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feat(curriculum): add English curriculum block 9.2 requesting and receiving guidance from others (#54480)

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Co-authored-by: Naomi <nhcarrigan@gmail.com>
Co-authored-by: Tom <20648924+moT01@users.noreply.github.com>
Co-authored-by: Nielda Karla <90112119+nieldakarla@users.noreply.github.com>
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miyaliu666
2024-05-26 03:58:24 +08:00
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curriculum/challenges/_meta/learn-how-to-request-and-receive-guidance/meta.json
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@@ -9,8 +9,268 @@
"superBlock": "a2-english-for-developers",
"challengeOrder": [
{
"id": "655cd6b40aabaf962afdf02d",
"title": "Dialogue: Placeholder"
"id": "66250fc0d711192eebfff0e9",
"title": "Dialogue 1: Solving Coding Challenges"
},
{
"id": "662510c947e06930d2dbab21",
"title": "Task 1"
},
{
"id": "66251132384f80331831867a",
"title": "Task 2"
},
{
"id": "662511992b96e5344c2ff040",
"title": "Task 3"
},
{
"id": "6625123129742735c5231dbe",
"title": "Task 4"
},
{
"id": "66251295a284563711fba9ba",
"title": "Task 5"
},
{
"id": "6625136b87a56a3913122eb5",
"title": "Task 6"
},
{
"id": "662513cfc37d6c3a297b7b94",
"title": "Task 7"
},
{
"id": "662514383f43d53b748dff42",
"title": "Task 8"
},
{
"id": "662514cc5f752c3cfa8f790a",
"title": "Task 9"
},
{
"id": "662515989f56983f1f2cb10d",
"title": "Task 10"
},
{
"id": "6625161c74f42b40918e3d40",
"title": "Task 11"
},
{
"id": "662516a0393cb741cf52e4ab",
"title": "Task 12"
},
{
"id": "662516f67e575142bcd515dc",
"title": "Task 13"
},
{
"id": "6625172e28818f43a04d7915",
"title": "Task 14"
},
{
"id": "662517bb095bf344730c6e7a",
"title": "Task 15"
},
{
"id": "6625182c819dcd464d8a772f",
"title": "Task 16"
},
{
"id": "662519204fa706489bf194d7",
"title": "Task 17"
},
{
"id": "662519d6e045404a8825ec64",
"title": "Task 18"
},
{
"id": "66251a827166c04c250f8858",
"title": "Task 19"
},
{
"id": "66251b2d50a4454dd7eb4591",
"title": "Task 20"
},
{
"id": "66251b9ca21e8a4f232af061",
"title": "Task 21"
},
{
"id": "66251c216cffc3508cdcc4d9",
"title": "Task 22"
},
{
"id": "66251c6da2ea2b517704971a",
"title": "Task 23"
},
{
"id": "66251cba9059ca525eac8eb7",
"title": "Task 24"
},
{
"id": "66251d38d259e453c729ed73",
"title": "Task 25"
},
{
"id": "66251d83ab861554d81c9001",
"title": "Task 26"
},
{
"id": "66251dd2d2582a55cc4ca988",
"title": "Task 27"
},
{
"id": "66251e6701f1ac574db171fe",
"title": "Task 28"
},
{
"id": "66251f12b5f14c58d410cd98",
"title": "Task 29"
},
{
"id": "6625ceb55c430866094b40b9",
"title": "Dialogue 2: Learning a New Technology"
},
{
"id": "6625cee408515366fddbf402",
"title": "Task 30"
},
{
"id": "6625cf67c35a69684aafd265",
"title": "Task 31"
},
{
"id": "6625cff7d0c95169e5b8fc7d",
"title": "Task 32"
},
{
"id": "6625d0e9ef6f966c3e2d6164",
"title": "Task 33"
},
{
"id": "6625d3af386a1a72d220e20d",
"title": "Task 34"
},
{
"id": "6625d42589aa8173e84c6cac",
"title": "Task 35"
},
{
"id": "6625d472aa9f8074dca7199f",
"title": "Task 36"
},
{
"id": "6625d4b5b043f075a2e9425d",
"title": "Task 37"
},
{
"id": "6625d54c1eb70c774106c380",
"title": "Task 38"
},
{
"id": "6625d5ad00fc51785d7fb311",
"title": "Task 39"
},
{
"id": "6625d612ad11c279939fb91c",
"title": "Task 40"
},
{
"id": "6625d6554783147a7dbce128",
"title": "Task 41"
},
{
"id": "6625d6b086abb87b8c962955",
"title": "Task 42"
},
{
"id": "6625d757c9a1667d13c358db",
"title": "Task 43"
},
{
"id": "6625d7e129384c7ec26b2cc3",
"title": "Task 44"
},
{
"id": "6625d81940f2c57f66bbd17e",
"title": "Task 45"
},
{
"id": "6625d84e92201f802eac3973",
"title": "Task 46"
},
{
"id": "6625d8bc46b89481625b068b",
"title": "Task 47"
},
{
"id": "6625d910fb77f9826de00b73",
"title": "Task 48"
},
{
"id": "6625d9508854008334d44831",
"title": "Task 49"
},
{
"id": "6625d987196d2383e359d41f",
"title": "Task 50"
},
{
"id": "6625da09ef6e5b8547626587",
"title": "Task 51"
},
{
"id": "6625da582aba58863d900bcf",
"title": "Task 52"
},
{
"id": "6625dc1d103a638a7fd5308b",
"title": "Task 53"
},
{
"id": "6625dc81861c0d8b754a4829",
"title": "Task 54"
},
{
"id": "6625ddee54d1db9090a4800f",
"title": "Dialogue 3: Offering Assistance and Receiving Guidance"
},
{
"id": "6625de24962337919e462c20",
"title": "Task 55"
},
{
"id": "6625deaf1ab4a69314d3125e",
"title": "Task 56"
},
{
"id": "6625dee8ccb83a93da674fca",
"title": "Task 57"
},
{
"id": "6625df2bb732da94b03089d1",
"title": "Task 58"
},
{
"id": "6625df8d71b44495cde83d48",
"title": "Task 59"
},
{
"id": "6625dfe17a5dd696cf89cb01",
"title": "Task 60"
},
{
"id": "6625e02aa797a497b69d2c55",
"title": "Task 61"
},
{
"id": "6625e08130068e98c6c166c6",
"title": "Task 62"
},
{
"id": "6625e0c2e7f616999352aa7b",
"title": "Task 63"
}
],
"helpCategory": "English"
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/66250fc0d711192eebfff0e9.md
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---
id: 66250fc0d711192eebfff0e9
title: "Dialogue 1: Solving Coding Challenges"
challengeType: 21
dashedName: dialogue-1-solving-coding-challenges
---
# --description--
Watch the video below to understand the context of the upcoming lessons.
# --assignment--
Watch the video
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662510c947e06930d2dbab21.md
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---
id: 662510c947e06930d2dbab21
title: Task 1
challengeType: 22
dashedName: task-1
---
<!--
AUDIO REFERENCE:
Sophie: Hey, Brian! I'm working on this coding challenge, and I could use a fresh perspective. Mind taking a look?
-->
# --description--
A `challenge` refers to a task or problem that requires skill and effort to solve. In coding, a `coding challenge` is a problem or task that needs coding skills to be completed.
`Fresh` in this context means new or different. Asking for a `fresh perspective` means seeking a new or different viewpoint on a problem or task.
# --fillInTheBlank--
## --sentence--
`Hey, Brian! I'm _ on this coding _, and I could use a _ perspective. Mind taking a look?`
## --blanks--
`working`
### --feedback--
It indicates that Sophie is actively engaged in solving the coding problem.
