diff --git a/curriculum/challenges/english/blocks/learn-how-to-clarify-information-in-different-interactions/663bce49cc4c88ac83a3d618.md b/curriculum/challenges/english/blocks/learn-how-to-clarify-information-in-different-interactions/663bce49cc4c88ac83a3d618.md index d5bba634709..da2b4a5d960 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-clarify-information-in-different-interactions/663bce49cc4c88ac83a3d618.md +++ b/curriculum/challenges/english/blocks/learn-how-to-clarify-information-in-different-interactions/663bce49cc4c88ac83a3d618.md @@ -11,7 +11,7 @@ dashedName: task-38 `To guess` means to try to answer or think of something when you are not sure if it is correct. For example, if you do not know someone's age, you can say, `I guess they are 20 years old.`, meaning you think they are 20, but you're not sure of it. -`To name` means to say the name of something or someone. For example, if you see a picture of an animal and say `This is a dog,` you are saying this is the name - in this case, the breed - of the animal. +`To name` means to say the name of something or someone. For example, if you see a picture of an animal and say `This is a dog`, you are saying this is the name - in this case, the breed - of the animal. Finally, a `guessing game` is a fun activity where you try to guess the right answer. For example, someone might describe an object or name it (if the name is a strange word), and you have to guess what it is. diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b527be16f1679e9fa91bc9.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b527be16f1679e9fa91bc9.md index 588b877a07a..da8f32dc5d5 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b527be16f1679e9fa91bc9.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b527be16f1679e9fa91bc9.md @@ -55,7 +55,7 @@ Brian's concern about detail shows the topic is important. # --explanation-- -When Brian says, `We touch on it, but perhaps not in enough detail,` the words `touch on` mean the topic is mentioned briefly, and the phrase `not in enough detail` suggests that it might not be fully explained. +When Brian says, `We touch on it, but perhaps not in enough detail`, the words `touch on` mean the topic is mentioned briefly, and the phrase `not in enough detail` suggests that it might not be fully explained. These phrases indicate that while the topic is included, more explanation might be needed to fully understand it. diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b568bf34c34209600445ad.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b568bf34c34209600445ad.md index bd0d61b8cb5..2e852d5fe7e 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b568bf34c34209600445ad.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b568bf34c34209600445ad.md @@ -57,7 +57,7 @@ The `Present Continuous` tense is used to talk about actions happening now. The To understand what Brian is currently thinking about in terms of the training, listen closely to the part of the audio where he talks about his plans. -Focus on what Brian is saying right after `I'm thinking of using...` and `especially for...` , This will help you identify his specific thoughts about the training. +Focus on what Brian is saying right after `I'm thinking of using...` and `especially for...`. This will help you identify his specific thoughts about the training. # --scene-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b5706ff4674b25e0fed55e.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b5706ff4674b25e0fed55e.md index 4009d2b10f9..fc58608fbcd 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b5706ff4674b25e0fed55e.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66b5706ff4674b25e0fed55e.md @@ -54,7 +54,7 @@ The team hasn't started yet. # --explanation-- -When Brian says, `The team is working on it as we speak,` he uses the `Present Continuous` tense to show that the team is actively working on the project right now. +When Brian says, `The team is working on it as we speak`, he uses the `Present Continuous` tense to show that the team is actively working on the project right now. `As we speak` means the work is happening at this very moment. This helps explain why he is confident that the project will be ready by the end of the week. diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c4f19f86b5f07a71ac7642.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c4f19f86b5f07a71ac7642.md index 8c8a5331f4f..0f467415e13 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c4f19f86b5f07a71ac7642.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c4f19f86b5f07a71ac7642.md @@ -54,7 +54,7 @@ Think about whether Sarah suggested a possible cause for the issue. Sarah mentions three things that will help you to help identify the issue. -First, she says, `It should,` showing that the live preview is expected to work. Next, she states that it's `not displaying,` which indicates a problem. Finally, she suggests a reason: `the live server extension might not be running.