+It refers to the kind of value a function returns after it finishes running.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068bf9c9046292705b856d.md

@@ -0,0 +1,53 @@
+---
+id: 66068bf9c9046292705b856d
+title: Task 12
+challengeType: 19
+dashedName: task-12
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: When dealing with functions, start by looking at the function's signature. It can provide information about the function's name, parameters, and return type.
+-->
+
+# --description--
+
+In this task, let's check your understanding of a function's signature in programming.
+
+# --question--
+
+## --text--
+
+What does the function's signature tell people about the function?
+
+## --answers--
+
+How long the function will take to execute
+
+### --feedback--
+
+The signature doesn't tell people about the time it takes to run the function.
+
+---
+
+The color of the function's text in the code
+
+### --feedback--
+
+The signature doesn't give information about the appearance of the function in the code.
+
+---
+
+The function's name, parameters, and return type
+
+---
+
+Who wrote the function
+
+### --feedback--
+
+The signature shows the function's details, not the information about its author.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068c5cfc7a4992f2574ab2.md

@@ -0,0 +1,39 @@
+---
+id: 66068c5cfc7a4992f2574ab2
+title: Task 13
+challengeType: 22
+dashedName: task-13
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: That makes sense. What's the next step? What should I do then?
+-->
+
+# --description--
+
+`Make sense` means to be understandable or logical.
+
+For example, if you're learning a new programming language and finally understand how a function works, you might say, `Oh, now it makes sense!` Here, `makes sense` is used to express that the concept of how a function works in the programming language is now clear and understandable.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`That makes _. What's the next step? What should I do _?`
+
+## --blanks--
+
+`sense`
+
+### --feedback--
+
+It means understanding or clarity, showing Sophie understands what was explained before.
+
+---
+
+`then`
+
+### --feedback--
+
+It is used to ask about what should happen next or afterwards. Sophie is asking about the next step after understanding the previous one.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068d4033a07d9393291ef0.md

@@ -0,0 +1,53 @@
+---
+id: 66068d4033a07d9393291ef0
+title: Task 14
+challengeType: 22
+dashedName: task-14
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Next, you should examine the function's description in the documentation. It can explain what the function does and provide usage examples.
+-->
+
+# --description--
+
+`Usage examples` show how something is used. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Next, you should _ the function's description in the documentation. It can _ what the function does and _ _ examples.`
+
+## --blanks--
+
+`examine`
+
+### --feedback--
+
+It means to look at something carefully. Brian suggests looking closely at the function's description.
+
+---
+
+`explain`
+
+### --feedback--
+
+It means to make something clear.
+
+---
+
+`provide`
+
+### --feedback--
+
+It means to give or supply. The documentation gives examples of how to use the function.
+
+---
+
+`usage`
+
+### --feedback--
+
+These examples show how to use something, like the function in this context.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068f5b2b7dda9450a7cc2c.md

@@ -0,0 +1,53 @@
+---
+id: 66068f5b2b7dda9450a7cc2c
+title: Task 15
+challengeType: 19
+dashedName: task-15
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Next, you should examine the function's description in the documentation. It can explain what the function does and provide usage examples.
+-->
+
+# --description--
+
+This task checks your understanding of Brian's advice on using programming documentation.
+
+# --question--
+
+## --text--
+
+What does Brian suggest doing to understand a function better?
+
+## --answers--
+
+Examine the function's description in the documentation for explanations and usage examples
+
+---
+
+Memorize the function's code
+
+### --feedback--
+
+While memorizing code can be helpful, Brian specifically mentions examining the documentation, not memorizing the code.
+
+---
+
+Change the function's code
+
+### --feedback--
+
+Brian suggests understanding the function through its documentation, not altering its code.
+
+---
+
+Ignore the documentation
+
+### --feedback--
+
+Ignoring the documentation goes against Brian's advice, which is to examine it for a better understanding of the function.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66068fc7aa2fe094c5cb84bd.md