---
`challenge`
### --feedback--
It refers to the coding task Sophie is trying to solve.
---
`fresh`
### --feedback--
It means Sophie is looking for a new or different viewpoint to help with her coding task.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/66251132384f80331831867a.md
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---
id: 66251132384f80331831867a
title: Task 2
challengeType: 19
dashedName: task-2
---
<!--
AUDIO REFERENCE:
Sophie: Hey, Brian! I'm working on this coding challenge, and I could use a fresh perspective. Mind taking a look?
-->
# --description--
This task assesses your understanding of Sophie's request to Brian. Recognizing requests for assistance or collaboration is crucial in team dynamics and project success.
# --question--
## --text--
What is Sophie asking Brian to do?
## --answers--
She is asking Brian to solve the coding challenge for her.
### --feedback--
Sophie is seeking Brian's perspective, not asking him to solve it entirely.
---
She wants Brian to ignore her coding work.
### --feedback--
This option is the opposite of her request; she's asking for input, not for it to be ignored.
---
She is inviting Brian to collaborate on a different project.
### --feedback--
Sophie's request is specific to the coding challenge she's currently working on, not a different project.
---
She's requesting Brian to give a fresh perspective on her coding challenge.
## --video-solution--
4
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662511992b96e5344c2ff040.md
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---
id: 662511992b96e5344c2ff040
title: Task 3
challengeType: 22
dashedName: task-3
---
<!--
AUDIO REFERENCE:
Brian: Of course! I'm happy to help. What seems to be the issue?
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`Of course! I'm happy to help. What _ to be the _?`
## --blanks--
`seems`
### --feedback--
In this context, it is used by Brian to inquire about the apparent problem or challenge Sophie is facing.
---
`issue`
### --feedback--
It refers to the specific problem or challenge Sophie has encountered in her coding task.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625123129742735c5231dbe.md
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---
id: 6625123129742735c5231dbe
title: Task 4
challengeType: 19
dashedName: task-4
---
<!--
AUDIO REFERENCE:
Brian: Of course! I'm happy to help. What seems to be the issue?
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Brian want to know from Sophie?
## --answers--
He wants to know why Sophie is working on the coding challenge.
### --feedback--
Brian's question is about the nature of the problem Sophie is facing, not the reason she's working on the challenge.
---
He is asking Sophie for the solution to the coding challenge.
### --feedback--
Brian is offering help, not asking for the solution. He wants to understand the problem first.
---
He is inquiring about the specific problem or issue Sophie is encountering.
---
He is questioning Sophie's ability to work on the coding challenge.
### --feedback--
Brian's tone is supportive, not questioning Sophie's ability. He's focused on understanding the issue at hand.
## --video-solution--
3
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/66251295a284563711fba9ba.md
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---
id: 66251295a284563711fba9ba
title: Task 5
challengeType: 22
dashedName: task-5
---
<!--
AUDIO REFERENCE:
Sophie: Well, I'm trying to optimize this function, but I feel like I'm missing something. Have you ever tackled a similar optimization challenge?
-->
# --description--
`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.
# --fillInTheBlank--
## --sentence--
`Well, I'm trying to _ this function, but I feel like I'm _ something. Have you ever _ a similar optimization challenge?`
## --blanks--
`optimize`
### --feedback--
It refers to Sophie's effort to improve the function's efficiency or performance.
---
`missing`
### --feedback--
It indicates that Sophie feels there is a gap or something lacking in her approach.
---
`tackled`
### --feedback--
It is used to ask if Brian has previously confronted or addressed a similar challenging situation.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625136b87a56a3913122eb5.md
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---
id: 6625136b87a56a3913122eb5
title: Task 6
challengeType: 19
dashedName: task-6
---
<!--
AUDIO REFERENCE:
Sophie: Well, I'm trying to optimize this function, but I feel like I'm missing something. Have you ever tackled a similar optimization challenge?
-->
# --description--
Please answer the question below.
# --question--
## --text--
What has Sophie tried to do, and what is she asking Brian?
## --answers--
She tried solving a bug and is asking for a code review.
### --feedback--
This choice is incorrect. Sophie is working on optimization, not bug solving, and she's asking if Brian has experience with similar challenges.
---
She's optimizing a function and wants to know if Brian has faced a similar challenge.
---
She gave up on the function and is seeking Brian's help to start over.
### --feedback--
Sophie hasn't given up; she's actively working on optimization and inquiring about Brian's experience.
---
She completed the function optimization and is asking for Brian's approval.
### --feedback--
Sophie indicates she's still working on optimization and is missing something, not seeking approval for a completed task.
## --video-solution--
2
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662513cfc37d6c3a297b7b94.md
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---
id: 662513cfc37d6c3a297b7b94
title: Task 7
challengeType: 22
dashedName: task-7
---
<!--
AUDIO REFERENCE:
Brian: Absolutely. Optimization can be tricky. I'd suggest that you break down the function into smaller parts. It might make the optimization more manageable.
-->
# --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.
`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--
## --sentence--
`Absolutely. Optimization can be _, I'd suggest that you _ down the function into _ parts. It might make the optimization more _.`
## --blanks--
`tricky`
### --feedback--
It describes the complexity or difficulty of optimizing the function.
---
`break`
### --feedback--
It suggests dividing the function into simpler parts to work on.
---
`smaller`
### --feedback--
It implies more focused and less overwhelming segments of the function.
---
`manageable`
### --feedback--
It indicates making the task easier to handle or control.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662514383f43d53b748dff42.md
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---
id: 662514383f43d53b748dff42
title: Task 8
challengeType: 19
dashedName: task-8
---
<!--
AUDIO REFERENCE:
Brian: Absolutely. Optimization can be tricky. I'd suggest that you break down the function into smaller parts. It might make the optimization more manageable.
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Brian suggest to Sophie, and why?
## --answers--
He suggests outsourcing the optimization due to its complexity.
### --feedback--
This option is incorrect. Brian's advice is about breaking down the function, not outsourcing.
---
He recommends focusing on other functions instead of the tricky one.
### --feedback--
Brian's suggestion is to work on the current function in a more manageable way, not to shift focus to other functions.
---
He advises against optimizing the function as it's too difficult.
### --feedback--
Rather than advising against it, Brian suggests a strategy to make optimization more manageable.
---
He suggests breaking down the function into smaller parts to make optimization more manageable.
## --video-solution--
4
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662514cc5f752c3cfa8f790a.md
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---
id: 662514cc5f752c3cfa8f790a
title: Task 9
challengeType: 19
dashedName: task-9
---
# --description--
`Time complexity` is a term from computer science. It describes how long an algorithm (a set of instructions) takes to complete, based on the size of the input. A simple example is washing dishes: washing one dish is quick, but washing many dishes takes longer. This is like time complexity in programming.
# --question--
## --text--
What is a simple explanation of `time complexity`?
## --answers--
It's how long it takes to wash dishes, depending on how many there are.
---
It's about solving math problems quickly.
### --feedback--
`Time complexity` is not specifically about solving math problems.
---
It's the complexity of a clock's mechanism.
### --feedback--
`Time complexity` is related to algorithms, not clock mechanisms.
---
It's the time it takes to write a program.
### --feedback--
`Time complexity` refers to the execution time of an algorithm, not the time to write a program.
## --video-solution--
1
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662515989f56983f1f2cb10d.md
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---
id: 662515989f56983f1f2cb10d
title: Task 10
challengeType: 22
dashedName: task-10
---
<!--
AUDIO REFERENCE:
Sophie: Good point. I'll try that. Also, have you ever dealt with time complexity issues in a similar context?
-->
# --description--
Fill in the blank in the dialogue below.
