feat(curriculum): add English Morning/Evening Routine block (#52393)

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

curriculum/challenges/_meta/learn-how-to-discuss-your-morning-or-evening-routine/meta.json

@@ -10,8 +10,416 @@
   "isBeta": true,
   "challengeOrder": [
     {
-      "id": "655c0f39ee87517d584d81f9",
-      "title": "Dialogue: Placeholder"
+      "id": "655699a46134fa74acaf6204",
+      "title": "Dialogue 1: Learn How to Discuss Your Morning or Evening Routine"
+    },
+    {
+      "id": "65569ebbc9ef9f7b5b99827b",
+      "title": "Task 1"
+    },
+    {
+      "id": "6556ba2fe6c3f3846ea71ab2",
+      "title": "Task 2"
+    },
+    {
+      "id": "6556bc95e6ce5d850d37dd07",
+      "title": "Task 3"
+    },
+    {
+      "id": "6556be93f9fcb88ac9e88b0d",
+      "title": "Task 4"
+    },
+    {
+      "id": "6556bfd76c3fc38ba94ccf5e",
+      "title": "Task 5"
+    },
+    {
+      "id": "6556c1255efe438cbba5ce06",
+      "title": "Task 6"
+    },
+    {
+      "id": "6556c24670683b8d6d80bb32",
+      "title": "Task 7"
+    },
+    {
+      "id": "6556c3561e21d38e21518845",
+      "title": "Task 8"
+    },
+    {
+      "id": "6556c456a11da38ed3275f67",
+      "title": "Task 9"
+    },
+    {
+      "id": "6556c5977ba8d5900c230ce5",
+      "title": "Task 10"
+    },
+    {
+      "id": "6556c78eac427390aafa26ff",
+      "title": "Task 11"
+    },
+    {
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+      "title": "task 12"
+    },
+    {
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+      "title": "Task 13"
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+    {
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+      "title": "Task 14"
+    },
+    {
+      "id": "6557985a95ab6db1c4a31b6c",
+      "title": "Task 15"
+    },
+    {
+      "id": "6557995f0d97e1b2837a3081",
+      "title": "Task 16"
+    },
+    {
+      "id": "65579a0e1613d5b31a034ee5",
+      "title": "Task 17"
+    },
+    {
+      "id": "6557aee56ed7dcb5506a66d6",
+      "title": "Task 18"
+    },
+    {
+      "id": "6557b169bc7ab4b66929672d",
+      "title": "Task 19"
+    },
+    {
+      "id": "6557b2f6f90e6eb703cd2307",
+      "title": "Task 20"
+    },
+    {
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+      "title": "Task 21"
+    },
+    {
+      "id": "6557bb81a99580b97a8b1c3b",
+      "title": "Task 22"
+    },
+    {
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+      "title": "Task 23"
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+    {
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+      "title": "Task 24"
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+    {
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+      "title": "Task 30"
+    },
+    {
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+      "title": "Task 31"
+    },
+    {
+      "id": "6557e0adbee371c3ac455a01",
+      "title": "Task 32"
+    },
+    {
+      "id": "6557e2aca332a4c4c0359ed5",
+      "title": "Task 33"
+    },
+    {
+      "id": "6557e1ad953431c417763b3b",
+      "title": "Task 34"
+    },
+    {
+      "id": "6557e5c6a854bfcad48808c4",
+      "title": "Task 35"
+    },
+    {
+      "id": "65593cf82e2430e8567edf39",
+      "title": "Dialogue 2: Consulting a Wellness Expert"
+    },
+    {
+      "id": "655a21f5512be1f7dbfe4cad",
+      "title": "Task 36"
+    },
+    {
+      "id": "655a235215bab7fa2a2e4bb7",
+      "title": "Task 37"
+    },
+    {
+      "id": "655a24f27d595bfb53f1bb3e",
+      "title": "Task 38"
+    },
+    {
+      "id": "655a256c6fce94fb9c1cc841",
+      "title": "Task 39"
+    },
+    {
+      "id": "655a2a597d94f7fcc2f6126e",
+      "title": "Task 40"
+    },
+    {
+      "id": "655a3132c16520fe6bf8f9be",
+      "title": "Task 41"
+    },
+    {
+      "id": "655a33bb8f2009ff7a7abfaa",
+      "title": "Task 42"
+    },
+    {
+      "id": "655a3470e882d10004441cf3",
+      "title": "Task 43"
+    },
+    {
+      "id": "655a35731cb3fc0152ebcf60",
+      "title": "task-44"
+    },
+    {
+      "id": "655a367638e3f401eb0235ea",
+      "title": "Task 45"
+    },
+    {
+      "id": "655a3789069fc902eb2aaa4b",
+      "title": "Task 46"
+    },
+    {
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+      "title": "Task 47"
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+    {
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+      "title": "Task 48"
+    },
+    {
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+      "title": "Task 49"
+    },
+    {
+      "id": "655a3cc030fb970687d6444d",
+      "title": "Task 50"
+    },
+    {
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+      "title": "Task 51"
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+    {
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+      "title": "Task 52"
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+      "title": "Task 53"
+    },
+    {
+      "id": "655a4fc35818d90f73f63ba0",
+      "title": "Task 54"
+    },
+    {
+      "id": "655a505171c360103cf718f9",
+      "title": "Task 55"
+    },
+    {
+      "id": "655a51cff12fb7117aa611f9",
+      "title": "Task 56"
+    },
+    {
+      "id": "655a52d92a586612be333b16",
+      "title": "Task 57"
+    },
+    {
+      "id": "655a54506b259313b2d59577",
+      "title": "Task 58"
+    },
+    {
+      "id": "655a55068842f6143a7bcc46",
+      "title": "Task 59"
+    },
+    {
+      "id": "655a5630b68570156ea7d80e",
+      "title": "Task 60"
+    },
+    {
+      "id": "655a57579afa8d173304b239",
+      "title": "Task 61"
+    },
+    {
+      "id": "655a591ad34faa18c8338f9b",
+      "title": "Dialogue 3: Evening Routine With Kids"
+    },
+    {
+      "id": "655a5bfadf47e1199f9b65eb",
+      "title": "Task 62"
+    },
+    {
+      "id": "655a5e76ca6f8d1b1a88e0f1",
+      "title": "Task 63"
+    },
+    {
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+      "title": "Task 64"
+    },
+    {
+      "id": "655a79e595bd202b4cd5e2d2",
+      "title": "Task 65"
+    },
+    {
+      "id": "655a7c5211e5252cf8a4ed01",
+      "title": "Task 66"
+    },
+    {
+      "id": "655a7d752ffc542e5874af0b",
+      "title": "Task 67"
+    },
+    {
+      "id": "655a88194beb4332037ff7ce",
+      "title": "Task 68"
+    },
+    {
+      "id": "655a896f31ca6a32913d1106",
+      "title": "Task 69"
+    },
+    {
+      "id": "655a8ae1f10749350bc8820f",
+      "title": "Task 70"
+    },
+    {
+      "id": "655a8b62e5681235c3fb5492",
+      "title": "Task 71"
+    },
+    {
+      "id": "655a8c9d2a0ea136a0fd3631",
+      "title": "Task 72"
+    },
+    {
+      "id": "655a8d7c939fcf37604516e4",
+      "title": "Task 73"
+    },
+    {
+      "id": "655a8ecc0cad80393b5f3b5b",
+      "title": "Task 74"
+    },
+    {
+      "id": "655a8fcbb859993a93204e44",
+      "title": "Task 75"
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+    {
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+      "title": "Task 76"
+    },
+    {
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+      "title": "Task 77"
+    },
+    {
+      "id": "655a9f8d6d3af8538a178166",
+      "title": "Dialogue 4: Brian and Maria talk about eventful evenings"
+    },
+    {
+      "id": "655aa098bb38a05474a3f5b4",
+      "title": "Task 78"
+    },
+    {
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+      "id": "655b275cadbebf5fc0f0db05",
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+      "title": "Task 82"
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+      "title": "Task 86"
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+    {
+      "id": "655b3274b6c61c67d95b5e67",
+      "title": "Task 89"
+    },
+    {
+      "id": "655b32b2812874680f3198d3",
+      "title": "Task 90"
+    },
+    {
+      "id": "655b34a4b45a76689cb429c6",
+      "title": "Dialogue 5: Sophie and Brian Talk About The Weekend"
+    },
+    {
+      "id": "655b34e53bf2cb6908042c98",
+      "title": "Task 91"
+    },
+    {
+      "id": "655b3581926acd6a172fa94b",
+      "title": "Task 92"
+    },
+    {
+      "id": "655b363149b5ba6b15434574",
+      "title": "Task 93"
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+    {
+      "id": "655b37ecf9da446bd1dcff4f",
+      "title": "Task 94"
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+    {
+      "id": "655b38c1f5351d6c827c8e8f",
+      "title": "Task 95"
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+    {
+      "id": "655b39e59c29d16d64a2ce8e",
+      "title": "Task 96"
+    },
+    {
+      "id": "655b3b06ec00a46e572868a2",
+      "title": "Task 97"
+    },
+    {
+      "id": "657a45a85a8f6cfeef7803db",
+      "title": "Task 98"
     }
   ],
   "helpCategory": "English"

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655699a46134fa74acaf6204.md

@@ -0,0 +1,15 @@
+---
+id: 655699a46134fa74acaf6204
+title: "Dialogue 1: Learn How to Discuss Your Morning or Evening Routine"
+challengeType: 21
+videoId: nLDychdBwUg
+dashedName: learn-how-to-discuss-your-morning-or-evening-routine
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/65569ebbc9ef9f7b5b99827b.md

@@ -0,0 +1,31 @@
+---
+id: 65569ebbc9ef9f7b5b99827b
+title: Task 1
+challengeType: 22
+dashedName: task-1
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+# --description--
+
+`Look` can refer to both the action of seeing and to someone's appearance. For example, `You look great!` is about appearance, not looking at a place. 
+
+It's important to be careful when commenting on someone's appearance, as it can be sensitive. 
+
+Use such comments only with people you know well and in an appropriate context. 
+
+Other examples include `You look tired`, or `You look excited`.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Good morning, Sarah! Wow, you _ great! It seems like you have a ton of energy this morning!`
+
+## --blanks--
+
+`look`
+
+### --feedback--
+
+This word can refer to both the action of seeing and to someone's appearance.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556ba2fe6c3f3846ea71ab2.md

@@ -0,0 +1,42 @@
+---
+id: 6556ba2fe6c3f3846ea71ab2
+title: Task 2
+challengeType: 22
+dashedName: task-2
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+# --description--
+
+`It seems like` is used to express a personal observation or feeling about someone or something, similar to saying `It appears that` or `It looks as if`. 
+
+For example, you can say `It seems like it's going to rain today` when looking at cloudy skies.
+
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Good morning, Sarah! Wow, you look great! _ _ _ you have a ton of energy this morning!`
+
+## --blanks--
+
+`It`
+
+### --feedback--
+
+This is a third person pronoun. Start this with a capital letter. 
+
+---
+`seems`
+
+### --feedback--
+
+Similar to `appear`
+
+---
+`like`
+
+### --feedback--
+
+This word has four letters.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556bc95e6ce5d850d37dd07.md

@@ -0,0 +1,66 @@
+---
+id: 6556bc95e6ce5d850d37dd07
+title: Task 3
+challengeType: 19
+dashedName: task-3
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: Good morning, Sarah! Wow, you look great! It seems like you have a ton of energy this morning! 
+
+Delete this after adding the audio.
+
+-->
+
+# --description--
+
+Adjectives are words that describe or give more information about nouns or pronouns. For example, in the phrase `the blue sky`, `blue` is an adjective describing the sky. 
+
+Notice how the adjective comes before the noun. It is `blue sky` not `sky blue`.
+
+Expressive language can include idiomatic expressions or descriptive adjectives to communicate strong feelings or vivid ideas, like saying `sparkling eyes` to describe someone's bright, lively eyes.
+
+Here are some more examples:
+
+`She wakes up early every day` - `Early` describes the time of her waking up.
+`He has a quick shower in the morning` - `Quick` describes the short duration of the shower.
+
+# --question--
+
+## --text--
+
+What does the adjective `great` in James's sentence imply about Sarah?
+
+## --answers--
+
+She is feeling unwell
+
+### --feedback--
+
+`Great` is generally used to express positive feelings or appearances, not feeling unwell..
+
+---
+
+She looks good
+
+---
+
+She is uncomfortable
+
+### --feedback--
+
+`Great` is generally used to express positive feelings or appearances.
+
+---
+
+She is late
+
+### --feedback--
+
+The adjective `great` does not relate to time or punctuality.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556be93f9fcb88ac9e88b0d.md

@@ -0,0 +1,58 @@
+---
+id: 6556be93f9fcb88ac9e88b0d
+title: Task 4
+challengeType: 22
+dashedName: task-4
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+James: Good morning, Sarah! Wow, you look great! It seems like you have a ton of energy this morning!
+ 
+Delete this after adding the audio.
+
+-->
+
+# --description--
+
+Idiomatic expressions are phrases where the words together have a different meaning than the individual words might suggest. 
+
+`A ton of energy` is an idiomatic expression meaning having a lot of energy, similar to saying `loads of energy`. 
+
+Another expression would be `I slept like a rock,` which means sleeping very deeply. Here are some more examples of Idiomatic Expressions:
+
+`She's feeling blue today.` (feeling sad)
+`This math problem is a piece of cake.` (very easy)
+`He's in hot water now.` (in trouble)
+`They see eye to eye.` (agree with each other)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Good morning, Sarah! Wow, you look great! It seems like you have _ _ _ energy this morning!`
+
+## --blanks--
+
+`a`
+
+### --feedback--
+
+There should be an article here.
+
+---
+
+`ton`
+
+### --feedback--
+
+This word has three letters.
+
+---
+
+`of`
+
+### --feedback--
+
+There should be a preposition here.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556bfd76c3fc38ba94ccf5e.md

