feat(curriculum): add English curriculum block 6.3 clarification on code understanding (#54124)

Co-authored-by: Naomi <nhcarrigan@gmail.com>
2026-09-24 23:01:18 +08:00 · 2024-05-07 20:38:25 -07:00
parent 7af1afe283
commit 9644802fac
49 changed files with 2307 additions and 17 deletions
@@ -10,8 +10,192 @@
  "superOrder": 21,
  "challengeOrder": [
    {
-      "id": "655c13c143fbad91f96da5f3",
-      "title": "Dialogue: Placeholder"
+      "id": "65f422e03c1be26ee37dbcf1",
+      "title": "Dialogue 1: Asking for Help to Understand Code"
+    },
+    {
+      "id": "65f424048ab85171c45e9a08",
+      "title": "Task 1"
+    },
+    {
+      "id": "65f425b9d9686e76a354a7ee",
+      "title": "Task 2"
+    },
+    {
+      "id": "65f4264c34d9b678ecd79ad3",
+      "title": "Task 3"
+    },
+    {
+      "id": "65f4271a0a61e57af14a9b35",
+      "title": "Task 4"
+    },
+    {
+      "id": "65f42789b0fe157c08cf04eb",
+      "title": "Task 5"
+    },
+    {
+      "id": "65f434b6c6a3ba9743d08e22",
+      "title": "Task 6"
+    },
+    {
+      "id": "65f435edbd8f519aba51cc93",
+      "title": "Task 7"
+    },
+    {
+      "id": "65f437964aed009f178dd167",
+      "title": "Task 8"
+    },
+    {
+      "id": "65f4386ef80894a17d6b1f3d",
+      "title": "Task 9"
+    },
+    {
+      "id": "65f439533bb1c4a3ab360b62",
+      "title": "Task 10"
+    },
+    {
+      "id": "65f439b8a46608a46ba94c73",
+      "title": "Task 11"
+    },
+    {
+      "id": "65f43a3a8b2c8ba627c31e46",
+      "title": "Task 12"
+    },
+    {
+      "id": "65f43aa270f998a70375bb23",
+      "title": "Task 13"
+    },
+    {
+      "id": "65f43b8a961e01a96a940470",
+      "title": "Task 14"
+    },
+    {
+      "id": "65f43c96b08a08ac434de6cb",
+      "title": "Task 15"
+    },
+    {
+      "id": "65f50a13853f93ef6c7337c1",
+      "title": "Dialogue 2: Asking for Help on a Bug"
+    },
+    {
+      "id": "65f510b35d792af24e985351",
+      "title": "Task 16"
+    },
+    {
+      "id": "65f511638aa1de0b9d53963e",
+      "title": "Task 17"
+    },
+    {
+      "id": "65f52ee449926c59b5c3a407",
+      "title": "Task 18"
+    },
+    {
+      "id": "65f52f215010605aa4da8804",
+      "title": "Task 19"
+    },
+    {
+      "id": "65f52f761f23715bce60f9ce",
+      "title": "Task 20"
+    },
+    {
+      "id": "65f52fb434a8875cb666ede5",
+      "title": "Task 21"
+    },
+    {
+      "id": "65f53033b856ff5e687644e4",
+      "title": "Task 22"
+    },
+    {
+      "id": "65f530793181a05f4e44a36a",
+      "title": "Task 23"
+    },
+    {
+      "id": "65f569d173ab3d5100c42fd0",
+      "title": "Task 24"
+    },
+    {
+      "id": "65f56b281bb51c5493d3e598",
+      "title": "Task 25"
+    },
+    {
+      "id": "65f56b6445b35b558688bc4d",
+      "title": "Task 26"
+    },
+    {
+      "id": "65f56e358123475af6d0f245",
+      "title": "Task 27"
+    },
+    {
+      "id": "65f5703b434254615ec3b886",
+      "title": "Task 28"
+    },
+    {
+      "id": "65f587dd775b4e74643cf3db",
+      "title": "Dialogue 3: Asking for Peer Reviewing"
+    },
+    {
+      "id": "65f5884cd3c21a9bd49f4b00",
+      "title": "Task 29"
+    },
+    {
+      "id": "65f58a1bc78dd4a0a22a8168",
+      "title": "Task 30"
+    },
+    {