` +First, she says, `It should`, showing that the live preview is expected to work. Next, she states that it's `not displaying`, which indicates a problem. Finally, she suggests a reason: `the live server extension might not be running.` By connecting these clues, you can determine the probable reason Sarah provides for the issue. diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c61a0197d7e7e87191e033.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c61a0197d7e7e87191e033.md index bc09f2ce06a..f760613d232 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c61a0197d7e7e87191e033.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c61a0197d7e7e87191e033.md @@ -52,7 +52,7 @@ Pay attention to the part where Tom talks about something that should be visible # --explanation-- -Tom says, `it's not showing the Git tools,` which gives important clues to identify his problem. +Tom says, `it's not showing the Git tools`, which gives important clues to identify his problem. The key phrase is `not showing`, which points to a visibility issue rather than a problem with knowledge or installation. diff --git a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c62747744dc4178785207d.md b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c62747744dc4178785207d.md index 2d0ab325831..d6d39ddee4e 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c62747744dc4178785207d.md +++ b/curriculum/challenges/english/blocks/learn-how-to-describe-places-and-events/66c62747744dc4178785207d.md @@ -52,7 +52,7 @@ Because the IDEs are tricky to use. # --explanation-- -Tom says, `It's supposed to be,` followed by `This is frustrating`. He then asks, `Are these IDEs always this tricky?` +Tom says, `It's supposed to be`, followed by `This is frustrating`. He then asks, `Are these IDEs always this tricky?` These statements show that Tom is frustrated because he finds the IDEs difficult to use. diff --git a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cc619608ce2bf40e3ce8.md b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cc619608ce2bf40e3ce8.md index a9f2d349732..35b282003fd 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cc619608ce2bf40e3ce8.md +++ b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cc619608ce2bf40e3ce8.md @@ -9,7 +9,7 @@ dashedName: task-12 # --description-- -In this task, you'll learn about phrases like `Did you get it?`, `Got it,` and `What else?` These phrases are common in English conversations. `Did you get it?` is a question asking if someone understood something. `Got it` is a short way of saying `I understood.` `What else?` is used to ask for additional information or items. +In this task, you'll learn about phrases like `Did you get it?`, `Got it`, and `What else?` These phrases are common in English conversations. `Did you get it?` is a question asking if someone understood something. `Got it` is a short way of saying `I understood.` `What else?` is used to ask for additional information or items. For example, in a meeting, someone might say, `Did you get it?` and you can reply, `Got it, what else do we need to discuss?` diff --git a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cf002c98ea3289bf2bea.md b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cf002c98ea3289bf2bea.md index 1ec76854530..5397a12bfbc 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cf002c98ea3289bf2bea.md +++ b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5cf002c98ea3289bf2bea.md @@ -29,7 +29,7 @@ By adding `s` ### --feedback-- -For most nouns ending in `y,` simply adding `s` is not correct. For example, `directory` becomes `directories,` not `directorys.` +For most nouns ending in `y`, simply adding `s` is not correct. For example, `directory` becomes `directories`, not `directorys.` --- diff --git a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5d04819aa7c35cf23028c.md b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5d04819aa7c35cf23028c.md index 6d31506a375..b1df2b3b82b 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5d04819aa7c35cf23028c.md +++ b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e5d04819aa7c35cf23028c.md @@ -25,7 +25,7 @@ Choose the sentence where `so` is used correctly to connect a cause and an effec ### --feedback-- -The word `so` is used incorrectly here. `But` should not be used after `so.` It should be either `The code didn't compile, so we rewrote it,` or `We wrote the code, but it didn't compile.` +The word `so` is used incorrectly here. `But` should not be used after `so`. It should be either `The code didn't compile, so we rewrote it`, or `We wrote the code, but it didn't compile.