@@ -0,0 +1,45 @@
+---
+id: 66068fc7aa2fe094c5cb84bd
+title: Task 16
+challengeType: 22
+dashedName: task-16
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Thanks. I'll make sure to follow these steps for each function.
+-->
+
+# --description--
+
+Practice time. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Thanks. _ make sure to follow _ steps for _ function.`
+
+## --blanks--
+
+`I'll`
+
+### --feedback--
+
+It is a contraction of `I will`. Sophie is making a promise or plan to follow the steps.
+
+---
+
+`these`
+
+### --feedback--
+
+It refers to specific things, in this case, the steps mentioned earlier in the conversation.
+
+---
+
+`each`
+
+### --feedback--
+
+It is used for individual items. Sophie plans to follow the steps for every single function, one by one.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606906b3f31fc953f1ee3b6.md

@@ -0,0 +1,117 @@
+---
+id: 6606906b3f31fc953f1ee3b6
+title: Task 17
+challengeType: 22
+dashedName: task-17
+---
+
+<!--
+AUDIO REFERENCE:
+Entire dialogue
+-->
+
+# --description--
+
+In this task, you'll work with a summary of the conversation between Sophie and Brian. This summary includes key points about using a programming library. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sophie finds a _ with _ functions and wants to know how to _ its documentation. Brian advises her that when _ with functions, it's important to check the function's _. This _ what the function does, its parameters, and return _. Understanding this makes _, and then, the next step is to _ the documentation for more details, like _ examples. Sophie agrees and says she'll follow _ steps for _ function.`
+
+## --blanks--
+
+`library`
+
+### --feedback--
+
+It refers to a collection of pre-written code or functions in programming.
+
+---
+
+`many`
+
+### --feedback--
+
+This word indicates a large number of something, here referring to functions.
+
+---
+
+`analyze`
+
+### --feedback--
+
+It means to examine something carefully.
+
+---
+
+`dealing`
+
+### --feedback--
+
+It refers to how you manage or work with something.
+
+---
+
+`signature`
+
+### --feedback--
+
+It includes details of a function, like its name and parameters.
+
+---
+
+`provides`
+
+### --feedback--
+
+It means to give or supply, here referring to the information given by the signature.
+
+---
+
+`type`
+
+### --feedback--
+
+In this context, it refers to the kind of result or output a function gives.
+
+---
+
+`sense`
+
+### --feedback--
+
+It means something is clear or understandable.
+
+---
+
+`examine`
+
+### --feedback--
+
+This word means to look at something carefully.
+
+---
+
+`usage`
+
+### --feedback--
+
+These examples show how something can be used.
+
+---
+
+`these`
+
+### --feedback--
+
+It refers to specific things mentioned earlier, in this case, the steps for analyzing functions.
+
+---
+
+`each`
+
+### --feedback--
+
+It is used to refer to individual items or cases, here meaning every single function.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660694cf7803c598ce999171.md

@@ -0,0 +1,14 @@
+---
+id: 660694cf7803c598ce999171
+title: "Dialogue 3: Analyzing Code Documentation for Classes and Objects"
+challengeType: 21
+dashedName: dialogue-3-analyzing-code-documentation-for-classes-and-objects
+---
+
+# --description--
+
+Watch the video below to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606952c28640e9941c8fa29.md

@@ -0,0 +1,47 @@
+---
+id: 6606952c28640e9941c8fa29
+title: Task 18
+challengeType: 22
+dashedName: task-18
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Ugh. This class I'm working with is really complex. The documentation looks confusing. What should I do?
+-->
+
+# --description--
+
+Usually, `with` is used to show connection or use. For example, `I write with a pen.` However, in some sentences, `with` comes at the end. This usually happens when you want to emphasize the object or thing someone is using or dealing with, especially in questions or statements about technology or work.
+
+For instance, in tech, you might say, `This program I work with is challenging.` Here, `with` is used at the end to emphasize the program that is challenging to work with. Another example could be a question like, `What else is he working with?` where `with` at the end asks about other tools or technologies being used.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Ugh. This class I'm working _ is really _. The documentation _ confusing. What should I do?`
+
+## --blanks--
+
+`with`
+
+### --feedback--
+
+It emphasizes the object of use or concern, in this case, the class Sophie is working with.
+
+---
+
+`complex`
+
+### --feedback--
+
+It means something is complicated or has many parts.
+
+---
+
+`looks`
+
+### --feedback--
+
+It is used to describe the appearance or impression of something.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660695c672854899d6862834.md