+      "id": "65f58b427db077a36de24777",
+      "title": "Task 31"
+    },
+    {
+      "id": "65f58d630872fea94e0f91f5",
+      "title": "Task 32"
+    },
+    {
+      "id": "65f592180269c1b38c771164",
+      "title": "Task 33"
+    },
+    {
+      "id": "65f5928f3ee01db4e8b9d7fe",
+      "title": "Task 34"
+    },
+    {
+      "id": "65f5936de4e017b74ea663db",
+      "title": "Task 35"
+    },
+    {
+      "id": "65f59409f39a43b8d90b53f7",
+      "title": "Task 36"
+    },
+    {
+      "id": "65f594d096c1aebb60e5194d",
+      "title": "Task 37"
+    },
+    {
+      "id": "65f598d3a104b7c50aea53ab",
+      "title": "Task 38"
+    },
+    {
+      "id": "65f6f5d9324c65ef3adab297",
+      "title": "Task 39"
+    },
+    {
+      "id": "65f6f6f53aaa73f21560a9cc",
+      "title": "Task 40"
+    },
+    {
+      "id": "65f6f7d103c247f4d7e10b34",
+      "title": "Task 41"
+    },
+    {
+      "id": "65f6f9e9cfbda7f9c04e8af7",
+      "title": "Task 42"
+    },
+    {
+      "id": "65f6fb76ea5932fe4ba266c6",
+      "title": "Task 43"
+    },
+    {
+      "id": "65f6fc00be7facffe0898c6d",
+      "title": "Task 44"
    }
  ],
  "helpCategory": "English"
@@ -0,0 +1,15 @@
+---
+id: 65f422e03c1be26ee37dbcf1
+videoId: nLDychdBwUg
+title: "Dialogue 1: Asking for Help to Understand Code"
+challengeType: 21
+dashedName: dialogue-1-asking-for-help-to-understand-code
+---
+
+# --description--
+
+Watch the video to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
@@ -0,0 +1,39 @@
+---
+id: 65f424048ab85171c45e9a08
+title: Task 1
+challengeType: 22
+dashedName: task-1
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.
+-->
+
+# --description--
+
+In coding, a `module` is a part of a software program that carries out a specific function. For example, a `module` in a web application might handle user login.
+
+`Go through` means to review or examine something carefully. For instance, `going through code` means checking or reviewing code to understand it better.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Hey Sarah, I was _ through the new code changes you made in this _, and I might need some clarification on a specific part.`
+
+## --blanks--
+
+`going`
+
+### --feedback--
+
+Here it means Brian is reviewing or examining the code changes.
+
+---
+
+`module`
+
+### --feedback--
+
+It is a part of the software where Sarah made changes.
@@ -0,0 +1,53 @@
+---
+id: 65f425b9d9686e76a354a7ee
+title: Task 2
+challengeType: 19
+dashedName: task-2
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Hey Sarah, I was going through the new code changes you made in this module, and I might need some clarification on a specific part.
+-->
+
+# --description--
+
+Brian is reviewing Sarah's recent code changes and realizes there's a part he doesn't fully understand. 
+
+# --question--
+
+## --text--
+
+What is Brian asking Sarah in the dialogue?
+
+## --answers--
+
+For Sarah to make more changes to the code
+
+### --feedback--
+
+Brian's focus is on understanding the current changes, not asking for more changes.
+
+---
+
+For clarification on a specific part of the code
+
+---
+
+To know why Sarah made the changes
+
+### --feedback--
+
+He is specifically asking about a part of the code, not the reasons behind the changes.