` --- diff --git a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e865a63c108a2f651b58c4.md b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e865a63c108a2f651b58c4.md index 50528cc8a97..f0afa13f96e 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e865a63c108a2f651b58c4.md +++ b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e865a63c108a2f651b58c4.md @@ -9,9 +9,9 @@ dashedName: task-19 # --description-- -In this task, you'll learn the difference between `specific` and `specify.` `Specific` is an adjective that describes something clearly defined or detailed, while `specify` is a verb meaning to state something in detail. +In this task, you'll learn the difference between `specific` and `specify`. `Specific` is an adjective that describes something clearly defined or detailed, while `specify` is a verb meaning to state something in detail. -For example, a `specific` instruction might be `use port 8080,` while to `specify` can mean to state that detail: `specify the port number.` +For example, a `specific` instruction might be `use port 8080`, while to `specify` can mean to state that detail: `specify the port number.` `Setup` refers to the arrangement or preparation of something, often used in the context of preparing software or equipment, like `setup instructions for the software.` diff --git a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e870a2ad67264ba3aac3f6.md b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e870a2ad67264ba3aac3f6.md index 7d0ba86204f..364f9223709 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e870a2ad67264ba3aac3f6.md +++ b/curriculum/challenges/english/blocks/learn-how-to-document-code-for-a-project/65e870a2ad67264ba3aac3f6.md @@ -13,7 +13,7 @@ In this task, you'll learn the difference between `simple` and `simply`, and und `Simple` is an adjective meaning easy or not complicated, like `a simple task`. `Simply` is an adverb, meaning in a simple manner, like `doing something simply`. -`Double` means two of something. And `slashes` are the `/` symbols used in writing. You add `es` to make `slash` plural because words ending in `sh` form their plurals by adding `es,` like in `dishes` or `brushes`. +`Double` means two of something. And `slashes` are the `/` symbols used in writing. You add `es` to make `slash` plural because words ending in `sh` form their plurals by adding `es`, like in `dishes` or `brushes`. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-express-concerns/67cae5073684169496a4294f.md b/curriculum/challenges/english/blocks/learn-how-to-express-concerns/67cae5073684169496a4294f.md index a5326356e4b..11418cafa0b 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-express-concerns/67cae5073684169496a4294f.md +++ b/curriculum/challenges/english/blocks/learn-how-to-express-concerns/67cae5073684169496a4294f.md @@ -53,7 +53,7 @@ Maria does not talk about a deadline change. `Which` is used to introduce a part of the sentence that adds **extra** information about the previous statement. -In this sentence,`which makes it hard to meet the new deadline` gives an additional detail about the fact that the team does not have enough resources. Another example: +In this sentence, `which makes it hard to meet the new deadline` gives an additional detail about the fact that the team does not have enough resources. Another example: `We had a long meeting, which delayed the project.` - The part after `which` only explains the consequence of the long meeting. It does not add crucial information to understand the previous statement. diff --git a/curriculum/challenges/english/blocks/learn-how-to-express-disagreement/67acadeeed60950e553784da.md b/curriculum/challenges/english/blocks/learn-how-to-express-disagreement/67acadeeed60950e553784da.md index 92d4ff6f202..6f843dfd77f 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-express-disagreement/67acadeeed60950e553784da.md +++ b/curriculum/challenges/english/blocks/learn-how-to-express-disagreement/67acadeeed60950e553784da.md @@ -57,7 +57,7 @@ The phrase `just as important` is used to compare two things and emphasize that - `Team communication is just as important as individual skills.` – This means both factors are equally necessary for success. -Anna is not disagreeing with Bob but adding to his point. By saying `having the latest technology can be just as important,` she means that technology is equally important as office furniture when considering productivity. This phrase helps balance two ideas without saying that one is better than the other. +Anna is not disagreeing with Bob but adding to his point. By saying `having the latest technology can be just as important`, she means that technology is equally important as office furniture when considering productivity. This phrase helps balance two ideas without saying that one is better than the other. # --scene-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65815057676f2625ba44a320.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65815057676f2625ba44a320.md index 30c237fcd0b..49f3c5fe485 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65815057676f2625ba44a320.