diff --git a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 50860b43ca2..39ddfc1b493 100644 --- a/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/arabic/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/arabic/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index ed968ee836d..0edd9ab82d5 100644 --- a/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/chinese-traditional/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/chinese-traditional/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index f23c679efaf..b5985862443 100644 --- a/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/chinese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/chinese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 6cdc40078a4..bbe7fa3a7a5 100644 --- a/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/espanol/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/espanol/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index de5ee5abe3a..85f18a9a984 100644 --- a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -Wenn der Nutzer ein Kaloriendefizit aufweist, wird der `remainingCalories`-Wert negativ sein. Du möchtest keine negativen Zahlen in deinem Ergebnis-String anzeigen. +When the user has a calorie surplus, the `remainingCalories` value will be negative. Du möchtest keine negativen Zahlen in deinem Ergebnis-String anzeigen. `Math.abs()` ist eine eingebaute JavaScript-Methode, die den absoluten Wert einer Zahl zurückgibt. diff --git a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index e6d2d25de62..bd6903d317b 100644 --- a/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/german/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/german/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 877b8f9e5ed..432e04be4aa 100644 --- a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -Quando l'utente ha un deficit calorico, il valore di `remainingCalories` sarà negativo. Non vuoi mostrare un numero negativo nella stringa risultante. +When the user has a calorie surplus, the `remainingCalories` value will be negative. Non vuoi mostrare un numero negativo nella stringa risultante. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 555dae33a4e..9cafc4b1195 100644 --- a/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/italian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/italian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-accessibility-by-building-a-quiz/613e2546d0594208229ada50.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-accessibility-by-building-a-quiz/613e2546d0594208229ada50.md index bdc6c811cfd..3834e1fe8d4 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-accessibility-by-building-a-quiz/613e2546d0594208229ada50.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-accessibility-by-building-a-quiz/613e2546d0594208229ada50.md @@ -7,9 +7,9 @@ dashedName: step-7 # --description-- -`header` 要素内に、`img`、`h1`、`nav` の各要素を 1 つずつ入れ子にし、このページの文脈を提供しましょう。 +`header` 要素内に、`img`、`h1`、`nav` の各要素を 1 つずつ入れて、このページが何のページかわかるようにしましょう。 -The `img` should point to `https://cdn.freecodecamp.org/platform/universal/fcc_primary.svg`, have an `id` of `logo`, and have an `alt` text of `freeCodeCamp`. +`img` は `https://cdn.freecodecamp.org/platform/universal/fcc_primary.svg` を指すようにして、 `id` として `logo` を、`alt` テキストとして `freeCodeCamp` を設定してください。 `h1` 要素は `HTML/CSS Quiz` というテキストを含むようにしましょう。 @@ -51,7 +51,7 @@ assert.equal(document.querySelector('img')?.src, 'https://cdn.freecodecamp.org/p assert.equal(document.querySelector('img')?.id, 'logo'); ``` -You should give the `img` element an `alt` attribute of `freeCodeCamp`. +`img` 要素の `alt` 属性を `freeCodeCamp` に設定する必要があります。 ```js assert.equal(document.querySelector('img')?.alt, 'freeCodeCamp'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-html-by-building-a-cat-photo-app/5dc24073f86c76b9248c6ebb.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-html-by-building-a-cat-photo-app/5dc24073f86c76b9248c6ebb.md index c79dfa67671..80e74e29226 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-html-by-building-a-cat-photo-app/5dc24073f86c76b9248c6ebb.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-html-by-building-a-cat-photo-app/5dc24073f86c76b9248c6ebb.md @@ -45,7 +45,7 @@ assert(document.querySelector('img').src === 'https://cdn.freecodecamp.org/curri assert(!/\` or `/>`. +`img` 要素を `>` または `/>` で閉じてください。 ```js assert(//.test(code)); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c47867800472a4ed5d2ea.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c47867800472a4ed5d2ea.md index c993e698de4..8c873496014 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c47867800472a4ed5d2ea.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c47867800472a4ed5d2ea.md @@ -7,29 +7,29 @@ dashedName: step-1 # --description-- -HTML の基本的な構造から始めましょう。 Add a `DOCTYPE` reference of `html` and an `html` element with its `lang` attribute set to `en`. Also, add a `head` and a `body` element within the `html` element. +HTML の基本的な構造から始めましょう。 `html` を指定する `DOCTYPE` 参照と、`lang` 属性として `en` を設定した `html` 要素を追加してください。 また、その `html` 要素の中に、`head` 要素と `body` 要素を追加してください。 # --hints-- -You should have the `DOCTYPE` declaration of `html`. +`html` の `DOCTYPE` 宣言が必要です。 ```js assert(code.match(//i)); ``` -`DOCTYPE` 宣言は HTML の先頭におく必要があります。 +`DOCTYPE` 宣言は HTML の先頭に置く必要があります。 ```js assert(__helpers.removeHtmlComments(code).match(/^\s*/i)); ``` -You should have an opening `html` tag with a `lang` attribute of `en`. +`lang` 属性が `en` に設定された `html` の開始タグが必要です。 ```js assert(code.match(//gi)); ``` -You should have a closing `html` tag. +`html` の終了タグが必要です。 ```js assert(code.match(/<\/html>/i)); @@ -59,13 +59,13 @@ assert(code.match(//i)); assert(code.match(/<\/body>/i)); ``` -Your `body` element should come after the `head` element. +`body` 要素を `head` 要素の後に置く必要があります。 ```js assert(code.match(/\s*<\/head>\s*\s*<\/body>/i)); ``` -Your `head` and `body` elements should be inside the `html` element. +`head` 要素と `body` 要素は `html` 要素の内側に置いてください。 ```js assert(code.match(/\s*\s*<\/head>\s*\s*<\/body>\s*<\/html>/i)); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecb.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecb.md index fdcf7c4248f..2604b6bb650 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecb.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecb.md @@ -7,11 +7,11 @@ dashedName: step-2 # --description-- -Within your `head` element, add a `meta` tag with the `charset` attribute of `utf-8`. Also add a `title` element with the text `fCC Cat Painting`. +`head` 要素の中に `meta` タグをネストして、`charset` 属性を `utf-8` にしてください。 また、`title` 要素を追加して、`fCC Cat Painting` というテキストを設定してください。 # --hints-- -You should add a single `meta` element. +`meta` 要素が 1 つ必要です。 ```js assert(document.querySelectorAll('meta').length === 1); @@ -23,13 +23,13 @@ assert(document.querySelectorAll('meta').length === 1); assert(document.querySelector('meta')?.getAttribute('charset')?.toLowerCase() === 'utf-8'); ``` -You should add a single `title` element. +`title` 要素が 1 つ必要です。 ```js assert(document.querySelectorAll('title').length === 1); ``` -Your `title` element should have the text `fCC Cat Painting`. スペルや大文字小文字の区別に気をつけましょう。 +`title` 要素は `fCC Cat Painting` というテキストを持つ必要があります。 スペルや大文字小文字の区別に気をつけましょう。 ```js assert(document.querySelector('title')?.innerText === 'fCC Cat Painting'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecc.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecc.md index 3185497a5de..8770da15d38 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecc.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c48df8674cf2b91020ecc.md @@ -11,13 +11,13 @@ dashedName: step-3 # --hints-- -Your should have a `link` element. +`link` 要素が必要です。 ```js assert.match(code, //) diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c586be7180e40ddf74ff6.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c586be7180e40ddf74ff6.md index 598124eccfa..945a6d26337 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c586be7180e40ddf74ff6.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c586be7180e40ddf74ff6.md @@ -7,7 +7,7 @@ dashedName: step-5 # --description-- -Give your `body` element a `background-color` of `#c9d2fc`. +`body` 要素の `background-color` を `#c9d2fc` にしてください。 # --hints-- @@ -17,7 +17,7 @@ Give your `body` element a `background-color` of `#c9d2fc`. assert(new __helpers.CSSHelp(document).getStyle('body')); ``` -Your `body` selector should have a `background-color` property set to `#c9d2fc`. +`body` セレクターの `background-color` プロパティを `#c9d2fc` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document).getStyle('body')?.backgroundColor === 'rgb(201, 210, 252)'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c59e942f35541923104bf.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c59e942f35541923104bf.md index 0cf6a431516..495be644cd4 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c59e942f35541923104bf.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c59e942f35541923104bf.md @@ -7,7 +7,7 @@ dashedName: step-6 # --description-- -Back in your HTML, create a `main` element. Inside that `main` element, add a `div` element with the class `cat-head`. +では HTML に戻って、`main` 要素を作成してください。 `main` 要素の中に、`div` 要素を追加してクラス `cat-head` を設定してください。 # --hints-- @@ -23,13 +23,13 @@ assert(document.querySelectorAll('main').length === 1); assert(document.querySelectorAll('div').length === 1); ``` -Your `div` element should have the class `cat-head`. +`div` 要素にはクラス `cat-head` が必要です。 ```js assert(document.querySelector('div')?.getAttribute('class') === 'cat-head'); ``` -Your `div` element should be inside your `main` tag. +`div` 要素は `main` タグの内側に置いてください。 ```js assert(document.querySelectorAll('main div').length === 1); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5ace05e4be4211407935.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5ace05e4be4211407935.md index e3cfeeeb273..4dfa13beb4a 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5ace05e4be4211407935.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5ace05e4be4211407935.md @@ -7,25 +7,25 @@ dashedName: step-8 # --description-- -To see the `cat-head` element, give it a linear gradient background with `#5e5e5e` at `85%` and `#45454f` at `100%`. +`cat-head` の要素が分かりやすいように、線形グラデーション (linear gradient) の背景色を追加しましょう。 `85%` 地点で `#5e5e5e`、`100%` 地点で `#45454f` にしてください。 -You might not notice the difference between these two colors, but they are there. +色の違いがわかりにくいかもしれませんが、よく見ると違います。 # --hints-- -Your `.cat-head` selector should have a `background` property. +`.cat-head` セレクターに `background` プロパティを追加してください。 ```js assert.match(code, /background:/) ``` -Your `background` property should use the `linear-gradient` function. +`background` プロパティに `linear-gradient` 関数を使用してください。 ```js assert.match(code, /background:\s*linear-gradient\(/) ``` -Your `linear-gradient` function should set the first color to be `#5e5e5e` at `85%`. +`linear-gradient` 関数で、最初の色 `#5e5e5e` を `85%` の位置まで指定してください。 ```js const gradientBackgroundImage = new __helpers.CSSHelp(document).getStyle('.cat-head')?.getPropVal('background-image', true); @@ -33,7 +33,7 @@ const firstGradient = gradientBackgroundImage.split(/\s*rgb\s*/)[1]; assert.equal(firstGradient,'(94,94,94)85%,'); ``` -Your `linear-gradient` function should set the second color to be `#45454f` at `100%`. +`linear-gradient` 関数で、2 番目の色 `#45454f` を `100%` の位置まで指定してください。 ```js const gradientBackgroundImage = new __helpers.CSSHelp(document).getStyle('.cat-head')?.getPropVal('background-image', true); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5d7057c45f432fcdd46c.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5d7057c45f432fcdd46c.md index c7d619beb2b..bb7c6a03261 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5d7057c45f432fcdd46c.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5d7057c45f432fcdd46c.md @@ -7,35 +7,35 @@ dashedName: step-7 # --description-- -Using a class selector, give the `.cat-head` element a width of `205px` and a height of `180px`. Also, give it a border of `1px solid #000` and a `border-radius` of `46%`. +クラスセレクターを使用して、`.cat-head` に該当する要素の幅を `205px`、高さを `180px` に設定してください。 また、境界線を `1px solid #000`、`border-radius` を `46%` に設定してください。 # --hints-- -You should have a `.cat-head` selector. +`.cat-head` セレクターが必要です。 ```js assert(new __helpers.CSSHelp(document)?.getStyle('.cat-head')) ``` -Your `.cat-head` selector should have a `width` set to `205px`. +`.cat-head` セレクターで `width` を `205px` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document)?.getStyle('.cat-head')?.width === '205px'); ``` -Your `.cat-head` selector should have a `height` set to `180px`. +`.cat-head` セレクターで `height` を `180px` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document)?.getStyle('.cat-head')?.height === '180px') ``` -Your `.cat-head` selector should have a `border` set to `1px solid #000`. +`.cat-head` セレクターで `border` を `1px solid #000` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document)?.getStyle('.cat-head')?.border === '1px solid rgb(0, 0, 0)') ``` -Your `.cat-head` selector should have a `border-radius` set to `46%`. +`.cat-head` セレクターで `border-radius` を `46%` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document)?.getStyle(".cat-head")?.borderRadius === '46%') diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5e727e56e743c9aed4a1.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5e727e56e743c9aed4a1.md index 79734d48d57..aa52ecd2b5a 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5e727e56e743c9aed4a1.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/646c5e727e56e743c9aed4a1.md @@ -7,13 +7,13 @@ dashedName: step-9 # --description-- -CSS positioning lets you set how you want an element to be positioned in the browser. It has a `position` property you can set to `static`, `absolute`, `relative`, `sticky` or `fixed`. +CSS の位置指定を使うと、要素をブラウザー内でどのように配置するか指定できます。 位置指定に使う `position` プロパティは、`static`、`absolute`、`relative`、`sticky`、`fixed` のいずれかに設定できます。 -Once you set the `position` property of the element, you can move the element around by setting a pixel or a percentage value for one or more of the `top`, `right`, `left`, or `bottom` properties. +要素の `position` プロパティを設定すると、`top`、`right`、`left`、`bottom` のプロパティにピクセルやパーセントの値を指定することで、要素の配置を動かせるようになります。 -`static` is the default positioning for all elements. If you assign it to an element, you won't be able to move it around with `top`, `right`, `left`, or `bottom`. +ただし、すべての要素の位置指定のデフォルト値は `static` です。 この値を設定しても、`top`、`right`、`left`、`bottom` で動かせるようにはなりません。 -Give `.cat-head` a `position` property of `static`, then set the `top` and `left` properties to `100px` each. +試しに、`.cat-head` の要素の `position` プロパティを `static` に設定した上で、`top` プロパティと `left` プロパティをそれぞれ `100px` に設定してみましょう。 # --hints-- diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/6476f5c17f99146071ee884c.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/6476f5c17f99146071ee884c.md index 75d4554a213..1bca41001d8 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/6476f5c17f99146071ee884c.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/6476f5c17f99146071ee884c.md @@ -7,7 +7,7 @@ dashedName: step-10 # --description-- -You could see that nothing happens. The `.cat-head` element did not move despite setting a `top` and `left` of `100px` each. But that's not the case with `relative` positioning. +何も起こらないことがわかります。 `top` と `left` をそれぞれ `100px` に設定したにも関わらず、`.cat-head` の要素の配置は変わりません。 しかし、位置指定を `relative` にすると状況が変わります。 When you use the `relative` value, the element is still positioned according to the normal flow of the document, but the `top`, `left`, `bottom`, and `right` values become active. diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/647d855ac12cd436059acd39.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/647d855ac12cd436059acd39.md index f3e73199f2e..207d0efa63e 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/647d855ac12cd436059acd39.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-intermediate-css-by-building-a-cat-painting/647d855ac12cd436059acd39.md @@ -7,18 +7,18 @@ dashedName: step-4 # --description-- -Use the universal selector to add `box-sizing: border-box;` to your CSS. This ensures elements include padding and border in their specified width and height. +CSS で全称セレクターを使用して、`box-sizing: border-box;` を追加してください。 この指定により、要素の幅と高さにパディングと境界線が含まれるようになります。 # --hints-- -You should have the universal selector (`*`). +全称セレクター (`*`) が必要です。 ```js // assert.match(code, /\*\s*{\s*.*\s*}/) assert(new __helpers.CSSHelp(document).getStyle('*')) ``` -Your universal selector should have a `box-sizing` property set to `border-box`. +全称セレクターの `box-sizing` プロパティを `border-box` に設定する必要があります。 ```js // assert.match(code, /\*\s*{\s*box-sizing:\s*border-box;?\s*}/) diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f6823d0815b7a991f2a75.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f6823d0815b7a991f2a75.md index 856e695d048..b8c72afffda 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f6823d0815b7a991f2a75.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f6823d0815b7a991f2a75.md @@ -11,7 +11,7 @@ dashedName: step-42 # --hints-- -You should create a new `div` within your `.daily-value` element. +`.daily-value` の要素の中に新しい `div` 要素を作成する必要があります。 ```js assert(document.querySelectorAll('.daily-value.small-text > div')?.length === 1) diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7bc680f7168ea01ebf99.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7bc680f7168ea01ebf99.md index 4c6c9812f5a..65afab33fe2 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7bc680f7168ea01ebf99.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7bc680f7168ea01ebf99.md @@ -13,7 +13,7 @@ dashedName: step-50 # --hints-- -You should create a new `div` at the end of your `.daily-value` element. +`.daily-value` の要素の最後に新しい `div` を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.localName === 'div'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7d489a581590d1350288.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7d489a581590d1350288.md index 4088657dd68..d1f8d4a89c8 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7d489a581590d1350288.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7d489a581590d1350288.md @@ -11,7 +11,7 @@ dashedName: step-52 # --hints-- -You should create a new `div` element at the end of your `.daily-value` element. +`.daily-value` の要素の最後に新しい `div` 要素を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.localName === 'div'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7de4487b64919bb4aa5e.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7de4487b64919bb4aa5e.md index a35e8d3338e..4d9e9a374eb 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7de4487b64919bb4aa5e.