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Fix(Curriculum): Replaced curved quotes with straight ones for Eng Curriculum A2 blocks (#57568)
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Nielda Karla
GitHub
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@ -21,7 +21,7 @@ What does `so far` mean in Sarah's question to Tom?
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## --answers--
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It asks for Tom’s complete opinion about the workplace.
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It asks for Tom's complete opinion about the workplace.
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### --feedback--
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@ -37,15 +37,15 @@ It does not ask about the future or what Tom expects.
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---
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It asks about Tom’s feelings from his first day to the present time.
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It asks about Tom's feelings from his first day to the present time.
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---
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It asks only about Tom’s first day at the workplace.
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It asks only about Tom's first day at the workplace.
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### --feedback--
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It is about Tom’s experience until the time he is asked.
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It is about Tom's experience until the time he is asked.
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## --video-solution--
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@ -24,7 +24,7 @@ What is Sarah referring to when she says `these activities`?
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## --answers--
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`Yes, it’s great!`
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`Yes, it's great!`
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### --feedback--
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@ -19,7 +19,7 @@ For example: `What is your name?` or `What are they doing?`
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Choose the correct question that Tom is asking Sarah:
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`Absolutely! They are really fun. What is the team’s favorite?`
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`Absolutely! They are really fun. What is the team's favorite?`
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## --answers--
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@ -5,7 +5,7 @@ challengeType: 19
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dashedName: task-12
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---
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<!-- (Audio) Tom: Absolutely! They are really fun. What is the team’s favorite?
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<!-- (Audio) Tom: Absolutely! They are really fun. What is the team's favorite?
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Sarah: Many of us enjoy the monthly game night. Are you into board games?
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@ -31,7 +31,7 @@ The first sentence is correct, but the second one does not ask about interest. I
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---
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`What is the team’s favorite?` and `Many of us enjoy the monthly game night. `
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`What is the team's favorite?` and `Many of us enjoy the monthly game night. `
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### --feedback--
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@ -47,7 +47,7 @@ The phrase `Are you going to board games?` is not grammatically correct. The sec
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---
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`What is the team’s favorite?` and `Are you into playing board games?`
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`What is the team's favorite?` and `Are you into playing board games?`
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## --video-solution--
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@ -18,7 +18,7 @@ The present perfect is a tense used to indicate a link between the present and t
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`I have played this game before.` - This is in the present perfect tense. It states that the action of playing the game happened at an unspecified time in the past.
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`I’ve played this game before.` - This sentence is also in the present perfect tense, using the contraction `I've` for `I have`. Like the previous example, it states that the action of playing the game happened at an unspecified time in the past.
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`I've played this game before.` - This sentence is also in the present perfect tense, using the contraction `I've` for `I have`. Like the previous example, it states that the action of playing the game happened at an unspecified time in the past.
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# --questions--
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@ -13,7 +13,7 @@ So far you have learned how to create questions with the verb `to be`. In senten
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`You are a developer` -> `Are you a developer?`
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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`.
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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`.
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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. For example:
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@ -13,7 +13,7 @@ Before you learned to ask questions using `do`, you can also use it to create ne
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`It does not function` - (Subject + `does` + `not` + main verb)
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Often, to be more practical people abbreviate `do not` to `don't` and `does not` to `doesn’t`.
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Often, to be more practical people abbreviate `do not` to `don't` and `does not` to `doesn't`.
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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.
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@ -31,7 +31,7 @@ Read the dialogue excerpt and fill in the blanks using `do` or `don't.`
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### --feedback--
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In the first blank, Tom is asking a question about Sophie’s hobbies, which requires `do.`
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In the first blank, Tom is asking a question about Sophie's hobbies, which requires `do.`
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---
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@ -11,7 +11,7 @@ Tom: It's a deal! -->
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# --description--
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The expression `only if` is used to set a condition for something to happen. It’s like saying `this will happen if that happens.` It's a way of making an agreement where one action depends on another.
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The expression `only if` is used to set a condition for something to happen. It's like saying `this will happen if that happens.` It's a way of making an agreement where one action depends on another.
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For example: if your friend says, `I'll go out only if it doesn't rain,` it means they will go out but the weather must be good - no rain.
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@ -20,7 +20,7 @@ For example: if your friend says, `I'll go out only if it doesn't rain,` it mean
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## --text--
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What is Sophie’s condition?
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What is Sophie's condition?
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## --answers--
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@ -44,7 +44,7 @@ There is no mention of Sophie wanting to show pictures.
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---
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She doesn’t want to hear Tom play.
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She doesn't want to hear Tom play.
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### --feedback--
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@ -7,11 +7,11 @@ dashedName: task-43
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# --description--
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When you want to learn about a person’s character or personality without specifying their gender, you can use `they` as a singular pronoun and ask, `What are they like?`.