@@ -0,0 +1,57 @@
+---
+id: 6556bfd76c3fc38ba94ccf5e
+title: Task 5
+challengeType: 19
+dashedName: task-5
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: Good morning, Sarah! Wow, you look great! It seems like you have a ton of energy this morning! 
+
+Delete this after adding the audio.
+
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does James's first line in the dialogue indicate?
+
+## --answers--
+
+He is asking Sarah why she is late
+
+### --feedback--
+
+James's line is friendly and positive, not questioning Sarah's punctuality.
+
+---
+
+He is greeting Sarah and complimenting her
+
+---
+
+He is making a joke about Sarah's energy level
+
+### --feedback--
+
+James mentions Sarah's energy, but he is not making a joke.
+
+---
+
+He is asking Sarah for a favor
+
+### --feedback--
+
+James's line doesn't include a request or ask for a favor.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c1255efe438cbba5ce06.md

@@ -0,0 +1,57 @@
+---
+id: 6556c1255efe438cbba5ce06
+title: Task 6
+challengeType: 19
+dashedName: task-6
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: Good morning, Sarah! Wow, you look great! It seems like you have a ton of energy this morning! What do you do to start the day off right?
+
+Delete this after adding the audio.
+
+-->
+
+# --description--
+
+James notices that Sarah looks energetic and good in the morning. He is curious about something.
+
+# --question--
+
+## --text--
+
+What does James want to know about Sarah?
+
+## --answers--
+
+Why she is at work so early.
+
+### --feedback--
+
+James is not asking about the time Sarah arrives at work.
+
+---
+
+If she likes her job
+
+### --feedback--
+
+James's question is not focused on her feelings about her job.
+
+---
+
+Where she bought her clothes
+
+### --feedback--
+
+He is not asking about her clothes.
+
+---
+
+What she does to feel energetic in the morning
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c24670683b8d6d80bb32.md

@@ -0,0 +1,42 @@
+---
+id: 6556c24670683b8d6d80bb32
+title: Task 7
+challengeType: 22
+dashedName: task-7
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+
+The first thing I do is stretch a bit to wake up. Then, I go straight to the kitchen to make a cup of coffee. It's my morning fuel!
+
+Delete this after adding the audio.
+
+-->
+
+# --description--
+
+Listen to Sarah and fill in the words that help to sequence activities clearly. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`The _ thing I do is stretch a bit to wake up. _, I go straight to make a cup of coffee. It's my morning fuel!`
+
+## --blanks--
+
+`first`
+
+### --feedback--
+
+Sarah describes two activities in her morning routine. Notice the word that comes before `thing`.
+
+---
+
+`Then`
+
+### --feedback--
+
+This word should be capitalized. Notice the word that comes before `I go`. 

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c3561e21d38e21518845.md

@@ -0,0 +1,52 @@
+---
+id: 6556c3561e21d38e21518845
+title: Task 8
+challengeType: 22
+dashedName: task-8
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+(audio) Sarah: Hey, James! Thanks. Look, I don't do anything out of the ordinary, I think. I usually wake up around 7 AM. The first thing I do is stretch a bit to wake up. Then, I go straight to the kitchen to make a cup of coffee. It's my morning fuel!
+
+Delete this after adding the audio.
+
+-->
+# --description--
+
+`Ordinary` means normal or usual. Something ordinary is not special or different. For example:
+
+`Eating cereal for breakfast is ordinary`
+
+`Out of the ordinary` means something unusual or not common. For example, if your friend usually takes the bus to school but one day arrives in a limousine, that's out of the ordinary. It's not common or usual for them.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Hey, James! Thanks. Look, I don't do anything _ _ the _, I think. I usually wake up around 7 AM.`
+
+## --blanks--
+
+`out`
+
+### --feedback--
+
+This word is the opposite of `in`.
+
+---
+
+`of`
+
+### --feedback--
+
+This word is a preposition with two letters.
+
+---
+
+`ordinary`
+
+### --feedback--
+
+This word means common or not special.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c456a11da38ed3275f67.md

@@ -0,0 +1,55 @@
+---
+id: 6556c456a11da38ed3275f67
+title: Task 9
+challengeType: 19
+dashedName: task-9
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+Sarah: Hey, James! Thanks. Look, I don't do anything out of the ordinary, I think. I usually wake up around 7 AM. The first thing I do is stretch a bit to wake up. Then, I go straight to the kitchen to make a cup of coffee. It's my morning fuel!
+
+-->
+
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sarah mean when she says, `I don't do anything out of the ordinary`?
+
+## --answers--
+
+She does something very unusual every morning
+
+### --feedback--
+
+`Out of the ordinary` means unusual, but Sarah says she doesn't do this.
+
+---
+
+She follows a unique morning routine
+
+### --feedback--
+
+Sarah implies that her routine is typical, not unique.
+
+---
+
+She does not do anything unusual in her morning routine
+
+---
+
+She likes to do ordinary things sometimes
+
+### --feedback--
+
+The phrase does not specifically relate to liking ordinary things.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c5977ba8d5900c230ce5.md

@@ -0,0 +1,45 @@
+---
+id: 6556c5977ba8d5900c230ce5
+title: Task 10
+challengeType: 22
+dashedName: task-10
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+audio: Sarah: Hey, James! Thanks. Look, I don't do anything out of the ordinary, I think. I usually wake up around 7 AM. The first thing I do is stretch a bit to wake up.
+Delete this after adding the audio.
+
+-->
+# --description--
+
+Sarah talks about her morning routine. She mentions a specific action she does to help her wake up.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`The first thing I do is _ _ _ to wake up.`
+
+## --blanks--
+
+`stretch`
+
+### --feedback--
+
+This first word is a verb and it refers to body movement.
+
+---
+
+`a`
+
+### --feedback--
+
+This is an article.
+
+---
+`bit`
+
+### --feedback--
+
+This has three letters and refers to doing something just a little.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6556c78eac427390aafa26ff.md

@@ -0,0 +1,57 @@
+---
+id: 6556c78eac427390aafa26ff
+title: Task 11
+challengeType: 19
+dashedName: task-11
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+The first thing I do is stretch a bit to wake up. Then, I go straight to the kitchen to make a cup of coffee. It's my morning fuel!
+
+Delete this after adding the audio.
+
+-->
+# --description--
+
+`Go straight to` describes the action of going directly to a place without any stops along the way. 
+
+For example: `As soon as I arrive at the office, I go straight to my desk to check my emails.`
+
+# --question--
+
+## --text--
+
+Where does Sarah go after she stretches in the morning?
+
+## --answers--
+
+To the bathroom
+
+### --feedback--
+
+This option is not mentioned in Sarah's morning routine.
+
+---
+
+Back to bed
+
+### --feedback--
+
+Sarah is continuing her morning routine, not going back to bed.
+
+---
+
+Outside for a walk
+
+### --feedback--
+
+Sarah does not mention going for a walk.
+
+---
+
+To the kitchen
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/65578ed1a4ae65a8fbc341f5.md

@@ -0,0 +1,56 @@
+---
+id: 65578ed1a4ae65a8fbc341f5
+title: Task 12
+challengeType: 19
+dashedName: task-12
+audioPath: curriculum/js-music-player/Sarahs-Morning-Routine.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sarah: Hey, James! Thanks. Look, I don't do anything out of the ordinary, I think. I usually wake up around 7 AM. The first thing I do is stretch a bit to wake up. Then, I go straight to the kitchen to make a cup of coffee. It's my morning fuel!
+-->
+
+# --description--
+
+The word `fuel` typically refers to a substance that is used to produce energy, like gasoline for cars or coal for trains. However, in everyday language, people often use `fuel` to describe something that gives them energy or motivation. 
+
+For example, someone might call food or drink their `fuel` if it helps them to start the day with energy.
+
+# --question--
+
+## --text--
+
+What does Sarah mean by `morning fuel`?
+
+## --answers--
+
+A cup of coffee that gives her energy in the morning
+
+---
+
+A morning exercise routine
+
+### --feedback--
+
+Exercise can be energizing, but another thing is her `morning fuel`.
+
+---
+
+The fuel she puts in her car
+
+### --feedback--
+
+Sarah is talking about her morning routine, not about driving or using a car.
+
+---
+
+A special kind of morning medicine
+
+### --feedback--
+
+Sarah uses the term `fuel` metaphorically for something that energizes her, not as a literal medicine.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655792631f21afaa40c611e1.md

@@ -0,0 +1,36 @@
+---
+id: 655792631f21afaa40c611e1
+title: Task 13
+challengeType: 22
+dashedName: task-13
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: Coffee is always a good start! What do you do after that?
+-->
+
+# --description--
+
+The words `before` and `after` are used to describe the order of events in time. 
+
+`Before` is used to talk about something that happens earlier than another event, and `after` is used for something that happens later. For example:
+
+`I brush my teeth before I have breakfast` (Brushing teeth happens first)
+
+`I go to work after I have breakfast` (Going to work happens later)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Coffee is always a good start! What do you do _ that?`
+
+## --blanks--
+
+`after`
+
+### --feedback--
+
+This word is used to talk about the next step in a sequence of events. It comes `that`.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655795519e1068aac3351755.md

@@ -0,0 +1,54 @@
+---
+id: 655795519e1068aac3351755
+title: Task 14
+challengeType: 19
+dashedName: task-14
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: ...Then, I get dressed, jeans and a T-shirt, you know. Our company has a relaxed dress code and I like to keep it casual.
+-->
+
+# --description--
+
+Sarah is talking about the company's dress code.
+
+# --question--
+
+## --text--
+
+What does Sarah wear for her casual work day?
+
+## --answers--
+
+Jeans and T-shirt
+
+---
+
+Suit and tie
+
+### --feedback--
+
+A suit and tie are more formal, not casual like Sarah wears.
+
+---
+
+Dress and heels
+
+### --feedback--
+
+Sarah does not mention wearing a dress and heels. These can be formal or casual.
+
+---
+
+Skirt and blouse
+
+### --feedback--
+
+Sarah does not talk about a skirt and blouse. These can be formal or casual too.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557985a95ab6db1c4a31b6c.md

@@ -0,0 +1,57 @@
+---
+id: 6557985a95ab6db1c4a31b6c
+title: task 15
+challengeType: 19
+dashedName: task-15
+
+---
+
+# --description--
+
+The verb `take` is used in many common English expressions. When `take` is used with different nouns, it can have special meanings. For example:
+
+`Take a shower` means to shower.
+`Take a walk` means to go for a walk.
+`Take a nap` means to sleep for a little while.
+`Take a chance` means to try something that might be risky.
+
+These phrases are like fixed recipes in English; the words go together to mean something specific.
+
+# --question--
+
+## --text--
+
+Which phrase means to quickly clean yourself under water?
+
+## --answers--
+
+`Take a shower`
+
+---
+
+`Take a walk`
+
+### --feedback--
+
+`Take a walk` means to go for a walk outside. It is not about cleaning.
+
+---
+
+`Take a chance`
+
+### --feedback--
+
+`Take a chance` means to try something that might be risky. It's not about cleaning.
+
+---
+
+`Take a nap`
+
+### --feedback--
+
+`Take a nap` means to sleep for a short time. It does not mean to clean yourself.
+
+## --video-solution--
+
+1
+

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557995f0d97e1b2837a3081.md

@@ -0,0 +1,52 @@
+---
+id: 6557995f0d97e1b2837a3081
+title: Task 16
+challengeType: 19
+dashedName: task-16
+---
+
+# --description--
+
+Remember, adjectives are words that describe or give more information about nouns. They can tell you how something looks, feels, or acts. For example:
+
+`Quick` describes something done in a short time.
+`Relaxed` describes something or someone calm and not strict.
+`Alert` describes being fully aware and paying attention.
+
+# --question--
+
+## --text--
+
+Which word would you use to describe someone who is paying full attention and is ready to act?
+
+## --answers--
+
+`Relaxed`
+
+### --feedback--
+
+`Relaxed` is used to describe someone calm or a situation that is not strict.
+
+---
+
+`Quick`
+
+### --feedback--
+
+`Quick` describes something done in a short time, not how someone is paying attention.
+
+---
+
+`Tall`
+
+### --feedback--
+
+`Tall` is used to describe the height of someone or something, not how they are paying attention.
+
+---
+
+`Alert`
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/65579a0e1613d5b31a034ee5.md

@@ -0,0 +1,56 @@
+---
+id: 65579a0e1613d5b31a034ee5
+title: Task 17
+challengeType: 19
+dashedName: task-17
+---
+
+# --description--
+
+The verb `get` is very common in English and has many uses. It can mean to receive, become, or reach a state. For example:
+
+`Get dressed` means to put on clothes.
+`Get ready` means to prepare for something.
+`Get tired` means to start feeling tired.
+
+Understanding how `get` is used will help you express different actions and states in English. 
+
+Note: Don't let the many meanings of `get` scare you. Learn one usage at a time and try to have fun discovering its several meanings.
+
+# --question--
+
+## --text--
+
+What does `get dressed` mean?
+
+## --answers--
+
+Put on clothes
+
+---
+
+Buy new clothes
+
+### --feedback--
+
+`Buy new clothes` means to purchase clothes, not to put them on.
+
+---
+
+Wash clothes
+
+### --feedback--
+
+`Wash clothes` means to clean clothes, not to put them on.
+
+---
+
+Fold clothes
+
+### --feedback--
+
+`Fold clothes` means to arrange clothes neatly, not to put them on.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557aee56ed7dcb5506a66d6.md

@@ -0,0 +1,53 @@
+---
+id: 6557aee56ed7dcb5506a66d6
+title: Task 18
+challengeType: 19
+dashedName: task-18
+---
+
+# --description--
+
+A `dress code` is a set of rules about what you should wear in a certain place or event. Different places have different dress codes. For example:
+
+A `relaxed dress code` means you can wear casual, comfortable clothes.
+A `formal dress code` requires more official and elegant clothes.
+
+Note: Remember, dress codes can vary depending on the culture and the specific place.
+
+# --question--
+
+## --text--
+
+What does a `relaxed dress code` at work usually allow you to wear?
+
+## --answers--
+
+Suits and ties
+
+### --feedback--
+
+Suits and ties are usually part of a formal dress code, not a relaxed one.
+
+---
+
+Casual clothes like jeans and T-shirts
+
+---
+
+Uniforms
+
+### --feedback--
+
+Uniforms are specific types of clothes required by some workplaces, not typically associated with a relaxed dress code.
+
+---
+
+Evening gowns
+
+### --feedback--
+
+Evening gowns are very formal and are not usually worn in workplaces with a relaxed dress code.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557b169bc7ab4b66929672d.md