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7de4487b64919bb4aa5e.md @@ -46,7 +46,7 @@ const cholesterolSpan = spans.filter(span => span?.innerHTML?.match(/^[\s\n]*Cho assert(cholesterolSpan[0]?.classList?.contains('bold')); ``` -The text `0%` should be nested in a `span`. +テキストの `0%` の部分を `span` 要素で囲んでください。 ```js const spans = [...document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')]; @@ -54,7 +54,7 @@ const zeroPercentSpan = spans.filter(span => span?.innerHTML?.match(/^[\s\n]*0%[ assert(zeroPercentSpan.length === 1); ``` -Your `0%` `span` should have the `class` attribute set to `bold`. +`0%` を囲む `span` 要素の `class` 属性を `bold` に設定してください。 ```js const spans = [...document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')]; @@ -62,7 +62,7 @@ const zeroPercentSpan = spans.filter(span => span?.innerHTML?.match(/^[\s\n]*0%[ assert(zeroPercentSpan[0]?.classList?.contains('bold')); ``` -Your `Cholesterol` `span` and your `0mg` text should be wrapped in a `span`. +`Cholesterol` を囲む `span` 要素とテキストの `0mg` 部分を、まとめて 1 つの `span` 要素で囲んでください。 ```js const spans = [...document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')]; diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7e7281626a92bbd62da8.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7e7281626a92bbd62da8.md index 679f46f17b7..533dc3d5f56 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7e7281626a92bbd62da8.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7e7281626a92bbd62da8.md @@ -53,7 +53,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.firs assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.lastElementChild?.innerText === '7%'); ``` -The `span` element around `7%` should have the `class` attribute set to `bold`. +`7%` を囲む `span` 要素の `class` 属性を `bold` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.lastElementChild?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7ecb09de9a938ef94756.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7ecb09de9a938ef94756.md index 60f128dcb5e..a9b28efc4aa 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7ecb09de9a938ef94756.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7ecb09de9a938ef94756.md @@ -7,7 +7,7 @@ dashedName: step-55 # --description-- -Below your last `p` element, add another `p` element with the text `Total Carbohydrate 37g 13%`. Like before, use `span` elements to make the text `Total Carbohydrate` and `13%` bold. Also add an additional `span` element around the `Total Carbohydrate 37g` text to have it aligned to the left and `13%` to the right. +最後の `p` 要素の下に、もう 1 つ `p` 要素を追加して、テキストを `Total Carbohydrate 37g 13%` にしてください。 先ほどと同様に、`span` 要素を使用して、テキストの `Total Carbohydrate` と `13%` の部分を太字にしてください。 また、テキストの `Total Carbohydrate 37g` の部分をもう 1 つの `span` 要素で囲んで左揃えに、`13%` の部分は右揃えになるようにしてください。 # --hints-- @@ -23,37 +23,37 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.loca assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.innerText?.match(/Total Carbohydrate[\s|\n]+37g[\s|\n]+13%/)); ``` -Your new `p` element should have three `span` elements. +新しい `p` 要素内に `span` 要素が 3 つ必要です。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')?.length === 3); ``` -One `span` element should wrap the text `Total Carbohydrate 37g`. +`span` 要素の 1 つが `Total Carbohydrate 37g` というテキストを囲んでいる必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.firstElementChild?.innerText?.match(/Total Carbohydrate[\s|\n]+37g/)); ``` -One `span` element should wrap the text `Total Carbohydrate`. +`span` 要素の 1 つが `Total Carbohydrate` というテキストを囲んでいる必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.firstElementChild?.firstElementChild?.innerText === 'Total Carbohydrate'); ``` -The `span` element around `Total Carbohydrate` should have the `class` attribute set to `bold`. +`Total Carbohydrate` を囲む `span` 要素の `class` 属性を `bold` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.firstElementChild?.firstElementChild?.classList?.contains('bold')); ``` -A `span` element should wrap the text `13%`. +`span` 要素で `13%` というテキストを囲む必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.lastElementChild?.innerText === '13%'); ``` -The `span` element around `13%` should have the `class` attribute set to `bold`. +`13%` を囲む `span` 要素の `class` 属性を `bold` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.lastElementChild?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7fa959ab75948f96a0d6.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7fa959ab75948f96a0d6.md index a32b4297502..b1eefeb0306 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7fa959ab75948f96a0d6.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f7fa959ab75948f96a0d6.md @@ -11,7 +11,7 @@ dashedName: step-56 # --hints-- -You should create a new `p` and `div` element at the end of your `.daily-value` element. +`.daily-value` の要素の最後に、新しい `p` 要素と `div` 要素を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.localName === 'p'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f808d85793195b0f53be9.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f808d85793195b0f53be9.md index 0318390ae24..b2c16c20bf1 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f808d85793195b0f53be9.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f808d85793195b0f53be9.md @@ -11,7 +11,7 @@ dashedName: step-57 # --hints-- -You should create a new `p` and `div` element at the end of your `.daily-value` element. +`.daily-value` の要素の最後に新しい `p` 要素と `div` 要素を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.localName === 'p'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f829d07b18f96f6f6684b.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f829d07b18f96f6f6684b.md index b5cb285f8b7..cf0eb6bfdd1 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f829d07b18f96f6f6684b.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f829d07b18f96f6f6684b.md @@ -7,11 +7,11 @@ dashedName: step-58 # --description-- -これらの仕切り線を作成する利点は、特有のクラスを適用して個別にスタイルを指定できることです。 Add `double-indent` to the `class` for your last `.divider`. +これらの仕切り線を作成する利点は、特有のクラスを適用して個別にスタイルを指定できることです。 最後の `.divider` の `class` に、`double-indent` を追加しましょう。 # --hints-- -Your last `.divider` element should have `double-indent` added to the `class`. 既存の値は削除しないでください。 +最後の `.divider` に該当する要素の `class` 属性に、`double-indent` を追加してください。 既存の値は削除しないでください。 ```js const last = document.querySelector('.daily-value.small-text')?.lastElementChild; diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f83ef928ec9982b785b6a.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f83ef928ec9982b785b6a.md index 9ed8720e11c..c9a01505491 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f83ef928ec9982b785b6a.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f83ef928ec9982b785b6a.md @@ -7,17 +7,17 @@ dashedName: step-59 # --description-- -Create a `.double-indent` selector and give it a left margin of `2em`. +`.double-indent` セレクターを作成して、左側のマージンを `2em` に設定してください。 # --hints-- -You should have a new `.double-indent` selector. +新しく `.double-indent` セレクターが必要です。 ```js assert(new __helpers.CSSHelp(document).getStyle('.double-indent')); ``` -Your `.double-indent` selector should have a `margin-left` property set to `2em`. +`.double-indent` セレクターの `margin-left` プロパティを `2em` に設定する必要があります。 ```js assert(new __helpers.CSSHelp(document).getStyle('.double-indent')?.marginLeft === '2em'); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f84f246e8ba98e3cd97be.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f84f246e8ba98e3cd97be.md index 0fbb915ec1d..51dcb03a841 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f84f246e8ba98e3cd97be.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f84f246e8ba98e3cd97be.md @@ -7,13 +7,13 @@ dashedName: step-60 # --description-- -Below your `.double-indent` element, add a new `p` element with the text `Includes 10g Added Sugars 20%`. 新しい `p` 要素も、2 倍インデントされ、下端の境界線がないようにしてください。 また `span` を使用して `20%` の部分を太字かつ右揃えにしてください。 +`.double-indent` の要素の下に新しい `p` 要素を作成し、テキストを `Includes 10g Added Sugars 20%` としてください。 新しい `p` 要素も、2 倍インデントされ、下端の境界線がないようにしてください。 また `span` を使用して `20%` の部分を太字かつ右揃えにしてください。 そして、`p` 要素の後に仕切り線をもう 1 つ作成してください。 # --hints-- -You should create a new `p` and `div` element at the end of your `.daily-value` element. +`.daily-value` の要素の最後に、新しく `p` 要素と `div` 要素を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.localName === 'p'); @@ -26,7 +26,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.loca assert(document.querySelector('.daily-value.small-text p:last-of-type')?.innerText.match(/Includes 10g Added Sugars[\s|\n]+20%/)); ``` -Your new `p` element should have the `class` attribute set to `double-indent no-divider`. +新しい `p` 要素の `class` 属性を `double-indent no-divider` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text p:last-of-type')?.classList?.contains('double-indent')); @@ -39,7 +39,7 @@ assert(document.querySelector('.daily-value.small-text p:last-of-type')?.classLi assert(document.querySelector('.daily-value.small-text p:last-of-type')?.firstElementChild?.localName === 'span'); ``` -Your `span` element should have the `class` attribute set to `bold`. +`span` 要素の `class` 属性を `bold` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text p:last-of-type')?.firstElementChild?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f887466db4ba14b5342cc.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f887466db4ba14b5342cc.md index fc8706820ae..7124c39c6c4 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f887466db4ba14b5342cc.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f887466db4ba14b5342cc.md @@ -7,13 +7,13 @@ dashedName: step-61 # --description-- -最後の仕切り線の後に `p` 要素をもう 1 つ作成し、テキストを `Protein 3g` にしてください。 適切なクラスを使用して下端の境界線を取り除き、`span` を使用して `Protein` の部分を太字にしてください。 Then wrap the text `Protein 3g` including the new `span` element, in a new `span` element. +最後の仕切り線の後に `p` 要素をもう 1 つ作成し、テキストを `Protein 3g` にしてください。 適切なクラスを使用して下端の境界線を取り除き、`span` を使用して `Protein` の部分を太字にしてください。 その後、テキストの `Protein 3g` の部分を、今追加した `span` 要素も含めて、もう 1 つの `span` 要素で囲んでください。 その要素の後に、一番太い (lg) 仕切り線を作成してください。 # --hints-- -You should create a new `p` and `div` element at the end of your `.daily-value` element. +`.daily-value` の要素の最後に、新しく `p` 要素と `div` 要素を作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.localName === 'p'); @@ -32,20 +32,20 @@ assert(document.querySelector('.daily-value.small-text p:last-of-type')?.innerTe assert(document.querySelector('.daily-value.small-text p:last-of-type')?.classList?.contains('no-divider')); ``` -You should have a `span` element with the class `bold` around the text `Protein`. +クラス `bold` が設定された `span` 要素で、テキストの `Protein` の部分を囲んでください。 ```js assert(document.querySelector('.daily-value.small-text p:last-of-type span.bold')?.innerText === 'Protein'); ``` -You should have a `span` element around the text `Protein 3g`. +`span` 要素でテキスト `Protein 3g` を囲んでください。 ```js assert(document.querySelector('.daily-value.small-text > p:last-of-type > span > span.bold')?.innerText === 'Protein'); assert(document.querySelector('.daily-value.small-text > p:last-of-type > span')?.innerText === 'Protein 3g'); ``` -Your new `div` should have the `class` attribute set to `divider large`. +新しい `div` の `class` 属性を `divider large` に設定する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.classList?.contains('divider')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f89e055040ba294719d2f.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f89e055040ba294719d2f.md index e08d632f526..6730a3e54d8 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f89e055040ba294719d2f.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f89e055040ba294719d2f.md @@ -9,7 +9,7 @@ dashedName: step-62 太い仕切り線の下に `p` をもう 1 つ作成してください。 `p` 要素のテキストは `Vitamin D 2mcg 10%` としてください。 -The `p` element contains only text, you can wrap the percentage in a `span` element so that it is considered a separate entity from the rest of the text, and it's moved to the right. +今、`p` 要素にはテキストだけが含まれている状態です。ではパーセンテージの部分を `span` 要素で囲んで、残りのテキストと分けて右揃えにしましょう。 # --hints-- @@ -31,7 +31,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.inne assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')?.length === 1); ``` -Your `span` element should not be bold. +`span` 要素は太字にしないでください。 ```js assert(!document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelector('span')?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8bfe0f30a1a3c340356b.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8bfe0f30a1a3c340356b.md index 1979e1af3f6..d70ae194f4b 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8bfe0f30a1a3c340356b.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8bfe0f30a1a3c340356b.md @@ -11,7 +11,7 @@ dashedName: step-63 # --hints-- -You should create two new `p` elements at the end of your `.daily-value` element. +`.daily-value` の要素の最後に新しい `p` 要素を 2 つ作成する必要があります。 ```js assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.localName === 'p'); @@ -30,7 +30,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.prev assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.firstElementChild?.localName === 'span'); ``` -Your first `span` element should not be bold. +1 つ目の `span` 要素を太字にしないでください。 ```js assert(!document.querySelector('.daily-value.small-text')?.lastElementChild?.previousElementSibling?.firstElementChild?.classList?.contains('bold')); @@ -54,7 +54,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.inne assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.firstElementChild?.localName === 'span'); ``` -Your second `span` element should not be bold. +2 つ目の `span` 要素を太字にしないでください。 ```js assert(!document.querySelector('.daily-value.small-text')?.lastElementChild?.firstElementChild?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8f1223601fa546e93f31.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8f1223601fa546e93f31.md index 3356225f009..4bf6d8ed46a 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8f1223601fa546e93f31.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f8f1223601fa546e93f31.md @@ -35,7 +35,7 @@ assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.inne assert(document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelectorAll('span')?.length === 1); ``` -Your `span` element should not be bold. +`span` 要素は太字にしないでください。 ```js assert(!document.querySelector('.daily-value.small-text')?.lastElementChild?.querySelector('span')?.classList?.contains('bold')); diff --git a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f905fbd1017a65ca224eb.md b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f905fbd1017a65ca224eb.md index d06cc58555c..25aaa91ce38 100644 --- a/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f905fbd1017a65ca224eb.md +++ b/curriculum/challenges/japanese/14-responsive-web-design-22/learn-typography-by-building-a-nutrition-label/615f905fbd1017a65ca224eb.md @@ -23,7 +23,7 @@ dashedName: step-65 assert(document.querySelector('.daily-value').nextElementSibling?.localName === 'div'); ``` -Your new `div` should have the `class` set to `divider medium`. +新しい `div` の `class` 属性を `divider medium` に設定する必要があります。 ```js assert(document.querySelector('.daily-value')?.nextElementSibling?.classList?.contains('divider')); diff --git a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 555dae33a4e..9cafc4b1195 100644 --- a/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/japanese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/japanese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/basic-javascript/selecting-from-many-options-with-switch-statements.md b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/basic-javascript/selecting-from-many-options-with-switch-statements.md index dd61469c08d..fdb103facd6 100644 --- a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/basic-javascript/selecting-from-many-options-with-switch-statements.md +++ b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/basic-javascript/selecting-from-many-options-with-switch-statements.md @@ -1,6 +1,6 @@ --- id: 56533eb9ac21ba0edf2244dd -title: Selecting from Many Options with Switch Statements +title: Switch 문으로 여러 옵션에서 선택하기 challengeType: 1 videoUrl: 'https://scrimba.com/c/c4mv4fm' forumTopicId: 18277 @@ -9,9 +9,9 @@ dashedName: selecting-from-many-options-with-switch-statements # --description-- -If you need to match one value against many options, you can use a switch statement. A `switch` statement compares the value to the case statements which define various possible values. Any valid JavaScript statements can be executed inside a case block and will run from the first matched `case` value until a `break` is encountered. +만약 한 가지 값과 여러 옵션을 대조해야 한다면, switch 문을 사용할 수 있습니다. `switch`문은 값을 여러 가능성이 있는 값들을 정의하는 case문과 비교합니다. 어떤 유효한 자바스크립트 문이라도 case 블록 안에서 실행될 수 있으며, 첫 번째 일치하는 `case` 값부터 `break`가 나타날 때까지 실행됩니다. -Here is an example of a `switch` statement: +여기 `switch`문 예시가 있습니다. ```js switch (fruit) { @@ -24,11 +24,11 @@ switch (fruit) { } ``` -`case` values are tested with strict equality (`===`). The `break` tells JavaScript to stop executing statements. If the `break` is omitted, the next statement will be executed. +`case` 값들은 엄격한 동등성(`===`)으로 테스트 됩니다. `break`는 문장들이 실행되는 것을 멈추게 합니다. `break`이 없다면 다음 문장이 실행될 것입니다. # --instructions-- -Write a switch statement which tests `val` and sets `answer` for the following conditions: +`val`를 테스트하고 `answer`를 다음 조건 중 하나로 설정하는 switch 문을 작성하시오. `1` - `alpha` `2` - `beta` `3` - `gamma` @@ -36,37 +36,37 @@ Write a switch statement which tests `val` and sets `answer` for the following c # --hints-- -`caseInSwitch(1)` should have a value of the string `alpha` +`caseInSwitch(1)`는 문자열 `alpha`을 가져야 합니다. ```js assert(caseInSwitch(1) === 'alpha'); ``` -`caseInSwitch(2)` should have a value of the string `beta` +`caseInSwitch(2)`는 문자열 `beta`을 가져야 합니다. ```js assert(caseInSwitch(2) === 'beta'); ``` -`caseInSwitch(3)` should have a value of the string `gamma` +`caseInSwitch(3)`는 문자열 `gamma`을 가져야 합니다. ```js assert(caseInSwitch(3) === 'gamma'); ``` -`caseInSwitch(4)` should have a value of the string `delta` +`caseInSwitch(4)`는 문자열 `delta`을 가져야 합니다. ```js assert(caseInSwitch(4) === 'delta'); ``` -You should not use any `if` or `else` statements +`if` 나 `else`문을 사용하지 않아야 합니다. ```js assert(!/else/g.test(__helpers.removeJSComments(code)) || !