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When you want to learn about a person's character or personality without specifying their gender, you can use `they` as a singular pronoun and ask, `What are they like?`.
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This is a respectful and inclusive way to ask about someone. Using `they` in this way ensures that you don't make assumptions about people. Example:
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Imagine there is a new team member joining your programming project, but you haven’t met them yet. Instead of assuming their gender, you can ask your supervisor, `What are they like?`
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Imagine there is a new team member joining your programming project, but you haven't met them yet. Instead of assuming their gender, you can ask your supervisor, `What are they like?`
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This question helps you find out about the new member's personality, such as being organized, creative, or detail-oriented.
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@ -9,7 +9,7 @@ dashedName: task-58
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# --description--
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Let’s practice listening to verbs conjugated in the third person.
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Let's practice listening to verbs conjugated in the third person.
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# --fillInTheBlank--
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@ -13,7 +13,7 @@ dashedName: task-60
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## --text--
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Choose the correct question for asking about someone’s usual work location.
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Choose the correct question for asking about someone's usual work location.
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## --answers--
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@ -11,7 +11,7 @@ dashedName: task-75
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The expression `to be in good hands` means that someone is being taken care of by a competent or capable person.
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It’s like saying you can relax because you trust the person helping or looking after you.
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It's like saying you can relax because you trust the person helping or looking after you.
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# --questions--
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@ -35,7 +35,7 @@ Sophie's words are very positive, more than just average.
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---
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She is unsure about Maria’s leadership skills.
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She is unsure about Maria's leadership skills.
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### --feedback--
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@ -13,7 +13,7 @@ The word `reasonable` means something is fair, makes sense, or is acceptable in
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## --text--
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What does `that’s reasonable` mean?
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What does `that's reasonable` mean?
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## --answers--
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@ -9,7 +9,7 @@ dashedName: task-94
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In English, the verb `know` is conjugated to `knows` when the subject is singular and in third person.
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`Everyone` refers to a group but it is treated as a singular noun, that’s why in English the correct form is `everyone knows`.
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`Everyone` refers to a group but it is treated as a singular noun, that's why in English the correct form is `everyone knows`.
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# --questions--
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@ -10,7 +10,7 @@ Tom: Good to know! Do they involve everyone on the team? -->
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# --description--
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Listen carefully to Tom’s question about the team meetings.
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Listen carefully to Tom's question about the team meetings.
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# --questions--
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@ -14,7 +14,7 @@ dashedName: task-104
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How long it takes to make a website depends on how big or small the job is.
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Choosing the coding language depends on the computer or system we use.
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Notice that after `depends` there’s always the preposition `on`.
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Notice that after `depends` there's always the preposition `on`.
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# --instructions--
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@ -21,7 +21,7 @@ Which sentence is correct for describing one place near you?
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### --feedback--
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`There are` is used for plural nouns, and `bank` is singular. You’ll learn about `there are` in the next few lessons.
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`There are` is used for plural nouns, and `bank` is singular. You'll learn about `there are` in the next few lessons.
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---
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@ -29,7 +29,7 @@ Which sentence is correct for describing one place near you?
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### --feedback--
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This option is a question form, not a statement. You’ll learn about questions later.
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This option is a question form, not a statement. You'll learn about questions later.
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---
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@ -11,9 +11,9 @@ dashedName: task-123
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Maria mentions that she doesn't know of any theater in the area. When you want to express that something does not exist or is not present somewhere, you use `there isn't` for singular nouns or `there aren't` for plural nouns.
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`There isn’t` is an abbreviation of `there is not`.
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`There isn't` is an abbreviation of `there is not`.
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`There aren’t` is an abbreviation of `there are not`.
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`There aren't` is an abbreviation of `there are not`.
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# --instructions--
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@ -21,11 +21,11 @@ There are closed malls.
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### --feedback--
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They don’t discuss the opening hours of malls.
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They don't discuss the opening hours of malls.
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---
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There aren’t any malls.
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There aren't any malls.
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### --feedback--
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@ -33,7 +33,7 @@ Malls are easy to locate.
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---
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Malls aren’t very common in this area.
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Malls aren't very common in this area.
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### --feedback--
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@ -46,7 +46,7 @@ She doesn't ask about his family. Try again.
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### --feedback--
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She doesn’t ask for reasons. Try again.
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She doesn't ask for reasons. Try again.
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## --video-solution--
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@ -5,7 +5,7 @@ challengeType: 19
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dashedName: task-91
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---
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<!-- (Audio) Anna: I saw that tech companies appreciate innovation and care for the employees’ well-being. -->
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<!-- (Audio) Anna: I saw that tech companies appreciate innovation and care for the employees' well-being. -->
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# --description--
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@ -5,7 +5,7 @@ challengeType: 22
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dashedName: task-61
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---
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<!-- (Audio) Brian: They weren’t exactly big projects. Most of them were smaller scale. But it was a great learning experience. -->
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<!-- (Audio) Brian: They weren't exactly big projects. Most of them were smaller scale. But it was a great learning experience. -->
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# --description--
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@ -6,7 +6,7 @@ dashedName: task-62
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---
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<!-- (Audio) Sophie: That sounds cool. Did you ever work on any big projects during your studies?