+
+---
+
+For a general overview of all the code changes
+
+### --feedback--
+
+Brian mentions needing clarification on a specific part, not a general overview.
+
+## --video-solution--
+
+2
@@ -0,0 +1,47 @@
+---
+id: 65f4264c34d9b678ecd79ad3
+title: Task 3
+challengeType: 22
+dashedName: task-3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?
+-->
+
+# --description--
+
+`Uncertain` means not being sure about something, like feeling unsure about a decision. The opposite is `certain`, which means being sure. For example, `I am certain this is the right way` means being sure about the direction.
+
+`Achieve` means to successfully reach a goal after effort, such as `achieve a good result in a test`. In coding, `achieve` often refers to the goals a programmer wants to accomplish with their code.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Of course, Brian. I can _ what I was trying to _ there. What part of the code are you _ about?`
+
+## --blanks--
+
+`explain`
+
+### --feedback--
+
+It means Sarah is offering to make something clear to Brian.
+
+---
+
+`achieve`
+
+### --feedback--
+
+It refers to what Sarah intended to accomplish with her code.
+
+---
+
+`uncertain`
+
+### --feedback--
+
+It indicates Brian is not sure about a part of the code.
@@ -0,0 +1,52 @@
+---
+id: 65f4271a0a61e57af14a9b35
+title: Task 4
+challengeType: 19
+dashedName: task-4
+---
+
+# --description--
+
+This task focuses on reviewing the use of `can` for expressing capability and `trying` in the past continuous tense.
+
+`Can` is used to talk about someone's ability to do something, like `I can solve this problem.`
+
+`Trying` in the past continuous (was/were + verb + ing) indicates an ongoing action in the past, like `I was trying to fix the issue.`
+
+# --question--
+
+## --text--
+
+What does Sarah mean when she says, `I can explain what I was trying to achieve there`?
+
+## --answers--
+
+She has the ability to clarify her past actions.
+
+---
+
+She needs help to understand the code herself.
+
+### --feedback--
+
+Sarah is offering help, not asking for it.
+
+---
+
+She will try to achieve something in the future.
+
+### --feedback--
+
+Sarah talks about past efforts, not future plans.
+
+---
+
+She wants Brian to explain the code to her.
+
+### --feedback--
+
+Sarah is offering to explain, not asking Brian to do so.
+
+## --video-solution--
+
+1
@@ -0,0 +1,53 @@
+---
+id: 65f42789b0fe157c08cf04eb
+title: Task 5
+challengeType: 19
+dashedName: task-5
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Of course, Brian. I can explain what I was trying to achieve there. What part of the code are you uncertain about?
+-->
+
+# --description--
+
+In this dialogue, Sarah `offers` to help Brian. To `offer` means to propose or present something for someone to accept or reject. For example, `She offered to help with the project` means she proposed to assist with the project. 
+
+# --question--
+
+## --text--
+
+What is Sarah offering to Brian?
+
+## --answers--
+
+To rewrite the code for him
+
+### --feedback--
+
+Sarah proposes to explain the code, not to rewrite it.
+
+---
+
+To explain and clarify the part of the code Brian is unsure about
+
+---
+
+To ask someone else to clarify the code
+
+### --feedback--
+
+Sarah herself is proposing help, not suggesting others to assist.
+
+---
+
+To schedule a meeting for later
+
+### --feedback--
+
+Her offer is about explaining now, not planning a future meeting.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f434b6c6a3ba9743d08e22
+title: Task 6
+challengeType: 19
+dashedName: task-6
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: What part of the code are you uncertain about?
+-->
+
+# --description--
+
+Sarah is seeking to understand Brian's specific concern about the code.
+
+# --question--
+
+## --text--
+
+What does Sarah want to know from Brian?
+
+## --answers--
+
+Why Brian is working on the code
+
+### --feedback--
+
+Sarah's question is about a specific part of the code, not the reason for Brian's work.