# --fillInTheBlank--
## --sentence--
`Good point. I'll try that. Also, have you ever dealt with time _ issues in a similar context?`
## --blanks--
`complexity`
### --feedback--
This word refers to the level of complication or intricacy of the algorithm's time performance.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625161c74f42b40918e3d40.md
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---
id: 6625161c74f42b40918e3d40
title: Task 11
challengeType: 22
dashedName: task-11
---
<!--
AUDIO REFERENCE:
Sophie: Good point. I'll try that. Also, have you ever dealt with time complexity issues in a similar context?
-->
# --description--
`To deal with` something means to handle or manage it, especially a problem or challenge. For example, `dealing with a difficult homework question` means trying to find the answer.
`dealt` is the past participle of `deal`.
# --fillInTheBlank--
## --sentence--
`Good point. I'll try that. Also, have you ever _ with time complexity issues in a similar context?`
## --blanks--
`dealt`
### --feedback--
It means handled or managed, often in the context of a problem or challenge.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662516a0393cb741cf52e4ab.md
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---
id: 662516a0393cb741cf52e4ab
title: Task 12
challengeType: 19
dashedName: task-12
---
# --description--
Let’s have a quick review: `Have you ever` is a phrase used to ask if someone has experienced something in the past. It's like asking about past events or actions. For example, `Have you ever been to Paris?` asks if the person has visited Paris at any point in their life.
# --question--
## --text--
What does `Have you ever` ask about?
## --answers--
Future plans and intentions
### --feedback--
It asks about past experiences, not future plans.
---
General knowledge or facts
### --feedback--
It's more about personal experiences than general knowledge.
---
Past experiences or actions
---
Current feelings or opinions
### --feedback--
It's about past events, not current feelings or opinions.
## --video-solution--
3
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662516f67e575142bcd515dc.md
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---
id: 662516f67e575142bcd515dc
title: Task 13
challengeType: 22
dashedName: task-13
---
<!--
AUDIO REFERENCE:
Sophie: Good point. I'll try that. Also, have you ever dealt with time complexity issues in a similar context?
-->
# --description--
`In a similar context` means in a situation that is like the one being discussed. It's about comparing something with a similar scenario. For example, `In a similar context, I also choose to walk instead of drive` compares two scenarios where the person prefers walking.
# --fillInTheBlank--
## --sentence--
`Good point. I'll try that. Also, have you ever dealt with time complexity issues in a _ context?`
## --blanks--
`similar`
### --feedback--
It indicates a situation or scenario that is like the one currently being discussed.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625172e28818f43a04d7915.md
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---
id: 6625172e28818f43a04d7915
title: Task 14
challengeType: 19
dashedName: task-14
---
<!--
AUDIO REFERENCE:
Sophie: Good point. I'll try that. Also, have you ever dealt with time complexity issues in a similar context?
-->
# --description--
This task checks understanding of the entire structure of Sophie's sentence.
# --question--
## --text--
What is Sophie asking about in her sentence?
## --answers--
If Brian likes dealing with complex issues
### --feedback--
Sophie's question is specifically about past experiences with a technical issue, not general preferences.
---
If Brian has experience with similar time complexity issues
---
If Brian can teach her about time complexity right now
### --feedback--
She is asking about past experience, not seeking immediate teaching.
---
Brian's opinion on the difficulty of time complexity issues
### --feedback--
She's asking about Brian's experience, not his opinion on the difficulty.
## --video-solution--
2
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/662517bb095bf344730c6e7a.md
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---
id: 662517bb095bf344730c6e7a
title: Task 15
challengeType: 22
dashedName: task-15
---
<!--
AUDIO REFERENCE:
Sophie: Loops and conditionals… Thanks! By the way, when you see a logic challenge, how do you usually approach it?
-->
# --description--
`Loops` in programming refer to instructions that repeat until a certain condition is met. They are used to run the same code multiple times.
`When` is a word used to refer to the time at which something happens. It's often used in questions about timing or conditions.
`To approach` means to deal with something or to start to consider a problem in a particular way. In problem-solving, it's about the method or strategy used to tackle a challenge.
# --fillInTheBlank--
## --sentence--
`_ and conditionals… Thanks! By the way, _ you see a logic challenge, how do you usually _ it?`
## --blanks--
`Loops`
### --feedback--
This word is a programming term for repeating instructions.
---
`when`
### --feedback--
This word is used for asking about the timing of an event or action.
---
`approach`
### --feedback--
This word means the way someone deals with or considers a problem.
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---
id: 6625182c819dcd464d8a772f
title: Task 16
challengeType: 19
dashedName: task-16
---
<!--
AUDIO REFERENCE:
Sophie: Loops and conditionals… Thanks! By the way, when you see a logic challenge, how do you usually approach it?
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Sophie want to know?
## --answers--
The best time to work on logic challenges
### --feedback--
Her question is more about methods, not about timing.
---
Different ways to solve logic challenges
### --feedback--
Sophie is asking about a specific approach, not multiple ways.
---
How to avoid logic challenges in programming
### --feedback--
Her question implies interest in tackling challenges, not avoiding them.
---
The usual method for approaching logic challenges
## --video-solution--
4
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---
id: 662519204fa706489bf194d7
title: Task 17
challengeType: 22
dashedName: task-17
---
<!--
AUDIO REFERENCE:
Brian: Well, I break it down step by step. If I get stuck on a specific part, I ask for help from colleagues. Have you ever collaborated with someone to solve coding problems?
-->
# --description--
A `colleague` is someone you work with, especially in a professional or formal setting. `Colleagues` often collaborate to solve problems. For example, `My colleague helped me fix the bug in the code`.
# --fillInTheBlank--
## --sentence--
`Well, I break it down step by step. If I get _ on a _ part, I ask for help from _. Have you ever collaborated with someone to solve coding problems?`
## --blanks--
`stuck`
### --feedback--
This word refers to being unable to progress in a task or problem.
---
`specific`
### --feedback--
This word describes a particular part or aspect of a larger problem.
---
`colleagues`
### --feedback--
This word refers to people you work with, often in a professional setting.
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---
id: 662519d6e045404a8825ec64
title: Task 18
challengeType: 19
dashedName: task-18
---
<!--
AUDIO REFERENCE:
Brian: Well, I break it down step by step. If I get stuck on a specific part, I ask for help from colleagues. Have you ever collaborated with someone to solve coding problems?
-->
# --description--
Brian shares his method for handling coding challenges.
# --question--
## --text--
What does Brian do when facing a difficult coding problem?
## --answers--
He always solves it alone without help.
### --feedback--
Brian mentions asking for help, so he doesn't always solve problems alone.
---
He breaks down the problem and asks colleagues for help if needed.
---
He immediately hands the problem over to someone else.
### --feedback--
Brian's approach involves breaking down the problem himself, not just handing it over.
---
He avoids difficult coding problems.
### --feedback--
His approach is about actively tackling problems, not avoiding them.
## --video-solution--
2
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---
id: 66251a827166c04c250f8858
title: Task 19
challengeType: 19
dashedName: task-19
---
<!--
AUDIO REFERENCE:
Brian: Well, I break it down step by step. If I get stuck on a specific part, I ask for help from colleagues. Have you ever collaborated with someone to solve coding problems?
-->
# --description--
Brian is curious about Sophie's experience in collaborative problem-solving in programming.
# --question--
## --text--
What does Brian want to know from Sophie?
## --answers--
If she prefers working alone on coding problems
### --feedback--
Brian is asking about collaboration, not her preference for working alone.
---
Her experience in using specific coding tools
### --feedback--
The question is about collaboration, not about tools.