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Brian: They weren’t exactly big projects. Most of them were smaller scale. But it was a great learning experience. -->
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Brian: They weren't exactly big projects. Most of them were smaller scale. But it was a great learning experience. -->
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# --description--
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@ -15,7 +15,7 @@ Listen to the audio and answer the question.
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## --text--
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What part of Sarah’s answer suggests a course of action?
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What part of Sarah's answer suggests a course of action?
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## --answers--
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@ -11,7 +11,7 @@ dashedName: task-76
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`That's strange` means you think something is unusual or unexpected. For example, if you see it snowing in the summer, you might say, `That's strange.` It means you did not expect that to happen.
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`I'm sure` means you are confident that something is true. For example, if you know your friend’s birthday is tomorrow, you can say, `I'm sure it's tomorrow.` It means you believe it without doubt.
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`I'm sure` means you are confident that something is true. For example, if you know your friend's birthday is tomorrow, you can say, `I'm sure it's tomorrow.` It means you believe it without doubt.
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Listen and fill in the blanks.
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@ -11,7 +11,7 @@ dashedName: task-78
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`Now that I think about it` means you have remembered or realized something after thinking more. For example, if you forgot where you put your keys but then remember, you might say, `Now that I think about it, they are on the table.` It means you have thought again and found new information.
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`To confuse something with something else` means to mix up two things and think one is the other. For example, if you see someone’s twin and think it is your friend, you can say `Sorry. I confused your twin with you`. It means you mistake one thing for another.
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`To confuse something with something else` means to mix up two things and think one is the other. For example, if you see someone's twin and think it is your friend, you can say `Sorry. I confused your twin with you`. It means you mistake one thing for another.
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# --questions--
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@ -11,7 +11,7 @@ dashedName: task-79
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A `tray` is a flat, shallow container used to carry or hold things. For example, you use a `tray` to bring food or drinks from the kitchen to the table.
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`Enough` means having as much as you need. For example, if you have `enough water`, it means you have all the water you need to drink and you don’t need more. It can be used to talk about quantity, like having `enough food`, or to talk about quality, like when something is `good enough`.
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`Enough` means having as much as you need. For example, if you have `enough water`, it means you have all the water you need to drink and you don't need more. It can be used to talk about quantity, like having `enough food`, or to talk about quality, like when something is `good enough`.
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Listen to the dialogue and fill in the blanks.
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@ -23,7 +23,7 @@ Sophie helps her team and James checked cybersecurity
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### --feedback--
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This option incorrectly uses the simple present tense for Sophie and the simple past tense for James. They don’t reflect the continuous, ongoing nature of their current activities.
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This option incorrectly uses the simple present tense for Sophie and the simple past tense for James. They don't reflect the continuous, ongoing nature of their current activities.
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---
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@ -5,7 +5,7 @@ challengeType: 22
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dashedName: task-22
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---
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<!-- (Audio) Mark: Hi Maria! I'm testing a new software to find problems. It’s a nice experience so far, but we're doing more tests to make sure everything works. -->
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<!-- (Audio) Mark: Hi Maria! I'm testing a new software to find problems. It's a nice experience so far, but we're doing more tests to make sure everything works. -->
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# --description--
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@ -15,7 +15,7 @@ In this dialogue, Mark talks about his activities related to a project.
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## --sentence--
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`Hi Maria! I'm BLANK a new software to BLANK problems. It’s a nice experience so far, but we're BLANK more tests to BLANK sure everything BLANK`
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`Hi Maria! I'm BLANK a new software to BLANK problems. It's a nice experience so far, but we're BLANK more tests to BLANK sure everything BLANK`
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## --blanks--
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@ -5,7 +5,7 @@ challengeType: 19
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dashedName: task-24
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---
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<!-- (Audio) Mark: It’s a nice experience so far, but we're doing more tests to make sure everything works. -->
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<!-- (Audio) Mark: It's a nice experience so far, but we're doing more tests to make sure everything works. -->
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# --description--
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@ -5,7 +5,7 @@ challengeType: 22
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dashedName: task-34
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---
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<!-- (Audio) Amy: It's exciting. I'm interviewing some experts and I’m getting information for the articles. It's keeping me busy, but I enjoy it. -->
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<!-- (Audio) Amy: It's exciting. I'm interviewing some experts and I'm getting information for the articles. It's keeping me busy, but I enjoy it. -->
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# --description--
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@ -5,7 +5,7 @@ challengeType: 19
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dashedName: task-35
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---
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<!-- (Audio) Amy: It's exciting. I'm interviewing some experts and I’m getting information for the articles. It's keeping me busy, but I enjoy it. -->
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<!-- (Audio) Amy: It's exciting. I'm interviewing some experts and I'm getting information for the articles. It's keeping me busy, but I enjoy it. -->
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# --description--
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@ -23,7 +23,7 @@ She is learning about project management
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### --feedback--
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Sarah doesn’t mention project management.
