From 8b52bf6aa26c976dbe5ecde50ae9f3b677f5fbe1 Mon Sep 17 00:00:00 2001 From: Nielda Karla <90112119+nieldakarla@users.noreply.github.com> Date: Mon, 17 Jun 2024 02:11:05 -0300 Subject: [PATCH] fix(curriculum): Corrected tasks feedbacks and descriptions English Curriculum (#55151) Co-authored-by: DanielRosa74 <58576743+DanielRosa74@users.noreply.github.com> Co-authored-by: Huyen Nguyen <25715018+huyenltnguyen@users.noreply.github.com> --- .../657b6ea501ca10ae78922b0d.md | 8 +++---- .../657b6f641e5c3ab1afc6efc1.md | 22 +++++++++++++------ .../657b8597aaa5162475812ff8.md | 16 +++++++------- .../655bd2f3caad89436a3dcc04.md | 4 +--- .../657e07a2fdda8d5ac93d415e.md | 2 +- .../657e10ccd09f1d7e38f4b560.md | 2 +- .../657e786b51f7eac240e92bcc.md | 11 +++++++--- .../657ee4171371e9d4d1402e91.md | 6 ++--- 8 files changed, 41 insertions(+), 30 deletions(-) diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md index bb8958a990d..10a5bbd79e4 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6ea501ca10ae78922b0d.md @@ -7,15 +7,15 @@ dashedName: task-24 # --description-- -Now that you know how to use `do` to form questions about hobbies, let's use `do` to ask about daily routines. This is useful for finding out about someone's everyday activities, which is a common topic of small talk. +Let's use `do` to ask about daily routines. -Note: When you use `do` as an auxiliary verb in a question, the main verb must stay in its base form. For example: +When you use `do` as an auxiliary verb in a question, the main verb must stay in its base form. For example: Statement: `She works as a Full Stack dev.` Question: `Does she work as a Full Stack dev?` -`work` stays as `work` and does not change to `works`, even when asking about a third person singular subject like `he,` `she,` or `it.` +Notice in the example above that `work` doesn't change to `works`, even when asking about a third person singular subject like `he,` `she,` or `it.` # --question-- @@ -41,7 +41,7 @@ Remember, after `do,` the main verb should not end in `s.` ### --feedback-- -The word order is incorrect in this option; `do` should be at the beginning +Remember, for this kind of question you need an auxiliary verb. Also, pay attention to word order. --- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md index 49d570a03c2..fdceb15f523 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b6f641e5c3ab1afc6efc1.md @@ -7,15 +7,15 @@ dashedName: task-25 # --description-- -Before you learned to ask questions using `do,` you can also use the auxiliary verb to in negative sentences. In negative sentences you combine the auxiliary verb `do` (I, you, we, they) or `does` (he, she it) with the word `not` and place it right before the main verb: +Before you learned to ask questions using `do`, you can also use it to create negative sentences by combining `do` (for `I`, `you`, `we`, `they`) or `does` (for `he`, `she`, `it`) with the word `not` and placing it right before the main verb: -`I do not work everyday` - (Subject + do + not + main verb) +`I do not work everyday` - (Subject + `do` + `not` + main verb) -`It does not function` - (Subject + does + not + main verb) +`It does not function` - (Subject + `does` + `not` + main verb) -Often, to be more practical it is common to abbreviate `do not` and `does not` to `don’t` and `doesn’t`. +Often, to be more practical people abbreviate `do not` to `don't` and `does not` to `doesn’t`. -Just like with questions, when you use `don't,` the main verb that comes after it will always be in its base form, no matter who you're talking about. Remember, you use `don't` with I, you, we, and they. When you talk about he, she, or it, you will use `doesn't,` but more on that later. Right now, let's focus on using `don't.` +Just like with questions, when you use `don't`, the main verb that comes after it will always be in its base form, no matter who you're talking about. # --instructions-- @@ -25,7 +25,7 @@ Listen to the audio to complete the sentence below. ## --sentence-- -`Sophie: That's cool! I like photography, but I _ think of it as a hobby. I play the guitar in my free time.` +`That's cool! I like photography, but I _ _ of it as a hobby. I play the guitar in my free time.` ## --blanks-- @@ -33,7 +33,15 @@ Listen to the audio to complete the sentence below. ### --feedback-- -Sophie is talking about what she does not do. The first blank needs `don't` to show that she does not consider photography a hobby. The second blank is the base form of the verb that describes what she does in her free time (without `don't` because it's a positive statement). +She is talking about something she doesn't do. + +--- + +`think` + +### --feedback-- + +When after an auxiliary verb, the main verb is not conjugated. # --scene-- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b8597aaa5162475812ff8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b8597aaa5162475812ff8.md index e1d7910bb3d..860187db3d4 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b8597aaa5162475812ff8.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-conversation-starters-in-the-break-room/657b8597aaa5162475812ff8.md @@ -10,7 +10,7 @@ Tom: Cool! I want to hear you play some day. --> # --description-- -When you want to talk about what someone hopes to do in the future, you can use `want to` to express desire or intention. Remember that `want to` doesn't change even when talking about others. +When you want to talk about what someone hopes to do in the future, you can use `want to` to express desire or intention. # --question-- @@ -20,15 +20,15 @@ Does Tom want to hear Sophie play the guitar? ## --answers-- -`Yes, he wants to.` - ---- - `No, he doesn't want to.` ### --feedback-- -The dialogue suggests Tom expresses a desire to hear Sophie play. +Listen again and pay attention to see if Tom is really using a negative sentence. + +--- + +`Yes, he wants to.