+
+---
+
+How to fix the code problem
+
+### --feedback--
+
+She's asking about Brian's uncertainty, not directly about solutions.
+
+---
+
+Which part of the code Brian does not understand
+
+---
+
+If Brian likes the changes she made
+
+### --feedback--
+
+Her focus is on understanding his confusion, not on his opinion of the changes.
+
+## --video-solution--
+
+3
@@ -0,0 +1,49 @@
+---
+id: 65f435edbd8f519aba51cc93
+title: Task 7
+challengeType: 22
+dashedName: task-7
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: In the function you added, it could be that I'm missing something, but it may not be working as expected.
+-->
+
+# --description--
+
+A `function` in coding is a set of instructions within a program. It's designed to perform a particular task. You define a `function` once, specifying what it should do, and then you can use it as many times as you need by calling its name.
+
+If something is `missing` in code, it means a necessary part is not present or overlooked.
+
+When code is `working as expected`, it performs exactly how it's supposed to, without errors or issues.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`In the _ you added, it could be that I'm _ something, but it may not be _ as expected.`
+
+## --blanks--
+
+`function`
+
+### --feedback--
+
+It refers to a specific part of the code with a particular task.
+
+---
+
+`missing`
+
+### --feedback--
+
+It implies that there might be a gap or an overlooked part in the code.
+
+---
+
+`working`
+
+### --feedback--
+
+It means the code is performing its intended function correctly.
@@ -0,0 +1,37 @@
+---
+id: 65f437964aed009f178dd167
+title: Task 8
+challengeType: 22
+dashedName: task-8
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: It could be that I'm missing something, but it may not be working as expected.
+-->
+
+# --description--
+
+`Could be` is used to express a possibility or uncertainty. For example, saying `It could be raining` means there is a possibility of rain.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`It _ be that I'm _ something, but it may not be working as expected.`
+
+## --blanks--
+
+`could`
+
+### --feedback--
+
+It indicates a possibility or uncertainty about the situation.
+
+---
+
+`missing`
+
+### --feedback--
+
+It suggests Brian thinks he might have not noticed a part of the code.
@@ -0,0 +1,37 @@
+---
+id: 65f4386ef80894a17d6b1f3d
+title: Task 9
+challengeType: 22
+dashedName: task-9
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: I should probably understand the logic better.
+-->
+
+# --description--
+
+Fill in the blanks in the dialogue below.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I _ _ understand the logic better.`
+
+## --blanks--
+
+`should`
+
+### --feedback--
+
+This word suggests a recommendation or advice from Brian to himself.
+
+---
+
+`probably`
+
+### --feedback--
+
+This word adds a sense of likelihood or possibility to Brian's suggestion.
@@ -0,0 +1,53 @@
+---
+id: 65f439533bb1c4a3ab360b62
+title: Task 10
+challengeType: 19
+dashedName: task-10
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: In the function you added, it could be that I'm missing something, but it may not be working as expected. I should probably understand the logic better.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is Brian expressing in his statements?
+
+## --answers--
+
+He is confident that there is an error in Sarah's code.
+
+### --feedback--
+
+Brian expresses uncertainty, not confidence about an error.
+
+---
+
+He needs clarification and wants to understand the code logic better.
+
+---
+
+He is asking Sarah to rewrite the entire code.
+
+### --feedback--
+
+Brian's focus is on understanding the current code, not asking for a complete rewrite.
+
+---
+
+He is sure that he understands the code completely.
+
+### --feedback--
+
+Brian actually indicates that he needs to understand the code logic better.
+
+## --video-solution--
+
+2
@@ -0,0 +1,29 @@
+---
+id: 65f439b8a46608a46ba94c73
+title: Task 11
+challengeType: 22
+dashedName: task-11
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Let's _ through it together.