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Sarah doesn't mention project management.
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---
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@ -13,7 +13,7 @@ When someone uses `either` at the end of a negative sentence, it means the same
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`I don't like carrots. My sister doesn't like them, either.`
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Here, `either` means both the speaker and their sister don’t like carrots.
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Here, `either` means both the speaker and their sister don't like carrots.
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# --questions--
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@ -9,7 +9,7 @@ dashedName: task-2
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# --description--
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`AI` stands for Artificial Intelligence. It’s an abbreviation of Artificial Intelligence.
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`AI` stands for Artificial Intelligence. It's an abbreviation of Artificial Intelligence.
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# --questions--
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@ -9,7 +9,7 @@ dashedName: task-4
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# --description--
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|
||||
`like` is a preposition used to describe the similarity between two things, people, or concepts. It indicates that there are shared qualities or characteristics between the compared elements. It’s commonly used in comparisons to highlight similarities. Example: `Her eyes are blue like the sky.`
|
||||
`like` is a preposition used to describe the similarity between two things, people, or concepts. It indicates that there are shared qualities or characteristics between the compared elements. It's commonly used in comparisons to highlight similarities. Example: `Her eyes are blue like the sky.`
|
||||
|
||||
Fill in the blank with proper word.
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-5
|
||||
|
||||
# --description--
|
||||
|
||||
In this challenge, you’ll practice what you learned in previous challenges. Listen to the dialogue and choose the correct answer.
|
||||
In this challenge, you'll practice what you learned in previous challenges. Listen to the dialogue and choose the correct answer.
|
||||
|
||||
# --questions--
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-88
|
||||
|
||||
# --description--
|
||||
|
||||
You learned how to talk about an unspecified thing or information with a broad term that didn’t point to a specific item. Let’s review it in this challenge.
|
||||
You learned how to talk about an unspecified thing or information with a broad term that didn't point to a specific item. Let's review it in this challenge.
|
||||
|
||||
Listen and fill in the blank.
|
||||
|
||||
|
||||
@ -39,7 +39,7 @@ This answer limits `AR` to one aspect, which is not what `it is a mix` suggests.
|
||||
|
||||
### --feedback--
|
||||
|
||||
`It is a mix` doesn’t mean `AR` is separate from reality.
|
||||
`It is a mix` doesn't mean `AR` is separate from reality.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-92
|
||||
|
||||
# --description--
|
||||
|
||||
Let’s review what Sophie and Tom talk about.
|
||||
Let's review what Sophie and Tom talk about.
|
||||
|
||||
Listen and fill in the blanks to complete the dialogue.
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-97
|
||||
|
||||
# --description--
|
||||
|
||||
Let’s review what Sophie and Tom talk about, to understand how AR works.
|
||||
Let's review what Sophie and Tom talk about, to understand how AR works.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-6
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: No, I haven’t seen her yet. What can you tell me about her? -->
|
||||
<!-- (Audio) Sophie: No, I haven't seen her yet. What can you tell me about her? -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-7
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: No, I haven’t seen her yet. What can you tell me about her? -->
|
||||
<!-- (Audio) Sophie: No, I haven't seen her yet. What can you tell me about her? -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-13
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: You’ll recognize her right away. -->
|
||||
<!-- (Audio) Bob: You'll recognize her right away. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -17,7 +17,7 @@ The phrase `right away` means quickly or very soon. For instance, `If you find a
|
||||
|
||||
## --sentence--
|
||||
|
||||
`You’ll BLANK her BLANK BLANK.`
|
||||
`You'll BLANK her BLANK BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-14
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: You’ll recognize her right away. -->
|
||||
<!-- (Audio) Bob: You'll recognize her right away. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-71
|
||||
---
|
||||
|
||||
<!-- (Audio) Tom: Ah, speaking of procedures, is there anything he’s told you that we need to do when it comes to office security? -->
|
||||
<!-- (Audio) Tom: Ah, speaking of procedures, is there anything he's told you that we need to do when it comes to office security? -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-82
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: I also can’t disclose sensitive information to anyone outside of the company. -->
|
||||
<!-- (Audio) Bob: I also can't disclose sensitive information to anyone outside of the company. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-94
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
<!-- (Audio) Sophie: I also don't want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -17,7 +17,7 @@ For example, if you don't eat healthy food or exercise, you might be `neglecting
|
||||
|
||||
## --sentence--
|
||||
|
||||
`I also don’t want to BLANK BLANK BLANK, so two months ago I started jogging regularly.`
|
||||
`I also don't want to BLANK BLANK BLANK, so two months ago I started jogging regularly.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-95
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
<!-- (Audio) Sophie: I also don't want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -17,7 +17,7 @@ For example, if you say `I moved here a year ago`, it means that one year has pa
|
||||
|
||||
## --sentence--
|
||||
|
||||
`I also don’t want to neglect my health, so two months BLANK I started jogging regularly.`
|
||||
`I also don't want to neglect my health, so two months BLANK I started jogging regularly.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-97
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
<!-- (Audio) Sophie: I also don't want to neglect my health, so two months ago I started jogging regularly. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -21,7 +21,7 @@ Examples:
|
||||
|
||||
## --sentence--
|
||||
|
||||
`I also don’t want to neglect my health, so two months ago I started BLANK BLANK.`
|
||||
`I also don't want to neglect my health, so two months ago I started BLANK BLANK.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -6,7 +6,7 @@ dashedName: task-99
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Tell me about your responsibilities beyond work.