---
If she has collaborated with others to solve coding problems
---
Whether she is an expert in solving coding problems
### --feedback--
His question is about collaboration, not about her expertise level.
## --video-solution--
3
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---
id: 66251b2d50a4454dd7eb4591
title: Task 20
challengeType: 22
dashedName: task-20
---
<!--
AUDIO REFERENCE:
Sophie: I haven't done that much, but it sounds like a great idea. I'll keep that in mind. Do you have any preferred resources for diving deep into optimization techniques?
-->
# --description--
`Preferred` means liked or desired more than other things. For instance, a `preferred choice` is something you would choose over other options.
`Optimization` in programming refers to making a code or system as effective and efficient as possible.
`Diving deep` means to explore or investigate a subject or topic in detail.
# --fillInTheBlank--
## --sentence--
`I _ done that much, but it _ like a great idea. I'll keep that in mind. Do you have any _ resources for _ deep into _ techniques?`
## --blanks--
`haven't`
### --feedback--
This word is used to indicate the absence of an experience or action.
---
`sounds`
### --feedback--
This word suggests that something seems good based on what was heard.
---
`preferred`
### --feedback--
This word refers to resources that are more liked or desired.
---
`diving`
### --feedback--
This word refers to exploring or investigating a subject or topic in detail.
---
`optimization`
### --feedback--
This word refers to the process of making something as effective and efficient as possible.
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---
id: 66251b9ca21e8a4f232af061
title: Task 21
challengeType: 19
dashedName: task-21
---
<!--
AUDIO REFERENCE:
Sophie: I haven't done that much, but it sounds like a great idea. I'll keep that in mind. Do you have any preferred resources for diving deep into optimization techniques?
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Sophie say about her experience collaborating with others to solve problems?
## --answers--
She hasn't done much of it but is open to the idea.
---
She has extensive experience collaborating.
### --feedback--
Sophie indicates that she hasn't done much collaboration, not that she has extensive experience.
---
She prefers to work alone and avoid collaboration.
### --feedback--
Sophie expresses openness to the idea of collaboration, not a preference for working alone.
---
She finds collaboration unnecessary.
### --feedback--
Sophie seems to like the idea of collaboration, not finding it unnecessary.
## --video-solution--
1
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---
id: 66251c216cffc3508cdcc4d9
title: Task 22
challengeType: 19
dashedName: task-22
---
<!--
AUDIO REFERENCE:
Sophie: I haven't done that much, but it sounds like a great idea. I'll keep that in mind. Do you have any preferred resources for diving deep into optimization techniques?
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Sophie want to know from Brian?
## --answers--
His opinion on the importance of optimization
### --feedback--
Sophie is specifically asking for resources, not just his opinion on optimization.
---
Whether he thinks collaboration is necessary
### --feedback--
Her question is about resources for learning optimization, not about collaboration.
---
If he can personally teach her optimization techniques
### --feedback--
She asks for resources, not for personal teaching.
---
His preferred resources for learning about optimization techniques
## --video-solution--
4
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---
id: 66251c6da2ea2b517704971a
title: Task 23
challengeType: 22
dashedName: task-23
---
<!--
AUDIO REFERENCE:
Brian: Definitely! There are some great articles and tutorials online. I can share a few links with you. Have you ever explored online resources for coding challenges?
-->
# --description--
`Challenges` in this context refers to tasks or problems that require a solution, often used in relation to coding or programming tasks.
# --fillInTheBlank--
## --sentence--
`_! There are some great _ and tutorials online. I can share a _ links with you. Have you ever explored online resources for coding _?`
## --blanks--
`Definitely`
### --feedback--
This word indicates strong agreement or confirmation.
---
`articles`
### --feedback--
This word refers to written pieces about specific topics.
---
`few`
### --feedback--
This word signifies a small number, more than one but not many.
---
`challenges`
### --feedback--
This word here refers to tasks or problems in coding that need solving.
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---
id: 66251cba9059ca525eac8eb7
title: Task 24
challengeType: 19
dashedName: task-24
---
<!--
AUDIO REFERENCE:
Brian: Definitely! There are some great articles and tutorials online. I can share a few links with you. Have you ever explored online resources for coding challenges?
-->
# --description--
Brian mentions his preference for certain types of learning resources.
# --question--
## --text--
What are Brian's favorite resources for coding?
## --answers--
Online articles and tutorials
---
Books and offline classes
### --feedback--
Brian mentions preferring online resources, not books or offline classes.
---
In-person coding workshops
### --feedback--
He talks about online resources, not in-person workshops.
---
Private tutoring sessions
### --feedback--
Brian's preference is for articles and tutorials online, not private tutoring.
## --video-solution--
1
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---
id: 66251d38d259e453c729ed73
title: Task 25
challengeType: 19
dashedName: task-25
---
<!--
AUDIO REFERENCE:
Brian: Definitely! There are some great articles and tutorials online. I can share a few links with you. Have you ever explored online resources for coding challenges?
-->
# --description--
Brian is curious about something.
# --question--
## --text--
What does Brian want to know from Sophie?
## --answers--
If she prefers in-person training over online resources
### --feedback--
Brian's question is specifically about her use of online resources, not a comparison with in-person training.
---
If she has used online resources for coding challenges
---
Whether she needs help with coding challenges
### --feedback--
His question is about her past use of resources, not about her current need for help.
---
If she can recommend any resources to him
### --feedback--
Brian's inquiry is about Sophie's experience, not about getting recommendations from her.
## --video-solution--
2
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---
id: 66251d83ab861554d81c9001
title: Task 26
challengeType: 22
dashedName: task-26
---
<!--
AUDIO REFERENCE:
Sophie: Not extensively. I'd appreciate those links. Thanks for your guidance. It's been really helpful.
-->
# --description--
`Extensively` means doing something in a thorough or comprehensive manner. For example, `studying extensively` means studying in great detail.
`Extensive` means wide-ranging or thorough. `Extensively` is doing something in an `extensive` way.
`Helpful` means providing assistance or benefit. For example, `Your advice has been very helpful` means the advice has been beneficial.
# --fillInTheBlank--
## --sentence--
`Not _. I'd _ those links. Thanks for your guidance. It's _ really _.`
## --blanks--
`extensively`
### --feedback--
This word means doing something thoroughly or in a detailed manner.
---
`appreciate`
### --feedback--
This word means being thankful or recognizing the value of something.
---
`been`
### --feedback--
This word is used to talk about something that has happened in the past.
---
`helpful`
### --feedback--
This word means providing assistance or being beneficial.
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---
id: 66251dd2d2582a55cc4ca988
title: Task 27
challengeType: 19
dashedName: task-27
---
<!--
AUDIO REFERENCE:
Brian: Definitely! There are some great articles and tutorials online. I can share a few links with you. Have you ever explored online resources for coding challenges?
Sophie: Not extensively. I'd appreciate those links. Thanks for your guidance. It's been really helpful.
-->
# --description--
Please answer the question below.
# --question--
## --text--
What does Sophie mean when she says `I'd appreciate those links`?
## --answers--
She doesn't need the links.
### --feedback--
Sophie's statement indicates a positive response, showing that she values the links.
---
She will only use the links if necessary.
### --feedback--
Her response shows more enthusiasm than just using the links if necessary.
---
She is thankful and finds the links valuable.
---
She is unsure about the usefulness of the links.
### --feedback--
Sophie expresses appreciation, suggesting she finds the links useful.
## --video-solution--
3
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---
id: 66251e6701f1ac574db171fe
title: Task 28
challengeType: 22
dashedName: task-28
---
<!--
AUDIO REFERENCE:
Brian: No problem. We're a team. Supporting each other is what makes us stronger.