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65815057676f2625ba44a320.md @@ -11,7 +11,7 @@ dashedName: task-14 In conversations, people often use phrases like `you know what` not to ask a real question but to share something important. It's like saying, `Listen, I have something to tell you.` -For example, if someone says, `You know what? I love ice cream,` they don't expect you to guess; they are just excited to tell you about their love for ice cream. +For example, if someone says, `You know what? I love ice cream`, they don't expect you to guess; they are just excited to tell you about their love for ice cream. # --questions-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65816188f69f4731f852414b.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65816188f69f4731f852414b.md index b5dec6bd7fb..5b42f0d22ce 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65816188f69f4731f852414b.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65816188f69f4731f852414b.md @@ -11,7 +11,7 @@ dashedName: task-41 When someone says you look `down`, it means they think you seem sad or unhappy. It's like when someone can tell you're not your usual self because of your face or how you act. -`These days` means the current period of time or recently. If you say, `It's been raining a lot these days,` you mean it has rained a lot recently. +`These days` means the current period of time or recently. If you say, `It's been raining a lot these days`, you mean it has rained a lot recently. In this conversation, Alice notices something about Tom's mood and asks if he's okay. diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/6581a32ee97531393b34b783.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/6581a32ee97531393b34b783.md index bd31b353b15..62fb1a454f0 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/6581a32ee97531393b34b783.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/6581a32ee97531393b34b783.md @@ -11,7 +11,7 @@ dashedName: task-56 `Encourage` means to give someone support or confidence to do something. For example, when your friend says, `You can solve this coding problem!` they are encouraging you. -`Discourage` is the opposite; it means to make someone feel less confident or less likely to do something. If that friend says, `That programming language is too hard for beginners,` it might discourage you from learning it. +`Discourage` is the opposite; it means to make someone feel less confident or less likely to do something. If that friend says, `That programming language is too hard for beginners`, it might discourage you from learning it. `Discouraging` describes something that makes you feel discouraged. Like, `Finding a bug in your code after hours of work can be discouraging.` diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35b30ccc7db44250a72b6.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35b30ccc7db44250a72b6.md index 1ebc903e2cf..812ac9b7920 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35b30ccc7db44250a72b6.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35b30ccc7db44250a72b6.md @@ -9,7 +9,7 @@ dashedName: task-76 # --description-- -A `field` refers to an area of study or work, like technology, medicine, or education. For example, `I work in the tech field,` means you work in technology. +A `field` refers to an area of study or work, like technology, medicine, or education. For example, `I work in the tech field` means you work in technology. `To achieve` means to successfully reach a goal through effort. Like when you complete a project, you might say, `I achieved my goal of building an app.` diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35c036df46e46187c31a3.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35c036df46e46187c31a3.md index 002bd55c1bf..968efef269c 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35c036df46e46187c31a3.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a35c036df46e46187c31a3.md @@ -10,7 +10,7 @@ dashedName: task-78 # --description-- The words `much` and `many` are used to talk about quantity. -`Much` is used with uncountable nouns, like `much work,` and `many` is used with countable nouns, like `many open tickets.` +`Much` is used with uncountable nouns, like `much work`, and `many` is used with countable nouns, like `many open tickets`. # --questions-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a392505010427f98bd8363.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a392505010427f98bd8363.md index 7bdbf56af24..2bc8639a45e 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a392505010427f98bd8363.