/if/g.test(__helpers.removeJSComments(code))); ``` -You should have at least 3 `break` statements +적어도 3개의 `break`문이 있어야 합니다. ```js assert(__helpers.removeJSComments(code).match(/break/g).length > 2); diff --git a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/avoid-mutations-and-side-effects-using-functional-programming.md b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/avoid-mutations-and-side-effects-using-functional-programming.md index 5705742787a..f51f8e72fe2 100644 --- a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/avoid-mutations-and-side-effects-using-functional-programming.md +++ b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/avoid-mutations-and-side-effects-using-functional-programming.md @@ -1,6 +1,6 @@ --- id: 587d7b8e367417b2b2512b5e -title: Avoid Mutations and Side Effects Using Functional Programming +title: 함수형 프로그래밍으로 변형과 부수 효과 피하기 challengeType: 1 forumTopicId: 301228 dashedName: avoid-mutations-and-side-effects-using-functional-programming @@ -8,39 +8,39 @@ dashedName: avoid-mutations-and-side-effects-using-functional-programming # --description-- -If you haven't already figured it out, the issue in the previous challenge was with the `splice` call in the `tabClose()` function. Unfortunately, `splice` changes the original array it is called on, so the second call to it used a modified array, and gave unexpected results. +아직 알아채지 못하셨을 수도 있겠지만 이전 과제에서 문제는 `tabClose()` 함수 안에 `splice`에 있었습니다. `splice`는 이 메소드를 호출하는 본래의 배열을 변형시킵니다. 그래서 두 번째 호출은 변형된 배열을 사용하여 예상치 못한 결과를 줬습니다. -This is a small example of a much larger pattern - you call a function on a variable, array, or an object, and the function changes the variable or something in the object. +이는 더 큰 유형의 일부 예시입니다. 변수, 배열 혹은 객체에 함수를 호출하고 그 함수가 객체 안에 있는 변수 등을 변형시킵니다. -One of the core principles of functional programming is to not change things. Changes lead to bugs. It's easier to prevent bugs knowing that your functions don't change anything, including the function arguments or any global variable. +함수형 프로그래밍의 주요 원칙 중 하나는 어느 것도 변형시키지 않는 것입니다. 변형은 버그를 만들 수 있습니다. 함수들이 함수 인자 혹은 전역 변수 등 어떤 것도 변형시키지 않는 다는 것을 안다면 버그를 예방하는 것은 쉬워집니다. -The previous example didn't have any complicated operations but the `splice` method changed the original array, and resulted in a bug. +이전 예시에서는 복잡한 연산이 동반되지 않았음에도 `splice` 메소드는 본래 배열을 변형시켰고 버그를 만들었습니다. -Recall that in functional programming, changing or altering things is called mutation, and the outcome is called a side effect. A function, ideally, should be a pure function, meaning that it does not cause any side effects. +함수형 프로그래밍에서 변형시킨다는 것은 변형(mutation)이라고 불리고 그 결과는 부수 효과(side effect)라고 불린다는 것을 기억하실 겁니다. 함수는 이상적으로 순수 함수(pure function)이어야 합니다. 이 말은 이 함수는 어떤 부수 효과도 일으키지 않는다는 의미입니다. -Let's try to master this discipline and not alter any variable or object in our code. +이 규칙을 체득하고 코드에서 변수나 객체를 변형시키지 않으려는 노력을 해야합니다. # --instructions-- -Fill in the code for the function `incrementer` so it returns the value of the global variable `fixedValue` increased by one. +전역 변수인 `fixedValue`에 1이 증가된 값을 반환할 수 있도록 `incrementer` 함수를 위한 코드를 작성하시오. # --hints-- -Your function `incrementer` should not change the value of `fixedValue` (which is `4`). +`incrementer` 함수는 `fixedValue`의 값(`4`)을 변형시키지 않아야 합니다. ```js incrementer(); assert(fixedValue === 4); ``` -Your `incrementer` function should return a value that is one larger than the `fixedValue` value. +`incrementer` 함수는 `fixedValue` 값보다 1이 큰 값을 반환해야 합니다. ```js const __newValue = incrementer(); assert(__newValue === 5); ``` -Your `incrementer` function should return a value based on the global `fixedValue` variable value. +`incrementer` 함수는 전역 변수 `fixedValue` 값에 기반한 값을 반환해야 합니다. ```js (function () { diff --git a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/implement-map-on-a-prototype.md b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/implement-map-on-a-prototype.md index 2c7324a123d..cc45167122a 100644 --- a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/implement-map-on-a-prototype.md +++ b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/functional-programming/implement-map-on-a-prototype.md @@ -1,6 +1,6 @@ --- id: 587d7b8f367417b2b2512b62 -title: Implement map on a Prototype +title: 프로토타입에 map 실행하기 challengeType: 1 forumTopicId: 301230 dashedName: implement-map-on-a-prototype @@ -8,15 +8,15 @@ dashedName: implement-map-on-a-prototype # --description-- -As you have seen from applying `Array.prototype.map()`, or simply `map()` earlier, the `map` method returns an array of the same length as the one it was called on. It also doesn't alter the original array, as long as its callback function doesn't. +앞서 `Array.prototype.map()` 혹은 그냥 `map()`를 적용했을 때 봤듯이 `map` 메소드는 호출한 배열과 같은 길이의 배열을 반환합니다. 이 메소드는 콜백 함수가 본래 배열을 변형시키지 않는 한 본래 배열을 변형시키지 않습니다. -In other words, `map` is a pure function, and its output depends solely on its inputs. Plus, it takes another function as its argument. +다시 말해 `map`는 순수 함수이고 이 결괏값은 온전히 입력에 의존합니다. 게다가 이 메소드는 다른 함수를 인자로 받습니다. -You might learn a lot about the `map` method if you implement your own version of it. It is recommended you use a `for` loop or `Array.prototype.forEach()`. +만약 `map` 메소드를 스스로 만들어서 적용한다면 이 메소드에 대해 많은 것을 배울 수 있을 것입니다. `for` 루프를 사용하거나 `Array.prototype.forEach()`를 사용하는 것을 추천합니다. # --instructions-- -Write your own `Array.prototype.myMap()`, which should behave exactly like `Array.prototype.map()`. You should not use the built-in `map` method. The `Array` instance can be accessed in the `myMap` method using `this`. +`Array.prototype.map()`와 같이 동작하는 고유의 `Array.prototype.myMap()`를 작성하시오. 내장된 `map` 메소드를 사용하지 않아야 합니다. The `Array` instance can be accessed in the `myMap` method using `this`. # --hints-- diff --git a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/object-oriented-programming/remember-to-set-the-constructor-property-when-changing-the-prototype.md b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/object-oriented-programming/remember-to-set-the-constructor-property-when-changing-the-prototype.md index cd44cdceb3c..c543328fa0f 100644 --- a/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/object-oriented-programming/remember-to-set-the-constructor-property-when-changing-the-prototype.md +++ b/curriculum/challenges/korean/02-javascript-algorithms-and-data-structures/object-oriented-programming/remember-to-set-the-constructor-property-when-changing-the-prototype.md @@ -1,6 +1,6 @@ --- id: 587d7daf367417b2b2512b80 -title: Remember to Set the Constructor Property when Changing the Prototype +title: 프로토타입이 변할 시 생성자 속성 설정 보존하기 challengeType: 1 forumTopicId: 301323 dashedName: remember-to-set-the-constructor-property-when-changing-the-prototype @@ -8,7 +8,7 @@ dashedName: remember-to-set-the-constructor-property-when-changing-the-prototype # --description-- -There is one crucial side effect of manually setting the prototype to a new object. It erases the `constructor` property! This property can be used to check which constructor function created the instance, but since the property has been overwritten, it now gives false results: +새 객체에 프로토타입을 수동으로 설정하는 데는 한가지 중대한 부작용이 있습니다. 그것은 바로 `constructor` 속성을 지운다는 것입니다! 이 속성은 어떤 생성자 함수가 인스턴스를 생성했는지 확인하기 위해 사용될 수 있지만 이제는 이 속성이 덮어 씌어졌으므로 잘못된 결과를 주게 됩니다. ```js duck.constructor === Bird; @@ -16,9 +16,9 @@ duck.constructor === Object; duck instanceof Bird; ``` -In order, these expressions would evaluate to `false`, `true`, and `true`. +이 표현식들은 순서대로 `false`, `true` 그리고 `true`로 평가될 것입니다. -To fix this, whenever a prototype is manually set to a new object, remember to define the `constructor` property: +이 문제를 고치기 위해 프로토타입이 새 객체에 수동으로 설정이 될 때마다 `constructor` 속성을 정의한 것을 보존하면 됩니다. ```js Bird.prototype = { @@ -35,11 +35,11 @@ Bird.prototype = { # --instructions-- -Define the `constructor` property on the `Dog` `prototype`. +`Dog` `prototype`에 `constructor` 속성을 정의하시오. # --hints-- -`Dog.prototype` should set the `constructor` property. +`Dog.prototype`은 `constructor` 속성을 설정해야 합니다. ```js assert(Dog.prototype.constructor === Dog); diff --git a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 555dae33a4e..9cafc4b1195 100644 --- a/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/korean/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/korean/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index adffdfd5b69..d962c2e2a3e 100644 --- a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -Quando o usuário tem um déficit de calorias, o valor de `remainingCalories` será negativo. Você não quer exibir um número negativo na string de resultado. +When the user has a calorie surplus, the `remainingCalories` value will be negative. Você não quer exibir um número negativo na string de resultado. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index e314db7e4b8..47c4ed5e78b 100644 --- a/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/portuguese/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/portuguese/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 372d41dceb5..3f0a704b0db 100644 --- a/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/swahili/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 356c31a1ff7..d2b1a0ceecd 100644 --- a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/swahili/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md index 26a6306e718..198f6d1a755 100644 --- a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md +++ b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-basic-string-and-array-methods-by-building-a-music-player/653639d63a45a077333312c8.md @@ -7,23 +7,24 @@ dashedName: step-38 # --description-- -Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property of the `audio` object. +Before playing the song, you need to make sure it starts from the beginning. This can be achieved by the use of the `currentTime` property on the `audio` object. -Add an `if` statement to check whether the `userData?.currentSong` is `null` or if `userData?.currentSong.id` is strictly not equal `song.id`. Inside `if` block, set the `currentTime` property of the `audio` object to `0`. +Add an `if` statement to check whether the `userData?.currentSong` is falsy *OR* if `userData?.currentSong.id` is strictly not equal `song.id`. This condition will check if no current song is playing or if the current song is different from the one that is about to be played. +Inside `if` block, set the `currentTime` property of the `audio` object to `0`. # --hints-- -You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. +You should create an `if` statement with the condition `userData?.currentSong === null || userData?.currentSong.id !== song.id`. Don't forget to include optional chaining. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{/) ``` You should set `audio.currentTime` to `0` inside your `if` block. ```js -assert.match(code, /if\s*\(\s*userData\?\.currentSong\s*===\s*null\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) +assert.match(code, /if\s*\(\s*(?:(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null)\s*\|\|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*|\s*userData\?\.currentSong\.id\s*!==\s*song\.id\s*\|\|\s*(?:!userData\?\.currentSong|\s*userData\?\.currentSong\s*===\s*null))\s*\)\s*\{\s*audio\.currentTime\s*=\s*0\s*;?\s*\}/) ``` # --seed-- diff --git a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md index 2927b14ee8c..0cb0ed7ca44 100644 --- a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md +++ b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-form-validation-by-building-a-calorie-counter/63c9e769df38c92635c158ba.md @@ -7,7 +7,7 @@ dashedName: step-83 # --description-- -When the user has a calorie deficit, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. +When the user has a calorie surplus, the `remainingCalories` value will be negative. You don't want to display a negative number in the result string. `Math.abs()` is a built-in JavaScript method that will return the absolute value of a number. diff --git a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md index 52958f7c410..1c33bdc7519 100644 --- a/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md +++ b/curriculum/challenges/ukrainian/15-javascript-algorithms-and-data-structures-22/learn-localstorage-by-building-a-todo-app/64e4e78a7ea4a168de4e6a38.md @@ -40,7 +40,9 @@ assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1/) Your event listener's callback function should use the `classList.toggle()` method to toggle the `hidden` class on the `taskForm` element. Refer back to the example provided in the description. ```js -assert.match(code, /openTaskFormBtn\.addEventListener\(\s*('|"|`)click\1\s*,\s*(?:\(\s*\)\s*=>\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\2\s*\)\s*\)|\s*function\s*\(\s*\)\s*\s*{\s*taskForm\s*\.classList\s*\.\s*toggle\s*\(\s*('|"|`)hidden\3\s*\)\s*}\s*\)\s*;)/) +assert(taskForm.classList.contains('hidden')); +openTaskFormBtn.click(); +assert(!taskForm.classList.contains('hidden')); ``` # --seed-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b316b61644cc96b677e61.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b316b61644cc96b677e61.md index 5c05660434e..0528fe5431a 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b316b61644cc96b677e61.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b316b61644cc96b677e61.md @@ -9,9 +9,9 @@ dashedName: task-19 # --description-- -The word `pics` is a short form of `pictures.` When you `take pics,` you are using your camera or cell phone to capture images. +Скорочення `pics` утворено від слова `pictures`. Коли ви `take pics`, ви використовуєте камеру або мобільний телефон, щоб зробити фото. -The phrase `lots of` means a large quantity or a large number of something. +Фраза `lots of` означає велику кількість чогось. # --instructions-- @@ -29,7 +29,7 @@ The phrase `lots of` means a large quantity or a large number of something. ### --feedback-- -Sophie saw Tom doing something with his cell phone related to photography. +Софі бачила, що Том робив щось з мобільним телефоном, пов’язане з фотографуванням. # --scene-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d1a53973f78997c02f6.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d1a53973f78997c02f6.md index ec9000e393c..18b4a698fde 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d1a53973f78997c02f6.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d1a53973f78997c02f6.md @@ -9,7 +9,7 @@ dashedName: task-20 # --description-- -The word `outside` refers to the area or space that is not inside a particular building or room. In the context of the dialogue, Sophie mentions that she saw Tom taking pictures in the area that is not inside the building. +Слово `outside` стосується ділянки або простору за межами певної будівлі чи кімнати. У діалозі Софі каже, що бачила, як Том робив фотографії поза межами будівлі. # --instructions-- @@ -27,7 +27,7 @@ The word `outside` refers to the area or space that is not inside a particular b ### --feedback-- -Where would Tom be if he was not in the building? +Де був Том, якщо не в приміщенні? # --scene-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d614d85dd79d21670de.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d614d85dd79d21670de.md index b7284730c32..88595074c06 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d614d85dd79d21670de.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5d614d85dd79d21670de.md @@ -11,7 +11,7 @@ Tom: Yes, I love it, but I'm only practicing. --> # --description-- -In a conversation, when you agree with someone but want to add more information, you can use `Yes... but` to continue your point. +Якщо під час розмови ви погоджуєтеся з кимось, але хочете ще щось додати, скажіть `Yes... but` та закінчіть думку. # --instructions-- @@ -29,7 +29,7 @@ In a conversation, when you agree with someone but want to add more information, ### --feedback-- -Tom agrees with Sophie first and then uses a word to add more information about his experience with photography. +Том спочатку погоджується з Софі, а потім використовує це слово, щоб розповісти більше про власний досвід. --- @@ -37,7 +37,7 @@ Tom agrees with Sophie first and then uses a word to add more information about ### --feedback-- -Tom agrees with Sophie first and then uses a word to add more information about his experience with photography. +Том спочатку погоджується з Софі, а потім використовує це слово, щоб розповісти більше про власний досвід. # --scene-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5dcd5d70d67c43f62d52.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5dcd5d70d67c43f62d52.md index 97e5c1bcab2..3a503c6674f 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5dcd5d70d67c43f62d52.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b5dcd5d70d67c43f62d52.md @@ -7,41 +7,41 @@ dashedName: task-22 # --description-- -When you are `practicing,` you are doing an activity regularly to improve your skills at it. +Коли ви `practicing`, ви регулярно виконуєте певну діяльність, щоб покращити свої навички. # --question-- ## --text-- -What does Tom mean when he says `Yes, I love it but I'm only practicing`? +Що має на увазі Том, коли каже `Yes, I love it but I'm only practicing`? ## --answers-- -He is a professional photographer. +Він професійний фотограф. ### --feedback-- -`Practicing` usually means you're still learning, not that you're a professional. +`Practicing` означає, що ви ще вчитеся і не є професіоналом. --- -He is learning and trying to get better at photography. +Він вчиться і намагається вдосконалити навички фотографування. --- -He does not like photography. +Йому не подобається фотографувати. ### --feedback-- -If Tom loves it, it means he likes photography. +Якщо Тому це подобається, значить він насолоджується фотографуванням. --- -He is teaching photography to someone. +Він вчить когось фотографувати. ### --feedback-- -There is no information suggesting he is teaching photography. +Не йдеться про те, що він вчить когось фотографувати. ## --video-solution-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b69e10d6606a0185d4d4f.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b69e10d6606a0185d4d4f.md index a3eeafc29e7..5782fcf92b5 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b69e10d6606a0185d4d4f.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b69e10d6606a0185d4d4f.md @@ -9,15 +9,15 @@ dashedName: task-23 # --description-- -So far you have learned how to create questions with the verb to be. In sentences with the verb `to be` (am, is, are) you just have to change the order of the noun and the verb to create a question. Like this: +Ви вже вмієте утворювати запитання з дієсловом `to be`. Щоб утворити запитання з дієсловом `to be` (am, is, are), вам просто потрібно поміняти місцями іменник з дієсловом. Наприклад: `You are a developer` -> `Are you a developer?