|
||||
Sophie: Well, I have to make time for my family – that's really important to me. I also don’t want to neglect my health, so two months ago I started jogging regularly. It helps me relax and stay fit. -->
|
||||
Sophie: Well, I have to make time for my family – that's really important to me. I also don't want to neglect my health, so two months ago I started jogging regularly. It helps me relax and stay fit. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-106
|
||||
---
|
||||
|
||||
<!-- (Audio) Sophie: Sometimes, it’s the simple and free things that bring us the result we’re looking for. -->
|
||||
<!-- (Audio) Sophie: Sometimes, it's the simple and free things that bring us the result we're looking for. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -43,7 +43,7 @@ It disconnects applications from the internet, focusing on internal networks.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Serverless computing still uses the internet as part of cloud services; it doesn’t focus on internal networks.
|
||||
Serverless computing still uses the internet as part of cloud services; it doesn't focus on internal networks.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-38
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Sarah, I’m hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
<!-- (Audio) Bob: Sarah, I'm hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -17,7 +17,7 @@ For example, `He is hearing different opinions on the topic.` It shows he is cur
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Sarah, I’m BLANK a lot BLANK AI in programming these days, but I don't know how to use it. Any ideas?`
|
||||
`Sarah, I'm BLANK a lot BLANK AI in programming these days, but I don't know how to use it. Any ideas?`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-41
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Sarah, I’m hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
<!-- (Audio) Bob: Sarah, I'm hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-42
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Sarah, I’m hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
<!-- (Audio) Bob: Sarah, I'm hearing a lot about AI in programming these days, but I don't know how to use it. Any ideas? -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -23,7 +23,7 @@ Using a program that automatically improves code efficiency
|
||||
|
||||
### --feedback--
|
||||
|
||||
This is an example of AI, as it involves using technology to improve code, aligning with Sarah’s description.
|
||||
This is an example of AI, as it involves using technology to improve code, aligning with Sarah's description.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -15,7 +15,7 @@ This challenge is designed to summarize and reinforce the understanding of James
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Sarah has a consistent morning routine. She BLANK up around 7 AM and starts her day by BLANK a bit. After making a cup of BLANK, she takes a BLANK shower and goes to the kitchen to BLANK a balanced breakfast. This helps her stay BLANK during the morning. She checks her BLANK and messages before BLANK to work. She likes to stay BLANK about the day’s tasks. James thinks her productivity BLANK coming to work is impressive and says he BLANK try some of her habits to become more BLANK in the morning as well.`
|
||||
`Sarah has a consistent morning routine. She BLANK up around 7 AM and starts her day by BLANK a bit. After making a cup of BLANK, she takes a BLANK shower and goes to the kitchen to BLANK a balanced breakfast. This helps her stay BLANK during the morning. She checks her BLANK and messages before BLANK to work. She likes to stay BLANK about the day's tasks. James thinks her productivity BLANK coming to work is impressive and says he BLANK try some of her habits to become more BLANK in the morning as well.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -17,7 +17,7 @@ Conditional sentences often use `if` to describe a situation (cause) that will l
|
||||
|
||||
## --text--
|
||||
|
||||
What is the cause and consequence of the expert’s advice?
|
||||
What is the cause and consequence of the expert's advice?
|
||||
|
||||
## --answers--
|
||||
|
||||
|
||||
@ -39,7 +39,7 @@ That is the wrong time.
|
||||
|
||||
### --feedback--
|
||||
|
||||
That’s the wrong time of the day.
|
||||
That's the wrong time of the day.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -19,7 +19,7 @@ Long adjectives: Just add `the most` before the adjective.