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a392505010427f98bd8363.md @@ -9,7 +9,7 @@ dashedName: task-83 # --description-- -`To push` means to apply force to move something away from you, but it can also mean to try hard to achieve something, especially when it's challenging. For example, you might say, `We're pushing the limits of what our software can do,` meaning you're trying to make it do more than what's usually possible. +`To push` means to apply force to move something away from you, but it can also mean to try hard to achieve something, especially when it's challenging. For example, you might say, `We're pushing the limits of what our software can do`, meaning you're trying to make it do more than what's usually possible. Listen to Lisa and complete the missing words. diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a39972a4169f0739dd52b8.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a39972a4169f0739dd52b8.md index 3c83928138b..47c60d91ef5 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a39972a4169f0739dd52b8.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a39972a4169f0739dd52b8.md @@ -11,7 +11,7 @@ dashedName: task-88 When you like something and want to know more about it, you are `interested in` it. -For example, if you say, `I'm interested in computers,` it means you like computers and maybe want to learn how they work. +For example, if you say, `I'm interested in computers`, it means you like computers and maybe want to learn how they work. Brian is talking about what he likes about working in tech. Let's find out what he enjoys. diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f58e1daa8fc51dafc832.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f58e1daa8fc51dafc832.md index 4ba6beb5a5b..009969c9c65 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f58e1daa8fc51dafc832.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f58e1daa8fc51dafc832.md @@ -13,7 +13,7 @@ dashedName: task-97 `What` is more open, used when any answer is possible, like `What do you like to do?` -`Absolute` means complete or total. It's used to emphasize that something is as much as it can be. For example, `My absolute favorite game is chess,` means chess is the top favorite, without question. +`Absolute` means complete or total. It's used to emphasize that something is as much as it can be. For example, `My absolute favorite game is chess`, means chess is the top favorite, without question. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f87e991076cbb4efd9bc.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f87e991076cbb4efd9bc.md index e7356cf40a2..60749399f38 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f87e991076cbb4efd9bc.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a4f87e991076cbb4efd9bc.md @@ -11,7 +11,7 @@ dashedName: task-100 `To remind` means to make someone remember something, like when your phone pings to tell you about a meeting. -A `reminder` is the thing that does this, like a note or an alarm. For example, `My phone sends me a reminder to drink water every two hours,` means the phone helps you remember to stay hydrated. +A `reminder` is the thing that does this, like a note or an alarm. For example, `My phone sends me a reminder to drink water every two hours` means the phone helps you remember to stay hydrated. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a5080cafc379ea8d382c42.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a5080cafc379ea8d382c42.md index 56180c4e1c8..e80b028ada8 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a5080cafc379ea8d382c42.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a5080cafc379ea8d382c42.md @@ -9,7 +9,7 @@ dashedName: task-112 # --description-- -The expression `to be an open door for` means to create opportunities or possibilities for something to happen. It's like when you say, `Learning to code is an open door for many career paths,` meaning that knowing how to code can lead to various job opportunities. +The expression `to be an open door for` means to create opportunities or possibilities for something to happen. It's like when you say, `Learning to code is an open door for many career paths`, meaning that knowing how to code can lead to various job opportunities. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a53475949fcc0056b1e479.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a53475949fcc0056b1e479.md index c7473da4c8e..afa82e75f01 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a53475949fcc0056b1e479.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a53475949fcc0056b1e479.md @@ -11,7 +11,7 @@ dashedName: task-117 `Open-source` projects are when the source code is made freely available and can be modified or shared. For example, the Firefox web browser is an open-source project, meaning anyone can see how it was made and can help improve it. -`To work on` something, especially with the preposition `on`, indicates putting effort into a task or project over time. Like when you say, `I'm working on a new app,` it means you're in the process of developing it. +`To work on` something, especially with the preposition `on`, indicates putting effort into a task or project over time. Like when you say, `I'm working on a new app`, it means you're in the process of developing it. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a74339f74217867ec2eb5e.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a74339f74217867ec2eb5e.md index 511a374ca14..7a360d3b7b7 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a74339f74217867ec2eb5e.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a74339f74217867ec2eb5e.md @@ -9,7 +9,7 @@ dashedName: task-123 # --description-- -`To admit` means to say something is true, especially something you would prefer not to. For example, if you say, `I admit I forgot to save my work,` you're saying it's true that you didn't save your work, even though it's not a good situation. +`To admit` means to say something is true, especially something you would prefer not to. For example, if you say, `I admit I forgot to save my work`, you're saying it's true that you didn't save your work, even though it's not a good situation. `Amount` refers to how much there is of something. Like when you talk about the `amount` of sugar in a cake, you're talking about how much sugar is used to make it. diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a78f35fab096c5694079db.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a78f35fab096c5694079db.md index b2e03453b4a..81af4f0a734 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a78f35fab096c5694079db.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65a78f35fab096c5694079db.md @@ -9,7 +9,7 @@ dashedName: task-138 # --description-- -`There's always a chance` means that there is a possibility or opportunity for something to happen. For example, `In a lottery, there's always a chance to win,` means that anyone who buys a ticket has the opportunity to win the prize. +`There's always a chance` means that there is a possibility or opportunity for something to happen. For example, `In a lottery, there's always a chance to win` means that anyone who buys a ticket has the opportunity to win the prize. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc94ba65ed765d55195bc0.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc94ba65ed765d55195bc0.md index 707f43c47da..212c0fe6dfa 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc94ba65ed765d55195bc0.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc94ba65ed765d55195bc0.md @@ -9,7 +9,7 @@ dashedName: task-27 # --description-- -To `encounter` means to find something by chance that you were not expecting. Like when you say, `I encountered a cat on my way home,` it means you saw a cat unexpectedly. Brian is talking about having unexpected problems at work. +To `encounter` means to find something by chance that you were not expecting. Like when you say, `I encountered a cat on my way home`, it means you saw a cat unexpectedly. Brian is talking about having unexpected problems at work. Listen and fill in the missing words about the problems Brian talks about that make their work difficult. diff --git a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc9b4c8577c76d76724227.md b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc9b4c8577c76d76724227.md index c9c5bd2622f..bfd6416d7ea 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc9b4c8577c76d76724227.md +++ b/curriculum/challenges/english/blocks/learn-how-to-have-a-conversation-about-preferences-and-motivations/65fc9b4c8577c76d76724227.md @@ -8,7 +8,7 @@ dashedName: task-34 # --description-- -`Enthusiasm` means feeling very excited or interested in something. For example, you might say, `Her enthusiasm for painting is contagious,` meaning she's so excited about painting that it makes others excited too. +`Enthusiasm` means feeling very excited or interested in something. For example, you might say, `Her enthusiasm for painting is contagious`, meaning she's so excited about painting that it makes others excited too. `Solving` is about finding answers to problems or puzzles. When you solve a math problem, you figure out the correct answer. diff --git a/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/66251295a284563711fba9ba.md b/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/66251295a284563711fba9ba.md index 5869ea45380..1a2f72ae92b 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/66251295a284563711fba9ba.md +++ b/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/66251295a284563711fba9ba.md @@ -11,7 +11,7 @@ dashedName: task-5 `Missing` implies that something is absent or lacking. In coding, feeling like you're `missing something` can mean there's a gap in your understanding or a missing piece in the code. -To `tackle` a challenge means to confront or take on a difficult task. It's like saying, `I tackled the difficult problem,` which means you worked on solving it, even if it was hard. +To `tackle` a challenge means to confront or take on a difficult task. It's like saying, `I tackled the difficult problem`, which means you worked on solving it, even if it was hard. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/662513cfc37d6c3a297b7b94.md b/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/662513cfc37d6c3a297b7b94.md index 947f4f1b7cc..20fb8adaaad 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/662513cfc37d6c3a297b7b94.md +++ b/curriculum/challenges/english/blocks/learn-how-to-request-and-receive-guidance/662513cfc37d6c3a297b7b94.md @@ -9,9 +9,9 @@ dashedName: task-7 # --description-- -To `break down` means to divide something into smaller, more manageable parts. Like, `Break down the project into steps,` suggests dividing the project into simpler stages. +To `break down` means to divide something into smaller, more manageable parts. Like, `Break down the project into steps` suggests dividing the project into simpler stages. -`Manageable` means something that is easier to handle or deal with. For example, `Making the workload manageable,` implies adjusting it to a more controllable level. +`Manageable` means something that is easier to handle or deal with. For example, `Making the workload manageable` implies adjusting it to a more controllable level. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/6732695909cb3553e5f17379.md b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/6732695909cb3553e5f17379.md index 48509475343..7acfc20f1e4 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/6732695909cb3553e5f17379.md +++ b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/6732695909cb3553e5f17379.md @@ -43,7 +43,7 @@ They didn't hear any feedback. ### --feedback-- -Linda specifically says that the feedback was `super positive,` indicating they did receive responses. +Linda specifically says that the feedback was `super positive`, indicating they did receive responses. ## --video-solution-- diff --git a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/67327d97f48bc2da3007f619.md b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/67327d97f48bc2da3007f619.md index 29f468f631b..7c124d6e754 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/67327d97f48bc2da3007f619.md +++ b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-activities/67327d97f48bc2da3007f619.md @@ -61,6 +61,6 @@ They prioritize user feedback in their development process. To find the correct answer, focus on where Linda describes their current approach in relation to user feedback. -In the sentence `user feedback has become essential to our work,` Linda highlights that feedback is now a priority. She contrasts this with their past focus on `just tackling technical issues,` showing that their approach has shifted to include proactive, user-centered improvements. +In the sentence `user feedback has become essential to our work`, Linda highlights that feedback is now a priority. She contrasts this with their past focus on `just tackling technical issues`, showing that their approach has shifted to include proactive, user-centered improvements. By identifying these key phrases, you can see that prioritizing user feedback is the main change in their development approach over the past year. diff --git a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-experiences/67050a8becee6d10619fa5ff.md b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-experiences/67050a8becee6d10619fa5ff.md index a2bfbfee906..4aade2cd2a7 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-experiences/67050a8becee6d10619fa5ff.md +++ b/curriculum/challenges/english/blocks/learn-how-to-talk-about-past-experiences/67050a8becee6d10619fa5ff.md @@ -25,7 +25,7 @@ How could James tell Lisa that he found the bug using a very short answer to say ### --feedback-- -Short answers to questions that involve the `Simple Past` normally are `Yes,` + person + `did.` for affirmatives or `No, ` + person + `didn't.` for negatives. +Short answers to questions that involve the `Simple Past` normally are `Yes,` + person + `did.` for affirmatives or `No,` + person + `didn't.` for negatives. --- diff --git a/curriculum/challenges/english/blocks/learn-how-to-use-conditionals/67900eeff58f3aba1b5267b0.md b/curriculum/challenges/english/blocks/learn-how-to-use-conditionals/67900eeff58f3aba1b5267b0.md index cbc5017bc9e..10ffda77abf 100644 --- a/curriculum/challenges/english/blocks/learn-how-to-use-conditionals/67900eeff58f3aba1b5267b0.md +++ b/curriculum/challenges/english/blocks/learn-how-to-use-conditionals/67900eeff58f3aba1b5267b0.md @@ -46,7 +46,7 @@ Why is `yeah, it is` wrong? Because `it is` talks about the state of the BIOS, n **Correct**: `Yeah, it can.` – This agrees with Mark's point about what the BIOS can do. -**Incorrect**: `Yeah, it is.` – This doesn't fit because Mark isn't describing what the BIOS `is,` he's talking about its effects. +**Incorrect**: `Yeah, it is.` – This doesn't fit because Mark isn't describing what the BIOS is, he's talking about its effects. # --scene--