@@ -0,0 +1,58 @@
+---
+id: 6557b169bc7ab4b66929672d
+title: Task 19
+challengeType: 19
+dashedName: task-19
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: After coffee, I like to take a quick shower to freshen up.
+-->
+
+# --description--
+
+Phrasal verbs in English combine a verb with a preposition or an adverb, creating a new meaning. For example, `freshen up` is a phrasal verb:
+
+`Freshen` is the verb. `Up` is the adverb.
+
+Together, they mean to make oneself feel cleaner or more refreshed.
+
+# --question--
+
+## --text--
+
+What does Sarah mean when she uses `freshen up` in her sentence?
+
+## --answers--
+
+Make coffee stronger
+
+### --feedback--
+
+This doesn't match the meaning of `freshen up`. It's unrelated to making coffee stronger.
+
+---
+
+Wake up early
+
+### --feedback--
+
+`Freshen up` doesn't mean waking up early.
+
+---
+
+Make herself feel cleaner or more refreshed
+
+---
+
+Dress up formally
+
+### --feedback--
+
+Dressing up formally is different from `freshen up`.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557b2f6f90e6eb703cd2307.md

@@ -0,0 +1,38 @@
+---
+id: 6557b2f6f90e6eb703cd2307
+title: Task 20
+challengeType: 22
+dashedName: task-20
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: After coffee, I like to take a quick shower to freshen up. It helps me feel more alert and ready for the day.
+-->
+
+# --description--
+
+In this challenge, listen for adjectives that describe feelings or states.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`After coffee, I like to take a _ shower to freshen up. It helps me feel more _ and ready for the day.`
+
+## --blanks--
+
+`quick`
+
+### --feedback--
+
+This adjective describes something done quickly or in a short amount of time.
+
+---
+
+`alert`
+
+### --feedback--
+
+This adjective describes being fully aware and ready to react.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557b68486fe9bb7b52a4308.md

@@ -0,0 +1,86 @@
+---
+id: 6557b68486fe9bb7b52a4308
+title: Task 21
+challengeType: 22
+dashedName: task-21
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: After coffee, I like to take a quick shower to freshen up. It helps me feel more alert and ready for the day. Then, I get dressed, jeans and a T-shirt, you know. Our company has a relaxed dress code and I like to keep it casual.
+-->
+
+# --description--
+
+Listen to the dialogue and fill in the blanks with words you've learned from previous challenges. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`After coffee, I like to take a _ shower to _ up. It helps me feel more _ and ready for the day. Then, I _ dressed, jeans and a _ , you know. Our company has a _ dress _ and I like to keep it _.`
+
+## --blanks--
+
+`quick`
+
+### --feedback--
+
+Describes something done in a short amount of time.
+
+---
+
+`freshen`
+
+### --feedback--
+
+Part of a phrasal verb meaning to make oneself feel cleaner or more refreshed.
+
+---
+
+`alert`
+
+### --feedback--
+
+Describes being fully aware and ready to react.
+
+---
+
+`get`
+
+### --feedback--
+
+This word is used here to mean 'start' or 'begin'.
+
+---
+
+`T-shirt`
+
+### --feedback--
+The first letter of this word should be capitalized.
+A casual top typically made of cotton, with short sleeves and no collar.
+
+---
+
+`relaxed`
+
+### --feedback--
+
+Describes something calm or not strict, used here to describe the dress code.
+
+---
+
+`code`
+
+### --feedback--
+
+Refers to a set of rules or guidelines, in this case, for clothing.
+
+---
+
+`casual`
+
+### --feedback--
+
+Describes a style that is relaxed and not formal.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557bb81a99580b97a8b1c3b.md

@@ -0,0 +1,54 @@
+---
+id: 6557bb81a99580b97a8b1c3b
+title: Task 22
+challengeType: 22
+dashedName: task-22
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+James: Yeah, me too. What's next in your routine?
+Sarah: Well, after all that, I have a balanced breakfast. I often have cereal with some fruit and a glass of orange juice. Breakfast is important to keep my energy up during the morning.
+-->
+
+# --description--
+
+Understanding the sequence of events in a conversation can help you better follow what is being said.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, _ all that, I have a balanced breakfast. I often have cereal with some fruit and a glass of orange _. Breakfast is important to _ my energy _ during the morning.`
+
+## --blanks--
+
+`after`
+
+### --feedback--
+
+The opposite of before 
+
+---
+
+`juice`
+
+### --feedback--
+
+Sarah includes a glass of juice as part of her breakfast.
+
+---
+
+`keep`
+
+### --feedback--
+
+This verb is used to express maintaining or continuing a state.
+
+---
+
+`up`
+
+### --feedback--
+
+This preposition is used with `keep` to mean maintaining a high level of energy.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557bd443a1a57ba598bff47.md

@@ -0,0 +1,55 @@
+---
+id: 6557bd443a1a57ba598bff47
+title: Task 23
+challengeType: 19
+dashedName: task-23
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+Breakfast is important to keep my energy up during the morning.
+-->
+
+# --description--
+
+`Keep my energy up` is an example of how English speakers often use verbs with adverbs or prepositions to express a specific idea. 
+
+In this case, `keep` means to maintain, and `up` means at a high level. So, `keep my energy up` means to maintain a high level of energy.
+
+# --question--
+
+## --text--
+
+What does Sarah mean when she says she wants to `keep her energy up` during the morning?
+
+## --answers--
+
+Maintain a high level of energy
+
+---
+
+Save energy for later
+
+### --feedback--
+
+This choice suggests conserving energy for future use.
+
+---
+
+Increase her physical strength
+
+### --feedback--
+
+Having energy can contribute to physical strength, `keep my energy up` specifically refers another thing.
+
+---
+
+Wake up early in the morning
+
+### --feedback--
+
+Waking up early is about starting the day.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557c1dff9d170bc911fd82b.md

@@ -0,0 +1,54 @@
+---
+id: 6557c1dff9d170bc911fd82b
+title: Task 24
+challengeType: 19
+dashedName: task-24
+---
+
+# --description--
+
+The word `balanced` can be an adjective or the past tense of the verb `balance`. As an adjective, it describes something that is in a state of equilibrium or evenly distributed, like in `a balanced breakfast`. 
+
+As a verb, `balance` (and its past tense `balanced`) means to keep or put something in a steady position so that it does not fall. 
+
+In a sentence, if `balanced` is used before a noun (like `balanced diet`), it's an adjective.
+
+If it describes an action that happened in the past (like `She balanced the books`), it's a verb.
+
+# --question--
+
+## --text--
+
+Which sentence correctly uses the word `balanced` as an adjective?
+
+## --answers--
+
+`She balanced her diet with fruits and vegetables.`
+
+### --feedback--
+
+Here, `balanced` is used as a verb, meaning she adjusted her diet in the past.
+
+---
+
+`A balanced diet includes many types of food.`
+
+---
+
+`He tries to balance his work and leisure time.`
+
+### --feedback--
+
+In this sentence, `balance` is used as a verb in its base form.
+
+---
+
+`Balance the books on the shelf carefully.`
+
+### --feedback--
+
+This is an imperative sentence using `balance` as a verb.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557c30b85e792bd0c1e8206.md

@@ -0,0 +1,54 @@
+---
+id: 6557c30b85e792bd0c1e8206
+title: task 25
+challengeType: 19
+dashedName: task-25
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Well, after all that, I have a balanced breakfast. I often have cereal with some fruit and a glass of orange juice. Breakfast is important to keep my energy up during the morning.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sarah typically have for breakfast?
+
+## --answers--
+
+`Toast, eggs, and coffee`
+
+### --feedback--
+
+This choice doesn't match Sarah's description. 
+
+---
+
+`Cereal, fruit, and orange juice`
+
+---
+
+`Pancakes and maple syrup`
+
+### --feedback--
+
+Pancakes and syrup are not mentioned by Sarah. 
+
+---
+
+`Oatmeal and bananas`
+
+### --feedback--
+
+This choice is not what Sarah mentions. 
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557d6a229e541bfde2c560d.md

@@ -0,0 +1,58 @@
+---
+id: 6557d6a229e541bfde2c560d
+title: Task 26
+challengeType: 19
+dashedName: task-26
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+James: An early coffee and then breakfast!
+-->
+
+# --description--
+
+`Early` refers to doing something sooner or before the usual time, like waking up early in the morning. 
+
+`Late` means doing something after the expected or usual time, like arriving late to a meeting. Here are some examples:
+
+`She likes to start her day early with a jog.`
+`He often works late at the office.`
+
+# --question--
+
+## --text--
+
+What does `early` in `An early coffee` imply about when James has his coffee?
+
+## --answers--
+
+After the usual time
+
+### --feedback--
+
+`Late` would be used to indicate something happening after the usual time, not `early`.
+
+---
+
+At midnight
+
+### --feedback--
+
+`Early` generally refers to the morning or before the usual time, not specifically midnight.
+
+---
+
+Before the usual time
+
+---
+
+During lunchtime
+
+### --feedback--
+
+`Early`, in this context, suggests a time before the usual morning schedule, not during lunchtime.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557d782bc7613c06aa7dafd.md

@@ -0,0 +1,60 @@
+---
+id: 6557d782bc7613c06aa7dafd
+title: Task 27
+challengeType: 19
+dashedName: task-27
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+<!--
+AUDIO REFERENCE: 
+James: An early coffee and then breakfast! I never thought of that!
+
+-->
+# --description--
+
+The word `never` is an adverb used to mean `not at any time` or `not ever`. It's often used to talk about things that someone doesn't do or hasn't done. For example:
+
+`I have never been to Australia.` (means the person has not visited Australia at any time)
+`She never eats fast food.` (means she does not eat fast food at any time)
+
+The word `thought` is the past tense of `think`. `Thought of that` means to have considered or come up with an idea in the past. For example:
+
+`I thought of going to the beach, but it was too cold.` (means the person considered going to the beach)
+
+# --question--
+
+## --text--
+
+What does James mean when he says, `I never thought of that`?
+
+## --answers--
+
+He had not considered that idea before
+
+---
+
+He frequently thinks about that
+
+### --feedback--
+
+`Never` indicates the absence of an action or thought, so it means he had not thought about it, not that he frequently does.
+
+---
+
+He always avoids thinking about that
+
+### --feedback--
+
+`Never thought of that` means he hadn't considered it, not necessarily that he actively avoids it.
+
+---
+
+He occasionally thinks about that
+
+### --feedback--
+
+`Never` suggests it hasn't happened at any time, so it's not about occasional thoughts.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557db51366bf6c15a966fb0.md

@@ -0,0 +1,61 @@
+---
+id: 6557db51366bf6c15a966fb0
+title: Task 28
+challengeType: 19
+dashedName: task-28
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: It helps me stay awake early in the morning! Anyway, before leaving for work, I like to check my emails and messages to see if there are any urgent updates from the team. 
+-->
+
+# --description--
+
+When a verb follows a preposition, it often takes the `-ing` form, known as a gerund. Gerunds are verbs acting as nouns. This rule is common in many English expressions. For example:
+
+`After eating dinner, we watched a movie.` (`eating` follows the preposition `after`)
+
+`She is interested in learning Spanish.` (`learning` follows the preposition `in`)
+
+`Before going to bed, I like to read.` (`going` follows the preposition `before`)
+
+
+# --question--
+
+## --text--
+
+What is the verb Sarah uses after the preposition `before`?
+
+## --answers--
+
+`morning`
+
+### --feedback--
+
+`Morning` is a noun and doesn't fit after `before` in the context of an action related to leaving.
+
+---
+
+`leave`
+
+### --feedback--
+
+`Leave` is the base form of the verb, but after a preposition, the verb should be in the `-ing` form.
+
+---
+
+`leaving`
+
+---
+
+`left`
+
+### --feedback--
+
+`Left` is the past tense of `leave` and isn't used after a preposition to describe an ongoing action.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557dc1aa6be93c1eb4e9efb.md

@@ -0,0 +1,60 @@
+---
+id: 6557dc1aa6be93c1eb4e9efb
+title: Task 29
+challengeType: 19
+dashedName: task-29
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Anyway, before leaving for work, I like to check my emails and messages to see if there are any urgent updates from the team. I like to stay informed about any important tasks for the day.
+-->
+
+# --description--
+
+The word `if` is often used in conditional statements to talk about a possible situation and its consequences. For example:
+
+`If it rains, I will bring an umbrella.` 
+(The action of bringing an umbrella depends on the possibility of rain.)
+
+`If you need help, just ask.` 
+(The offer to help is conditional on the other person needing it.)
+
+# --question--
+
+## --text--
+
+What does Sarah imply by using `if` in her statement about checking emails and messages?
+
+## --answers--
+
+She always finds urgent updates from her team
+
+### --feedback--
+
+`If` doesn't suggest certainty of finding urgent updates.
+
+---
+
+Sometimes there are urgent updates, sometimes not
+
+---
+
+She never checks her emails and messages
+
+### --feedback--
+
+Sarah actually states that she does check her emails and messages.
+
+---
+
+Checking emails is not part of her routine
+
+### --feedback--
+
+Sarah mentions that checking emails and messages is part of her routine.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557dea8c258c1c2a767deb7.md

@@ -0,0 +1,62 @@
+---
+id: 6557dea8c258c1c2a767deb7
+title: Task 30
+challengeType: 19
+dashedName: task-30
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: I can't imagine being so productive even before coming to work! 
+-->
+
+# --description--
+
+The word `even` is used to add emphasis to a statement, often highlighting something surprising, unexpected, or extreme. 
+
+When combined with `before` in the phrase `even before`, it emphasizes that an action or event occurs earlier than usual or expected, adding a sense of surprise or admiration. For example:
+
+`Even before the sun rises, she starts her workout.` (emphasizes that her workout begins unusually early)
+
+`He finished the project even before the deadline.` (implies that finishing before the deadline is surprisingly early)
+
+In conversation, using `even` can express that something is more than what might be considered normal or usual. It makes the statement stronger.
+
+# --question--
+
+## --text--
+
+What is James implying by using `even before` in his statement?
+
+## --answers--
+
+He expects everyone to be productive before coming to work
+
+### --feedback--
+
+`Even before` in this context is not an expectation.
+
+---
+
+Sarah is only productive at work, not before
+
+### --feedback--
+
+James's use of `even before` suggests that he's surprised Sarah is productive before work, not that she's only productive at work.
+
+---
+
+Being productive before work is a regular occurrence for everyone
+
+### --feedback--
+
+The use of `even before` indicates that James finds being productive before work unusually early, not a regular occurrence.
+
+---
+
+He is surprised that Sarah is productive before arriving at work
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557e026c053f9c362a1983e.md