` --- @@ -44,11 +44,11 @@ The dialogue suggests Tom expresses a desire to hear Sophie play. ### --feedback-- -`Wanted` is past tense, but Tom's desire to hear Sophie play is in the present. +`Wanted` is past tense, but Tom is talking about the present. ## --video-solution-- -1 +2 # --scene-- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-describe-your-current-project/655bd2f3caad89436a3dcc04.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-describe-your-current-project/655bd2f3caad89436a3dcc04.md index 485d30be70d..15290d5c42e 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-describe-your-current-project/655bd2f3caad89436a3dcc04.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-describe-your-current-project/655bd2f3caad89436a3dcc04.md @@ -11,12 +11,10 @@ dashedName: task-14 `Patterns` are regular and repeated ways in which something happens or is done. In data, patterns can show trends or behaviors. -For example, a pattern in customer data might be that more people buy ice cream on hot days. This is a `trend pattern`. +For example, a `pattern` in customer data might be that more people use bows as accessories. This is a `trend pattern`. There are also `cycle patterns`, like a coffee shop selling more coffee in the morning. -Recognizing patterns helps businesses understand their customers better. - `Patterns` can be found in numbers, like sales increasing every month, or in behaviors, like customers preferring to shop online. # --fillInTheBlank-- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e07a2fdda8d5ac93d415e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e07a2fdda8d5ac93d415e.md index aa81e4e8c03..11bdd878971 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e07a2fdda8d5ac93d415e.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e07a2fdda8d5ac93d415e.md @@ -33,7 +33,7 @@ Listen to the audio to complete the sentence below. ### --feedback-- -Sophie is describing what he does next in his routine after the first activity he mentioned. +Sophie is describing what she does next in her routine after the first activity she mentioned. # --scene-- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e10ccd09f1d7e38f4b560.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e10ccd09f1d7e38f4b560.md index 73a7e4e6974..0fc464851ed 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e10ccd09f1d7e38f4b560.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-a-typical-workday-and-tasks/657e10ccd09f1d7e38f4b560.md @@ -29,7 +29,7 @@ Listen to the audio to complete the sentence below. ### --feedback-- -Sophie is talking about how setting deadlines helps him maintain his progress towards his goals. +Sophie is talking about how setting deadlines helps her maintain her progress towards her goals. # --scene-- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657e786b51f7eac240e92bcc.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657e786b51f7eac240e92bcc.md index 1e047122284..77ff100cf0f 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657e786b51f7eac240e92bcc.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657e786b51f7eac240e92bcc.md @@ -7,8 +7,13 @@ dashedName: task-31 # --description-- -The phrase `would you like` is a polite way to offer something or ask someone if they want something. When offering something, you can specify it directly after the expression `would you like`. For instance, you might ask `Would you like some coffee?` when offering coffee to a guest. -If you are proposing to do something, such as `going shopping`, remember to include `to` between the expression and the action. For example: `Would you like to go shopping?`. +The phrase `would you like` is a polite way to offer something or ask someone if they want something. When offering something, you can specify it directly after the expression `would you like`. + +For instance, you might ask `Would you like some coffee?` when offering coffee to a guest. + +If you are proposing to do something, such as `going shopping`, remember to include `to` between the expression and the action. + +For example: `Would you like to go shopping?`. Finally, if you are asking someone if you should do something for them, use `me` between `would you like` and `to`. For example: `Would you like me to make some coffee?`. # --question-- @@ -35,7 +40,7 @@ This sentence is not correct. A correct usage would be `Would you like me to mak ### --feedback-- -This sentence is incorrect because `likes` should not be plural. The correct form is `Would you like a glass of water?` +In this context, `like` doesn’t require the ending `-s` The correct form is `Would you like a glass of water?` --- diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657ee4171371e9d4d1402e91.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657ee4171371e9d4d1402e91.md index 8d736f77387..4f0e76ecd2c 100644 --- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657ee4171371e9d4d1402e91.md +++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-talk-about-hobbies-and-interests/657ee4171371e9d4d1402e91.md @@ -7,7 +7,7 @@ dashedName: task-48 -# --description-- +# --description-- The expression `you bet` is used to affirmatively confirm or agree with something. It indicates strong agreement or confirmation. @@ -26,7 +26,7 @@ For instance, if your friend asks you, `Are you coming to the movie tonight?`, y ### --feedback-- -This word is part of a phrase used for expressing strong confirmation or agreement. The initial letter should be capitalized. +This word is a pronoun. The initial letter should be capitalized. --- @@ -34,7 +34,7 @@ This word is part of a phrase used for expressing strong confirmation or agreeme ### --feedback-- -This word follows the previous one to form a common phrase indicating strong affirmation. +Forms a common phrase indicating a strong affirmation. # --scene--