-->
# --description--
`Each other` is a phrase used when referring to a reciprocal relationship or action between two or more people. For example, `helping each other` means people are assisting one another.
`Stronger` is the comparative form of `strong`. It means having more strength or being more forceful than before. For instance, `This team is stronger than last year` implies the team has improved in strength.
# --fillInTheBlank--
## --sentence--
`No problem. We're a team. Supporting _ other is what makes us _.`
## --blanks--
`each`
### --feedback--
It refers to every one of two or more people, indicating that they are doing something to or for one another.
---
`stronger`
### --feedback--
This word is used to describe an increase in strength or improvement over a previous state.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/66251f12b5f14c58d410cd98.md
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---
id: 66251f12b5f14c58d410cd98
title: Task 29
challengeType: 19
dashedName: task-29
---
<!--
AUDIO REFERENCE:
Brian: No problem. We're a team. Supporting each other is what makes us stronger.
-->
# --description--
Brian shares his perspective.
# --question--
## --text--
What is Brian saying about the team and supporting each other?
## --answers--
Working individually makes the team stronger.
### --feedback--
Brian's emphasis is on mutual support, not on working individually.
---
Supporting each other enhances the team's strength.
---
The team doesn't need to support each other to be strong.
### --feedback--
Brian believes that supporting each other is crucial for the team's strength.
---
The team is already strong and doesn't need further support.
### --feedback--
Brian suggests that the act of supporting each other is what makes the team stronger.
## --video-solution--
2
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---
id: 6625ceb55c430866094b40b9
title: "Dialogue 2: Learning a New Technology"
challengeType: 21
dashedName: dialogue-2-learning-a-new-technology
---
# --description--
Watch the video below to understand the context of the upcoming lessons.
# --assignment--
Watch the video
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625cee408515366fddbf402.md
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---
id: 6625cee408515366fddbf402
title: Task 30
challengeType: 22
dashedName: task-30
---
<!--
AUDIO REFERENCE:
Tom: Ugh! I'm really trying to understand how to use this library, but I'm a bit lost. Mind if I ask you for some guidance?
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`Ugh! I'm really _ to understand how to use this _, but I'm a bit lost. _ if I ask you for some guidance?`
## --blanks--
`trying`
### --feedback--
This word indicates making an effort or attempt to do something.
---
`library`
### --feedback--
In programming, this word refers to a collection of pre-written code for common tasks.
---
`Mind`
### --feedback--
This word is used to ask for permission or check if someone is okay with something.
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---
id: 6625cf67c35a69684aafd265
title: Task 31
challengeType: 19
dashedName: task-31
---
<!--
AUDIO REFERENCE:
Tom: Ugh! I'm really trying to understand how to use this library, but I'm a bit lost. Mind if I ask you for some guidance?
-->
# --description--
Tom is expressing difficulty with a programming task.
# --question--
## --text--
What does Tom want to know?
## --answers--
If he can ask for some guidance on using the library
---
Whether he should give up on using the library
### --feedback--
Tom's intent is to seek help, not to give up on using the library.
---
If the library is too difficult for others as well
### --feedback--
Tom is asking for personal assistance, not about others' experiences with the library.
---
How to solve a different problem without help
### --feedback--
He specifically asks for guidance on using a particular library, not about solving a different problem.
## --video-solution--
1
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---
id: 6625cff7d0c95169e5b8fc7d
title: Task 32
challengeType: 19
dashedName: task-32
---
<!--
AUDIO REFERENCE:
Sarah: Of course! I'm here to help. What are you having trouble with?
-->
# --description--
In English, it's common to end questions with prepositions like `with`. For example, `What are you working with?` is asking about the subject someone is working on at that moment.
# --question--
## --text--
What does Sarah want to know?
## --answers--
What kind of help is needed
### --feedback--
The question is more about identifying the specific problem, not the type of help.
---
The specific problem or issue someone is facing
---
Why someone is causing trouble
### --feedback--
This question is about what someone is struggling with, not why they are causing trouble.
---
What time someone will finish their work
### --feedback--
The question focuses on identifying a problem, not on the time of completion.
## --video-solution--
2
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625d0e9ef6f966c3e2d6164.md
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---
id: 6625d0e9ef6f966c3e2d6164
title: Task 33
challengeType: 22
dashedName: task-33
---
<!--
AUDIO REFERENCE:
Tom: Well, I'm trying to understand the basics, like how to set up the environment. Have you ever worked with this tech stack before?
-->
# --description--
The `basics` refer to fundamental or elementary aspects of a subject. For example, `learning the basics of cooking` means understanding simple recipes and techniques.
A `tech stack` is a combination of technologies a company uses to build an application. For instance, a `tech stack` might include a database, server, and front-end framework.
# --fillInTheBlank--
## --sentence--
`_, I'm trying to understand the _, like how to set up the _. Have you ever worked with this tech _ before?`
## --blanks--
`Well`
### --feedback--
This word is used to introduce a thought or response.
---
`basics`
### --feedback--
This word refers to fundamental aspects or elementary principles of a subject.
---
`environment`
### --feedback--
In programming, this word refers to the setup where software and applications run.
---
`stack`
### --feedback--
This word is part of the term which refers to a combination of technologies used in development.
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---
id: 6625d3af386a1a72d220e20d
title: Task 34
challengeType: 19
dashedName: task-34
---
<!--
AUDIO REFERENCE:
Tom: Well, I'm trying to understand the basics, like how to set up the environment. Have you ever worked with this tech stack before?
-->
# --description--
Tom expresses his current focus in learning.
# --question--
## --text--
What is the main thing Tom is trying to do?
## --answers--
He is trying to find someone to set up the environment for him.
### --feedback--
Tom mentions he is trying to understand how to do it himself, not looking for someone else to do it.
---
He is trying to understand the basics of setting up the environment.
---
He is looking for advanced techniques in technology.
### --feedback--
Tom specifically mentions focusing on the basics, not advanced techniques.
---
He is avoiding working with the tech stack.
### --feedback--
Tom is actively trying to learn, not avoiding the work.
## --video-solution--
2
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---
id: 6625d42589aa8173e84c6cac
title: Task 35
challengeType: 19
dashedName: task-35
---
<!--
AUDIO REFERENCE:
Tom: Well, I'm trying to understand the basics, like how to set up the environment. Have you ever worked with this tech stack before?
-->
# --description--
Tom's question to Sarah reveals his interest in their experience with a specific set of technologies.
# --question--
## --text--
What does Tom want to know from Sarah?
## --answers--
If his colleague can teach him everything about the tech stack
### --feedback--
Tom's question is about past experience, not requesting comprehensive teaching.
---
If Sarah has experience with this particular tech stack
---
If Sarah thinks the tech stack is difficult to use
### --feedback--
Tom asks about experience, not opinions on the difficulty of the tech stack.
---
If Sarah prefers using a different tech stack
### --feedback--
The question is about the colleague's experience with this tech stack, not their preferences.
## --video-solution--
2
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---
id: 6625d472aa9f8074dca7199f
title: Task 36
challengeType: 22
dashedName: task-36
---
<!--
AUDIO REFERENCE:
Sarah: Yes, I have. Setting up the environment can be a bit tricky initially.
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`Yes, I have. _ up the environment can be a bit _ initially.`
## --blanks--
`Setting`
### --feedback--
This word refers to the process of preparing or arranging something for use.
---
`tricky`
### --feedback--
This word describes something as challenging or complex to handle.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625d4b5b043f075a2e9425d.md
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---
id: 6625d4b5b043f075a2e9425d
title: Task 37
challengeType: 19
dashedName: task-37
---
<!--
AUDIO REFERENCE:
Sarah: Yes, I have. Setting up the environment can be a bit tricky initially.