+-->
+
+# --description--
+
+The phrase `go through` is often used to describe the action of reviewing or examining something in detail. In a technical context, like coding, `going through` a section of code means carefully checking it to understand how it works or to find any issues.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Let's _ through it together.`
+
+## --blanks--
+
+`go`
+
+### --feedback--
+
+In this context, it means to review or examine the code together with Brian.
@@ -0,0 +1,29 @@
+---
+id: 65f43a3a8b2c8ba627c31e46
+title: Task 12
+challengeType: 22
+dashedName: task-12
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I can _ you through the code.
+-->
+
+# --description--
+
+`Walk through` is a phrase used to guide someone step by step through a process or task. In a coding context, to `walk someone through the code` means to explain the code in detail, step by step, to help them understand it better.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I can _ you through the code.`
+
+## --blanks--
+
+`walk`
+
+### --feedback--
+
+In this scenario, it means Sarah is offering to guide Brian step by step through the code.
@@ -0,0 +1,31 @@
+---
+id: 65f43aa270f998a70375bb23
+title: Task 13
+challengeType: 22
+dashedName: task-13
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: We should be able to figure out what's going wrong.
+-->
+
+# --description--
+
+To `figure out` something means to understand or find a solution to a problem, often after some thought or investigation.
+
+For example, `I need to figure out how to fix this bug` means the speaker is planning to think about or investigate how to solve this bug.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`We should be able to _ out what's going wrong.`
+
+## --blanks--
+
+`figure`
+
+### --feedback--
+
+It refers to understanding or solving the issue with the code.
@@ -0,0 +1,53 @@
+---
+id: 65f43b8a961e01a96a940470
+title: Task 14
+challengeType: 19
+dashedName: task-14
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I understand, Brian. Let's go through it together. I can walk you through the code, and we should be able to figure out what's going wrong.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is Sarah proposing to do in her response to Brian?
+
+## --answers--
+
+To rewrite the code herself
+
+### --feedback--
+
+Sarah is offering to explain and review the code, not rewrite it.
+
+---
+
+To help Brian understand the code by explaining it step by step
+
+---
+
+To ask someone else to look at the code
+
+### --feedback--
+
+Sarah herself is offering assistance, not suggesting others to help.
+
+---
+
+To ignore the code issue and move on to another task
+
+### --feedback--
+
+She is addressing the issue by proposing to go through the code together.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f43c96b08a08ac434de6cb
+title: Task 15
+challengeType: 22
+dashedName: task-15
+---
+
+<!--
+AUDIO REFERENCE: 
+Entire dialogue
+-->
+
+# --description--
+
+This task summarizes the conversation between Brian and Sarah.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Brian was _ through the new code changes when he realized he needed clarification. Sarah offered to _ him _ the code to _ out what was causing the issue.`
+
+## --blanks--
+
+`going`
+
+### --feedback--
+
+Brian was reviewing or examining the code changes.
+
+---
+
+`walk`
+
+### --feedback--
+
+Sarah proposed to guide Brian through the code.
+
+---
+
+`through`
+
+### --feedback--
+
+It means a thorough review or walkthrough of the code.
+
+---
+
+`figure`
+
+### --feedback--
+
+Their goal was to understand and resolve the code problem.
@@ -0,0 +1,15 @@
+---
+id: 65f50a13853f93ef6c7337c1
+videoId: nLDychdBwUg
+title: "Dialogue 2: Asking for Help on a Bug"
+challengeType: 21
+dashedName: dialogue-2-asking-for-help-on-a-bug
+---
+
+# --description--
+
+Watch the video to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
@@ -0,0 +1,33 @@
+---
+id: 65f510b35d792af24e985351
+title: Task 16
+challengeType: 22
+dashedName: task-16
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: Sarah, I'm dealing with a persistent bug in this section of the code.
+-->
+
+# --description--
+
+In coding, the term `persistent` often refers to something that continues to exist or occur, especially a problem or a bug that is difficult to solve. 
+
+`Persistence` is the noun form, referring to the state of being persistent.