|
||||
|
||||
`This is the most interesting book I've read.` (`the most` + `interesting`)
|
||||
|
||||
This is an introduction to these adjectives. You’ll learn more in the future.
|
||||
This is an introduction to these adjectives. You'll learn more in the future.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
|
||||
@ -41,7 +41,7 @@ Transparent
|
||||
|
||||
### --feedback--
|
||||
|
||||
It’s another meaning of `clear`, referring to something allowing light to pass through so that objects behind can be distinctly seen. In documentation, `clear` is about understandability, not transparency.
|
||||
It's another meaning of `clear`, referring to something allowing light to pass through so that objects behind can be distinctly seen. In documentation, `clear` is about understandability, not transparency.
|
||||
|
||||
## --video-solution--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-7
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: Thanks for your feedback. I’ll share this feedback with Tom and give him some extra time to work on these colors and fonts. -->
|
||||
<!-- (Audio) Bob: Thanks for your feedback. I'll share this feedback with Tom and give him some extra time to work on these colors and fonts. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -29,7 +29,7 @@ This option is incorrect. Sophie's comments suggest she sees areas for improveme
|
||||
|
||||
---
|
||||
|
||||
She doesn’t know and needs more time to form an opinion.
|
||||
She doesn't know and needs more time to form an opinion.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@ -35,7 +35,7 @@ Yes, she completely agrees with Brian and suggests additional features for the m
|
||||
|
||||
### --feedback--
|
||||
|
||||
Sarah's statement indicates disagreement with Brian’s focus on the mobile app, as she believes the web app requires more attention.
|
||||
Sarah's statement indicates disagreement with Brian's focus on the mobile app, as she believes the web app requires more attention.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-14
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Well, here’s what I think we could do. Why don’t we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
<!-- (Audio) Brian: Well, here's what I think we could do. Why don't we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -19,7 +19,7 @@ To `allocate` means to distribute or assign resources or responsibilities to dif
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Well, here’s what I think we could do. Why don’t we BLANK resources to both platforms BLANK? We could give equal priority to BLANK the web app and the mobile app.`
|
||||
`Well, here's what I think we could do. Why don't we BLANK resources to both platforms BLANK? We could give equal priority to BLANK the web app and the mobile app.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-15
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Well, here’s what I think we could do. Why don’t we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
<!-- (Audio) Brian: Well, here's what I think we could do. Why don't we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-16
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I'm not sure I agree with that, Brian. The web app needs attention. It has more users. Prioritizing the web app makes more sense given its larger user base. Brian: Well, here’s what I think we could do. Why don’t we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
<!-- (Audio) Sarah: I'm not sure I agree with that, Brian. The web app needs attention. It has more users. Prioritizing the web app makes more sense given its larger user base. Brian: Well, here's what I think we could do. Why don't we allocate resources to both platforms equally? We could give equal priority to both the web app and the mobile app. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-17
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you’re coming from, Brian. I think we can try giving equal priority for a while. -->
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you're coming from, Brian. I think we can try giving equal priority for a while. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -23,7 +23,7 @@ Understanding these terms is key for discussing work plans and responsibilities.
|
||||
|
||||
## --sentence--
|
||||
|
||||
`I BLANK think we should BLANK more time to the web app, but I see where you’re coming from, Brian. I think we can try giving equal BLANK for a while.`
|
||||
`I BLANK think we should BLANK more time to the web app, but I see where you're coming from, Brian. I think we can try giving equal BLANK for a while.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-18
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you’re coming from, Brian. -->
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you're coming from, Brian. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-19
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you’re coming from, Brian. I think we can try giving equal priority for a while. -->
|
||||
<!-- (Audio) Sarah: I still think we should dedicate more time to the web app, but I see where you're coming from, Brian. I think we can try giving equal priority for a while. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-29
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we’ll have a greater chance of success with it. -->
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we'll have a greater chance of success with it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -15,7 +15,7 @@ Focus on the word `greater`. `Greater` is used to describe something that is mor
|
||||
|
||||
## --sentence--
|
||||
|
||||
`I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we’ll have a BLANK chance of success with it.`
|
||||
`I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we'll have a BLANK chance of success with it.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-30
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we’ll have a greater chance of success with it. -->
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we'll have a greater chance of success with it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-31
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we’ll have a greater chance of success with it. -->
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we'll have a greater chance of success with it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-32
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we’ll have a greater chance of success with it. -->
|
||||
<!-- (Audio) Sarah: I see what you mean. I strongly feel that Agile aligns with our team's strengths, though. I think we'll have a greater chance of success with it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -27,7 +27,7 @@ Sarah expresses a strong belief in Agile's alignment with the team's strengths.
|
||||
|
||||
---
|
||||
|
||||
She disagrees with using Agile and thinks it won’t be successful.
|
||||
She disagrees with using Agile and thinks it won't be successful.