-->
# --description--
Please answer the question below.
# --question--
## --text--
According to Sarah, how easy is it to set up a new environment?
## --answers--
Extremely easy and straightforward
### --feedback--
Sarah indicates that it can be somewhat challenging, not extremely easy.
---
Somewhat difficult, especially at the start
---
Usually very complicated and time-consuming
### --feedback--
While tricky, Sarah doesn't imply that it's usually very complicated or extremely time-consuming.
---
Quite tricky initially
### --feedback--
This doesn't align with Sarah saying it's `a bit tricky initially`.
## --video-solution--
2
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---
id: 6625d54c1eb70c774106c380
title: Task 38
challengeType: 22
dashedName: task-38
---
<!--
AUDIO REFERENCE:
Sarah: Let's walk through the steps together. First, download the installer from the official website. It'll guide you through the setup process. If you have any issues during the installation, don't hesitate to reach out.
-->
# --description--
An `installer` is a program used for installing software. For instance, `Download the installer to get the app on your computer`.
`Setup` as a noun refers to the arrangement or preparation of something. For example, `Check the setup instructions for your new phone`. `Set up` as a verb means to arrange or prepare, like `Please set up the chairs for the meeting`.
`Installation` refers to the process of installing something, especially software or equipment. For example, `Follow the steps for the software installation`.
# --fillInTheBlank--
## --sentence--
`Let's walk _ the steps together. First, download the _ from the official website. It'll guide you through the _ process. If you have any issues during the _, don't hesitate to reach out.`
## --blanks--
`through`
### --feedback--
This word is used to describe progression within a process or steps.
---
`installer`
### --feedback--
This word refers to a program that installs software.
---
`setup`
### --feedback--
In this context, it's used as a noun to refer to the arrangement or preparation process.
---
`installation`
### --feedback--
This word refers to the process of installing, particularly software.
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---
id: 6625d5ad00fc51785d7fb311
title: Task 39
challengeType: 19
dashedName: task-39
---
<!--
AUDIO REFERENCE:
Sarah: Let's walk through the steps together. First, download the installer from the official website. It'll guide you through the setup process. If you have any issues during the installation, don't hesitate to reach out.
-->
# --description--
Sarah suggests a series of actions to help Tom.
# --question--
## --text--
What series of actions does Sarah suggest to Tom for setting up the software?
## --answers--
Download the installer, follow the setup process, and ask for help if needed.
---
Visit the official website and read the installation guide.
### --feedback--
While visiting the website is implied, Sarah specifically mentions downloading the installer and following the setup process.
---
Ignore the official website and try installing without guidance.
### --feedback--
Sarah advises using the official installer and following its guidance, not ignoring it.
---
Wait for assistance without trying the installation.
### --feedback--
Sarah's suggestion involves active steps by Tom, not just waiting for assistance.
## --video-solution--
1
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---
id: 6625d612ad11c279939fb91c
title: Task 40
challengeType: 22
dashedName: task-40
---
<!--
AUDIO REFERENCE:
Sarah: We can troubleshoot together. By the way, have you ever tried looking at the official documentation for this library?
-->
# --description--
`To troubleshoot` means to identify and solve problems or issues, especially with equipment or systems. For example, `troubleshooting a computer problem` means figuring out what's wrong and how to fix it.
# --fillInTheBlank--
## --sentence--
`We can _ together. By the way, _ you ever tried looking at the official _ for this _?`
## --blanks--
`troubleshoot`
### --feedback--
This word refers to the process of solving problems or fixing issues.
---
`have`
### --feedback--
This word is used as part of a question about past experiences.
---
`documentation`
### --feedback--
This word refers to written material that provides detailed information about a topic.
---
`library`
### --feedback--
In programming, this word refers to a collection of code used for common tasks.
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---
id: 6625d6554783147a7dbce128
title: Task 41
challengeType: 19
dashedName: task-41
---
<!--
AUDIO REFERENCE:
Sarah: We can troubleshoot together. By the way, have you ever tried looking at the official documentation for this library?
-->
# --description--
Sarah is offering assistance to Tom in his coding challenge.
# --question--
## --text--
Which part of Sarah's speech implies that she is offering help?
## --answers--
Asking if Tom has tried looking at the documentation
### --feedback--
While this shows interest, it's more of an inquiry than an offer of help.
---
Mentioning the official documentation for the library
### --feedback--
This is informative, but the offer of help is indicated elsewhere in her speech.
---
Discussing the use of libraries in programming
### --feedback--
Discussing libraries is part of the conversation, but it's not where she offers help.
---
Suggesting to troubleshoot together
## --video-solution--
4
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---
id: 6625d6b086abb87b8c962955
title: Task 42
challengeType: 22
dashedName: task-42
---
<!--
AUDIO REFERENCE:
Sarah: By the way, have you ever tried looking at the official documentation for this library?
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`_ the way, have you ever tried looking _ the official documentation _ this library?`
## --blanks--
`By`
### --feedback--
It starts a phrase which is used to smoothly introduce a new topic or point in the conversation.
---
`at`
### --feedback--
This preposition indicates focusing attention or sight on something, like reading or examining.
---
`for`
### --feedback--
It indicates the intended purpose or reason, in this case, the specific library being discussed.
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---
id: 6625d757c9a1667d13c358db
title: Task 43
challengeType: 19
dashedName: task-43
---
<!--
AUDIO REFERENCE:
Sarah: By the way, have you ever tried looking at the official documentation for this library?
-->
# --description--
This task checks if you understand a simple question about using documentation.
# --question--
## --text--
What does Sarah want to know from Tom?
## --answers--
If Tom has ever read the guide for the library
---
If Tom has used this library in another project
### --feedback--
This choice is not quite right. Sarah is asking about reading the library's guide, not using the library in a project.
---
If Tom knows where the library is
### --feedback--
Sarah's question is about reading the official guide, not about finding the library.
---
If Tom likes the library
### --feedback--
The question isn't about whether Tom likes the library; it's about whether he has read the guide.
## --video-solution--
1
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---
id: 6625d7e129384c7ec26b2cc3
title: Task 44
challengeType: 22
dashedName: task-44
---
<!--
AUDIO REFERENCE:
Tom: I looked at it, but it seemed a bit overwhelming. Do you have any tips on how to approach it?
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`I looked at it, but it seemed a bit _. Do you have any tips on how to _ it?`
## --blanks--
`overwhelming`
### --feedback--
This word describes feeling that something is too much or too challenging to manage.
---
`approach`
### --feedback--
This word refers to the way a task or problem is dealt with.
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---
id: 6625d81940f2c57f66bbd17e
title: Task 45
challengeType: 19
dashedName: task-45
---
<!--
AUDIO REFERENCE:
Tom: I looked at it, but it seemed a bit overwhelming. Do you have any tips on how to approach it?
-->
# --description--
Tom expresses his concerns.
# --question--
## --text--
How does Tom feel about the official documentation, and what does he want to know?
## --answers--
He is confident about it and wants to know more advanced tips.
### --feedback--
Tom indicates feeling overwhelmed, not confident.
---
He finds it easy to understand and is looking for additional resources.
### --feedback--
Tom mentions feeling overwhelmed, not that it's easy.
---
He feels it's too complex and asks for tips on how to approach it.
---
He is not interested in the documentation and prefers alternative methods.
### --feedback--
Tom's inquiry about how to approach the documentation suggests interest, not disinterest.
## --video-solution--
3
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---
id: 6625d84e92201f802eac3973
title: Task 46
challengeType: 22
dashedName: task-46
---
<!--
AUDIO REFERENCE:
Sarah: When the documentation is extensive, start with the introductory sections.