` -Changing the order of the noun and the verb doesn’t work in every situation. Most sentences need you to add an auxiliary verb to create questions. One of the most common auxiliary verbs is `Do`. +Але не у всіх реченнях можна поміняти місцями іменник з дієсловом. В деяких реченнях потрібно додати допоміжне дієслово, щоб утворити запитання. Одним з найбільш поширених допоміжних дієслів є `do`. -You can use the verb `do` as an auxiliary to most verbs. In the present tense it assumes the form of `do` (I, you, we, they) and `does`(he, she, it). It is like a marker you will add to the beginning of your sentence and lets everyone know that sentence is a question. Наприклад: +Ви можете використовувати дієслово `do` як допоміжне до більшості дієслів. В теперішньому часі воно набуває форми `do` (I, you, we, they) та `does` (he, she, it). Це як маркер, який ви додаєте на початку речення і всі розуміють, що це запитання. Наприклад: -Statement: `You debug on Fridays.` Question: `Do you debug on Fridays?` +Ствердження: `You debug on Fridays.` Запитання: `Do you debug on Fridays?` # --instructions-- @@ -35,7 +35,7 @@ Statement: `You debug on Fridays.` Question: `Do you debug on Fridays?` ### --feedback-- -To form a question, we use the auxiliary verb `do` before the subject, followed by the base form of the main verb. In this case, the main verb is `have,` which becomes `do have` in the question. +Щоб утворити запитання, ми використовуємо допоміжне дієслово `do` перед підметом з основним дієсловом. Основне дієслово в цьому випадку — `have`, яке в запитанні перетворюється на `do have`. --- @@ -43,7 +43,7 @@ To form a question, we use the auxiliary verb `do` before the subject, followed ### --feedback-- -To form a question, we use the auxiliary verb `do` before the subject, followed by the base form of the main verb. In this case, the main verb is `have,` which becomes `do have` in the question. +Щоб утворити запитання, ми використовуємо допоміжне дієслово `do` перед підметом з основним дієсловом. Основне дієслово в цьому випадку — `have`, яке в запитанні перетворюється на `do have`. # --scene-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md index 7eed2261cab..5e0938a16ee 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md @@ -7,21 +7,21 @@ dashedName: task-24 # --description-- -Now that you know how to use `do` to form questions about hobbies, let's use `do` to ask about daily routines. This is useful for finding out about someone's everyday activities, which is a common topic of small talk. +Ви вже знаєте, як використовувати `do`, щоб запитати про хобі. А тепер використайте `do` та запитайте про щоденну рутину. Таким чином ви можете дізнатися про діяльність людини під час невимушеної розмови. -Note: When you use `do` as an auxiliary verb in a question, the main verb must stay in its base form. Наприклад: +Примітка: в запитанні, коли ви використовуєте допоміжне дієслово `do`, основне дієслово має залишатися в початковій формі. Наприклад: -Statement: `She works as a Full Stack dev.` +Ствердження: `She works as a Full Stack dev.` -Question: `Does she work as a Full Stack dev?` +Запитання: `Does she work as a Full Stack dev?` -`work` stays as `work` and does not change to `works`, even when asking about a third person singular subject like `he,` `she,` or `it.` +`Work` залишається `work` і не змінюється на `works`, навіть коли запитують про третю особу однини (тобто `he`, `she` або `it`). # --question-- ## --text-- -Choose the question that correctly uses `do` to ask about daily activities. +Виберіть запитання про щоденну рутину, де правильно використано `do`. ## --answers-- @@ -33,7 +33,7 @@ Choose the question that correctly uses `do` to ask about daily activities. ### --feedback-- -Remember, after `do,` the main verb should not end in `s.` +Пам’ятайте, основне дієслово не закінчується на `s` після `do`. --- @@ -41,7 +41,7 @@ Remember, after `do,` the main verb should not end in `s.` ### --feedback-- -The word order is incorrect in this option; `do` should be at the beginning +Це речення граматично неправильне. --- @@ -49,7 +49,7 @@ The word order is incorrect in this option; `do` should be at the beginning ### --feedback-- -This option uses `do` in a statement, not a question. +В цьому реченні `do` використовується для ствердження, а не запитання. ## --video-solution-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md index cd9075e3e6a..f2c03d3d8ba 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md @@ -7,15 +7,15 @@ dashedName: task-25 # --description-- -Before you learned to ask questions using `do,` you can also use the auxiliary verb to in negative sentences. In negative sentences you combine the auxiliary verb `do` (I, you, we, they) or `does` (he, she it) with the word `not` and place it right before the main verb: +Ви вже навчилися ставити запитання, використовуючи `do`. Також можна утворити заперечення, використовуючи допоміжне дієслово. Щоб утворити заперечне речення, перед основним дієсловом потрібно додати `do` (I, you, we, they) або `does` (he, she, it) та `not`. -`I do not work everyday` - (Subject + do + not + main verb) +`I do not work everyday` — (підмет + do + not + основне дієслово) -`It does not function` - (Subject + does + not + main verb) +`It does not function` — (підмет + does + not + основне дієслово) -Often, to be more practical it is common to abbreviate `do not` and `does not` to `don’t` and `doesn’t`. +Зазвичай замість `do not` та `does not` використовують скорочення `don’t` та `doesn’t`. -Just like with questions, when you use `don't,` the main verb that comes after it will always be in its base form, no matter who you're talking about. Remember, you use `don't` with I, you, we, and they. When you talk about he, she, or it, you will use `doesn't,` but more on that later. Right now, let's focus on using `don't.` +Якщо ви використовуєте `don't`, основне дієслово вживається в початковій формі незалежно від особи (так само як і в запитанні). Запам’ятайте, що `don't` використовують з I, you, we та they. Якщо мова про he, she або it, використовуйте `doesn't`, але детальніше про це згодом. Зараз сфокусуємося на використанні `don't.` # --instructions-- @@ -33,7 +33,7 @@ Just like with questions, when you use `don't,` the main verb that comes after i ### --feedback-- -Sophie is talking about what she does not do. The first blank needs `don't` to show that she does not consider photography a hobby. The second blank is the base form of the verb that describes what she does in her free time (without `don't` because it's a positive statement). +Софі говорить про те, чого вона не робить. В першому пропуску потрібно написати `don't`. Таким чином буде зрозуміло, що вона не вважає фотографію своїм хобі. В другому пропуску — початкову форму дієслова, яке описує, чим вона займається в вільний час, але без `don't`, оскільки це ствердження. # --scene-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b703d0cd20eb51c2fd239.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b703d0cd20eb51c2fd239.md index bcb0f1a2c61..b806b2399ab 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b703d0cd20eb51c2fd239.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b703d0cd20eb51c2fd239.md @@ -7,13 +7,13 @@ dashedName: task-26 # --description-- -Let's practice creating negative sentences with an auxiliary verb. +Потренуємося створювати заперечні речення з допоміжним дієсловом. # --question-- ## --text-- -Choose the sentence that correctly uses `don't` to express what someone does not do. +Оберіть речення, де правильно використано `don't`, щоб виразити, що хтось чогось не робить. ## --answers-- @@ -21,7 +21,7 @@ I don't coding on weekends. ### --feedback-- -Incorrect: `coding` should be in the base form `code` when used with `don't.` +Відповідь неправильна: після `don't` вживається початкова форма дієслова (тобто `code`, а не `coding`). --- @@ -33,7 +33,7 @@ I don't codes on weekends. ### --feedback-- -The verb should not have an `s` at the end when used with `don't.` +Ми не використовуємо дієслово з закінченням `s` після `don't`. --- @@ -41,7 +41,7 @@ I does not code on weekends. ### --feedback-- -`does not` is used with third-person singular subjects (he, she, it); with `I,` it should be `don't.` +До третьої особи однини (he, she, it) використовують `does not`. До `I` використовують `don't`. ## --video-solution-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b70cc934e0ab83cab4dbe.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b70cc934e0ab83cab4dbe.md index eb07baaf1a5..143e0d90f5b 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b70cc934e0ab83cab4dbe.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b70cc934e0ab83cab4dbe.md @@ -7,13 +7,13 @@ dashedName: task-27 # --description-- -So far, you've exercised how to ask questions with `do` and make negative sentences with `don't.` Let's review them. Remember: +Ви вже знаєте, як утворити запитання з `do` та заперечення з `don't`. Давайте повторимо. Запам’ятайте: -Affirmative: `I do work on weekends.` (means the person works on weekends) Negative: `I don't work on weekends.` (means the person does not work on weekends) +Ствердження: `I do work on weekends.` (людина працює у вихідні) Заперечення: `I don't work on weekends.` (людина не працює у вихідні) # --instructions-- -Read the dialogue excerpt and fill in the blanks using `do` or `don't.` +Прочитайте уривок з діалогу та заповніть прогалини, використовуючи `do` або `don't`. # --fillInTheBlank-- @@ -29,7 +29,7 @@ Read the dialogue excerpt and fill in the blanks using `do` or `don't.` ### --feedback-- -In the first blank, Tom is asking a question about Sophie’s hobbies, which requires `do.` +В першому пропуску Том запитує про хобі Софі. Потрібно використати `do`. --- @@ -37,4 +37,4 @@ In the first blank, Tom is asking a question about Sophie’s hobbies, which req ### --feedback-- -In the second blank, Sophie is making a negative statement about not considering something a hobby, which requires `don't.` +В другому пропуску Софі заперечує і каже, що це не її хобі. Потрібно використати `don't`. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b718282cd56bb91a795de.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b718282cd56bb91a795de.md index 3f40ebd38ee..d55355bc76a 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b718282cd56bb91a795de.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b718282cd56bb91a795de.md @@ -9,24 +9,24 @@ dashedName: task-28 # --description-- -In English, some verbs are conjugated. This means they change the form according to the person you are talking about. For most verbs, when we talk about another person like `he,` `she,` or `it,` we add an `-s` or `-es` to the verb. +Деякі дієслова в англійській мові відмінюються. Тобто вони змінюють форму відповідно до особи. У більшості випадків, коли ми говоримо про когось іншого (тобто `he,` `she` або `it`), до дієслова додається закінчення `-s` або `-es`. -For example: If you talk about Tom and photography you can say: `Tom takes photographs,` not `Tom take photographs.` This is how you show in your sentence that the action is done by Tom in the present tense. +Наприклад, якщо ви говорите про Тома і фотографію, потрібно казати `Tom takes photographs`, а не `Tom take photographs`. Таким чином ви вказуєте, що Том виконує дію в теперішньому часі. -For negative sentences, you can use `doesn't` followed by the base form of the verb. +Щоб заперечити, ви можете використати `doesn't` та початкову форму дієслова. -You do not add `-s` or `-es.` because `does` is already conjugated (`do+es`). +Ми не додаємо `-s` або `-es`, оскільки `does` вже провідмінюване (`do+es`). -For example, if Tom doesn't do video recording as a hobby, you can say, `He doesn't record videos.`. +Наприклад, якщо Том не записує відео і це не його хобі, ви можете сказати `He doesn't record videos`. -Understanding this difference is crucial for talking about habits and actions accurately. Now, let's apply this understanding to what Sophie does in her free time. +Важливо розуміти цю різницю, щоб правильно говорити про звички та дії. А зараз застосуємо ці знання для того, що робить Софі у вільний час. # --question-- ## --text-- -Listen to what Sophie says about playing the guitar and pick the statement that is correct. +Послухайте, що говорить Софі про гру на гітарі та виберіть правильне речення. ## --answers-- @@ -34,7 +34,7 @@ Listen to what Sophie says about playing the guitar and pick the statement that ### --feedback-- -This is a question, not a statement. You need to find the statement that correctly describes when Sophie plays the guitar. +Це запитання, а не ствердження. Вам потрібно вибрати речення, яке правильно описує, коли Софі грає на гітарі. --- @@ -42,7 +42,7 @@ This is a question, not a statement. You need to find the statement that correct ### --feedback-- -This statement is negative. Does Sophie say she doesn't play the guitar, or is this not true? +Це заперечення. Хіба Софі каже, що не грає на гітарі? --- @@ -50,7 +50,7 @@ This statement is negative. Does Sophie say she doesn't play the guitar, or is t ### --feedback-- -This sentence is missing the third person `s` at the end of `plays.` Remember the rule for verbs in the third person singular form. +У цьому реченні пропущено закінчення `s` для третьої особи в слові `play`. Пам’ятайте про правило для дієслів до третьої особи однини. --- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b72cbdef32ec0b1a24afb.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b72cbdef32ec0b1a24afb.md index 721c621b3b4..9577d2b4ed6 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b72cbdef32ec0b1a24afb.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b72cbdef32ec0b1a24afb.md @@ -9,25 +9,25 @@ dashedName: task-29 # --description-- -When you hear about different types of guitars, two common kinds might come up: `electric` and `acoustic`. `Electric guitars` usually need something called an amplifier to be loud enough to hear, while `acoustic guitars` can be heard without any extra equipment. +Можна виокремити два види гітар: `electric` та `acoustic`. Для `electric guitars` зазвичай потрібен підсилювач, щоб звук був гучнішим. Для `acoustic guitars` не потрібне додаткове обладнання. # --question-- ## --text-- -Listen to the dialogue and choose the correct type of guitar Sophie prefers. +Послухайте діалог та виберіть вид гітари, якому надає перевагу Софі. ## --answers-- -Electric Guitar +Електрична гітара --- -Acoustic Guitar +Акустична гітара ### --feedback-- -Sophie makes it very clear which type of guitar she likes. Remember, the one she prefers needs an amplifier to be loud. +Софі чітко пояснює, який вид гітари їй подобається. Пам’ятайте, цій гітарі потрібен підсилювач. ## --video-solution-- diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md new file mode 100644 index 00000000000..eab9082f25f --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f422e03c1be26ee37dbcf1.md @@ -0,0 +1,15 @@ +--- +id: 65f422e03c1be26ee37dbcf1 +videoId: nLDychdBwUg +title: "Dialogue 1: Asking for Help to Understand Code" +challengeType: 21 +dashedName: dialogue-1-asking-for-help-to-understand-code +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md new file mode 100644 index 00000000000..51623428698 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f424048ab85171c45e9a08.md @@ -0,0 +1,39 @@ +--- +id: 65f424048ab85171c45e9a08 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login. + +`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.` + +## --blanks-- + +`going` + +### --feedback-- + +Here it means Brian is reviewing or examining the code changes. + +--- + +`module` + +### --feedback-- + +It is a part of the software where Sarah made changes. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md new file mode 100644 index 00000000000..bcfa8cf1ab6 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f425b9d9686e76a354a7ee.md @@ -0,0 +1,53 @@ +--- +id: 65f425b9d9686e76a354a7ee +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. + +# --question-- + +## --text-- + +What is Brian asking Sarah in the dialogue? + +## --answers-- + +For Sarah to make more changes to the code + +### --feedback-- + +Brian's focus is on understanding the current changes, not asking for more changes. + +--- + +For clarification on a specific part of the code + +--- + +To know why Sarah made the changes + +### --feedback-- + +He is specifically asking about a part of the code, not the reasons behind the changes. + +--- + +For a general overview of all the code changes + +### --feedback-- + +Brian mentions needing clarification on a specific part, not a general overview. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md new file mode 100644 index 00000000000..6eea699a800 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4264c34d9b678ecd79ad3.md @@ -0,0 +1,47 @@ +--- +id: 65f4264c34d9b678ecd79ad3 +title: Task 3 +challengeType: 22 +dashedName: task-3 +--- + + + +# --description-- + +`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction. + +`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code. + +# --fillInTheBlank-- + +## --sentence-- + +`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?` + +## --blanks-- + +`explain` + +### --feedback-- + +It means Sarah is offering to make something clear to Brian. + +--- + +`achieve` + +### --feedback-- + +It refers to what Sarah intended to accomplish with her code. + +--- + +`uncertain` + +### --feedback-- + +It indicates Brian is not sure about a part of the code. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md new file mode 100644 index 00000000000..aed88fbc2ae --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4271a0a61e57af14a9b35.md @@ -0,0 +1,52 @@ +--- +id: 65f4271a0a61e57af14a9b35 +title: Task 4 +challengeType: 19 +dashedName: task-4 +--- + +# --description-- + +This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense. + +`Can` is used to talk about someone's ability to do something, like `I can solve this problem.` + +`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.` + +# --question-- + +## --text-- + +What does Sarah mean when she says, `I can explain what I was trying to achieve there`? + +## --answers-- + +She has the ability to clarify her past actions. + +--- + +She needs help to understand the code herself. + +### --feedback-- + +Sarah is offering help, not asking for it. + +--- + +She will try to achieve something in the future. + +### --feedback-- + +Sarah talks about past efforts, not future plans. + +--- + +She wants Brian to explain the code to her. + +### --feedback-- + +Sarah is offering to explain, not asking Brian to do so. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md new file mode 100644 index 00000000000..05bf32bf776 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f42789b0fe157c08cf04eb.md @@ -0,0 +1,53 @@ +--- +id: 65f42789b0fe157c08cf04eb +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. + +# --question-- + +## --text-- + +What is Sarah offering to Brian? + +## --answers-- + +To rewrite the code for him + +### --feedback-- + +Sarah proposes to explain the code, not to rewrite it. + +--- + +To explain and clarify the part of the code Brian is unsure about + +--- + +To ask someone else to clarify the code + +### --feedback-- + +Sarah herself is proposing help, not suggesting others to assist. + +--- + +To schedule a meeting for later + +### --feedback-- + +Her offer is about explaining now, not planning a future meeting. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md new file mode 100644 index 00000000000..a9cd868b29a --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f434b6c6a3ba9743d08e22.md @@ -0,0 +1,53 @@ +--- +id: 65f434b6c6a3ba9743d08e22 +title: Task 6 +challengeType: 19 +dashedName: task-6 +--- + + + +# --description-- + +Sarah is seeking to understand Brian's specific concern about the code. + +# --question-- + +## --text-- + +What does Sarah want to know from Brian? + +## --answers-- + +Why Brian is working on the code + +### --feedback-- + +Sarah's question is about a specific part of the code, not the reason for Brian's work. + +--- + +How to fix the code problem + +### --feedback-- + +She's asking about Brian's uncertainty, not directly about solutions. + +--- + +Which part of the code Brian does not understand + +--- + +If Brian likes the changes she made + +### --feedback-- + +Her focus is on understanding his confusion, not on his opinion of the changes. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md new file mode 100644 index 00000000000..a73b44f4af4 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f435edbd8f519aba51cc93.md @@ -0,0 +1,49 @@ +--- +id: 65f435edbd8f519aba51cc93 +title: Task 7 +challengeType: 22 +dashedName: task-7 +--- + + + +# --description-- + +A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name. + +If something is `missing` in code, it means a necessary part is not present or overlooked. + +When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues. + +# --fillInTheBlank-- + +## --sentence-- + +`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.` + +## --blanks-- + +`function` + +### --feedback-- + +It refers to a specific part of the code with a particular task. + +--- + +`missing` + +### --feedback-- + +It implies that there might be a gap or an overlooked part in the code. + +--- + +`working` + +### --feedback-- + +It means the code is performing its intended function correctly. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md new file mode 100644 index 00000000000..f1df7ed4b03 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f437964aed009f178dd167.md @@ -0,0 +1,37 @@ +--- +id: 65f437964aed009f178dd167 +title: Task 8 +challengeType: 22 +dashedName: task-8 +--- + + + +# --description-- + +`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain. + +# --fillInTheBlank-- + +## --sentence-- + +`It _ be that I'm _ something, but it may not be working as expected.` + +## --blanks-- + +`could` + +### --feedback-- + +It indicates a possibility or uncertainty about the situation. + +--- + +`missing` + +### --feedback-- + +It suggests Brian thinks he might have not noticed a part of the code. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md new file mode 100644 index 00000000000..5b5be2d3feb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f4386ef80894a17d6b1f3d.md @@ -0,0 +1,37 @@ +--- +id: 65f4386ef80894a17d6b1f3d +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`I _ _ understand the logic better.` + +## --blanks-- + +`should` + +### --feedback-- + +This word suggests a recommendation or advice from Brian to himself. + +--- + +`probably` + +### --feedback-- + +This word adds a sense of likelihood or possibility to Brian's suggestion. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md new file mode 100644 index 00000000000..1f51801dceb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439533bb1c4a3ab360b62.md @@ -0,0 +1,53 @@ +--- +id: 65f439533bb1c4a3ab360b62 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Brian expressing in his statements? + +## --answers-- + +He is confident that there is an error in Sarah's code. + +### --feedback-- + +Brian expresses uncertainty, not confidence about an error. + +--- + +He needs clarification and wants to understand the code logic better. + +--- + +He is asking Sarah to rewrite the entire code. + +### --feedback-- + +Brian's focus is on understanding the current code, not asking for a complete rewrite. + +--- + +He is sure that he understands the code completely. + +### --feedback-- + +Brian actually indicates that he needs to understand the code logic better. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md new file mode 100644 index 00000000000..3193a10cb64 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f439b8a46608a46ba94c73.md @@ -0,0 +1,29 @@ +--- +id: 65f439b8a46608a46ba94c73 +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's _ through it together.` + +## --blanks-- + +`go` + +### --feedback-- + +In this context, it means to review or examine the code together with Brian. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md new file mode 100644 index 00000000000..4a8d6994455 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43a3a8b2c8ba627c31e46.md @@ -0,0 +1,29 @@ +--- +id: 65f43a3a8b2c8ba627c31e46 +title: Task 12 +challengeType: 22 +dashedName: task-12 +--- + + + +# --description-- + +`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better. + +# --fillInTheBlank-- + +## --sentence-- + +`I can _ you through the code.` + +## --blanks-- + +`walk` + +### --feedback-- + +In this scenario, it means Sarah is offering to guide Brian step by step through the code. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md new file mode 100644 index 00000000000..38d1a5f8dee --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43aa270f998a70375bb23.md @@ -0,0 +1,31 @@ +--- +id: 65f43aa270f998a70375bb23 +title: Task 13 +challengeType: 22 +dashedName: task-13 +--- + + + +# --description-- + +To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation. + +For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug. + +# --fillInTheBlank-- + +## --sentence-- + +`We should be able to _ out what's going wrong.` + +## --blanks-- + +`figure` + +### --feedback-- + +It refers to understanding or solving the issue with the code. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md new file mode 100644 index 00000000000..b9030426fbf --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43b8a961e01a96a940470.md @@ -0,0 +1,53 @@ +--- +id: 65f43b8a961e01a96a940470 +title: Task 14 +challengeType: 19 +dashedName: task-14 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah proposing to do in her response to Brian? + +## --answers-- + +To rewrite the code herself + +### --feedback-- + +Sarah is offering to explain and review the code, not rewrite it. + +--- + +To help Brian understand the code by explaining it step by step + +--- + +To ask someone else to look at the code + +### --feedback-- + +Sarah herself is offering assistance, not suggesting others to help. + +--- + +To ignore the code issue and move on to another task + +### --feedback-- + +She is addressing the issue by proposing to go through the code together. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md new file mode 100644 index 00000000000..302e2f09ea8 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f43c96b08a08ac434de6cb.md @@ -0,0 +1,53 @@ +--- +id: 65f43c96b08a08ac434de6cb +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +This task summarizes the conversation between Brian and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.` + +## --blanks-- + +`going` + +### --feedback-- + +Brian was reviewing or examining the code changes. + +--- + +`walk` + +### --feedback-- + +Sarah proposed to guide Brian through the code. + +--- + +`through` + +### --feedback-- + +It means a thorough review or walkthrough of the code. + +--- + +`figure` + +### --feedback-- + +Their goal was to understand and resolve the code problem. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md new file mode 100644 index 00000000000..b887ad10cb6 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f50a13853f93ef6c7337c1.md @@ -0,0 +1,15 @@ +--- +id: 65f50a13853f93ef6c7337c1 +videoId: nLDychdBwUg +title: "Dialogue 2: Asking for Help on a Bug" +challengeType: 21 +dashedName: dialogue-2-asking-for-help-on-a-bug +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md new file mode 100644 index 00000000000..21e451509f2 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f510b35d792af24e985351.md @@ -0,0 +1,33 @@ +--- +id: 65f510b35d792af24e985351 +title: Task 16 +challengeType: 22 +dashedName: task-16 +--- + + + +# --description-- + +In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. + +`Persistence` is the noun form, referring to the state of being persistent. + +For example, a `persistent error` in code is an error that keeps occurring and is hard to fix. + +# --fillInTheBlank-- + +## --sentence-- + +`Sarah, I'm dealing with a _ bug in this section of the code.` + +## --blanks-- + +`persistent` + +### --feedback-- + +It means a bug continually occurs and is challenging to resolve. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md new file mode 100644 index 00000000000..4845d18fab1 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f511638aa1de0b9d53963e.md @@ -0,0 +1,29 @@ +--- +id: 65f511638aa1de0b9d53963e +title: Task 17 +challengeType: 22 +dashedName: task-17 +--- + + + +# --description-- + +`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software. + +# --fillInTheBlank-- + +## --sentence-- + +`I may need your _.` + +## --blanks-- + +`expertise` + +### --feedback-- + +Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md new file mode 100644 index 00000000000..6d5a654a9bd --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52ee449926c59b5c3a407.md @@ -0,0 +1,53 @@ +--- +id: 65f52ee449926c59b5c3a407 +title: Task 18 +challengeType: 19 +dashedName: task-18 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom telling Sarah? + +## --answers-- + +He can solve the bug by himself. + +### --feedback-- + +No, Tom says he has trouble with the bug and needs help. + +--- + +He needs Sarah's help with a difficult bug in the code. + +--- + +He wants Sarah to do all the work. + +### --feedback-- + +No, Tom only wants help with a bug, not for Sarah to do everything. + +--- + +He thinks the bug is easy to solve. + +### --feedback-- + +No, Tom says the bug is `persistent`, which means it's hard to solve. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md new file mode 100644 index 00000000000..2fbbef9b408 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f215010605aa4da8804.md @@ -0,0 +1,37 @@ +--- +id: 65f52f215010605aa4da8804 +title: Task 19 +challengeType: 22 +dashedName: task-19 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.` + +## --blanks-- + +`at` + +### --feedback-- + +It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. + +--- + +`by` + +### --feedback-- + +It introduces the first step in a process or action. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md new file mode 100644 index 00000000000..e1953f14ff7 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52f761f23715bce60f9ce.md @@ -0,0 +1,53 @@ +--- +id: 65f52f761f23715bce60f9ce +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What part of Sarah’s answer suggests a course of action? + +## --answers-- + +`I can take a look at it` + +### --feedback-- + +While this shows willingness to help, it doesn't specify the first action Sarah wants to take. + +--- + +`Sure, Tom` + +### --feedback-- + +This is a simple acknowledgment, not a suggestion for action. + +--- + +`Let's start by identifying the issue` + +--- + +`I can take a look at it later` + +### --feedback-- + +This option is not present in Sarah's response and doesn't suggest an immediate course of action. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md new file mode 100644 index 00000000000..b89bebcc627 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f52fb434a8875cb666ede5.md @@ -0,0 +1,45 @@ +--- +id: 65f52fb434a8875cb666ede5 +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure. + +Examples: + +Affirmative: `It seems to be working fine.` + +Negative: `It doesn't seem to be a major issue.` + +Question: `Does it seem to be related to the network?` + +# --fillInTheBlank-- + +## --sentence-- + +`Where _ it _ to be happening?` + +## --blanks-- + +`does` + +### --feedback-- + +It's a helper verb used to ask questions when you are not sure about something. + +--- + +`seem` + +### --feedback-- + +It's used here to suggest a possibility or make a guess about where the problem is. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md new file mode 100644 index 00000000000..b1484445c60 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f53033b856ff5e687644e4.md @@ -0,0 +1,53 @@ +--- +id: 65f53033b856ff5e687644e4 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Sarah asking Tom? + +## --answers-- + +She's asking if Tom solved the problem. + +### --feedback-- + +No, Sarah is asking about where the problem is happening, not if it's solved. + +--- + +She's asking where Tom thinks the problem might be in the code. + +--- + +She's wondering why Tom is having trouble with the code. + +### --feedback-- + +Sarah's question is about the location of the problem, not the reason for Tom's trouble. + +--- + +She's checking if Tom needs help with another part of the project. + +### --feedback-- + +Sarah is specifically asking about the location of the issue in the code, not about other parts of the project. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md new file mode 100644 index 00000000000..ce22eae5dfb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f530793181a05f4e44a36a.md @@ -0,0 +1,53 @@ +--- +id: 65f530793181a05f4e44a36a +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the cause of the issue Tom is talking about? + +## --answers-- + +It's related to data processing. + +--- + +He thinks it's a network connectivity issue. + +### --feedback-- + +Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity. + +--- + +The problem is with the user interface. + +### --feedback-- + +User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI. + +--- + +It's an issue with the code's security features. + +### --feedback-- + +Security features protect software from attacks. Tom suggests the problem is with data processing, not security. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md new file mode 100644 index 00000000000..6f00cbe2fe7 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f569d173ab3d5100c42fd0.md @@ -0,0 +1,39 @@ +--- +id: 65f569d173ab3d5100c42fd0 +title: Task 24 +challengeType: 22 +dashedName: task-24 +--- + + + +# --description-- + +In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions. + +`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve. + +# --fillInTheBlank-- + +## --sentence-- + +`I've tried a _ things, but it could be something more _.` + +## --blanks-- + +`few` + +### --feedback-- + +It means Tom tried some things but not a lot. + +--- + +`complicated` + +### --feedback-- + +It suggests the problem might be more difficult than initially thought. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md new file mode 100644 index 00000000000..c1f2eb2b7e3 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b281bb51c5493d3e598.md @@ -0,0 +1,53 @@ +--- +id: 65f56b281bb51c5493d3e598 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is Tom expressing about his attempts to fix the problem? + +## --answers-- + +He's confident he has solved the problem. + +### --feedback-- + +Tom indicates that despite trying, the problem might still be unsolved and complicated. + +--- + +He's unsure if his attempts were effective and thinks the issue might be complex. + +--- + +He's asking for help with basic coding skills. + +### --feedback-- + +Tom is not asking for basic help; he's discussing the complexity of a specific problem. + +--- + +He believes the problem is simple and easy to fix. + +### --feedback-- + +Tom suggests the opposite, indicating the problem might be more complicated than expected. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md new file mode 100644 index 00000000000..fb382e38802 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56b6445b35b558688bc4d.md @@ -0,0 +1,57 @@ +--- +id: 65f56b6445b35b558688bc4d +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. + +`Input` in coding often means information or advice given for a project. + +`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together. + +# --fillInTheBlank-- + +## --sentence-- + +`I should probably debug it _ by _. With your input, we can work _ to _ this problem.` + +## --blanks-- + +`step` + +### --feedback-- + +It represents the beginning of each individual action within a series. + +--- + +`step` + +### --feedback-- + +It implies a methodical, gradual approach to debugging. + +--- + +`together` + +### --feedback-- + +It means Sarah and Tom collaborating to fix the issue. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix a problem. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md new file mode 100644 index 00000000000..df46a63d33b --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f56e358123475af6d0f245.md @@ -0,0 +1,63 @@ +--- +id: 65f56e358123475af6d0f245 +title: Task 27 +challengeType: 19 +dashedName: task-27 +--- + + + +# --description-- + +Adverbs describe how you do something. + +- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). + +- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.` + +- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.` + +- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.` + +Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving. + +# --question-- + +## --text-- + +How does Sarah plan to solve the coding problem? + +## --answers-- + +She wants to forget the problem and do something else. + +### --feedback-- + +No, Sarah wants to work on the problem carefully, not ignore it. + +--- + +She plans to solve the problem slowly and with Tom's help. + +--- + +She will ask another team to fix it. + +### --feedback-- + +Sarah wants to work on the problem with Tom, not give it to another team. + +--- + +She will fix it quickly by herself. + +### --feedback-- + +Sarah wants to take her time and work with Tom, not solve it quickly alone. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md new file mode 100644 index 00000000000..e3d1e5ec2bb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5703b434254615ec3b886.md @@ -0,0 +1,53 @@ +--- +id: 65f5703b434254615ec3b886 +title: Task 28 +challengeType: 22 +dashedName: task-28 +--- + + + +# --description-- + +This challenge summarizes the entire dialogue between Tom and Sarah. + +# --fillInTheBlank-- + +## --sentence-- + +`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.` + +## --blanks-- + +`persistent` + +### --feedback-- + +This word refers to the ongoing nature of the bug Tom is facing. + +--- + +`help` + +### --feedback-- + +Sarah offers her assistance to Tom in resolving the issue. + +--- + +`together` + +### --feedback-- + +It emphasizes their teamwork and collaborative effort. + +--- + +`solve` + +### --feedback-- + +It means to find a solution or fix the issue. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md new file mode 100644 index 00000000000..bfd310e1a30 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f587dd775b4e74643cf3db.md @@ -0,0 +1,15 @@ +--- +id: 65f587dd775b4e74643cf3db +videoId: nLDychdBwUg +title: "Dialogue 3: Asking for Peer Reviewing" +challengeType: 21 +dashedName: dialogue-3-asking-for-peer-reviewing +--- + +# --description-- + +Watch the video to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md new file mode 100644 index 00000000000..5512a1f3b1b --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5884cd3c21a9bd49f4b00.md @@ -0,0 +1,37 @@ +--- +id: 65f5884cd3c21a9bd49f4b00 +title: Task 29 +challengeType: 22 +dashedName: task-29 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.` + +## --blanks-- + +`I've` + +### --feedback-- + +It's a contraction for `I have`, indicating something Sophie has found or experienced. + +--- + +`can't` + +### --feedback-- + +It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md new file mode 100644 index 00000000000..031cf1dd828 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58a1bc78dd4a0a22a8168.md @@ -0,0 +1,41 @@ +--- +id: 65f58a1bc78dd4a0a22a8168 +title: Task 30 +challengeType: 22 +dashedName: task-30 +--- + + + +# --description-- + +`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it. + +`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is. + +In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.` + +## --blanks-- + +`encountered` + +### --feedback-- + +This word means Sophie found an issue while working on the code. + +--- + +`pinpoint` + +### --feedback-- + +This word means to find the exact cause of the problem, which Sophie is having trouble with. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md new file mode 100644 index 00000000000..824f961f367 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58b427db077a36de24777.md @@ -0,0 +1,55 @@ +--- +id: 65f58b427db077a36de24777 +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + + + +# --description-- + +`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired. + +In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem. + +# --question-- + +## --text-- + +How is the word `quite` being used by Sophie? + +## --answers-- + +To show she completely understands the issue + +### --feedback-- + +No, `quite` here shows that Sophie is having much trouble understanding the issue. + +--- + +To emphasize the difficulty she's having in pinpointing the issue + +--- + +To indicate that she has no problem understanding the issue + +### --feedback-- + +Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue. + +--- + +To suggest she's only slightly confused about the issue + +### --feedback-- + +`Quite` in this context suggests a significant extent of difficulty, not just slight confusion. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md new file mode 100644 index 00000000000..14f3b518eeb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f58d630872fea94e0f91f5.md @@ -0,0 +1,53 @@ +--- +id: 65f58d630872fea94e0f91f5 +title: Task 32 +challengeType: 19 +dashedName: task-32 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What problem is Sophie experiencing with her code? + +## --answers-- + +She has found a bug but can't identify its cause. + +--- + +She needs help writing new code. + +### --feedback-- + +Sophie's current issue is not about writing new code but about identifying the cause of a bug. + +--- + +She's finished her coding task. + +### --feedback-- + +Sophie is actually facing an issue in her code, not completing a task. + +--- + +She doesn't understand Brian's instructions. + +### --feedback-- + +The problem is with the code she's working on, not with understanding instructions from Brian. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md new file mode 100644 index 00000000000..ef2db9833e2 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f592180269c1b38c771164.md @@ -0,0 +1,53 @@ +--- +id: 65f592180269c1b38c771164 +title: Task 33 +challengeType: 19 +dashedName: task-33 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie need to help solve her coding issue? + +## --answers-- + +Another person to review her code + +--- + +A new coding tool + +### --feedback-- + +Sophie's request is for assistance from someone else, not for a new tool. + +--- + +More time to work alone + +### --feedback-- + +Sophie is seeking help from another person, not more time to work by herself. + +--- + +Advice on a different project + +### --feedback-- + +Sophie's need is related to her current coding issue, not a different project. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md new file mode 100644 index 00000000000..2e31d1f260e --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5928f3ee01db4e8b9d7fe.md @@ -0,0 +1,57 @@ +--- +id: 65f5928f3ee01db4e8b9d7fe +title: Task 34 +challengeType: 19 +dashedName: task-34 +--- + + + +# --description-- + +In this task, you will learn about the phrase `to be willing`. + +When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie. + +This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone. + +# --question-- + +## --text-- + +What is Brian's reaction to Sophie's request for help? + +## --answers-- + +He is willing to help Sophie with her code issue. + +--- + +He is too busy to help Sophie right now. + +### --feedback-- + +Brian's response indicates his readiness to assist, not that he is too busy. + +--- + +He needs more information before deciding. + +### --feedback-- + +Brian agrees to help without asking for additional information first. + +--- + +He suggests Sophie find someone else to help. + +### --feedback-- + +Brian offers his own assistance, not suggesting someone else. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md new file mode 100644 index 00000000000..57ba7a9fdf3 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f5936de4e017b74ea663db.md @@ -0,0 +1,39 @@ +--- +id: 65f5936de4e017b74ea663db +title: Task 35 +challengeType: 22 +dashedName: task-35 +--- + + + +# --description-- + +In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code. + +For example, a `symptom` could be an error message or a part of the program not working correctly. + +# --fillInTheBlank-- + +## --sentence-- + +`Let's start _ understanding the _ of the issue.` + +## --blanks-- + +`by` + +### --feedback-- + +It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue. + +--- + +`symptoms` + +### --feedback-- + +This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md new file mode 100644 index 00000000000..1d1a0eb2c9b --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f59409f39a43b8d90b53f7.md @@ -0,0 +1,53 @@ +--- +id: 65f59409f39a43b8d90b53f7 +title: Task 36 +challengeType: 19 +dashedName: task-36 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What is the first thing Brian wants to do to help Sophie? + +## --answers-- + +He wants to rewrite the code immediately. + +### --feedback-- + +Brian suggests understanding the issue first, not immediately rewriting the code. + +--- + +He plans to consult another expert first. + +### --feedback-- + +Brian doesn't mention consulting another expert; he wants to start by understanding the issue. + +--- + +He wants to start by understanding the symptoms of the issue. + +--- + +He decides to leave the issue for later. + +### --feedback-- + +Brian's response indicates a willingness to start working on the issue now, not later. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md new file mode 100644 index 00000000000..89f8189fd11 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f594d096c1aebb60e5194d.md @@ -0,0 +1,39 @@ +--- +id: 65f594d096c1aebb60e5194d +title: Task 37 +challengeType: 22 +dashedName: task-37 +--- + + + +# --description-- + +`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.` + +`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, I've noticed that the issue may _ when we handle large data _.` + +## --blanks-- + +`occur` + +### --feedback-- + +It refers to something happening, often unexpectedly, in a given situation, like an issue in code. + +--- + +`sets` + +### --feedback-- + +In this context, Sophie is talking about working with large groups of data. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md new file mode 100644 index 00000000000..d1b5a78a7f2 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f598d3a104b7c50aea53ab.md @@ -0,0 +1,29 @@ +--- +id: 65f598d3a104b7c50aea53ab +title: Task 38 +challengeType: 22 +dashedName: task-38 +--- + + + +# --description-- + +`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount. + +# --fillInTheBlank-- + +## --sentence-- + +`I've noticed that the issue may occur when we handle _ data sets.` + +## --blanks-- + +`large` + +### --feedback-- + +In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md new file mode 100644 index 00000000000..b1b77de809e --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f5d9324c65ef3adab297.md @@ -0,0 +1,53 @@ +--- +id: 65f6f5d9324c65ef3adab297 +title: Task 39 +challengeType: 19 +dashedName: task-39 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sophie imply by using `may` in her sentence? + +## --answers-- + +She is sure about when the issue occurs. + +### --feedback-- + +Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact. + +--- + +She thinks the problem might happen with large data sets. + +--- + +She has ruled out large data sets as the cause of the issue. + +### --feedback-- + +The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out. + +--- + +She has no idea about the cause of the issue. + +### --feedback-- + +While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md new file mode 100644 index 00000000000..761a28d0308 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f6f53aaa73f21560a9cc.md @@ -0,0 +1,53 @@ +--- +id: 65f6f6f53aaa73f21560a9cc +title: Task 40 +challengeType: 19 +dashedName: task-40 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sophie's uses of `could` and `should` indicate? + +## --answers-- + +She is confident that the issue is a performance bottleneck. + +### --feedback-- + +`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion. + +--- + +She needs to confirm if the issue is a performance bottleneck. + +--- + +She has already resolved the performance bottleneck. + +### --feedback-- + +`Should` indicates a future action to confirm, not that the issue has already been resolved. + +--- + +She dismisses the possibility of a performance bottleneck. + +### --feedback-- + +`Could` shows she is considering it as a possibility, not dismissing it. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md new file mode 100644 index 00000000000..5c15f55bc0e --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f7d103c247f4d7e10b34.md @@ -0,0 +1,52 @@ +--- +id: 65f6f7d103c247f4d7e10b34 +title: Task 41 +challengeType: 22 +dashedName: task-41 +--- + + + +# --description-- + +The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`. + +For example: + +- This explanation is `clear`. +- This explanation is `clearer` than the other one. + +Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other. + +# --fillInTheBlank-- + +## --sentence-- + +`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.` + +## --blanks-- + +`it` + +### --feedback-- + +It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing. + +--- + +`clearer` + +### --feedback-- + +Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`. + +--- + +`what's` + +### --feedback-- + +It's a contraction of `what is`. This phrase asks about something that is happening or occurring. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md new file mode 100644 index 00000000000..10acd94b017 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6f9e9cfbda7f9c04e8af7.md @@ -0,0 +1,53 @@ +--- +id: 65f6f9e9cfbda7f9c04e8af7 +title: Task 42 +challengeType: 19 +dashedName: task-42 +--- + + + +# --description-- + +The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved. + +# --question-- + +## --text-- + +In the dialogue, what does Brian mean by `by the end of it`? + +## --answers-- + +They will stop the investigation. + +### --feedback-- + +This phrase is about reaching a conclusion, not necessarily stopping the activity. + +--- + +They will start another activity. + +### --feedback-- + +Brian is referring to the end of the current investigation, not starting something new. + +--- + +They will take a break. + +### --feedback-- + +The phrase focuses on reaching an understanding at the end of the process, not taking a break. + +--- + +They will have a clearer understanding of the situation at the end. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md new file mode 100644 index 00000000000..7b622c45892 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fb76ea5932fe4ba266c6.md @@ -0,0 +1,59 @@ +--- +id: 65f6fb76ea5932fe4ba266c6 +title: Task 43 +challengeType: 19 +dashedName: task-43 +--- + + + +# --description-- + +`By the end of it` means at the end. + + `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly. + +An Example of `a clearer picture`: + +`After studying, I have a clearer picture of the math problem.` + +# --question-- + +## --text-- + +What is Brian implying with his statement? + +## --answers-- + +They need to investigate quickly. + +### --feedback-- + +Brian's focus is on understanding better, not on how fast they should do it. + +--- + +They will have a better understanding after investigating. + +--- + +The situation is too complicated to understand. + +### --feedback-- + +Brian believes they will understand better, not that it's too complicated. + +--- + +Investigating is not necessary. + +### --feedback-- + +Brian is actually emphasizing the need for investigation to gain clarity. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md new file mode 100644 index 00000000000..77ad0eebf03 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-ask-for-clarification-on-code-understanding/65f6fc00be7facffe0898c6d.md @@ -0,0 +1,61 @@ +--- +id: 65f6fc00be7facffe0898c6d +title: Task 44 +challengeType: 22 +dashedName: task-44 +--- + + + +# --description-- + +This task will help you summarize the dialogue using keywords from it. + +# --fillInTheBlank-- + +## --sentence-- + +`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.` + +## --blanks-- + +`encountered` + +### --feedback-- + +Sophie uses this word to describe finding a problem in the code. + +--- + +`help` + +### --feedback-- + +Sophie is seeking assistance from Brian. + +--- + +`understand` + +### --feedback-- + +Brian suggests starting by understanding the issue's symptoms. + +--- + +`large` + +### --feedback-- + +Sophie mentions the problem may occur with a lot of data sets. + +--- + +`clearer` + +### --feedback-- + +Brian believes that through investigation, they will gain a better understanding. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md index 77f862c24a9..8075e42af56 100644 --- a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md @@ -13,7 +13,7 @@ The word `everyone` means every person in a group. `Every-` is used when talkin It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`. -For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`. +For example, you say `Everyone goes to the party`, `Everything is right` or `Everybody works hard`. `Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md new file mode 100644 index 00000000000..d3cf8e1ab66 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613cf7cb0b2704934764852.md @@ -0,0 +1,14 @@ +--- +id: 6613cf7cb0b2704934764852 +title: "Dialogue 1: Discussing Plans for the Next Project" +challengeType: 21 +dashedName: dialogue-1-discussing-plans-for-the-next-project +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md new file mode 100644 index 00000000000..7016d57351c --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d00727a7a64a5e010243.md @@ -0,0 +1,49 @@ +--- +id: 6613d00727a7a64a5e010243 +title: Task 1 +challengeType: 22 +dashedName: task-1 +--- + + + +# --description-- + +The verb `discuss` means to talk about something with someone to share information or ideas. For example, if you say, `Let's discuss our plans for the weekend`, you are suggesting having a conversation about what each of you would like to do on the weekend. + +The word `upcoming` is an adjective used to describe something that will happen soon. An example is `We have an upcoming meeting on Monday.` This means that there is a meeting scheduled to happen on Monday. + +The verb `think` means considering something, to form opinions, or to imagine. For instance, `I need to think about your question before I answer.` It indicates you want to take some time to consider or reflect on the question to give a thoughtful response. + +# --fillInTheBlank-- + +## --sentence-- + +`Brian, it's time to _ our plans for the _ project. What do you _ we should do?` + +## --blanks-- + +`discuss` + +### --feedback-- + +The word is used here to indicate the action of talking over plans for the project. + +--- + +`upcoming` + +### --feedback-- + +It describes the project that is planned to happen soon. + +--- + +`think` + +### --feedback-- + +It's used to ask for Brian's opinion or ideas about the project plans. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md new file mode 100644 index 00000000000..65b8d858ced --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0773359964ab8812659.md @@ -0,0 +1,53 @@ +--- +id: 6613d0773359964ab8812659 +title: Task 2 +challengeType: 19 +dashedName: task-2 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +According to Sarah, what is it time for them to do? + +## --answers-- + +To start working on the project immediately + +### --feedback-- + +Sarah mentions discussing plans, not starting the work right away. + +--- + +To take a break from work + +### --feedback-- + +Taking a break is not mentioned. Sarah's focus is on planning for the upcoming project. + +--- + +To review the work completed on the project + +### --feedback-- + +Reviewing completed work is not the focus; Sarah is prompting a discussion on future plans. + +--- + +To discuss plans for the upcoming project + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md new file mode 100644 index 00000000000..454d3a40aaa --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d0d1d40e384aeecfa9c0.md @@ -0,0 +1,54 @@ +--- +id: 6613d0d1d40e384aeecfa9c0 +title: Task 3 +challengeType: 19 +dashedName: task-3 +--- + +# --description-- + +This task introduces the use of `to be going to` for planned future events. This expression indicates a decision about the future made before speaking. + +For example: `We are going to use a framework for the front-end` indicates a decision already made about the project. + +`Will` is different. People use `will` for decisions they make while they are speaking. + +Like, `I will help you with your homework` is a decision made at that moment. + +# --question-- + +## --text-- + +Which sentence correctly uses `to be going to` for a planned future event? + +## --answers-- + +`I am going to meet my friend tomorrow. We planned it last week.` + +--- + +`I will probably go to the store later. I decided it three days ago.` + +### --feedback-- + +This sentence uses `will`, which is more appropriate for spontaneous decisions made at the moment of speaking, not for pre-planned events. + +--- + +`Tomorrow, I am going to start a new book. I decided on it just now.` + +### --feedback-- + +`Going to` is typically used for plans made before speaking. This sentence indicates a decision made immediately, so `will` would be more appropriate. + +--- + +`We will have a meeting next week. It was scheduled yesterday.` + +### --feedback-- + +The plan was made before speaking, so `going to` is more appropriate, not `will`. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md new file mode 100644 index 00000000000..98f2cbbaba1 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3c56e46394b97da3c30.md @@ -0,0 +1,45 @@ +--- +id: 6613d3c56e46394b97da3c30 +title: Task 4 +challengeType: 22 +dashedName: task-4 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, we’re _ to use a framework for the front-end, probably React. It's the technology we're most _ with, and it _ make development faster.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a plan or intention for the future. Brian is talking about a planned action. + +--- + +`comfortable` + +### --feedback-- + +It means at ease or confident. Brian is saying they are confident using React. + +--- + +`will` + +### --feedback-- + +It is used for future actions. Brian is predicting that using React will speed up development. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md new file mode 100644 index 00000000000..e9df77f313b --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d3fe6615374be0d10008.md @@ -0,0 +1,53 @@ +--- +id: 6613d3fe6615374be0d10008 +title: Task 5 +challengeType: 19 +dashedName: task-5 +--- + + + +# --description-- + +This task tests your understanding of Brian's statement about the project's front-end development. + +# --question-- + +## --text-- + +What does Brian say about the front-end development of the project? + +## --answers-- + +`We will use React because we're planning to make development faster.` + +### --feedback-- + +This sentence incorrectly uses `will` where `going to` would be more appropriate, as it's a planned decision, not a spontaneous one. + +--- + +`We are going to use a different technology since React is too complex for us.` + +### --feedback-- + +This option inaccurately represents Brian's statement. He mentions React as the chosen technology due to their comfort with it, not its complexity. + +--- + +`We're unsure about using React, but we will decide soon.` + +### --feedback-- + +This sentence does not correctly reflect Brian's statement. He clearly indicates a plan to use React, showing no uncertainty. + +--- + +`We are going to use React for the front-end, and it will speed up development.` + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md new file mode 100644 index 00000000000..7ad07e59279 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d46936e9374c24cfaaab.md @@ -0,0 +1,39 @@ +--- +id: 6613d46936e9374c24cfaaab +title: Task 6 +challengeType: 22 +dashedName: task-6 +--- + + + +# --description-- + +`Going to` can also be used when you have some evidence in the present that something will happen in the future. + +For example, `Look at those numbers! It's going to be a hard day.` or `They are going to feel upset if we don’t invite them to the meeting.` + +# --fillInTheBlank-- + +## --sentence-- + +`Good point. I agree. I also think we are _ to need a _ UX designer.` + +## --blanks-- + +`going` + +### --feedback-- + +It indicates a future need based on the current situation of the project. + +--- + +`dedicated` + +### --feedback-- + +It means someone is committed to a specific task or purpose. Here, it refers to a UX designer focused solely on user experience. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md new file mode 100644 index 00000000000..71d98c2fff6 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d4fc79abb74c83b07fab.md @@ -0,0 +1,53 @@ +--- +id: 6613d4fc79abb74c83b07fab +title: Task 7 +challengeType: 19 +dashedName: task-7 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sarah think they need a dedicated UX designer for the project? + +## --answers-- + +Because the project is simple and requires minimal design effort + +### --feedback-- + +Sarah mentions the project is complex, implying it requires significant design expertise, not minimal effort. + +--- + +Because it's a complex project and a UX designer will enhance the user experience + +--- + +Because they need to reduce the overall cost of the project + +### --feedback-- + +Reducing costs isn't mentioned. Sarah's focus is on the complexity of the project and improving the user experience. + +--- + +Because the project is almost finished and they need final design touches + +### --feedback-- + +Sarah's statement is about the project's complexity and the need for a UX designer from a broader perspective, not just for final touches. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md new file mode 100644 index 00000000000..1d0a58ec194 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d550a08c194cd27607ec.md @@ -0,0 +1,55 @@ +--- +id: 6613d550a08c194cd27607ec +title: Task 8 +challengeType: 19 +dashedName: task-8 +--- + + + +# --description-- + +`As for` is an element used to shift the focus to another topic or aspect of the discussion. + +For example, in a meeting, after discussing the marketing strategy, you might say, `As for the sales plan, we'll start implementing it next quarter` to change the subject to the sales plan. + +# --question-- + +## --text-- + +What does Brian imply with his use of `as for` in relation to the back-end of the project? + +## --answers-- + +He suggests reconsidering the technology for the back-end. + +### --feedback-- + +This option is not quite accurate. Brian's use of `as for` is to shift the focus to the back-end, but he suggests a specific technology, not reconsidering it. + +--- + +He is unsure about which technology to use for the back-end. + +### --feedback-- + +Brian's statement does not express uncertainty about the technology. It suggests a confident plan or preference for using Node.js. + +--- + +He wants to delay the decision about the back-end technology. + +### --feedback-- + +Delaying the decision isn't implied. + +--- + +He is shifting the discussion to the back-end, suggesting the use of Node.js. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md new file mode 100644 index 00000000000..832d1339421 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d67b2a2a134d2b6275a8.md @@ -0,0 +1,37 @@ +--- +id: 6613d67b2a2a134d2b6275a8 +title: Task 9 +challengeType: 22 +dashedName: task-9 +--- + + + +# --description-- + +Fill in the blanks in the dialogue below. + +# --fillInTheBlank-- + +## --sentence-- + +`Absolutely. And as for the back-end, I think _ use Node.js. It's a solid choice, and it _ allow us to scale the application effectively.` + +## --blanks-- + +`we'll` + +### --feedback-- + +It indicates a future plan or decision, here referring to the intention to use Node.js for the back-end. + +--- + +`will` + +### --feedback-- + +It is used here to predict a future outcome, suggesting that choosing Node.js will enable effective scaling of the application. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md new file mode 100644 index 00000000000..2c932f7b1aa --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d6c3e74a984d6fcbd013.md @@ -0,0 +1,53 @@ +--- +id: 6613d6c3e74a984d6fcbd013 +title: Task 10 +challengeType: 19 +dashedName: task-10 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Brian want to use Node.js for the back-end? + +## --answers-- + +Because it is a solid choice that will enable effective scaling of the application + +--- + +Because they are still considering other options + +### --feedback-- + +This option is incorrect. Brian's use of `will` indicates a decision has been made, not that they are still considering. + +--- + +Because they have no other alternatives at the moment + +### --feedback-- + +Brian's choice of words suggests a positive decision for Node.js based on its merits, not a lack of alternatives. + +--- + +Because it is the cheapest option available + +### --feedback-- + +Cost is not mentioned. Brian's statement focuses on Node.js being a solid choice for effective scaling. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md new file mode 100644 index 00000000000..fdd9aca00fa --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d709407b9f4dc100b47b.md @@ -0,0 +1,55 @@ +--- +id: 6613d709407b9f4dc100b47b +title: Task 11 +challengeType: 22 +dashedName: task-11 +--- + + + +# --description-- + +Being `on the same page` means having the same understanding or agreement about something. + +For example, `We're on the same page about the project deadlines` means everyone agrees and understands the deadlines. + +# --fillInTheBlank-- + +## --sentence-- + +`_ thing. I'm glad we're _ the same page. Let's _ these plans and start _ tasks.` + +## --blanks-- + +`Sure` + +### --feedback-- + +It is an affirmation, showing Sarah's agreement or confirmation. + +--- + +`on` + +### --feedback-- + +It indicates agreement or having the same understanding about the plans. + +--- + +`finalize` + +### --feedback-- + +It means making final decisions or completing the planning process. + +--- + +`assigning` + +### --feedback-- + +It refers to the distribution or allocation of tasks among team members. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md new file mode 100644 index 00000000000..b8fd134f1e9 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d803f9d4884e2a882a99.md @@ -0,0 +1,53 @@ +--- +id: 6613d803f9d4884e2a882a99 +title: Task 12 +challengeType: 19 +dashedName: task-12 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What does Sarah mean when she says `we're on the same page`? + +## --answers-- + +They need to review the project plans again for clarity. + +### --feedback-- + +This option is incorrect. `On the same page` implies that they already have clarity and agreement, not that they need further review. + +--- + +There is a disagreement in the team about the project plans. + +### --feedback-- + +`Being on the same page` actually indicates agreement, not disagreement. + +--- + +They have different opinions about what tasks to assign next. + +### --feedback-- + +The phrase suggests agreement, not different opinions about the tasks. + +--- + +Sarah is expressing that they have a mutual understanding and agreement about the plans. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md new file mode 100644 index 00000000000..e22d7cfc9c2 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6613d89075d1ac4e6773a94b.md @@ -0,0 +1,53 @@ +--- +id: 6613d89075d1ac4e6773a94b +title: Task 13 +challengeType: 19 +dashedName: task-13 +--- + + + +# --description-- + +This task focuses on distinguishing between the use of `will` and `going to`. + +# --question-- + +## --text-- + +Based on the dialogue, which sentence shows the correct use of `going to` based on present evidence? + +## --answers-- + +`We will probably use React since it's a popular choice these days.` + +### --feedback-- + +This sentence uses `will` for a probable future action, which lacks the sense of a decision made based on present evidence. + +--- + +`I think we will go with Node.js for the backend, considering our team's expertise.` + +### --feedback-- + +Here, `will` is used for a future action based on a current situation, but `going to` would be more appropriate as the decision seems based on the team's present expertise. + +--- + +`We're going to need a UX designer because the project is complex.` + +--- + +`I will call the designer since we're going to need one for this project.` + +### --feedback-- + +This sentence uses `will` for a spontaneous decision (`calling the designer`), which is appropriate, but it doesn't illustrate the use of `going to` based on present evidence. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md new file mode 100644 index 00000000000..d085c3b2cab --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614abad2657585c6229fb4a.md @@ -0,0 +1,14 @@ +--- +id: 6614abad2657585c6229fb4a +title: "Dialogue 2: Discussing Strategies for the Release of A Product at a Conference Call" +challengeType: 21 +dashedName: dialogue-2-discussing-strategies-for-the-release-of-a-product-at-a-conference-call +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md new file mode 100644 index 00000000000..8fd5b9dad80 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ac949f89655d25e9d43c.md @@ -0,0 +1,37 @@ +--- +id: 6614ac949f89655d25e9d43c +title: Task 14 +challengeType: 22 +dashedName: task-14 +--- + + + +# --description-- + +A `launch` in a business context usually refers to the introduction of a new product or service to the market. Like saying, `The company is excited about the launch of its new app.` + +# --fillInTheBlank-- + +## --sentence-- + +`Hi, team! Thanks for joining the call. Let's discuss our strategy for the _ product _.` + +## --blanks-- + +`upcoming` + +### --feedback-- + +It is used here to describe the activity that is scheduled to happen in the near future. + +--- + +`launch` + +### --feedback-- + +It refers to the act of officially introducing the new product to the market. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md new file mode 100644 index 00000000000..649558695f4 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ad58c102e15df06c96d5.md @@ -0,0 +1,51 @@ +--- +id: 6614ad58c102e15df06c96d5 +title: Task 15 +challengeType: 22 +dashedName: task-15 +--- + + + +# --description-- + +`Cost-effective` means providing good value or return in relation to the money spent or effort put in. It's often used to describe a strategy or method that is efficient and economical. For example, `Using email campaigns is a cost-effective way to reach customers.` + +To `reach` in marketing means to come into contact with or communicate with a target group. Like saying, `Our ads reach thousands of people daily.` + +`Broader` means wider or more extensive. In a marketing context, it refers to targeting a wider range of people. For instance, `Expanding our social media presence will attract a broader audience.` + +An `audience` refers to the group of people who watch, read, or listen to something, especially in relation to marketing and media. `We need to understand our audience to create effective content.` + +# --fillInTheBlank-- + +## --sentence-- + +`I think we’re going to focus on social media marketing. It's _, and it will _ a _ audience.` + +## --blanks-- + +`cost-effective` + +### --feedback-- + +It indicates an efficient use of resources to achieve a result, in this case, for marketing. + +--- + +`reach` + +### --feedback-- + +It means to communicate or connect with a particular group of people, in this context, the target audience. + +--- + +`broader` + +### --feedback-- + +It implies targeting a wider or more diverse group of people. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md new file mode 100644 index 00000000000..c039773282c --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614ae3e02cc465ebee68851.md @@ -0,0 +1,53 @@ +--- +id: 6614ae3e02cc465ebee68851 +title: Task 16 +challengeType: 19 +dashedName: task-16 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Which part of Sophie's sentence indicates that she is considering focusing on social media marketing? + +## --answers-- + +`I think we’re going to focus on social media marketing.` + +--- + +`It's cost-effective.` + +### --feedback-- + +While it explains a reason, it doesn't indicate the intention to focus on social media marketing. + +--- + +`And it will reach a broader audience.` + +### --feedback-- + +This part highlights a benefit but does not specifically indicate the focus on social media marketing. + +--- + +`I think` + +### --feedback-- + +While `I think` shows Sophie's thought, it's the whole phrase `I think we're going to focus on social media marketing` that indicates the focus. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md new file mode 100644 index 00000000000..160ea7eb50f --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b1f8ee220c5f79df89b8.md @@ -0,0 +1,53 @@ +--- +id: 6614b1f8ee220c5f79df89b8 +title: Task 17 +challengeType: 19 +dashedName: task-17 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Why does Sophie think focusing on social media marketing is a good strategy? + +## --answers-- + +Because it requires a lot of technical expertise + +### --feedback-- + +Sophie's reasoning is about cost-effectiveness and audience reach, not the level of technical expertise required. + +--- + +Because it's cost-effective and will reach a broader audience + +--- + +Because it is a new trend in marketing + +### --feedback-- + +Sophie's statement is based on specific benefits, not merely on it being a new trend. + +--- + +Because it is easier than other marketing strategies + +### --feedback-- + +Ease of implementation isn't mentioned; her focus is on the strategy being cost-effective and having a broad reach. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md new file mode 100644 index 00000000000..348a8b21985 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b2714761f45fe3b17294.md @@ -0,0 +1,57 @@ +--- +id: 6614b2714761f45fe3b17294 +title: Task 18 +challengeType: 22 +dashedName: task-18 +--- + + + +# --description-- + +This task will help you understand terms related to digital marketing. `Email marketing` is a type of marketing that involves sending emails to a group of people to promote products or services. For example, `We use email marketing to inform customers about new offers.` + +`To be targeted` means focusing on a specific group of people. In marketing, this could mean sending messages to people who are most likely interested in your product. Like saying, `Our campaign is targeted at young adults.` + +`Subscribers` are people who sign up to receive emails or updates from a website or company. For instance, `Our newsletter has over 1,000 subscribers.` + +# --fillInTheBlank-- + +## --sentence-- + +`That sounds good. I _ that we also _ in email marketing. It's more _, and it will allow us to _ with our subscribers directly.` + +## --blanks-- + +`suggest` + +### --feedback-- + +It is used to propose an idea or plan, in this case, investing in email marketing. + +--- + +`invest` + +### --feedback-- + +It means to allocate resources, like time or money, into something to gain benefits, here referring to putting effort into email marketing. + +--- + +`targeted` + +### --feedback-- + +It describes a focused approach in marketing, aiming at a specific group of potential customers. + +--- + +`engage` + +### --feedback-- + +It means to interact or involve, in this context, communicating directly with people who have subscribed. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md new file mode 100644 index 00000000000..bfe607e9f4a --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b326f956cf605cd03775.md @@ -0,0 +1,53 @@ +--- +id: 6614b326f956cf605cd03775 +title: Task 19 +challengeType: 19 +dashedName: task-19 +--- + + + +# --description-- + +This task tests your comprehension of Brian's reasoning for suggesting email marketing. + +# --question-- + +## --text-- + +Why does Brian suggest investing in email marketing? + +## --answers-- + +Because it is less expensive than other forms of marketing + +### --feedback-- + +Brian's suggestion is based on targeting and direct engagement, not solely on cost. + +--- + +Because it is a new and untested marketing strategy + +### --feedback-- + +Brian's suggestion of email marketing is for its targeted approach and engagement, not because it's new or untested. + +--- + +Because it's a more traditional form of marketing + +### --feedback-- + +The reason for choosing email marketing isn't its traditionality; it's about being targeted and engaging subscribers directly. + +--- + +Because it is more targeted and allows direct engagement with subscribers + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md new file mode 100644 index 00000000000..a9c8efe7856 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b3e52a6aca60bc3417fb.md @@ -0,0 +1,56 @@ +--- +id: 6614b3e52a6aca60bc3417fb +title: Task 20 +challengeType: 19 +dashedName: task-20 +--- + + + +# --description-- + +`Instead of` is a phrase used to suggest an alternative to something else. + +For example, `Instead of using traditional advertising, let's try digital campaigns.` It implies replacing one option with another. + +# --question-- + +## --text-- + +Is Brian suggesting investing in email marketing instead of focusing on social media marketing? + +## --answers-- + +Yes, he is proposing email marketing as a replacement for social media marketing. + +### --feedback-- + +This choice is incorrect. Brian uses `also` in his statement, indicating an addition, not a replacement. + +--- + +No, he is suggesting it as an additional strategy alongside social media marketing. + +--- + +Yes, because email marketing is more cost-effective than social media marketing. + +### --feedback-- + +The cost-effectiveness isn't the basis for an alternative choice; Brian is adding to, not replacing, the social media strategy. + +--- + +No, because he thinks social media marketing is ineffective. + +### --feedback-- + +Brian's suggestion does not imply that he finds social media marketing ineffective; rather, he's proposing an additional strategy. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md new file mode 100644 index 00000000000..35a79ce4a5a --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b4a8ff3874612a8df77c.md @@ -0,0 +1,45 @@ +--- +id: 6614b4a8ff3874612a8df77c +title: Task 21 +challengeType: 22 +dashedName: task-21 +--- + + + +# --description-- + +`Combining` means to put two or more things together. In the context of marketing, it can mean using different strategies together, like `Combining online ads with social media campaigns`. + +# --fillInTheBlank-- + +## --sentence-- + +`Great! So, we are going to create a _ marketing plan, _ social media and email marketing. It will help us _ our goals.` + +## --blanks-- + +`detailed` + +### --feedback-- + +It indicates that the marketing plan will be thorough and comprehensive. + +--- + +`combining` + +### --feedback-- + +It refers to using both social media and email marketing strategies together in the plan. + +--- + +`achieve` + +### --feedback-- + +It means to successfully accomplish or reach the set goals, in this case, through the marketing plan. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md new file mode 100644 index 00000000000..2a06c5d8ddb --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b53003e92d6182e98978.md @@ -0,0 +1,53 @@ +--- +id: 6614b53003e92d6182e98978 +title: Task 22 +challengeType: 19 +dashedName: task-22 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +How will the marketing plan look like according to Brian? + +## --answers-- + +It will be a basic plan focusing only on social media marketing. + +### --feedback-- + +Brian describes the plan as detailed and combining both social media and email marketing. + +--- + +It will be an experimental plan with untested marketing strategies. + +### --feedback-- + +Brian's description doesn't suggest an experimental approach; he outlines a detailed plan using known strategies. + +--- + +It will focus solely on traditional marketing methods. + +### --feedback-- + +This option is incorrect as Brian specifically mentions combining social media and email marketing, which are digital strategies. + +--- + +It will be a detailed plan that combines social media and email marketing strategies. + +## --video-solution-- + +4 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md new file mode 100644 index 00000000000..99fdbe544d4 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614b572f81cb561d4ac39da.md @@ -0,0 +1,53 @@ +--- +id: 6614b572f81cb561d4ac39da +title: Task 23 +challengeType: 19 +dashedName: task-23 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When will the team work on the marketing plan and have their next meeting for an update? + +## --answers-- + +They will start working on the plan next week and meet the week after. + +### --feedback-- + +This choice is incorrect. Sophie implies that they will start working on it now and meet next week for an update. + +--- + +They will work on the plan this week and meet again next week for an update. + +--- + +The plan is already complete, and they will meet next week to start a new project. + +### --feedback-- + +Sophie's statement indicates that they are about to start working on the plan, not that it is already complete. + +--- + +They will meet tomorrow to discuss further details of the plan. + +### --feedback-- + +Sophie specifies that the next meeting for an update is scheduled for next week, not tomorrow. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md new file mode 100644 index 00000000000..5cfaf9e3b48 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614bde62b7db56b9448285e.md @@ -0,0 +1,14 @@ +--- +id: 6614bde62b7db56b9448285e +title: "Dialogue 3: Plans for a Presentation" +challengeType: 21 +dashedName: dialogue-3-plans-for-a-presentation +--- + +# --description-- + +Watch the video below to understand the context of the upcoming lessons. + +# --assignment-- + +Watch the video diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md new file mode 100644 index 00000000000..43ade3c3879 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be2a21b4426bfcd25919.md @@ -0,0 +1,53 @@ +--- +id: 6614be2a21b4426bfcd25919 +title: Task 24 +challengeType: 19 +dashedName: task-24 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +When is the conference that Sarah refers to scheduled? + +## --answers-- + +The conference is happening this week. + +### --feedback-- + +This choice is incorrect. Sarah mentions the conference is scheduled for next month, not this week. + +--- + +The conference is planned for next year. + +### --feedback-- + +Sarah's statement clearly indicates that the conference is next month, not next year. + +--- + +The conference is scheduled for next month. + +--- + +The conference took place last month. + +### --feedback-- + +Sarah's question about planning for the conference implies it is yet to happen, not that it has already occurred. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md new file mode 100644 index 00000000000..5864af37e40 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614be98fc11336c52aa3093.md @@ -0,0 +1,57 @@ +--- +id: 6614be98fc11336c52aa3093 +title: Task 25 +challengeType: 19 +dashedName: task-25 +--- + + + +# --description-- + +A `slide deck` is a collection of slides put together for a presentation, often created using software like PowerPoint or Google Slides. It's like a digital version of a stack of cards, each slide containing part of the presentation's content. + +For example, `We prepared a slide deck for the meeting to showcase our project's progress.` + +The term `standard` refers to something that is commonly used or accepted as a norm. In this context, `standard format` means a format that is widely used and recognized. For example, `Using bullet points for key points is a standard practice in presentations.` + +# --question-- + +## --text-- + +Why does Bob suggest using a slide deck for the presentation? + +## --answers-- + +Because it's a standard format that makes information more accessible + +--- + +Because it's a unique and innovative way to present + +### --feedback-- + +This option is incorrect. Bob suggests a slide deck because it's a standard, not a unique, format. + +--- + +Because it's the cheapest option available for presentations + +### --feedback-- + +Cost is not mentioned. Bob's reasoning is about the slide deck being a standard and accessible format. + +--- + +Because it requires less preparation time than other methods + +### --feedback-- + +Bob's focus is on the format being standard and accessible, not on preparation time. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md new file mode 100644 index 00000000000..873b089ed91 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614befe8e1dc16ca27b7b65.md @@ -0,0 +1,45 @@ +--- +id: 6614befe8e1dc16ca27b7b65 +title: Task 26 +challengeType: 22 +dashedName: task-26 +--- + + + +# --description-- + +`Accessible` means easy to approach, use, or understand. In the context of information, making it `accessible` means presenting it in a way that is easy for everyone to understand. + +# --fillInTheBlank-- + +## --sentence-- + +`Well, I think we should use a slide _ for the presentation. It's the _ format, and it will make the information more _.` + +## --blanks-- + +`deck` + +### --feedback-- + +In this context, it refers to a set of slides used together in a presentation. + +--- + +`standard` + +### --feedback-- + +Here it means a commonly used or accepted format for presentations. + +--- + +`accessible` + +### --feedback-- + +It indicates that the information in the presentation will be easy to understand for the audience. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md new file mode 100644 index 00000000000..48adfd4c7bc --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c03efeb2cb6d2227d0b4.md @@ -0,0 +1,55 @@ +--- +id: 6614c03efeb2cb6d2227d0b4 +title: Task 27 +challengeType: 22 +dashedName: task-27 +--- + + + +# --description-- + +This task will help you understand and use terms related to presentation techniques. An `interactive` element in a presentation involves audience participation or allows them to influence the course of the presentation. For example, `The interactive quiz in the presentation kept everyone engaged.` + +A `demo`, short for demonstration, is a practical display or explanation of how something works. In the context of presentations, a `demo` might involve showing a product or software feature in action. Like saying, `The software demo helped the clients understand its features.` + +# --fillInTheBlank-- + +## --sentence-- + +`_, but I was thinking we could try something different. Let's use an _ demo _ of slides. It will _ the audience more effectively.` + +## --blanks-- + +`True` + +### --feedback-- + +It is used to acknowledge the previous statement before introducing a new idea. + +--- + +`interactive` + +### --feedback-- + +It refers to a presentation style that involves audience participation or activity. + +--- + +`instead` + +### --feedback-- + +It is used to suggest using a demo as an alternative to traditional slides. + +--- + +`engage` + +### --feedback-- + +It means to capture the interest or involvement of the audience, in this context, through an interactive demo. diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md new file mode 100644 index 00000000000..63d8fd4ee0f --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c0ec11b55c6d849fbe3a.md @@ -0,0 +1,54 @@ +--- +id: 6614c0ec11b55c6d849fbe3a +title: Task 28 +challengeType: 19 +dashedName: task-28 +--- + + + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +Does Sarah agree with Bob's idea of creating a slide deck for the presentation? + +## --answers-- + +Yes, she completely agrees and wants to follow his suggestion. + +### --feedback-- + +This choice is incorrect. Sarah acknowledges Bob's idea but suggests an alternative approach. + +--- + +No, she suggests using an interactive demo instead of slides. + +--- + +Yes, but she wants to add more details to the slide deck. + +### --feedback-- + +Sarah's response isn't about adding details to the slide deck; she proposes a different approach. + +--- + +No, she disagrees and wants to cancel the presentation. + +### --feedback-- + +Sarah doesn't propose canceling the presentation; she suggests a different format. + +## --video-solution-- + +2 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md new file mode 100644 index 00000000000..c66838797e4 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c12f91d2286dcd1f0fe4.md @@ -0,0 +1,55 @@ +--- +id: 6614c12f91d2286dcd1f0fe4 +title: Task 29 +challengeType: 19 +dashedName: task-29 +--- + + + +# --description-- + +`To grab attention` means to attract someone's interest or focus quickly. For example, `A bright, colorful design can grab the audience's attention in an advertisement.` + +`I see what you mean` is a common expression used to indicate that you understand someone's point or perspective. It shows that you understand their idea or suggestion and often show agreement or acceptance. + +# --question-- + +## --text-- + +What does Bob mean by `I see what you mean`? + +## --answers-- + +He is confused by Sarah's suggestion and needs further explanation. + +### --feedback-- + +Bob's statement expresses understanding, not confusion. + +--- + +He disagrees with Sarah's idea but wants to be polite. + +### --feedback-- + +Bob's response indicates understanding and agreement, not polite disagreement. + +--- + +He understands Sarah's perspective and thinks her idea is good. + +--- + +He is surprised by Sarah's suggestion and didn't expect it. + +### --feedback-- + +Bob's phrase is about understanding, not expressing surprise. + +## --video-solution-- + +3 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md new file mode 100644 index 00000000000..d3965bae3a4 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c1d0e9e1976e3b524435.md @@ -0,0 +1,55 @@ +--- +id: 6614c1d0e9e1976e3b524435 +title: Task 30 +challengeType: 19 +dashedName: task-30 +--- + + + +# --description-- + +This task aims to assess your understanding of the final decision regarding the presentation format. + +# --question-- + +## --text-- + +Based on Bob's response, what will they use for the presentation? + +## --answers-- + +They will use an interactive demo as suggested by Sarah. + +--- + +They will stick to the original plan of using a slide deck. + +### --feedback-- + +Bob agrees with Sarah's suggestion of trying something different, indicating a shift from the slide deck to an interactive demo. + +--- + +They will combine both a slide deck and an interactive demo. + +### --feedback-- + +While combining methods could be a possibility, Bob's agreement with Sarah suggests a preference for only the interactive demo. + +--- + +They haven't decided yet and will discuss it further. + +### --feedback-- + +Bob's statement `That's a great idea` indicates agreement with Sarah's suggestion, implying a decision has been made. + +## --video-solution-- + +1 diff --git a/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md new file mode 100644 index 00000000000..5a63f582e08 --- /dev/null +++ b/curriculum/challenges/ukrainian/21-a2-english-for-developers/learn-how-to-talk-about-updates-and-plans-for-tasks-and-projects/6614c2262f754e6e85d2ff1a.md @@ -0,0 +1,48 @@ +--- +id: 6614c2262f754e6e85d2ff1a +title: Task 31 +challengeType: 19 +dashedName: task-31 +--- + +# --description-- + +Answer the question below. + +# --question-- + +## --text-- + +What do Sarah and Bob need to make sure about the interactive demo? + +## --answers-- + +That it includes all the features of the slide deck + +### --feedback-- + +While including all features might be important, Sarah emphasizes the timing of the demo's completion, not the specific content or features. + +--- + +That it's ready in time for the presentation + +--- + +That it's the most cost-effective option for the presentation + +### --feedback-- + +Sarah's primary concern is on the readiness and timing of the demo for the presentation, not on the cost implications. + +--- + +That it is longer than their original slide deck presentation + +### --feedback-- + +Sarah's main concern is ensuring the interactive demo is prepared on schedule, not its length compared to the slide deck. + +## --video-solution-- + +2