+
+For example, a `persistent error` in code is an error that keeps occurring and is hard to fix.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sarah, I'm dealing with a _ bug in this section of the code.`
+
+## --blanks--
+
+`persistent`
+
+### --feedback--
+
+It means a bug continually occurs and is challenging to resolve.
@@ -0,0 +1,29 @@
+---
+id: 65f511638aa1de0b9d53963e
+title: Task 17
+challengeType: 22
+dashedName: task-17
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: I may need your expertise.
+-->
+
+# --description--
+
+`Expertise` refers to having specialized knowledge or skill in a particular field or area, especially gained over time. In a professional setting like coding, having `expertise` means being very knowledgeable and skilled in specific aspects of the work, such as a programming language or a type of software.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I may need your _.`
+
+## --blanks--
+
+`expertise`
+
+### --feedback--
+
+Tom is acknowledging that he might need Sarah's specialized skills and knowledge in coding.
@@ -0,0 +1,53 @@
+---
+id: 65f52ee449926c59b5c3a407
+title: Task 18
+challengeType: 19
+dashedName: task-18
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: Sarah, I'm dealing with a persistent bug in this section of the code. I can't figure it out, and I may need your expertise.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is Tom telling Sarah?
+
+## --answers--
+
+He can solve the bug by himself.
+
+### --feedback--
+
+No, Tom says he has trouble with the bug and needs help.
+
+---
+
+He needs Sarah's help with a difficult bug in the code.
+
+---
+
+He wants Sarah to do all the work.
+
+### --feedback--
+
+No, Tom only wants help with a bug, not for Sarah to do everything.
+
+---
+
+He thinks the bug is easy to solve.
+
+### --feedback--
+
+No, Tom says the bug is `persistent`, which means it's hard to solve.
+
+## --video-solution--
+
+2
@@ -0,0 +1,37 @@
+---
+id: 65f52f215010605aa4da8804
+title: Task 19
+challengeType: 22
+dashedName: task-19
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Sure, Tom. I can take a look at it. Let's start by identifying the issue.
+-->
+
+# --description--
+
+Fill in the blanks in the dialogue below.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sure, Tom. I can take a look _ it. Let's start _ identifying the issue.`
+
+## --blanks--
+
+`at`
+
+### --feedback--
+
+It's a preposition used to indicate the focus or subject of someone's attention, showing what or where you are looking when you examine something. 
+
+---
+
+`by`
+
+### --feedback--
+
+It introduces the first step in a process or action.
@@ -0,0 +1,53 @@
+---
+id: 65f52f761f23715bce60f9ce
+title: Task 20
+challengeType: 19
+dashedName: task-20
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Sure, Tom. I can take a look at it. Let's start by identifying the issue.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What part of Sarah’s answer suggests a course of action?
+
+## --answers--
+
+`I can take a look at it`
+
+### --feedback--
+
+While this shows willingness to help, it doesn't specify the first action Sarah wants to take.
+
+---
+
+`Sure, Tom`
+
+### --feedback--
+
+This is a simple acknowledgment, not a suggestion for action.
+
+---
+
+`Let's start by identifying the issue`
+
+---
+
+`I can take a look at it later`
+
+### --feedback--
+
+This option is not present in Sarah's response and doesn't suggest an immediate course of action.
+
+## --video-solution--
+
+3
@@ -0,0 +1,45 @@
+---
+id: 65f52fb434a8875cb666ede5
+title: Task 21
+challengeType: 22
+dashedName: task-21
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Where does it seem to be happening?
+-->
+
+# --description--
+
+`Seem to be` is used when you are not sure about something and you want to guess or suggest a possibility. For example, if you say `It seems to be working`, you are guessing that something is working but you are not 100% sure.
+
+Examples:
+
+Affirmative: `It seems to be working fine.`
+
+Negative: `It doesn't seem to be a major issue.`
+
+Question: `Does it seem to be related to the network?`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Where _ it _ to be happening?`
+
+## --blanks--
+
+`does`
+
+### --feedback--
+
+It's a helper verb used to ask questions when you are not sure about something.