-->
# --description--
`Introductory` refers to the beginning part of something. It's like the first chapter of a book. In documentation, `introductory` sections help you start and understand the basics.
`Extensive` means large in amount. For example, `A book with many pages is extensive.` It's like having a lot of something.
# --fillInTheBlank--
## --sentence--
`When the documentation is _, start with the _ sections.`
## --blanks--
`extensive`
### --feedback--
This word means having a lot or covering a wide area.
---
`introductory`
### --feedback--
This word describes the first part that introduces the main subject.
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---
id: 6625d8bc46b89481625b068b
title: Task 47
challengeType: 19
dashedName: task-47
---
<!--
AUDIO REFERENCE:
Sarah: When the documentation is extensive, start with the introductory sections.
-->
# --description--
Sarah gives advice on how to handle large documentation.
# --question--
## --text--
What does Sarah suggest doing when dealing with extensive documentation?
## --answers--
To read the entire documentation in one go
### --feedback--
This suggestion is overwhelming. Sarah advises a more manageable approach.
---
To skip the introductory sections and go to the advanced topics
### --feedback--
Sarah specifically recommends another thing.
---
To ignore the documentation and ask for help instead
### --feedback--
Sarah's advice is to use the documentation, starting with the introductory parts.
---
To start with the introductory sections
## --video-solution--
4
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---
id: 6625d910fb77f9826de00b73
title: Task 48
challengeType: 19
dashedName: task-48
---
<!--
AUDIO REFERENCE:
Sarah: When the documentation is extensive, start with the introductory sections. If you focus on understanding the core concepts first, it becomes more manageable.
-->
# --description--
Sarah keeps sharing her advice.
# --question--
## --text--
What is the advantage of starting with introductory sections according to Sarah?
## --answers--
It makes the documentation more manageable by focusing on core concepts first.
---
It saves time by avoiding unnecessary details.
### --feedback--
Sarah's focus is on understanding core concepts.
---
Introductory sections are always the most interesting.
### --feedback--
Sarah's emphasis is on manageability, not interest.
---
You can skip learning the more difficult parts.
### --feedback--
Sarah suggests building a foundation, not skipping parts.
## --video-solution--
1
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---
id: 6625d9508854008334d44831
title: Task 49
challengeType: 22
dashedName: task-49
---
<!--
AUDIO REFERENCE:
Also, have you ever joined online tech forums or communities?
-->
# --description--
`To join` in this context means to become a member of a group or to participate in an activity. For instance, `joining a book club` means becoming a part of that group.
# --fillInTheBlank--
## --sentence--
`Also, have you ever _ online tech forums or _?`
## --blanks--
`joined`
### --feedback--
This word means to become a member or part of a group.
---
`communities`
### --feedback--
This word refers to groups of people with shared interests, often found online.
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---
id: 6625d987196d2383e359d41f
title: Task 50
challengeType: 19
dashedName: task-50
---
<!--
AUDIO REFERENCE:
Sarah: Also, have you ever joined online tech forums or communities?
Tom: Not yet. Are they helpful?
-->
# --description--
Listen to the audio and answer the question.
# --question--
## --text--
Has Tom joined any online tech forums or communities?
## --answers--
Yes, he is active in many forums.
### --feedback--
Tom's response `Not yet` indicates that he hasn't joined any such forums or communities.
---
No, he has not joined any yet.
---
He only joins forums for special occasions.
### --feedback--
Tom makes no mention of joining forums for specific reasons; he simply states he hasn't joined any.
---
He prefers in-person communities over online ones.
### --feedback--
Tom's preference for in-person over online communities isn't mentioned in his response.
## --video-solution--
2
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---
id: 6625da09ef6e5b8547626587
title: Task 51
challengeType: 22
dashedName: task-51
---
<!--
AUDIO REFERENCE:
Sarah: Absolutely! Joining forums or communities provides a platform where you can ask questions and learn from others' experiences.
-->
# --description--
Fill in the blanks in the dialogue below.
# --fillInTheBlank--
## --sentence--
`Absolutely! _ forums or communities _ a platform where you can ask questions and learn from others' experiences.`
## --blanks--
`Joining`
### --feedback--
This word means becoming part of a group or activity.
---
`provides`
### --feedback--
This word means to supply or make available.
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---
id: 6625da582aba58863d900bcf
title: Task 52
challengeType: 22
dashedName: task-52
---
<!--
AUDIO REFERENCE:
Sarah: Absolutely! Joining forums or communities provides a platform where you can ask questions and learn from others' experiences.
-->
# --description--
When a word ends in `s` and you want to show possession, you add an apostrophe (`'`) at the end.
For example, `Thomas' book` shows that the book belongs to Thomas. `The forums' rules` means the rules of the forums. `In two weeks' time` means in the time span of two weeks.
# --fillInTheBlank--
## --sentence--
`Absolutely! Joining _ or communities provides a _ where you can ask questions and learn from _ experiences.`
## --blanks--
`forums`
### --feedback--
These are websites where people can post messages to discuss different topics.
---
`platform`
### --feedback--
This word means a place or opportunity for expressing ideas or opinions.
---
`others'`
### --feedback--
This possessive form indicates something belonging to other people.
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---
id: 6625dc1d103a638a7fd5308b
title: Task 53
challengeType: 19
dashedName: task-53
---
<!--
AUDIO REFERENCE:
Sarah: Absolutely! Joining forums or communities provides a platform where you can ask questions and learn from others' experiences. If you encounter any roadblocks, it's a great resource.
-->
# --description--
Sarah talks about online forums and communities.
# --question--
## --text--
What does Sarah think about online forums and communities?
## --answers--
She doesn't find them helpful.
### --feedback--
Sarah says they are good for asking questions and learning, so she finds them helpful.
---
She thinks they are helpful for learning and asking questions.
---
They are only for people who know a lot.
### --feedback--
Sarah suggests they are good for everyone, not just for those who know a lot.
---
She isn't sure if they are good or not.
### --feedback--
Sarah sounds sure they are good. She says `Absolutely!`
## --video-solution--
2
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---
id: 6625dc81861c0d8b754a4829
title: Task 54
challengeType: 19
dashedName: task-54
---
<!--
AUDIO REFERENCE:
Tom: Awesome. I'll give it a try. Thanks for the suggestion, Sarah.
Sarah: Sure.
-->
# --description--
Tom is responding to Sarah's suggestion about using online forums and communities.
# --question--
## --text--
How does Tom respond to Sarah's suggestion about online forums and communities?
## --answers--
He is enthusiastic and plans to try it.
---
He is not interested and politely refuses.
### --feedback--
Tom's use of `Awesome` and `I'll give it a try` indicates interest, not refusal.
---
He asks for more information before deciding.
### --feedback--
Tom immediately accepts the suggestion without asking for more details.
---
He changes the subject to avoid answering.
### --feedback--
Tom directly responds to the suggestion, showing he is willing to try it.
## --video-solution--
1
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---
id: 6625ddee54d1db9090a4800f
title: "Dialogue 3: Offering Assistance and Receiving Guidance"
challengeType: 21
dashedName: dialogue-3-offering-assistance-and-receiving-guidance
---
# --description--
Watch the video below to understand the context of the upcoming lessons.
# --assignment--
Watch the video
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625de24962337919e462c20.md
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---
id: 6625de24962337919e462c20
title: Task 55
challengeType: 22
dashedName: task-55
---
<!--
AUDIO REFERENCE:
Maria: Tom, I noticed you were struggling with the version control system. Need a hand?
-->
# --description--
`To struggle with` something means to have difficulty handling or coping with it. For example, `struggling with a difficult math problem` means having a hard time solving it. It's like facing a challenge that is not easy to overcome.