@@ -0,0 +1,37 @@
+---
+id: 6557e026c053f9c362a1983e
+title: Task 31
+challengeType: 22
+dashedName: task-31
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: I can't imagine being so productive even before coming to work! 
+-->
+
+# --description--
+
+Listen to James's statement and identify the use of the verb with `-ing`.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I can't imagine _ so productive even before _ to work!`
+ 
+## --blanks--
+
+`being`
+
+### --feedback--
+
+Use the gerund of the verb `to be`
+
+---
+`coming`
+
+### --feedback--
+
+Use the gerund of the verb `to come`

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557e0adbee371c3ac455a01.md

@@ -0,0 +1,57 @@
+---
+id: 6557e0adbee371c3ac455a01
+title: Task 32
+challengeType: 19
+dashedName: task-32
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: I can't imagine being so productive even before coming to work! Thanks for sharing, Sarah. I'll try some of these. 
+-->
+
+# --description--
+
+You probably remember that `I'll` is the contracted form of `I will`, a modal verb used to express future intentions, decisions, or plans made at the moment of speaking. For example:
+
+`I'll call you tomorrow.` (future intention to call)
+`I'll take the bus to work.` (decision made about taking the bus)
+
+# --question--
+
+## --text--
+
+What does James imply when he says, `I'll try some of these`?
+
+## --answers--
+
+He plans to try some of Sarah's habits in the future
+
+---
+
+He tried some of Sarah's habits in the past
+
+### --feedback--
+
+`I'll` indicates a future action, not something that has already happened.
+
+---
+
+He is currently trying Sarah's habits
+
+### --feedback--
+
+The use of `I'll` suggests a future intention, not something happening currently.
+
+---
+
+He has no intention of trying Sarah's habits
+
+### --feedback--
+
+James's statement `I'll try` indicates a plan or intention to try them, contradicting this option.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557e1ad953431c417763b3b.md

@@ -0,0 +1,60 @@
+---
+id: 6557e1ad953431c417763b3b
+title: Task 34
+challengeType: 19
+dashedName: task-34
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: It's my pleasure. It's the consistency that helps me start the day on the right foot.
+-->
+
+# --description--
+
+The word `consistency` refers to the quality of always behaving or performing in a similar way, or of always happening in a similar way. It's often used to describe regular habits or behaviors. For example:
+
+`Her consistency in studying every day led to great results.`
+
+The phrase `on the right foot` is an idiom meaning to start something in a positive or successful way. For example:
+
+`Starting the day with a healthy breakfast sets you on the right foot.`
+
+# --question--
+
+## --text--
+
+What does Sarah imply about `consistency` in her routine?
+
+## --answers--
+
+She prefers to start her day at a different pace every day
+
+### --feedback--
+
+`Consistency` implies regularity, not varying pace, and `on the right foot` suggests a positive start.
+
+---
+
+She always has difficulties starting her day
+
+### --feedback--
+
+Starting `on the right foot` implies a positive start, which contradicts having difficulties.
+
+---
+
+Regular habits help her start the day positively
+
+---
+
+Her days usually start in an unplanned manner
+
+### --feedback--
+
+`Consistency` and starting `on the right foot` both imply planned, positive regularity, not an unplanned manner.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557e2aca332a4c4c0359ed5.md

@@ -0,0 +1,56 @@
+---
+id: 6557e2aca332a4c4c0359ed5
+title: Task 33
+challengeType: 19
+dashedName: task-33
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+James: Maybe I can get more productive in the morning as well.
+-->
+
+# --description--
+
+`As well` is a phrase used to add something to what has just been said, similar to `also` or `too`. It's often used to include something or someone else in an action or statement. For example:
+
+`I'll have a coffee, and bring me a muffin as well.` (includes the muffin in addition to the coffee)
+
+# --question--
+
+## --text--
+
+What does James mean in his sentence?
+
+## --answers--
+
+He is certain about becoming more productive in the morning 
+
+### --feedback--
+
+`Maybe` expresses a possibility, not certainty.
+
+---
+
+He doesn't want to change his morning routine 
+
+### --feedback--
+
+Using `maybe` and `as well` indicates considering a change to be more productive, not a lack of desire to change.
+
+---
+
+He will become less productive in the morning 
+
+### --feedback--
+
+The phrase implies a possibility of increased productivity, not becoming less productive.
+
+---
+
+He thinks it's possible for him to also become more productive in the morning
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/6557e5c6a854bfcad48808c4.md

@@ -0,0 +1,118 @@
+---
+id: 6557e5c6a854bfcad48808c4
+title: Task 35
+challengeType: 22
+dashedName: task-35
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Complete dialogue between James and Sarah.
+-->
+
+# --description--
+
+This challenge is designed to summarize and reinforce the understanding of James and Sarah's conversation. It includes key vocabulary and concepts you studied before. After listening, fill in the blanks with the correct words to complete the summary of their conversation.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sarah has a consistent morning routine. She _ up around 7 AM and starts her day by _ a bit. After making a cup of _, she takes a _ shower and goes to the kitchen to _ a balanced breakfast. This helps her stay _ during the morning. She checks her _ and messages before _ to work. She likes to stay _ about the day’s tasks. James thinks her productivity _ coming to work impressive and says he _ try some of her habits to become more _ in the morning as well.`
+
+## --blanks--
+
+`wakes`
+
+### --feedback--
+
+Indicates that Sarah stops sleeping and starts her day.
+
+---
+
+`stretching`
+
+### --feedback--
+
+Refers to extending the body or limbs as part of waking up. This word has `ing`
+
+---
+
+`coffee`
+
+### --feedback--
+
+A beverage that Sarah makes in the morning.
+
+---
+
+`quick`
+
+### --feedback--
+
+Done in a short amount of time, referring to her shower.
+
+---
+
+`have`
+
+### --feedback--
+
+Refers to the act of eating her breakfast.
+
+---
+
+`alert`
+
+### --feedback--
+
+Describes being fully aware and attentive.
+
+---
+
+`emails`
+
+### --feedback--
+
+Electronic messages that Sarah checks. It is in plural and without `-`
+
+---
+
+`leaving`
+
+### --feedback--
+
+Going away from a place, in this case, her home. Try finishing the word with `ing`
+
+---
+
+`informed`
+
+### --feedback--
+
+Having knowledge or being aware of the day's tasks after acessing her email.
+
+---
+
+`before`
+
+### --feedback--
+
+The opposite of `after`.
+
+---
+
+`will`
+
+### --feedback--
+
+Modal verb that expresses future intentions.
+
+---
+
+`productive`
+
+### --feedback--
+
+Efficient or achieving a significant amount, in this case, in the morning.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/65593cf82e2430e8567edf39.md

@@ -0,0 +1,15 @@
+---
+id: 65593cf82e2430e8567edf39
+videoId: nLDychdBwUg
+title: "Dialogue 2: Consulting a Wellness Expert"
+challengeType: 21
+dashedName: dialogue-consulting-a-wellness-expert
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a21f5512be1f7dbfe4cad.md

@@ -0,0 +1,54 @@
+---
+id: 655a21f5512be1f7dbfe4cad
+title: Task 36
+challengeType: 19
+dashedName: task-36
+---
+# --description--
+
+Words ending in `y` often describe a state or quality. For example:
+
+If you add `y` to the noun `sleep`, you create the adjective `sleepy` which means feeling a need to sleep or being tired. 
+
+The `y` transforms the noun `sleep` into an adjective describing a condition. Similarly:
+
+`snow` + `y` = `snowy` (having a lot of snow)
+`rain` + `y` = `rainy` (having a lot of rain)
+
+# --question--
+
+## --text--
+
+What does `sleepy` mean in the sentence `I'm here because I feel sleepy during the mornings`?
+
+## --answers--
+
+Feeling fully awake and energetic
+
+### --feedback--
+
+`Sleepy` indicates a need for sleep, not being fully awake.
+
+---
+
+Unable to sleep
+
+### --feedback--
+
+`Sleepy` means feeling tired, not the inability to sleep.
+
+---
+
+Excited and active
+
+### --feedback--
+
+`Sleepy` describes a state of tiredness, not excitement or activity.
+
+---
+
+Feeling tired and in need of sleep
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a235215bab7fa2a2e4bb7.md

@@ -0,0 +1,52 @@
+---
+id: 655a235215bab7fa2a2e4bb7
+title: Task 37
+challengeType: 19
+dashedName: task-37
+---
+# --description--
+
+The `y` ending can also turn nouns into adjectives that describe a characteristic or quality.
+
+`Healthy` comes from the noun `health` and means having or showing good health. Like `sleepy`, the `y` changes the noun into an adjective. Other examples:
+
+`Wealthy` (having a lot of wealth)
+`Cloudy` (full of or covered with clouds)
+
+# --question--
+
+## --text--
+
+What does `healthy` imply?
+
+## --answers--
+
+Unhealthy or harmful
+
+### --feedback--
+
+`Healthy` refers to good health, not being unhealthy or harmful.
+
+---
+
+Promoting or indicative of good health
+
+---
+
+Staying the same without changes
+
+### --feedback--
+
+`Healthy` relates to health, not to a lack of change.
+
+---
+
+Feeling unwell or sick
+
+### --feedback--
+
+`Healthy` implies good health, not feeling unwell or sick.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a24f27d595bfb53f1bb3e.md

@@ -0,0 +1,54 @@
+---
+id: 655a24f27d595bfb53f1bb3e
+title: Task 38
+challengeType: 19
+dashedName: task-38
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: So, I'm here because I feel sleepy during the mornings. I don't get productive until it's almost midday. Do you have any tips on how to have a healthy morning routine?
+-->
+
+# --description--
+
+Focus on Sophie's explanation of her morning experience and her request for advice.
+
+# --question--
+
+## --text--
+
+Why is Sophie looking for help?
+
+## --answers--
+
+She feels sleepy and unproductive in the mornings
+
+---
+
+She always wakes up feeling energetic
+
+### --feedback--
+
+Sophie mentions feeling sleepy, not energetic, in the mornings.
+
+---
+
+She doesn't like mornings at all
+
+### --feedback--
+
+Sophie doesn't express a dislike for mornings, just a lack of productivity.
+
+---
+
+She is already very productive in the morning
+
+### --feedback--
+
+Sophie states that she doesn't get productive until almost midday, indicating a need for improvement.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a256c6fce94fb9c1cc841.md

@@ -0,0 +1,54 @@
+---
+id: 655a256c6fce94fb9c1cc841
+title: Task 39
+challengeType: 19
+dashedName: task-39
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: So, I'm here because I feel sleepy during the mornings. I don't get productive until it's almost midday. Do you have any tips on how to have a healthy morning routine?
+-->
+
+# --description--
+
+Pay attention to what Sophie is specifically asking about her morning routine.
+
+# --question--
+
+## --text--
+
+What specific advice is Sophie asking for?
+
+## --answers--
+
+Ways to sleep more in the morning
+
+### --feedback--
+
+Sophie is looking for ways to be more productive, not to sleep more.
+
+---
+
+Suggestions for evening activities
+
+### --feedback--
+
+Her focus is on improving her morning routine, not on evening activities.
+
+---
+
+Advice on avoiding mornings
+
+### --feedback--
+
+Sophie wants to improve her mornings, not avoid them.
+
+---
+
+Tips for a healthy morning routine to improve productivity
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a2a597d94f7fcc2f6126e.md

@@ -0,0 +1,50 @@
+---
+id: 655a2a597d94f7fcc2f6126e
+title: Task 40
+challengeType: 19
+dashedName: task-40
+---
+
+# --description--
+
+The expression `hit the snooze button` refers to the action of delaying the alarm clock to sleep a little longer. 
+
+The verb `hit` in this context means to press, and `snooze button` is a feature on alarm clocks that allows for a brief delay in the alarm. 
+
+# --question--
+
+## --text--
+
+What does `hit the snooze button` mean in the context of an alarm clock?
+
+## --answers--
+
+To turn off the alarm clock permanently
+
+### --feedback--
+
+Hitting the snooze button delays the alarm temporarily, not turning it off permanently.
+
+---
+
+To press the button on the alarm clock for more sleep time
+
+---
+
+To set the alarm clock for the first time
+
+### --feedback--
+
+The phrase specifically refers to delaying the alarm, not setting it initially.
+
+---
+
+To increase the volume of the alarm
+
+### --feedback--
+
+Hitting the snooze button delays the alarm, rather than increasing its volume.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3132c16520fe6bf8f9be.md

@@ -0,0 +1,51 @@
+---
+id: 655a3132c16520fe6bf8f9be
+title: Task 41
+challengeType: 19
+dashedName: task-41
+---
+
+# --description--
+
+`Multiple times` means many times or on several occasions. It's used to indicate that an action or event happens repeatedly. For example:
+
+`He checked his phone multiple times during the meeting` (indicates he checked his phone many times)
+
+# --question--
+
+## --text--
+
+In the context of an alarm clock, what does `hitting the snooze button multiple times` imply?
+
+## --answers--
+
+Setting multiple alarms at once
+
+### --feedback--
+
+While this could be a strategy, `multiple times` in this context refers to repeatedly delaying the alarm.
+
+---
+
+Checking the time frequently
+
+### --feedback--
+
+Hitting the snooze button is about delaying the alarm, not checking the time.
+
+---
+
+Delaying the alarm several times before getting up
+
+---
+
+
+Turning off the alarm after it rings once
+
+### --feedback--
+
+`Multiple times` implies the action is repeated, not done just once.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a33bb8f2009ff7a7abfaa.md