@@ -0,0 +1,53 @@
+---
+id: 660695c672854899d6862834
+title: Task 19
+challengeType: 19
+dashedName: task-19
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Ugh. This class I'm working with is really complex. The documentation looks confusing. What should I do?
+-->
+
+# --description--
+
+Practice time!
+
+# --question--
+
+## --text--
+
+What is Sophie's problem in this dialogue?
+
+## --answers--
+
+She is happy with the class and finds the documentation easy.
+
+### --feedback--
+
+This option is incorrect because Sophie finds the class complex and the documentation confusing, not easy.
+
+---
+
+She finds the class complex and the documentation confusing.
+
+---
+
+She wants to quit the class.
+
+### --feedback--
+
+Sophie expresses difficulty with the class but does not mention wanting to quit.
+
+---
+
+She is looking for a new class.
+
+### --feedback--
+
+Sophie talks about her current class being complex, not about searching for a new one.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660696292c16659a5e9ccf81.md

@@ -0,0 +1,53 @@
+---
+id: 660696292c16659a5e9ccf81
+title: Task 20
+challengeType: 22
+dashedName: task-20
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: When you're dealing with classes, begin by checking the class's name and properties. This will give you an idea of its purpose and its structure.
+-->
+
+# --description--
+
+Remember, `Its` is a possessive pronoun used for things or animals, not people. It shows that something belongs to or is part of something else. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`When _ dealing with classes, begin by checking the _ name and properties. This will give you an idea of _ purpose and _ structure.`
+
+## --blanks--
+
+`you're`
+
+### --feedback--
+
+It is a contraction of `you are`, used here to describe an action you are doing.
+
+---
+
+`class's`
+
+### --feedback--
+
+It is a possessive form, showing that the name and properties belong to the class.
+
+---
+
+`its`
+
+### --feedback--
+
+The first `its` refers to something belonging to the class, in this case, the class's purpose.
+
+---
+
+`its`
+
+### --feedback--
+
+The second `its` again refers to something belonging to the class, here specifying the class's structure.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660696cce3e4e79af4612466.md

@@ -0,0 +1,53 @@
+---
+id: 660696cce3e4e79af4612466
+title: Task 21
+challengeType: 19
+dashedName: task-21
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: When you're dealing with classes, begin by checking the class's name and properties. This will give you an idea of its purpose and its structure.
+-->
+
+# --description--
+
+Practice time!
+
+# --question--
+
+## --text--
+
+What does Brian suggest doing first when dealing with classes?
+
+## --answers--
+
+Write new properties for the class
+
+### --feedback--
+
+This option is incorrect. Brian's advice is to begin by understanding the class, not by writing new properties.
+
+---
+
+Change the class's name
+
+### --feedback--
+
+Brian does not suggest changing the name but rather checking the existing name and properties.
+
+---
+
+Discuss the class with a colleague
+
+### --feedback--
+
+While discussing with a colleague can be helpful, Brian specifically advises to start by checking the class's name and properties.
+
+---
+
+Check the class's name and properties
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/66069719acca7d9b59499ce9.md

@@ -0,0 +1,53 @@
+---
+id: 66069719acca7d9b59499ce9
+title: Task 22
+challengeType: 22
+dashedName: task-22
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: After that, you should read the methods and functions associated with the class. These can explain how to interact with the class and what you can achieve using it.
+-->
+
+# --description--
+
+`Achieve` means to successfully reach a goal or complete a task. In programming, it can refer to what you can accomplish with a class or method. Like saying, `With this code, I can achieve a fast calculation.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`After that, you should read the _ and functions _ with the class. These can _ how to interact with the class and what you can _ using it.`
+
+## --blanks--
+
+`methods`
+
+### --feedback--
+
+It is a specific function or action that is part of a class in programming.
+
+---
+
+`associated`
+
+### --feedback--
+
+It refers to things that are connected or linked, like methods and functions that are part of a class.
+
+---
+
+`explain`
+
+### --feedback--
+
+This word means to describe or make clear. Here, it's about making clear how to use the class.
+
+---
+
+`achieve`
+
+### --feedback--
+
+It means to successfully complete or reach a goal. In this context, it refers to what you can do with the class.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606977e8f0b509bdac39012.md