`Need a hand?` is an informal way of asking if someone needs help. It's like saying, `Do you need some assistance?` For instance, if you see someone carrying a lot of books, you might ask, `Need a hand with those books?`
# --fillInTheBlank--
## --sentence--
`Tom, I noticed you were _ with the version control system. _ a hand?`
## --blanks--
`struggling`
### --feedback--
This word means having difficulty with something, facing a challenge.
---
`Need`
### --feedback--
It means requiring assistance or support from someone else.
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---
id: 6625deaf1ab4a69314d3125e
title: Task 56
challengeType: 19
dashedName: task-56
---
<!--
AUDIO REFERENCE:
Maria: Tom, I noticed you were struggling with the version control system. Need a hand?
-->
# --description--
Maria observes something and talks to Tom.
# --question--
## --text--
What is happening in this interaction between Maria and Tom?
## --answers--
Tom is offering to help Maria with the version control system.
### --feedback--
Maria is the one offering help to Tom, not the other way around.
---
Maria is asking Tom for help with the version control system.
### --feedback--
Maria notices Tom's struggle and offers help, rather than asking for it herself.
---
Maria notices Tom's difficulty and offers assistance.
---
They are discussing how easy the version control system is.
### --feedback--
The conversation is about Tom struggling, not about the ease of the system.
## --video-solution--
3
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---
id: 6625dee8ccb83a93da674fca
title: Task 57
challengeType: 22
dashedName: task-57
---
<!--
AUDIO REFERENCE:
Tom: Oh, thanks, Maria. I'm having a hard time understanding how to merge branches. Have you ever had to deal with this?
-->
# --description--
`Having a hard time` means experiencing difficulty with something. For example, `I'm having a hard time lifting this box` means the box is difficult to lift.
`Having a good time` means enjoying yourself or having fun. For instance, `I'm having a good time at the party` means you are enjoying the party.
# --fillInTheBlank--
## --sentence--
`Oh, thanks, Maria. I'm having a _ time _ how to merge branches. Have you ever _ to deal with this?`
## --blanks--
`hard`
### --feedback--
It means experiencing difficulty or challenges.
---
`understanding`
### --feedback--
This word refers to the process of comprehending or grasping something.
---
`had`
### --feedback--
This word is used to indicate past experience or occurrence.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625df2bb732da94b03089d1.md
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---
id: 6625df2bb732da94b03089d1
title: Task 58
challengeType: 22
dashedName: task-58
---
<!--
AUDIO REFERENCE:
Tom: Oh, thanks, Maria. I'm having a hard time understanding how to merge branches. Have you ever had to deal with this?
-->
# --description--
`To merge branches` in version control systems like Git means combining the changes from one branch into another. For example, `merging a feature branch into the main branch` means adding the new feature to the main code.
`To deal with` something means to handle or manage it, especially a problem or challenge. For instance, `dealing with a difficult customer` means managing the situation with the customer.
# --fillInTheBlank--
## --sentence--
`Oh, thanks, Maria. I'm having a hard time understanding how to _ branches. Have you ever had to _ with this?`
## --blanks--
`merge`
### --feedback--
This word refers to the action of combining changes from different branches.
---
`deal`
### --feedback--
This word means to handle or manage a situation or problem.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625df8d71b44495cde83d48.md
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---
id: 6625df8d71b44495cde83d48
title: Task 59
challengeType: 19
dashedName: task-59
---
<!--
AUDIO REFERENCE:
Tom: Oh, thanks, Maria. I'm having a hard time understanding how to merge branches. Have you ever had to deal with this?
-->
# --description--
Tom is expressing difficulty with a specific aspect of version control in programming.
# --question--
## --text--
What is Tom having a hard time with?
## --answers--
Learning to code in a new programming language
### --feedback--
Tom's struggle is specific to merging branches, not learning a new language.
---
Setting up his computer
### --feedback--
His difficulty is related to version control, not computer setup.
---
Understanding how to merge branches in a version control system
---
Using the internet effectively
### --feedback--
Tom's challenge is about version control, not general internet use.
## --video-solution--
3
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---
id: 6625dfe17a5dd696cf89cb01
title: Task 60
challengeType: 19
dashedName: task-60
---
<!--
AUDIO REFERENCE:
Maria: All the time. Merging can be tricky.
-->
# --description--
Maria is responding to Tom's question about merging branches.
# --question--
## --text--
How often does Maria merge branches?
## --answers--
All the time
---
Rarely
### --feedback--
Maria indicates she does it frequently.
---
Never as she avoids merging
### --feedback--
Maria says `All the time`, implying she does merge branches, not that she avoids it.
---
Only when it's absolutely necessary
### --feedback--
Her response suggests she merges branches regularly, not just in specific situations.
## --video-solution--
1
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625e02aa797a497b69d2c55.md
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---
id: 6625e02aa797a497b69d2c55
title: Task 61
challengeType: 22
dashedName: task-61
---
<!--
AUDIO REFERENCE:
Maria: All the time. Merging can be tricky. Let's sit down after the meeting, and I'll walk you through it step by step.
-->
# --description--
This task focuses on understanding specific terms related to version control and guidance in programming.
# --fillInTheBlank--
## --sentence--
`All the time. _ can be _. Let's sit down after the meeting, and I'll walk you _ it step by step.`
## --blanks--
`Merging`
### --feedback--
This word refers to the process of combining changes from different branches.
---
`tricky`
### --feedback--
This word describes something as difficult or complex to handle.
---
`through`
### --feedback--
This word is used to indicate guiding someone from the beginning to the end of a process.
curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-request-and-receive-guidance/6625e08130068e98c6c166c6.md
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---
id: 6625e08130068e98c6c166c6
title: Task 62
challengeType: 19
dashedName: task-62
---
<!--
AUDIO REFERENCE:
Maria: All the time. Merging can be tricky. Let's sit down after the meeting, and I'll walk you through it step by step.
-->
# --description--
This task is about understanding what Maria is offering to do for Tom in relation to a technical task.
# --question--
## --text--
What is Maria suggesting to Tom?
## --answers--
To handle merging by himself
### --feedback--
Maria offers to help, not suggesting Tom do it alone.
---
To sit down with her for guidance on merging
---
To avoid merging until he has more experience
### --feedback--
Maria's offer of help implies that she doesn't want Tom to avoid merging.
---
That she will do the merging for him
### --feedback--
Maria suggests guiding Tom, not doing the task for him.
## --video-solution--
2
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---
id: 6625e0c2e7f616999352aa7b
title: Task 63
challengeType: 22
dashedName: task-63
---
<!--
Entire dialogue
-->
# --description--
This task summarizes the dialogue between Maria and Tom, focusing on the key words related to their interaction about version control and merging branches.
# --fillInTheBlank--
## --sentence--
`Tom was _ with the version control system, and Maria offered to _ a _. She frequently _ with merging branches and suggested sitting down to _ Tom _ the process.`
## --blanks--
`struggling`
### --feedback--
It refers to Tom having difficulty with the version control system.
---
`give`
### --feedback--
Maria offers assistance to Tom.
---
`hand`
### --feedback--
It refers to help or assistance.
---
`deals`
### --feedback--
Maria is experienced with handling such tasks.
---
`guide`
### --feedback--
Maria proposes to help Tom understand the process.
---
`through`
### --feedback--
It indicates guiding someone from start to finish.
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---
id: 655cd6b40aabaf962afdf02d
title: "Dialogue: Placeholder"
challengeType: 21
videoId: nLDychdBwUg
dashedName: dialogue-placeholder
---
# --description--
Watch the video above to understand the context of the upcoming lessons.
# --assignment--
Watch the video