@@ -0,0 +1,54 @@
+---
+id: 655a33bb8f2009ff7a7abfaa
+title: Task 42
+challengeType: 22
+dashedName: task-42
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Absolutely! My first suggestion is: don't hit the snooze button multiple times. It may be tempting, but it disrupts your sleep cycle and you may feel groggy during the day.
+-->
+
+# --description--
+
+There's a difference between `may be` and `maybe`. Let's take a closer look. 
+
+`May` on its own also suggests possibility or permission. `May be` suggests a possibility or potentiality. 
+
+`Maybe` is an adverb indicating uncertainty or possibility. For example:
+
+`It may be raining outside.` (suggests a possibility of rain)
+`Maybe I will go out later.` (expresses uncertainty about going out)
+`May I ask a question?` (Asks for the permission to speak)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Absolutely! My first suggestion is: don't hit the snooze button multiple times. It _ _ tempting, but it disrupts your sleep cycle and you _ feel groggy during the day.`
+
+## --blanks--
+
+`may`
+
+### --feedback--
+
+This word is part of a modal phrase that indicates a possibility.
+
+---
+
+`be`
+
+### --feedback--
+
+It combines with `may` to form a modal phrase that indicates a possibility.
+
+---
+
+`may`
+
+### --feedback--
+
+Here the modal verb is used alone to express the possibility of feeling groggy.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3470e882d10004441cf3.md

@@ -0,0 +1,32 @@
+---
+id: 655a3470e882d10004441cf3
+title: Task 43
+challengeType: 22
+dashedName: task-43
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Absolutely! My first suggestion is: don't hit the snooze button multiple times. It may be tempting, but it disrupts your sleep cycle and you may feel groggy during the day.
+-->
+
+# --description--
+
+The word `tempting` is an adjective that describes something appealing or attractive, often making someone want to do or have it. For example:
+
+`The idea of sleeping in is tempting` (suggests the idea is appealing)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Absolutely! My first suggestion is: don't hit the snooze button multiple times. It may be _, but it disrupts your sleep cycle and you may feel groggy during the day.`
+
+## --blanks--
+
+`tempting`
+
+### --feedback--
+
+Describes something that is appealing or attractive, in this case, hitting the snooze button.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a35731cb3fc0152ebcf60.md

@@ -0,0 +1,53 @@
+---
+id: 655a35731cb3fc0152ebcf60
+title: Task 44
+challengeType: 19
+dashedName: task-44
+---
+
+# --description--
+
+`To disrupt` is a verb that means to interrupt or prevent something from continuing in its usual way. For example:
+`Loud noises disrupt my concentration` (interrupts the concentration)
+
+The term `sleep cycle` refers to the natural pattern of sleep, including different stages the body goes through while sleeping. For example:
+
+`A good sleep cycle is vital for restful sleep` (refers to a healthy pattern of sleep)
+
+# --question--
+
+## --text--
+
+What does the expert mean when saying hitting the snooze button `disrupts your sleep cycle`?
+
+## --answers--
+
+`It makes the sleep cycle longer`
+
+### --feedback--
+
+`To disrupt` implies interference, not necessarily lengthening the sleep cycle.
+
+---
+
+`It interrupts the natural pattern of your sleep`
+
+---
+
+`It improves the quality of sleep`
+
+### --feedback--
+
+`Disrupts` indicates a negative impact, not an improvement in sleep quality.
+
+---
+
+`It has no effect on the sleep cycle`
+
+### --feedback--
+
+`Disrupts` specifically implies that there is an impact or interference with the sleep cycle.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a367638e3f401eb0235ea.md

@@ -0,0 +1,55 @@
+---
+id: 655a367638e3f401eb0235ea
+title: Task 45
+challengeType: 19
+dashedName: task-45
+---
+
+# --description--
+
+`Feel groggy` is an informal term that means to feel weak, tired, or not fully awake, often as a result of poor sleep or waking up suddenly. 
+For example:
+
+`I feel groggy if I don't get enough sleep` (describes feeling tired due to lack of sleep)
+
+`Sluggish` is an adjective that describes a feeling of low energy, slow movement, or a lack of alertness. It's often used when someone feels tired, lethargic, or not able to think or move quickly. This term can apply to both physical and mental states. Here are some examples:
+
+`The computer was running sluggishly, taking a long time to respond` (describes slow performance, used metaphorically for an inanimate object)
+
+# --question--
+
+## --text--
+
+What does the expert imply by saying you `may feel groggy during the day`?
+
+## --answers--
+
+You will be very energetic during the day
+
+### --feedback--
+
+`Feeling groggy` indicates a lack of energy, not increased energy.
+
+---
+
+You won't need to sleep at all during the day
+
+### --feedback--
+
+`Feeling groggy` often relates to a need for more rest, not the absence of it.
+
+---
+
+You might feel tired or sluggish during the day
+
+---
+
+You will feel extremely alert
+
+### --feedback--
+
+`Feeling groggy` implies a lack of alertness or feeling drowsy, not being extremely alert.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3789069fc902eb2aaa4b.md

@@ -0,0 +1,34 @@
+---
+id: 655a3789069fc902eb2aaa4b
+title: Task 46
+challengeType: 22
+dashedName: task-46
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Set up one alarm and get up when it rings
+-->
+
+# --description--
+
+The verb `to ring` refers to the action of making a sound, particularly a clear resonant sound. It's commonly used to describe the sound made by bells, telephones, or alarms. For example:
+
+`The phone will ring at 9 AM to remind me of the meeting.` (indicates the phone making a sound)
+
+`I wake up when my alarm clock rings.` (describes the alarm making a sound to wake someone up)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Set up one alarm and get up when it _.`
+
+## --blanks--
+
+`rings`
+
+### --feedback--
+
+The verb is conjugated in the third person singular because it refers to the alarm clock.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a39242197c9040ddedef2.md

@@ -0,0 +1,50 @@
+---
+id: 655a39242197c9040ddedef2
+title: Task 47
+challengeType: 22
+dashedName: task-47
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Absolutely! My first suggestion is: don't hit the snooze button multiple times. It may be tempting, but it disrupts your sleep cycle and you may feel groggy during the day. Set up one alarm and get up when it rings.
+-->
+
+# --description--
+
+The imperative form is used to give orders, instructions, or advice. It often starts with a verb in the base form for positive commands, or with `don't` for negative commands. Understanding this form is important for following or giving instructions. For example:
+
+`Drink plenty of water` (positive command)
+
+`Don't stay up too late` (negative command)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Absolutely! My first suggestion is: _ hit the snooze button multiple times. It may be tempting, but it disrupts your sleep cycle and you may feel groggy during the day. _ up one alarm and _ up when it rings.`
+
+## --blanks--
+
+`don't`
+
+### --feedback--
+
+Used here for a negative command, advising against an action. Don't use capital lettters here.
+
+---
+
+`Set`
+
+### --feedback--
+
+Base form of the verb used for giving a positive command. This word is capitalized. 
+
+---
+
+`get`
+
+### --feedback--
+
+Another base form used for giving a positive command. This word is not capitalized.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3a2fe5a5cd04f8caa03e.md

@@ -0,0 +1,53 @@
+---
+id: 655a3a2fe5a5cd04f8caa03e
+title: Task 48
+challengeType: 19
+dashedName: task-48
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Absolutely! My first suggestion is: don't hit the snooze button multiple times. It may be tempting, but it disrupts your sleep cycle and you may feel groggy during the day. Set up one alarm and get up when it rings.
+-->
+
+# --description--
+
+This challenge tests your understanding of the expert's suggestions.
+
+# --question--
+
+## --text--
+
+What is the main advice the expert gives for a better morning routine?
+
+## --answers--
+
+Use multiple alarms to ensure waking up on time
+
+### --feedback--
+
+The expert advises against multiple alarms.
+
+---
+Stay in bed longer to feel less groggy
+
+### --feedback--
+
+The advice is not to stay in bed longer.
+
+---
+
+Ignore the alarm and sleep until midday
+
+### --feedback--
+
+This is contrary to the expert's advice.
+
+---
+
+Avoid using the snooze button and wake up with a single alarm
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3b8981a93f05bbfea7ba.md

@@ -0,0 +1,57 @@
+---
+id: 655a3b8981a93f05bbfea7ba
+title: Task 49
+challengeType: 19
+dashedName: task-49
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Another thing: don't skip breakfast. Breakfast gives you the energy to start the day. If you skip it, you probably compensate later by eating too much or you feel sluggish in the morning. Have a balanced breakfast instead.
+-->
+# --description--
+
+The verb `to skip` means to not do or not include something that you usually do or that should be done. 
+
+`Compensate` means to make up for something that is missed or lacking. It's often used to describe actions taken to balance out an absence or deficiency. For example:
+
+`If you skip lunch, you might compensate by eating more at dinner.` (not having lunch and then eating more later to make up for it)
+
+# --question--
+
+## --text--
+
+What does the expert mean by `don't skip breakfast` and `you probably compensate later`?
+
+## --answers--
+
+Avoid missing breakfast as you might eat more later to make up for it
+
+---
+
+Always have a large breakfast and a small lunch
+
+### --feedback--
+
+The focus is on not skipping breakfast and the tendency to eat more later, not necessarily on meal sizes.
+
+---
+
+Skip breakfast to save time in the morning
+
+### --feedback--
+
+The expert advises against skipping breakfast, not recommending it.
+
+---
+
+Eat the same amount of food at every meal
+
+### --feedback--
+
+Compensating later suggests changing how much you eat, not eating the same amount.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a3cc030fb970687d6444d.md

@@ -0,0 +1,53 @@
+---
+id: 655a3cc030fb970687d6444d
+title: Task 50
+challengeType: 19
+dashedName: task-50
+---
+
+# --description--
+
+The word `later` is the comparative form of `late`, used to indicate a time or event that is after the expected, usual, or planned time. Comparatives are used to compare two things. For example:
+
+`We will leave later than planned.` (means leaving after the planned time)
+
+`She arrived later than me.` (indicates she arrived after the speaker)
+
+# --question--
+
+## --text--
+
+What does `compensate later` imply?
+
+## --answers--
+
+Compensating immediately
+
+### --feedback--
+
+Later doesn't imply immediately.
+
+---
+
+Not compensating at all
+
+### --feedback--
+
+The phrase suggests there will be compensation.
+
+---
+
+Making up for something at a time after the usual or expected time
+
+---
+
+Compensating at the usual time
+
+### --feedback--
+
+`Later` doesn't mean at the usual time.
+
+## --video-solution--
+
+3
+

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a497a3afaf10b336746a5.md

@@ -0,0 +1,57 @@
+---
+id: 655a497a3afaf10b336746a5
+title: Task 51
+challengeType: 19
+dashedName: task-51
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Another thing: don't skip breakfast. Breakfast gives you the energy to start the day. If you skip it, you probably compensate later by eating too much or you feel sluggish in the morning. Have a balanced breakfast instead.
+-->
+# --description--
+
+Conditional sentences often use the word `if` to describe a situation that will cause a particular result. They typically consist of two parts: the condition (the `if` part) and the result. For example:
+
+`If you study hard, you will pass the exam.` (condition: studying hard; result: passing the exam)
+
+In the dialogue, the expert uses a conditional sentence to explain the consequences of skipping breakfast.
+
+# --question--
+
+## --text--
+
+What does the expert imply with his conditional sentence?
+
+## --answers--
+
+Eating breakfast causes you to feel sluggish later
+
+### --feedback--
+
+The conditional sentence relates to skipping breakfast, not eating it.
+
+---
+
+Skipping breakfast leads to compensating later by overeating or feeling sluggish
+
+---
+
+You can skip breakfast without any consequences
+
+### --feedback--
+
+The expert implies that skipping breakfast does have consequences.
+
+---
+
+Having breakfast makes you compensate by eating less later
+
+### --feedback--
+
+The focus is on the consequences of skipping breakfast, not having it.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a4a5af997350c187bd779.md

@@ -0,0 +1,34 @@
+---
+id: 655a4a5af997350c187bd779
+title: Task 52
+challengeType: 22
+dashedName: task-52
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: I have a friend who does that in her routine. Any other suggestions?
+-->
+
+# --description--
+
+`Who` can be used as a relative pronoun to introduce a clause that gives more information about a person or people. It links a description or action specifically to a person. For example:
+
+`She is someone who always knows what to do.` (links the knowing what to do to the person)
+
+`He's the data analyst who helped me a lot.` (describes the data analyst with the action of helping)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I have a friend _ does that in her routine. Any other suggestions?`
+
+## --blanks--
+
+`who`
+
+### --feedback--
+
+This reflexive pronoun is used here to introduce additional information about the friend, specifically what she does in her routine.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a4e0c1176be0e1b785c96.md

@@ -0,0 +1,40 @@
+---
+id: 655a4e0c1176be0e1b785c96
+title: Task 53
+challengeType: 22
+dashedName: task-53
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Yes, don't start your day checking your phone or emails immediately.
+-->
+
+# --description--
+
+The adverb `immediately` means without delay or right away. It's used to emphasize the urgency or the need to do something at once. For example:
+
+`This issue has to be fixed immediately.` (do it right away without delay)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Yes, _ start your day checking your phone or emails _.`
+
+## --blanks--
+
+`don't`
+
+### --feedback--
+
+Used here for a negative command, advising against an action.
+
+---
+
+`immediately`
+
+### --feedback--
+
+Means to do something right away or without any delay.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a4fc35818d90f73f63ba0.md

@@ -0,0 +1,50 @@
+---
+id: 655a4fc35818d90f73f63ba0
+title: Task 54
+challengeType: 22
+dashedName: task-54
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Yes, don't start your day checking your phone or emails immediately. It creates stress and makes you have the sensation that you have to rush.
+-->
+
+# --description--
+
+The verb `to rush` means to do something or move quickly or in a hurry, often due to time pressure. It's used to describe actions done with urgency. For example:
+
+`I had to rush to catch the train.` (means moving quickly to not miss the train)
+
+`Don't rush your decision.` (suggests taking time to decide)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Yes, don't start your day checking your phone or emails immediately. It _ stress and _ you have the sensation that you have to _.`
+
+## --blanks--
+
+`creates`
+
+### --feedback--
+
+Indicates that the action leads to the formation or development of stress. It is conjugated in the third person.
+
+---
+
+`makes`
+
+### --feedback--
+
+Used here to express that the action results in feeling a certain way. It is conjugated in the third person.
+
+---
+
+`rush`
+
+### --feedback--
+
+Refers to moving or doing something quickly or in a hurry.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a505171c360103cf718f9.md