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-32
|
||||
---
|
||||
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there’s not much we can do other than try to solve them. -->
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there's not much we can do other than try to solve them. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-31
|
||||
---
|
||||
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there’s not much we can do other than try to solve them. -->
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there's not much we can do other than try to solve them. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -15,7 +15,7 @@ A `glitch` is a small problem that stops something from working right. Like when
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Yeah, technical BLANK are complicated and there’s not much we can do other than BLANK to solve them.`
|
||||
`Yeah, technical BLANK are complicated and there's not much we can do other than BLANK to solve them.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-33
|
||||
---
|
||||
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there’s not much we can do other than try to solve them. -->
|
||||
<!-- (Audio) Maria: Yeah, technical glitches are complicated and there's not much we can do other than try to solve them. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-32
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I’ve already tried a few things to solve it. -->
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I've already tried a few things to solve it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,11 +5,11 @@ challengeType: 22
|
||||
dashedName: task-34
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I’ve already tried a few things to solve it. -->
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I've already tried a few things to solve it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
People often use `have already` to talk about something they have done before now, and `have never` to talk about something they have not done at any time in the past. Let’s practice using these phrases.
|
||||
People often use `have already` to talk about something they have done before now, and `have never` to talk about something they have not done at any time in the past. Let's practice using these phrases.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-35
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I’ve already tried a few things to solve it. -->
|
||||
<!-- (Audio) Sarah: No problem, Tom. I noticed the issue you mentioned, and I've already tried a few things to solve it. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -19,7 +19,7 @@ What is Tom asking Sarah about?
|
||||
|
||||
## --answers--
|
||||
|
||||
Why she didn’t solve the issue
|
||||
Why she didn't solve the issue
|
||||
|
||||
### --feedback--
|
||||
|
||||
|
||||
@ -27,7 +27,7 @@ It caused more problems, showing the current version is the issue.
|
||||
|
||||
### --feedback--
|
||||
|
||||
Sarah said that going back didn’t solve the issue, not that it caused more problems.
|
||||
Sarah said that going back didn't solve the issue, not that it caused more problems.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -13,7 +13,7 @@ Modal verbs like `might` and `can` are used to express possibility and ability.
|
||||
|
||||
`Might` is used for something that could happen or be true, like saying, `It might rain today`.
|
||||
|
||||
`Can` is used to talk about someone's ability to do something, like, `She can speak three languages`. Let’s practice using these words in sentences.
|
||||
`Can` is used to talk about someone's ability to do something, like, `She can speak three languages`. Let's practice using these words in sentences.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-47
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Agreed. I’ll create a PR with the rollback and some additional logs for debugging. That may help us find what the problem is. -->
|
||||
<!-- (Audio) Sarah: Agreed. I'll create a PR with the rollback and some additional logs for debugging. That may help us find what the problem is. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -15,7 +15,7 @@ In this task, you'll practice filling in key verbs and adjectives used in techni
|
||||
|
||||
## --sentence--
|
||||
|
||||
`Agreed. I’ll BLANK a PR with the rollback and some BLANK logs for BLANK. That may help us find what the problem is.`
|
||||
`Agreed. I'll BLANK a PR with the rollback and some BLANK logs for BLANK. That may help us find what the problem is.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-48
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Agreed. I’ll create a PR with the rollback and some additional logs for debugging. That may help us find what the problem is. -->
|
||||
<!-- (Audio) Sarah: Agreed. I'll create a PR with the rollback and some additional logs for debugging. That may help us find what the problem is. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-51
|
||||
---
|
||||
|
||||
<!-- (Audio) Maria: Tom, I saw that you’ve fixed the issue on GitHub. Great job! -->
|
||||
<!-- (Audio) Maria: Tom, I saw that you've fixed the issue on GitHub. Great job! -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-60
|
||||
---
|
||||
|
||||
<!-- (Audio) Tom: It happens to all of us, Maria. I’ll make sure to document this for future reference, so we won't run into the same problem again. -->
|
||||
<!-- (Audio) Tom: It happens to all of us, Maria. I'll make sure to document this for future reference, so we won't run into the same problem again. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-29
|
||||
---
|
||||
|
||||
<!-- (Audio) Tom: I see. So by explaining the complex parts with comments, I’ll help other people understand the code. Is that right? Sarah: Precisely. It's a form of documentation within the code. Great job grasping these concepts! -->
|
||||
<!-- (Audio) Tom: I see. So by explaining the complex parts with comments, I'll help other people understand the code. Is that right? Sarah: Precisely. It's a form of documentation within the code. Great job grasping these concepts! -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -27,7 +27,7 @@ Writing complex code without comments
|
||||
|
||||
### --feedback--
|
||||
|
||||
Tom’s focus is on explaining complex code with comments, not writing it without comments.