@@ -0,0 +1,53 @@
+---
+id: 6606977e8f0b509bdac39012
+title: Task 23
+challengeType: 19
+dashedName: task-23
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: After that, you should read the methods and functions associated with the class. These can explain how to interact with the class and what you can achieve using it.
+-->
+
+# --description--
+
+Practice time!
+
+# --question--
+
+## --text--
+
+What does Brian recommend doing next after checking the class's name and properties?
+
+## --answers--
+
+Start writing new functions immediately
+
+### --feedback--
+
+This option is incorrect. Brian suggests reading existing methods and functions first, not writing new ones immediately.
+
+---
+
+Read the methods and functions associated with the class
+
+---
+
+Change the methods of the class
+
+### --feedback--
+
+Brian advises reading and understanding the methods, not changing them at this stage.
+
+---
+
+Ignore the class's methods and functions
+
+### --feedback--
+
+Ignoring the methods and functions goes against Brian's advice. He emphasizes the importance of reading them.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/660697f307c6559c60e976f7.md

@@ -0,0 +1,41 @@
+---
+id: 660697f307c6559c60e976f7
+title: Task 24
+challengeType: 22
+dashedName: task-24
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I'll try to calm down and read the documentation more carefully. Thanks for the tips.
+-->
+
+# --description--
+
+To `calm down` means to relax or become less worried. For example, `If you are stressed about a coding error, you might take a deep breath to calm down.`
+
+`Careful` is an adjective that describes being cautious or paying attention to details. Like saying, `Be careful with that function.`
+
+`Carefully` is an adverb, describing how an action is done. For instance, `Read the code carefully` means to read the code with attention and in a detailed way.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I'll try to calm _ and read the documentation more _. Thanks for the tips.`
+
+## --blanks--
+
+`down`
+
+### --feedback--
+
+`Calm down` means to become less anxious or stressed. Sophie is trying to relax to focus better on her reading.
+
+---
+
+`carefully`
+
+### --feedback--
+
+This word is used to describe reading in a detailed and cautious way. Sophie wants to pay close attention to the documentation.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/6606989c34f0be9d141130b1.md

@@ -0,0 +1,117 @@
+---
+id: 6606989c34f0be9d141130b1
+title: Task 25
+challengeType: 22
+dashedName: task-25
+---
+
+<!--
+AUDIO REFERENCE:
+Entire dialogue
+-->
+
+# --description--
+
+This task provides a summary of the conversation between Sophie and Brian. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sophie feels overwhelmed by a _ class and its _ documentation. Brian suggests _ with the class's _ and _, then reading the _ and _ _ with the class, understanding how to _ with the class and what to _ with it. Sophie decides to _ down and approach the documentation _.`
+
+## --blanks--
+
+`complex`
+
+### --feedback--
+
+It refers to the complicated nature of the class Sophie is working with.
+
+---
+
+`confusing`
+
+### --feedback--
+
+This word describes how Sophie views the class's documentation.
+
+---
+
+`starting`
+
+### --feedback--
+
+It indicates the beginning of the process Brian suggests.
+
+---
+
+`name`
+
+### --feedback--
+
+It helps identify the class's purpose.
+
+---
+
+`properties`
+
+### --feedback--
+
+They are characteristics or attributes of the class.
+
+---
+
+`methods`
+
+### --feedback--
+
+They are specific functions or procedures in the class.
+
+---
+
+`functions`
+
+### --feedback--
+
+It means the tasks or operations that the class can perform.
+
+---
+
+`associated`
+
+### --feedback--
+
+It means connected with the class.
+
+---
+
+`interact`
+
+### --feedback--
+
+It refers to how one can use or work with the class.
+
+---
+
+`achieve`
+
+### --feedback--
+
+It involves accomplishing something using the class.
+
+---
+
+`calm`
+
+### --feedback--
+
+Part of Sophie's decision to relax and reduce stress.
+
+---
+
+`carefully`
+
+### --feedback--
+
+It means to do something with attention to detail.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-analyze-code-documentation/dialogue-placeholder.md

@@ -1,15 +0,0 @@
----
-id: 655c17377f3b199fff96fa7f
-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