@@ -0,0 +1,56 @@
+---
+id: 655a505171c360103cf718f9
+title: Task 55
+challengeType: 19
+dashedName: task-55
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+It creates stress and makes you have the sensation that you have to rush. Take a few minutes for yourself. 
+-->
+
+# --description--
+
+Reflexive pronouns like `yourself` are used when the subject of the sentence is also the object.They are often used for actions that people do to or for themselves. For example:
+
+`You should treat yourself to a day off` (the action of treating is done by and for the person themselves)
+
+# --question--
+
+## --text--
+
+What does the expert mean by `Take a few minutes for yourself`?
+
+## --answers--
+
+Take a few minutes to help others 
+
+### --feedback--
+
+The phrase `for yourself` suggests the time is meant for the speaker's own benefit, not for helping others.
+
+---
+
+Spend some time doing something beneficial for your own well-being
+
+---
+
+Quickly check your emails in the morning 
+
+### --feedback--
+
+The expert advises against immediately checking emails and suggests spending time for oneself.
+
+---
+
+Rush through your morning routine 
+
+### --feedback--
+
+Taking time `for yourself` implies a slower, more deliberate pace, not rushing.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a51cff12fb7117aa611f9.md

@@ -0,0 +1,50 @@
+---
+id: 655a51cff12fb7117aa611f9
+title: Task 56
+challengeType: 22
+dashedName: task-56
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Take a few minutes for yourself. For example, you can stretch or do some breathing exercises to clear your mind.
+-->
+
+# --description--
+
+`Breathing exercises` are practices where you consciously control your breathing pattern. They are often used for relaxation, stress management, and to `clear your mind` – which means to free your mind from stress or worry. For example:
+
+`Deep breathing helps to calm your nerves.` (uses controlled breathing for relaxation)
+
+`Clear your mind before the test to focus better.` (freeing the mind from distractions)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Take a few minutes for _. For example, you can stretch or do some _ exercises to clear _ mind.`
+
+## --blanks--
+
+`yourself`
+
+### --feedback--
+
+Reflexive pronoun related to `you`.
+
+---
+
+`breathing`
+
+### --feedback--
+
+Describes exercises involving controlled inhaling and exhaling.
+
+---
+
+`your`
+
+### --feedback--
+
+Possessive adjective related to `you`.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a52d92a586612be333b16.md

@@ -0,0 +1,38 @@
+---
+id: 655a52d92a586612be333b16
+title: Task 57
+challengeType: 22
+dashedName: task-57
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: One more thing: don't rush during your morning routine. Give yourself time to get ready without running with things.
+-->
+
+# --description--
+
+Practice listening for sentences in the imperative.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`One more thing: _ rush during your morning routine. _ yourself time to get ready without running with things.`
+
+## --blanks--
+
+`don't`
+
+### --feedback--
+
+Used here for a negative command, advising against rushing.This word is not capitalized.
+
+---
+
+`Give`
+
+### --feedback--
+
+An imperative verb used to instruct someone to allow themselves something. This word is capitalized.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a54506b259313b2d59577.md

@@ -0,0 +1,56 @@
+---
+id: 655a54506b259313b2d59577
+title: Task 58
+challengeType: 19
+dashedName: task-58
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+If you start the day feeling relaxed, you may have a more productive day.
+-->
+
+# --description--
+
+Conditional sentences often use `if` to describe a situation (cause) that will lead to a particular result (consequence). They typically consist of two parts: the `if` clause (condition) and the main clause (result). For example:
+
+`If you sleep well, you will feel refreshed.` (condition: sleeping well; result: feeling refreshed)
+
+# --question--
+
+## --text--
+
+What is the cause and consequence of the expert’s advice?
+
+## --answers--
+
+Feeling relaxed at the end of the day causes a more productive day
+
+### --feedback--
+
+The condition is about starting the day feeling relaxed, not ending it.
+
+---
+
+Starting the day relaxed can lead to a more productive day
+
+---
+
+Being productive in the morning causes relaxation during the day
+
+### --feedback--
+
+The advice suggests that relaxation leads to productivity, not the other way around.
+
+---
+
+Rushing in the morning leads to relaxation later
+
+### --feedback--
+
+The focus is on the benefit of starting the day relaxed.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a55068842f6143a7bcc46.md

@@ -0,0 +1,30 @@
+---
+id: 655a55068842f6143a7bcc46
+title: Task 59
+challengeType: 22
+dashedName: task-59
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Wow, thanks! I'll try to include these changes into my morning routine.
+-->
+
+# --description--
+
+Listen to Sophie's statement and identify if she uses `I will` or `I'll`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Wow, thanks! _ try to include these changes into my morning routine.`
+
+## --blanks--
+
+`I'll`
+
+### --feedback--
+
+Sophie uses the contraction `I'll`. `I` should be capitalized.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a5630b68570156ea7d80e.md

@@ -0,0 +1,55 @@
+---
+id: 655a5630b68570156ea7d80e
+title: Task 60
+challengeType: 19
+dashedName: task-60
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: You're welcome! And remember: the small changes make a big difference. Your morning starts well when you have a good night's sleep.
+-->
+
+# --description--
+
+The phrase `small changes make a big difference` means that even minor adjustments in behavior or habits can have a significant impact.
+This expression is often used to encourage continuous improvements. 
+
+# --question--
+
+## --text--
+
+Listen to the dialogue and answer how is `small changes make a big difference` related to `Your morning starts well when you have a good night's sleep` in that context.
+
+## --answers--
+
+It means that changing your morning routine has no effect on sleep
+
+### --feedback--
+
+The expression emphasizes the importance of small changes.
+
+---
+
+Small changes in the morning don't affect the quality of sleep
+
+### --feedback--
+
+The focus here is on how small changes, such as better sleep, can positively impact the morning routine.
+
+---
+
+It suggests that improving sleep, a small change, can improve how Sophie's morning goes
+
+---
+
+Big changes are needed to improve morning routines
+
+### --feedback--
+
+The phrase highlights the power of small, not big, changes in making a significant difference.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a57579afa8d173304b239.md

@@ -0,0 +1,54 @@
+---
+id: 655a57579afa8d173304b239
+title: Task 61
+challengeType: 19
+dashedName: task-61
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Expert: Don't forget to have enough hours of sleep to feel well-rested in the morning. Have a great morning!
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is the final advice the expert gives to Sophie?
+
+## --answers--
+
+`Have a great morning!`
+
+### --feedback--
+
+While encouraging, this is more of a closing remark than the main piece of advice about the morning routine.
+
+---
+
+`Don't forget to have enough hours of sleep to feel well-rested in the morning`
+
+---
+
+`Forget to have enough hours of sleep`
+
+### --feedback--
+
+This goes against the expert's emphasis on the importance of adequate sleep for a good morning routine.
+
+---
+
+`Feel well-rested in the morning`
+
+### --feedback--
+
+This is a desired outcome of following the advice, not the advice itself.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a591ad34faa18c8338f9b.md

@@ -1,9 +1,9 @@
 ---
-id: 655c0f39ee87517d584d81f9
-title: "Dialogue: Placeholder"
-challengeType: 21
+id: 655a591ad34faa18c8338f9b
 videoId: nLDychdBwUg
-dashedName: dialogue-placeholder
+title: "Dialogue 3: Evening Routine with Kids"
+challengeType: 21
+dashedName: dialogue-evening-routine-with-kids
 ---
 
 # --description--

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a5bfadf47e1199f9b65eb.md

@@ -0,0 +1,64 @@
+---
+id: 655a5bfadf47e1199f9b65eb
+title: Task 62
+challengeType: 19
+dashedName: task-62
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Hey Sarah. Sophie said you have very good tips for a great morning.
+-->
+
+# --description--
+
+Past tense verbs are used to talk about actions that happened in the past. Some verbs change their form in the past tense, like `say` to `said`. For example:
+
+`Yesterday, she said she would join us` (Past tense of `say`)
+`He said the meeting was at noon` (Describes a past statement about the meeting time)
+
+Another example of irregular verb is `tell`, which becomes `told` in the past tense. For example:
+
+`He told me about the plan last week` (Past tense of `tell`)
+`Last night, they told stories about our last project` (Using `told` to describe a past action)
+
+Don't worry if irregular verbs seem tricky; with practice, you'll get the hang of them!
+
+# --question--
+
+## --text--
+
+What does Jake mean in his sentence?
+
+## --answers--
+
+Sophie will tell Jake about Sarah's morning routine tips
+
+### --feedback--
+
+`Said` is in the past tense, indicating that Sophie has already told Jake about the tips.
+
+---
+
+Sarah tells Sophie about her morning routine
+
+### --feedback--
+
+The sentence indicates Sophie telling Jake about Sarah's tips, not the other way around.
+
+---
+
+Sophie told Jake that Sarah has good tips for a morning routine
+
+---
+
+Jake asks Sarah for tips directly
+
+### --feedback--
+
+Jake mentions Sophie said something about Sarah's tips, he doesn't ask directly.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a5e76ca6f8d1b1a88e0f1.md

@@ -0,0 +1,66 @@
+---
+id: 655a5e76ca6f8d1b1a88e0f1
+title: Task 63
+challengeType: 19
+dashedName: task-63
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: I want to have a good evening routine, too, but it's complicated with my two kids running around.
+-->
+
+# --description--
+
+Regular verbs usually add `-ed` to form the past tense.
+
+`Complicated` is the past tense form of the regular verb `complicate`, meaning something is not simple or easy to do. Here are some other examples with regular verbs:
+
+`I walked to the store` (Past tense of `walk`)
+
+`She cleaned her room yesterday` (Past tense of `clean`)
+
+Extra note to help with the audio:
+
+`Running around` means moving about in a hurried or energetic way, often chaotically. For example:
+
+`The kids are running around the playground`
+
+# --question--
+
+## --text--
+
+What does Jake communicate about his evening routine?
+
+## --answers--
+
+His evening routine with the kids is very simple
+
+### --feedback--
+
+`Complicated` suggests difficulty.
+
+---
+
+Having a good evening routine is difficult because of the chaotic activity of his kids
+
+---
+
+He doesn't have kids to take care in the evening
+
+### --feedback--
+
+Jake explicitly mentions his two kids.
+
+---
+
+The kids have a set routine that they follow
+
+### --feedback--
+
+`Running around` implies chaos or energetic activity, not a set routine.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a78fdfac0e22b0c400e72.md

@@ -0,0 +1,46 @@
+---
+id: 655a78fdfac0e22b0c400e72
+title: Task 64
+challengeType: 22
+dashedName: task-64
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Hey Sarah. Sophie said you have very good tips for a great morning. I want to have a good evening routine, too, but it's complicated with my two kids running around.
+-->
+
+# --description--
+
+Listen to the audio and complente the sentence below.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Hey Sarah. Sophie _ you have very good tips for a great morning. I want to have a good evening routine, too, but it's _ with my two kids _ around.`
+
+## --blanks--
+
+`said`
+
+### --feedback--
+
+The past tense of `say`, used here to indicate what Sophie has previously mentioned.
+
+---
+
+`complicated`
+
+### --feedback--
+
+Describes something that is not simple. It ends with `-ed`
+
+---
+
+`running`
+
+### --feedback--
+
+It refers to the continuous or repeated action of the kids moving around actively. It ends with `-ing`

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a79e595bd202b4cd5e2d2.md

@@ -0,0 +1,35 @@
+---
+id: 655a79e595bd202b4cd5e2d2
+title: Task 65
+challengeType: 22
+dashedName: task-65
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Do you have any ideas that could help?
+-->
+
+# --description--
+
+The modal verb `could` is often used to politely ask for help or suggestions. For example:
+
+`Could you show me how to do this?` (asking for help in a polite way)
+`What could I do to improve my skills?` (asking for suggestions)
+
+Understanding how to use `could` is important to create polite requests or questions.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Do you have any ideas that _ help?`
+
+## --blanks--
+
+`could`
+
+### --feedback--
+
+A modal verb is used here to ask politely for potential suggestions or assistance.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a7c5211e5252cf8a4ed01.md

@@ -0,0 +1,48 @@
+---
+id: 655a7c5211e5252cf8a4ed01
+title: Task 66
+challengeType: 22
+dashedName: task-66
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I totally understand, Jake. It can be tough. Let's see if we can have some ideas that include the kids.
+-->
+
+# --description--
+
+The modal verb `can` is used to express ability, possibility, or to ask permission. It's a versatile verb that's commonly used in everyday conversation. For example:
+
+`I can speak three languages` (ability)
+
+`Can I borrow your pen?` (asking permission)
+
+The word `tough` means difficult or challenging. It's often used to describe situations that require a lot of effort or endurance. For example:
+
+`The API test was really tough` (indicates the test was challenging)
+
+`They'are going through a tough time right now` (implies a period of difficulty)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I totally understand, Jake. It _ be tough. Let's see if we _ have some ideas that include the kids.`
+
+## --blanks--
+
+`can`
+
+### --feedback--
+
+First `can` expresses the possibility of a situation being tough.
+
+---
+
+`can`
+
+### --feedback--
+
+Second `can` is used to explore the possibility of having ideas that include the kids.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a7d752ffc542e5874af0b.md

@@ -0,0 +1,64 @@
+---
+id: 655a7d752ffc542e5874af0b
+title: Task 67
+challengeType: 19
+dashedName: task-67
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Do you have any ideas that could help?
+
+-->
+
+# --description--
+
+Understanding the difference between `can` and `could` is crucial in English. 
+
+`Can` is used to express ability, possibility, or to ask permission in the present or future.
+
+`Could` is often used for polite requests, suggestions, or to talk about ability in the past. For example:
+
+`I can code very well` (present ability)
+`Can I leave early today?` (asking for permission)
+
+`Could you pass me that tool, please?` (polite request)
+`When I first learned programming, I could spend hours debugging without getting tired` (past ability)
+# --question--
+
+## --text--
+
+What does `could` in Jake's question imply?
+
+## --answers--
+
+He is making a polite request
+
+### --feedback--
+
+While `could` is used for polite requests, in this context, Jake is not making a request but discussing potential ideas.
+
+---
+
+He is talking about a past ability
+
+### --feedback--
+
+`Could` does express past abilities, but Jake is not referring to past abilities in this sentence.
+
+---
+
+He is suggesting possible ideas
+
+---
+
+He is asking for permission
+
+### --feedback--
+
+`Could` can be used to ask for permission, but in this dialogue, Jake is not asking for permission; he is discussing possibilities.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a88194beb4332037ff7ce.md