|
||||
Tom's focus is on explaining complex code with comments, not writing it without comments.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -37,7 +37,7 @@ In this context, it refers to the final point Maria wants to make.
|
||||
|
||||
### --feedback--
|
||||
|
||||
It describes the team’s nature of working together and helping each other.
|
||||
It describes the team's nature of working together and helping each other.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -35,7 +35,7 @@ Because it's a standard practice to read everything in order
|
||||
|
||||
### --feedback--
|
||||
|
||||
The suggestion isn’t about reading everything in order but about finding specific information efficiently.
|
||||
The suggestion isn't about reading everything in order but about finding specific information efficiently.
|
||||
|
||||
---
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 22
|
||||
dashedName: task-4
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: That's great, Sarah! I’ve also been pretty busy this week. I tested the new feature we added last week. It seems to be working well. And I found a few minor issues that we need to fix. -->
|
||||
<!-- (Audio) Bob: That's great, Sarah! I've also been pretty busy this week. I tested the new feature we added last week. It seems to be working well. And I found a few minor issues that we need to fix. -->
|
||||
|
||||
# --description--
|
||||
|
||||
@ -17,7 +17,7 @@ dashedName: task-4
|
||||
|
||||
## --sentence--
|
||||
|
||||
`That's great, Sarah! I’ve also been BLANK busy this week. I tested the new BLANK we added last week. It BLANK to be working well. And I found a few BLANK issues that we need to fix.`
|
||||
`That's great, Sarah! I've also been BLANK busy this week. I tested the new BLANK we added last week. It BLANK to be working well. And I found a few BLANK issues that we need to fix.`
|
||||
|
||||
## --blanks--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-5
|
||||
---
|
||||
|
||||
<!-- (Audio) Bob: That's great, Sarah! I’ve also been pretty busy this week. I tested the new feature we added last week. It seems to be working well. And I found a few minor issues that we need to fix. -->
|
||||
<!-- (Audio) Bob: That's great, Sarah! I've also been pretty busy this week. I tested the new feature we added last week. It seems to be working well. And I found a few minor issues that we need to fix. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-7
|
||||
---
|
||||
|
||||
<!-- (Audio) Sarah: Thanks for catching those. As for me, I also finished the market research report. I presented it to the team yesterday. We’ve gathered valuable data that will help us make informed decisions. -->
|
||||
<!-- (Audio) Sarah: Thanks for catching those. As for me, I also finished the market research report. I presented it to the team yesterday. We've gathered valuable data that will help us make informed decisions. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-22
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Of course. By the end of the quarter, I plan to have the documentation I’m working on fully updated, and I intend to improve our customer support process based on the training I received. -->
|
||||
<!-- (Audio) Brian: Of course. By the end of the quarter, I plan to have the documentation I'm working on fully updated, and I intend to improve our customer support process based on the training I received. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -5,7 +5,7 @@ challengeType: 19
|
||||
dashedName: task-23
|
||||
---
|
||||
|
||||
<!-- (Audio) Brian: Of course. By the end of the quarter, I plan to have the documentation I’m working on fully updated, and I intend to improve our customer support process based on the training I received. -->
|
||||
<!-- (Audio) Brian: Of course. By the end of the quarter, I plan to have the documentation I'm working on fully updated, and I intend to improve our customer support process based on the training I received. -->
|
||||
|
||||
# --description--
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-6
|
||||
|
||||
# --description--
|
||||
|
||||
The phrase `a fresh pair of eyes` is an idiomatic expression meaning to have someone new look at something to offer a different perspective. It’s often used when someone has been working on a problem for a long time and needs an outside opinion. The modal verb `may` suggests possibility or likelihood but not certainty.
|
||||
The phrase `a fresh pair of eyes` is an idiomatic expression meaning to have someone new look at something to offer a different perspective. It's often used when someone has been working on a problem for a long time and needs an outside opinion. The modal verb `may` suggests possibility or likelihood but not certainty.
|
||||
|
||||
# --fillInTheBlank--
|
||||
|
||||
|
||||
@ -9,7 +9,7 @@ dashedName: task-8
|
||||
|
||||
# --description--
|
||||
|
||||
Sophie implies, or suggests without directly stating, that she needs help with her coding problem. To 'imply' something means to suggest it in an indirect way. For example, saying 'It’s getting late' can imply that it's time to leave, without saying it directly.
|
||||
Sophie implies, or suggests without directly stating, that she needs help with her coding problem. To 'imply' something means to suggest it in an indirect way. For example, saying 'It's getting late' can imply that it's time to leave, without saying it directly.
|
||||
|
||||
# --questions--
|
||||
|
||||
|
||||
Some files were not shown because too many files have changed in this diff Show More
Loading…
Reference in New Issue
Block a user