@@ -0,0 +1,30 @@
+---
+id: 655a88194beb4332037ff7ce
+title: "Task 68"
+challengeType: 22
+dashedName: task-68
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Great! I usually get home around 6 PM. After that, it's a bit chaotic.
+-->
+
+# --description--
+
+Listen to jake and identify if he uses `it is` or `it's` in his sentence.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Great! I usually get home around 6 PM. After that, _ a bit chaotic.`
+
+## --blanks--
+
+`it's`
+
+### --feedback--
+
+Ja is using the contracted form of `It is`. Don't use capital letters.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a896f31ca6a32913d1106.md

@@ -0,0 +1,76 @@
+---
+id: 655a896f31ca6a32913d1106
+title: Task 69
+challengeType: 22
+dashedName: task-69
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: You can start by involving your kids in light activities. Go for a family walk or play a short outdoor game together when you get home. It's a great way to have fun and stay active.
+-->
+
+# --description--
+
+The words you use in a sentence can make a big difference in modulating the message it delivers. 
+Let's look at some examples to understand this better.
+
+Prepositions like `by` affect the verb that comes after, When you use `by`, it often needs the verb to end with `-ing`. Here's an example:
+
+`I improved by practicing daily` (This means I got better at something because I practiced every day. You use the preposition `by` to show how something is done)
+
+Adjectives can also change the meaning of the following word by adding details to them. The word `light` can serve as an adjective to describe something not heavy or not intense. For example:
+
+`Light exercises are good for beginners.` This means exercises that are not heavy or hard are good for people who are just starting. The word `light` as an adjective tells you what kind of exercises they are.
+
+Even words like `family` and `outdoor` can be used as adjectives, they describe the noun that follows them. For example:
+
+`Family activities bring everyone together.` (`family` describes the type of activities)
+`Outdoor sports are enjoyable in good weather.` (`outdoor` describes where the sports happen)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`You can start _ involving your kids in _ activities. Go for a _ walk or play a short _ game together when you get home. It's a _ way to have fun and stay active.`
+
+## --blanks--
+
+`by`
+
+### --feedback--
+
+The preposition that introduces the method or way of doing something.
+
+---
+
+`light`
+
+### --feedback--
+
+Describes activities that are not intense or demanding.
+
+---
+
+`family`
+
+### --feedback--
+
+Used as an adjective describes the type of walk, one involving the whole family.
+
+---
+
+`outdoor`
+
+### --feedback--
+
+Describes the type of game, indicating it is played outside.
+
+---
+
+`great`
+
+### --feedback--
+
+Describe something very good or of high quality.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8ae1f10749350bc8820f.md

@@ -0,0 +1,43 @@
+---
+id: 655a8ae1f10749350bc8820f
+title: Task 70
+challengeType: 22
+dashedName: task-70
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Nice! What about dinner? It's always a rush.
+Sarah: Plan simple and quick meals for weekdays. Involve the kids in setting the table as well.
+-->
+
+# --description--
+
+Adjectives usually come before the nouns they describe, and there's a specific order: opinion, size, age, shape, color, origin, material, purpose. For example: `A beautiful old Italian painting` (opinion, age, origin)
+
+In the phrase `simple and quick meals`, `simple` (describing ease) and `quick` (describing speed) are adjectives. The order is flexible because they belong to different categories (opinion and speed).
+
+Listen to Sarah's advice and focus on the use and order of adjectives.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Plan _ and _ meals for weekdays. Involve the kids in setting the table as well.`
+
+## --blanks--
+
+`simple`
+
+### --feedback--
+
+An adjective describing the ease of preparing the meals.
+
+---
+
+`quick`
+
+### --feedback--
+
+Describes the speed of preparing the meals, making them suitable for busy weekdays.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8b62e5681235c3fb5492.md

@@ -0,0 +1,40 @@
+---
+id: 655a8b62e5681235c3fb5492
+title: Task 71
+challengeType: 22
+dashedName: task-71
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Good idea! After dinner, I usually help them with their homework.
+-->
+
+# --description--
+
+Let's review the usage of `them` and `their`. `Them` is used to refer to multiple people previously mentioned, and `their` shows possession or belonging to these people. For example:
+
+`I saw the kids. I gave them their toys.` (`them` refers to the kids; `their` shows the toys belong to the kids)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Good idea! After dinner, I usually help _ with _ homework.`
+
+## --blanks--
+
+`them`
+
+### --feedback--
+
+It is used here to refer to Jake's kids.
+
+---
+
+`their`
+
+### --feedback--
+
+It shows that the homework belongs to the kids.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8c9d2a0ea136a0fd3631.md

@@ -0,0 +1,58 @@
+---
+id: 655a8c9d2a0ea136a0fd3631
+title: Task 72
+challengeType: 19
+dashedName: task-72
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: That's important. While they do homework, use the time to stretch or relax a bit. This also helps with your self-care.
+-->
+
+# --description--
+
+`While` is used in sentences to indicate that two actions or events are happening at the same time. It often sets the scene for one action that occurs during the time another action is taking place. For example:
+
+`While I cook, I listen to music` (I listen to music at the same time as I am cooking)
+
+`She reads while waiting for the bus` (She reads during the time she is waiting)
+
+# --question--
+
+## --text--
+
+What does Sarah suggest Jake should do while his kids do homework?
+
+## --answers--
+
+Check emails or work-related tasks
+
+### --feedback--
+
+Sarah doesn't suggest work-related activities.
+
+---
+
+Prepare for the next day's work
+
+### --feedback--
+
+The focus is not on preparing for work.
+
+---
+
+Leave the house to have some personal time
+
+### --feedback--
+
+Sarah suggests using the time at home.
+
+---
+
+Stretch or relax a bit as part of self-care
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8d7c939fcf37604516e4.md

@@ -0,0 +1,58 @@
+---
+id: 655a8d7c939fcf37604516e4
+title: Task 73
+challengeType: 22
+dashedName: task-73
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: Amazing. Hmm… How about bedtime?
+
+Sarah: Keep a consistent bedtime routine for your kids. Read them a bedtime story or talk to them about nice, calm things at bedtime. This helps them relax and give you some quiet time after they sleep.
+-->
+
+# --description--
+
+`Bedtime` refers to the time at which someone usually goes to bed. It's often associated with routines that help people, especially children, prepare for sleep. For example:
+
+`Their bedtime is at 8 PM, and they always read for a few minutes before turning off the lights.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Keep a consistent bedtime routine for _ kids. Read them a bedtime story or talk to _ about nice, calm things at bedtime. This helps _ relax and give you some quiet time after _ sleep.`
+
+## --blanks--
+
+`your`
+
+### --feedback--
+
+Possessive adjective of `you`.
+
+---
+
+`them`
+
+### --feedback--
+
+Indicates talking to the children about calming things.
+
+---
+
+`them`
+
+### --feedback--
+
+Here, `them` is used to indicate that the routine helps the children relax.
+
+---
+
+`they`
+
+### --feedback--
+
+Refers to the children, indicating the time after the children have gone to sleep.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8ecc0cad80393b5f3b5b.md

@@ -0,0 +1,30 @@
+---
+id: 655a8ecc0cad80393b5f3b5b
+title: Task 74
+challengeType: 22
+dashedName: task-74
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Jake: That makes sense! What do you do before going to sleep, Sarah?
+-->
+
+# --description--
+
+In Jake's question, pay attention to the verb form following the preposition and its use in the sentence.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`That makes sense! What do you do before _ to sleep, Sarah?`
+
+## --blanks--
+
+`going`
+
+### --feedback--
+
+The gerund form of the verb `go`, used here after the preposition `before` to describe the activity before sleep.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a8fcbb859993a93204e44.md

@@ -0,0 +1,38 @@
+---
+id: 655a8fcbb859993a93204e44
+title: Task 75
+challengeType: 22
+dashedName: task-75
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I like to relax by reading a book or listening to music. Sometimes, I meditate.
+-->
+
+# --description--
+
+Try to listen to the preposition.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I like to relax _ reading a book or _ to music. Sometimes, I meditate.`
+
+## --blanks--
+
+`by`
+
+### --feedback--
+
+Used to introduce how something is done.
+
+---
+
+`listening`
+
+### --feedback--
+
+The gerund form of `listen`, used here after the conjunction `or` to describe another relaxation method.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a9a4cef8a173b8c27fc84.md

@@ -0,0 +1,62 @@
+---
+id: 655a9a4cef8a173b8c27fc84
+title: Task 76
+challengeType: 19
+dashedName: task-76
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Sarah: I like to relax by reading a book or listening to music. Sometimes, I meditate. If your kids are asleep, you can do these too.
+
+Jake: Great suggestions, Sarah! Thanks for helping me with my evening routine.
+
+Sarah: Anytime, Jake.
+-->
+
+# --description--
+
+`Asleep` is an adjective that describes someone being in a state of sleep. For example:
+
+`The children usually are asleep by 9 PM`. (indicates that the children usually are sleeping at that time)
+
+In Sarah's statement, the `if` clause sets a condition regarding the kids.
+
+# --question--
+
+## --text--
+
+What does Sarah imply?
+
+## --answers--
+
+He has the option to relax or meditate once the kids are asleep
+
+---
+
+He should wake up the kids to do activities together
+
+### --feedback--
+
+Sarah's statement suggests activities for after the kids are asleep, not waking them up.
+
+---
+
+Activities with kids should only be done at bedtime
+
+### --feedback--
+
+The focus is on what Jake can do once the kids are asleep, not on limiting activities to bedtime.
+
+---
+
+Kids should always be awake for relaxation activities
+
+### --feedback--
+
+Sarah implies that Jake can do relaxation activities when the kids are asleep.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a9d161bf4cf51369ff1e0.md

@@ -0,0 +1,70 @@
+---
+id: 655a9d161bf4cf51369ff1e0
+title: Task 77
+challengeType: 22
+dashedName: task-77
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+(entire dialogue)
+-->
+
+# --description--
+
+This challenge tests your understanding of some key concepts from the dialogue between Jake and Sarah about evening routines. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Jake finds his evenings _  with his two kids, but he wants to improve his routine. Sarah suggests involving the kids in _  activities and maintaining a _ bedtime routine. She mentions the benefits of stretching or relaxing for self-care _ the kids do their homework. Reading a _ story helps the kids relax. She emphasizes that good evening routines _ contribute to overall well-being.`
+
+## --blanks--
+
+`complicated`
+
+### --feedback--
+
+Refers to the difficulty of managing evening routines with active kids.
+
+---
+
+`light`
+
+### --feedback--
+
+Describes activities that are not too intense or demanding.
+
+---
+
+`consistent`
+
+### --feedback--
+
+Indicates regularity and uniformity in bedtime routines.
+
+---
+
+`while`
+
+### --feedback--
+
+Used in sentences to indicate that two actions or events are happening at the same time. 
+
+---
+
+`bedtime`
+
+### --feedback--
+
+Indicates the type of story suitable for reading at night.
+
+---
+
+`can`
+
+### --feedback--
+
+Shows the possibility or ability of routines contributing to well-being.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655a9f8d6d3af8538a178166.md

@@ -0,0 +1,14 @@
+---
+id: 655a9f8d6d3af8538a178166
+videoId: nLDychdBwUg
+title: "Dialogue 4: Brian and Maria Talk About Eventful Evenings"
+challengeType: 21
+dashedName: dialogue-brian-and-maria-talk-about-eventful-evenings
+---
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655aa098bb38a05474a3f5b4.md

@@ -0,0 +1,54 @@
+---
+id: 655aa098bb38a05474a3f5b4
+title: Task 78
+challengeType: 19
+dashedName: task-78
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Hey Maria, is it true that you are never home in the evenings? How do you do that?
+-->
+
+# --description--
+
+Listen to what Brian is saying to Maria.
+
+# --question--
+
+## --text--
+
+What does Brian imply about Maria's routine with his question?
+
+## --answers--
+
+Maria is never home at night
+
+### --feedback--
+
+`At night` is not mentioned.
+
+---
+
+Maria is never home in the evenings
+
+---
+
+Maria is never home on the evenings
+
+### --feedback--
+
+`On` is the wrong preposition.
+
+---
+
+Maria is never home at the evenings
+
+### --feedback--
+
+The preposition `at` is used for specific times, not for periods like evenings.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b258e8cd2985ed8412275.md

@@ -0,0 +1,54 @@
+---
+id: 655b258e8cd2985ed8412275
+title: "Task 79"
+challengeType: 19
+dashedName: task-79
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: Hi Brian. Well, yeah! I like doing entertaining things in the evening, so I go out a lot.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+Why does Maria go out a lot in the evenings?
+
+## --answers--
+
+She goes out to meet with friends every evening
+
+### --feedback--
+
+Maria mentions doing entertaining things and dancing, but not specifically meeting friends every evening.
+
+---
+
+She enjoys doing entertaining things like dance classes
+
+---
+
+She works late every evening
+
+### --feedback--
+
+Maria's reason for going out is related to leisure activities, not work.
+
+---
+
+She doesn't like staying at home
+
+### --feedback--
+
+Maria doesn't mention a dislike of staying home.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b266c2ea5495f43b97ea5.md

@@ -0,0 +1,54 @@
+---
+id: 655b266c2ea5495f43b97ea5
+title: "Task 80"
+challengeType: 19
+dashedName: task-80
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: Hi Brian. Well, yeah! I like doing entertaining things in the evening, so I go out a lot. On Mondays, I have dance classes from 6 to 7:30 PM. I love dancing.
+-->
+
+# --description--
+
+Maria's statement about her dance classes includes specific information about the day and time.
+
+# --question--
+
+## --text--
+
+When does Maria have her dance classes?
+
+## --answers--
+
+`On Tuesdays from 6 to 7:30 PM`
+
+### --feedback--
+
+Her classes are not on Tuesdays.
+
+---
+
+`On Mondays from 5 to 6:30 PM`
+
+### --feedback--
+
+That is the wrong time.
+
+---
+
+`On Mondays from 6 to 7:30 AM`
+
+### --feedback--
+
+That’s the wrong time of the day.
+
+---
+
+`On Mondays from 6 to 7:30 PM`
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b275cadbebf5fc0f0db05.md

@@ -0,0 +1,39 @@
+---
+id: 655b275cadbebf5fc0f0db05
+title: "Task 81"
+challengeType: 22
+dashedName: task-81
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: On Tuesdays, I learn Japanese. I take online lessons at 7 PM.
+-->
+
+# --description--
+
+Focus on the specific actions and timing of Maria's activities on Tuesdays.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`On Tuesdays, I learn Japanese. I _ online lessons at 7 _`
+
+## --blanks--
+
+`take`
+
+### --feedback--
+
+Used here to describe the action of participating in online lessons.
+
+---
+
+`PM`
+
+### --feedback--
+
+Specifies that the lessons occur in the evening, not in the morning `AM`. Use capital letters.
+

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b283d10fee46040e0a893.md

@@ -0,0 +1,54 @@
+---
+id: 655b283d10fee46040e0a893
+title: Task 82
+challengeType: 19
+dashedName: task-82
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: On Tuesdays, I learn Japanese. I take online lessons at 7 PM. I think it is the only day I am home so early.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+According to Maria, why are Tuesdays different from other days?
+
+## --answers--
+
+She goes out for activities every Tuesday
+
+### --feedback--
+
+That's not it.
+
+---
+
+She has dance classes on Tuesdays
+
+### --feedback--
+
+Maria's dance classes are on Mondays. 
+
+---
+
+It's the only day she is home early for online lessons
+
+---
+
+She works late on Tuesdays
+
+### --feedback--
+
+Maria doesn't mention being late.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b2919ff561b60fcde19ae.md

@@ -0,0 +1,54 @@
+---
+id: 655b2919ff561b60fcde19ae
+title: "Task 83"
+challengeType: 19
+dashedName: task-83
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: Then, on Wednesdays, I go to a local theater group. Practice goes until 9 PM. We perform small plays. It's really fun.
+-->
+
+# --description--
+
+This challenge focuses on understanding `where` Maria goes and `what` she does on Wednesdays.
+
+# --question--
+
+## --text--
+
+Where does Maria go and what does she do on Wednesdays?
+
+## --answers--
+
+She attends a painting class at a local studio
+
+### --feedback--
+
+That is not the activity Maria attends on Wednesdays.
+
+---
+
+She goes to a local theater group for practice and performs in small plays
+
+---
+
+She visits a friend's house to watch movies
+
+### --feedback--
+
+That is not the activity Maria attends on Wednesdays.
+
+---
+
+She works late at her office
+
+### --feedback--
+
+That is not the activity Maria attends on Wednesdays.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b29fb2c8b1861bf4fbab1.md

@@ -0,0 +1,55 @@
+---
+id: 655b29fb2c8b1861bf4fbab1
+title: Task 84
+challengeType: 19
+dashedName: task-84
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: That's exciting! How about Thursdays.
+Maria: Thursdays are for watching shows. I look for live concerts or theater plays. It's my favorite time to relax.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Maria do on Thursdays?
+
+## --answers--
+
+She attends a cooking class
+
+### --feedback--
+
+That's not what Maria does on Thursdays.
+
+---
+
+She goes out for dinner with friends
+
+### --feedback--
+
+That's not what Maria does on Thursdays.
+
+---
+
+She watches live concerts or theater plays
+
+---
+
+She practices for her theater group
+
+### --feedback--
+
+Maria's practice with the theater group is on Wednesdays.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b2aa6807cae6273ca23fb.md

@@ -0,0 +1,55 @@
+---
+id: 655b2aa6807cae6273ca23fb
+title: "Task 85"
+challengeType: 19
+dashedName: task-85
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Wow! Do you rest at home on Fridays at least?
+Maria: Not at all. I leave the weekends for that.
+-->
+
+# --description--
+
+Listen to the dialogue and answer the question.
+
+# --question--
+
+## --text--
+
+How does Maria respond to Brian's question about resting at home on Fridays?
+
+## --answers--
+
+She stays home and relaxes on Fridays
+
+### --feedback--
+
+Maria saves rest for the weekends.
+
+---
+
+She usually works late on Fridays
+
+### --feedback--
+
+Maria's response doesn't mention working late.
+
+---
+
+She goes out on Fridays and rests on the weekends
+
+---
+
+She spends Fridays with her theater group
+
+### --feedback--
+
+Maria doesn't mention her theater group in her response about Friday activities.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b2b5cc4ea3062f9811dec.md

@@ -0,0 +1,61 @@
+---
+id: 655b2b5cc4ea3062f9811dec
+title: Task 86
+challengeType: 22
+dashedName: task-86
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: On Fridays, I like to hang out with friends. We normally meet at a bar, chat and have something to eat and drink. But I'm not really a night owl, so I like to be back home by 9:30 PM tops.
+-->
+
+# --description--
+A `night owl` is someone who stays up late. For example: `He's a night owl, often working past midnight` (stays up late)
+
+`Hang out` means to spend time relaxing or socializing. For example: `We hang out at the park on weekends` (spending leisure time)
+
+`Be back` means to return, and `tops` is used informally to indicate the maximum amount or time. For example: 
+
+`I'll be back by dinner` (returning before a specific time)
+
+`The meeting will last one hour, tops` (no longer than one hour)
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`On Fridays, I like to _ out with friends. We normally meet at a bar, chat and have something to eat and drink. But I'm not really a _ owl, so I like to be _ home by 9:30 PM _`
+
+## --blanks--
+
+`hang`
+
+### --feedback--
+
+The first part of the phrasal verb, indicating the action of spending time with others.
+
+---
+
+`night`
+
+### --feedback--
+
+First part of the term describing someone active late at night.
+
+---
+
+`back`
+
+### --feedback--
+
+Completes the phrase, referring to the act of returning to a place.
+
+---
+
+`tops`
+
+### --feedback--
+
+Used to indicate the maximum time, in this case, the latest time Maria stays out.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b2d250741166530dd6e43.md

@@ -0,0 +1,56 @@
+---
+id: 655b2d250741166530dd6e43
+title: Task 87
+challengeType: 19
+dashedName: task-87
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: So many activities! I don't think I could keep the pace.
+-->
+
+# --description--
+
+`Keep the pace` means to maintain the same level of activity or progress as someone else or as per a set standard. It's often used to talk about matching speed or staying on par with others. For example:
+
+`It's hard to keep the pace with the advanced runners in the group.`
+
+# --question--
+
+## --text--
+
+What does Brian mean in his sentence?
+
+## --answers--
+
+He believes he can do more activities than Maria
+
+### --feedback--
+
+`Keep the pace` suggests maintaining a level, not surpassing it.
+
+---
+
+He's confident about matching Maria's busy lifestyle
+
+### --feedback--
+
+Brian actually expresses doubt about his ability to maintain the same level of activity as Maria.
+
+---
+
+He doubts his ability to match Maria's level of activity
+
+---
+
+He prefers a slower, more relaxed pace than Maria
+
+### --feedback--
+
+While this is true, the key meaning is about his doubt in matching Maria's pace of activities.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b3197bb31ca670081f6d7.md

@@ -0,0 +1,48 @@
+---
+id: 655b3197bb31ca670081f6d7
+title: Task 88
+challengeType: 22
+dashedName: task-88
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: So many activities! I don't think I could keep the pace. But it is nice to know you enjoy it to the fullest, Maria.
+-->
+
+# --description--
+
+You can create adjectives that express the highest degree of something. These are the superlative adjectives. They show that nothing else can exceed a certain level. The general rule is:
+
+Short adjectives: create a superlative by ending `-est` at the end of the word. 
+
+`She enjoys the fullest her weekdays` (`the` + `full` + `est`)
+
+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.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Brian: So many activities! I don't think I could keep the pace. But it is nice to know you enjoy it to _ _ , Maria`
+
+## --blanks--
+
+`the`
+
+### --feedback--
+
+Definite article.
+
+---
+
+`fullest`
+
+### --feedback--
+
+Superlative form of `full`.

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b3274b6c61c67d95b5e67.md

@@ -0,0 +1,54 @@
+---
+id: 655b3274b6c61c67d95b5e67
+title: Task 89
+challengeType: 19
+dashedName: task-89
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: I think I will try to go out more often in the evening as well.
+-->
+
+# --description--
+
+Listen to Brian and answer the question.
+
+# --question--
+
+## --text--
+
+What does Brian plan to do?
+
+## --answers--
+
+He plans to stay at home more in the evenings
+
+### --feedback--
+
+This is not Brian's plan.
+
+---
+
+He wants to try going out more frequently in the evenings
+
+---
+
+He is not interested in changing his evening routine
+
+### --feedback--
+
+This is not Brian's plan.
+
+---
+
+He prefers morning activities to evening ones
+
+### --feedback--
+
+This is not Brian's plan.
+
+## --video-solution--
+
+2

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b32b2812874680f3198d3.md

@@ -0,0 +1,46 @@
+---
+id: 655b32b2812874680f3198d3
+title: "Task 90"
+challengeType: 22
+dashedName: task-90
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Maria: Sure, Brian! Just don't forget to give yourself time to rest. Find what your interests are and have some fun!
+-->
+
+# --description--
+
+Listen to the audio and complete the sentence.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sure, Brian! Just _ forget to give _ time to rest. _ what your interests are and have some fun!`
+
+## --blanks--
+
+`don't`
+
+### --feedback--
+
+Used here as a negation, advising Brian not to forget about resting.
+
+---
+
+`yourself`
+
+### --feedback--
+
+Reflexive pronoun of `you`.
+
+---
+
+`Find`
+
+### --feedback--
+
+Suggests exploring or discovering personal interests. Capitalize this word. 

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b34a4b45a76689cb429c6.md

@@ -0,0 +1,15 @@
+---
+id: 655b34a4b45a76689cb429c6
+videoId: nLDychdBwUg
+title: "Dialogue 5: Sophie and Brian Talk About the Weekend"
+challengeType: 21
+dashedName: dialogue-sophie-and-brian-talk-about-the-weekend
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b34e53bf2cb6908042c98.md

@@ -0,0 +1,54 @@
+---
+id: 655b34e53bf2cb6908042c98
+title: Task 91
+challengeType: 19
+dashedName: task-91
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Hey Brian. TGIF, right? Do you have any plans for the weekend?
+-->
+
+# --description--
+
+`TGIF` stands for `Thank God It's Friday`, a common expression used to express happiness that the work week is ending and the weekend is near. 
+
+# --question--
+
+## --text--
+
+What is Sophie's intention in asking Brian about his weekend plans?
+
+## --answers--
+
+She is just making polite conversation about the weekend
+
+---
+
+She wants to invite Brian to a work-related event on the weekend
+
+### --feedback--
+
+Sophie doesn't talk about work events.
+
+---
+
+She is asking because she needs help with her weekend work
+
+### --feedback--
+
+She is not interested in work-related help.
+
+---
+
+She is curious about Brian's professional plans for Monday
+
+### --feedback--
+
+The focus is not professional plans for the following week.
+
+## --video-solution--
+
+1

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b3581926acd6a172fa94b.md

@@ -0,0 +1,54 @@
+---
+id: 655b3581926acd6a172fa94b
+title: Task 92
+challengeType: 19
+dashedName: task-92
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Nothing out of the ordinary, Sophie. On Saturday, I wake up early, at 7:00 AM. I run in the park near my place in the morning. In the afternoon, I visit my parents and I have lunch with them.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What time does he start his day?
+
+## --answers--
+
+`He starts his day at 8:00 AM`
+
+### --feedback--
+
+Brian doesn't mention 8:00 AM. 
+
+---
+
+`He wakes up by 7:00 AM`
+
+### --feedback--
+
+The preposition `by` is incorrect.
+
+---
+
+`He wakes up at 6:00 AM`
+
+### --feedback--
+
+The correct time Brian starts his day is not 6:00 AM.
+
+---
+
+`He starts his day at 7:00 AM`
+
+## --video-solution--
+
+4

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b363149b5ba6b15434574.md

@@ -0,0 +1,54 @@
+---
+id: 655b363149b5ba6b15434574
+title: Task 93
+challengeType: 19
+dashedName: task-93
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Nice! On Saturday, I usually sleep until 9:30 AM. In the morning, I do some house cleaning. In the afternoon, I watch a movie at home, or I go out with friends to do some window-shopping at the mall.
+-->
+
+# --description--
+
+Sophie shares her typical Saturday schedule, including her wake-up time and some activities. Note the correct use of prepositions and time expressions.
+
+# --question--
+
+## --text--
+
+What does Sophie typically do on Saturday, and when does she start her day?
+
+## --answers--
+
+`She wakes up at 9:00 AM, cleans her house, and watches a movie`
+
+### --feedback--
+
+Sophie mentions that she sleeps `until 9:30 AM`, not `wakes up at 9:00 AM`.
+
+---
+
+`She sleeps until 10:00 AM and does house cleaning in the morning`
+
+### --feedback--
+
+Sophie specifically says she sleeps `until 9:30 AM`, not `10:00 AM`.
+
+---
+
+`She gets up at 9:30 AM, does some housework, watches a movie at home or goes to the mall`
+
+---
+
+`She wakes up early, goes out, and spends the afternoon reading at home`
+
+### --feedback--
+
+Sophie's routine doesn't include jogging or reading.
+
+## --video-solution--
+
+3

curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-your-morning-or-evening-routine/655b37ecf9da446bd1dcff4f.md

@@ -0,0 +1,39 @@
+---
+id: 655b37ecf9da446bd1dcff4f
+title: "Task 94"
+challengeType: 22
+dashedName: task-94
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: And on Sunday?
+Sophie: On Sunday, I have a lazy morning. I just stay at home and play some video games on my console. In the evening, I make dinner and go to sleep early, because, on Monday, it is back to work again.
+-->
+
+# --description--
+
+In this challenge, focus on identifying the adjectives Sophie uses to describe her Sunday routine.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`On Sunday, I have a _ morning. I just stay at home and play some video games on my console. In the evening, I make dinner and go to sleep _, because, on Monday, it is back to work again`
+
+## --blanks--
+
+`lazy`
+
+### --feedback--
+
+Describes the relaxed nature of Sophie's Sunday morning.
+
+---
+
+`early`
+
+### --feedback--
+
+Indicates the time Sophie chooses to go to sleep on Sunday evening.