+
+---
+
+`seem`
+
+### --feedback--
+
+It's used here to suggest a possibility or make a guess about where the problem is.
@@ -0,0 +1,53 @@
+---
+id: 65f53033b856ff5e687644e4
+title: Task 22
+challengeType: 19
+dashedName: task-22
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: Where does it seem to be happening?
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is Sarah asking Tom?
+
+## --answers--
+
+She's asking if Tom solved the problem.
+
+### --feedback--
+
+No, Sarah is asking about where the problem is happening, not if it's solved.
+
+---
+
+She's asking where Tom thinks the problem might be in the code.
+
+---
+
+She's wondering why Tom is having trouble with the code.
+
+### --feedback--
+
+Sarah's question is about the location of the problem, not the reason for Tom's trouble.
+
+---
+
+She's checking if Tom needs help with another part of the project.
+
+### --feedback--
+
+Sarah is specifically asking about the location of the issue in the code, not about other parts of the project.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f530793181a05f4e44a36a
+title: Task 23
+challengeType: 19
+dashedName: task-23
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: Well, I believe it may be related to data processing.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is the cause of the issue Tom is talking about?
+
+## --answers--
+
+It's related to data processing.
+
+---
+
+He thinks it's a network connectivity issue.
+
+### --feedback--
+
+Network connectivity issues are about connections between computers or systems. Tom is talking about data processing, not connectivity.
+
+---
+
+The problem is with the user interface.
+
+### --feedback--
+
+User interface (UI) is how people interact with software. Tom's issue is about data processing, not UI.
+
+---
+
+It's an issue with the code's security features.
+
+### --feedback--
+
+Security features protect software from attacks. Tom suggests the problem is with data processing, not security.
+
+## --video-solution--
+
+1
@@ -0,0 +1,39 @@
+---
+id: 65f569d173ab3d5100c42fd0
+title: Task 24
+challengeType: 22
+dashedName: task-24
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: I've tried a few things, but it could be something more _.
+-->
+
+# --description--
+
+In this task, you'll learn about the phrase `a few`. It means a small number of things or not many. For example, `I tried a few solutions` means trying several but not a lot of solutions.
+
+`Complicated` means something is not simple and can be difficult to understand. For example, `This coding problem is complicated` means the problem is not easy to solve.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I've tried a _ things, but it could be something more _.`
+
+## --blanks--
+
+`few`
+
+### --feedback--
+
+It means Tom tried some things but not a lot.
+
+---
+
+`complicated`
+
+### --feedback--
+
+It suggests the problem might be more difficult than initially thought.
@@ -0,0 +1,53 @@
+---
+id: 65f56b281bb51c5493d3e598
+title: Task 25
+challengeType: 19
+dashedName: task-25
+---
+
+<!--
+AUDIO REFERENCE: 
+Tom: I've tried a few things, but it could be something more complicated.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is Tom expressing about his attempts to fix the problem?
+
+## --answers--
+
+He's confident he has solved the problem.
+
+### --feedback--
+
+Tom indicates that despite trying, the problem might still be unsolved and complicated.
+
+---
+
+He's unsure if his attempts were effective and thinks the issue might be complex.
+
+---
+
+He's asking for help with basic coding skills.
+
+### --feedback--
+
+Tom is not asking for basic help; he's discussing the complexity of a specific problem.
+
+---
+
+He believes the problem is simple and easy to fix.
+
+### --feedback--
+
+Tom suggests the opposite, indicating the problem might be more complicated than expected.
+
+## --video-solution--
+
+2
@@ -0,0 +1,57 @@
+---
+id: 65f56b6445b35b558688bc4d
+title: Task 26
+challengeType: 22
+dashedName: task-26
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I should probably debug it step by step. With your input, we can work together to solve this problem.
+-->
+
+# --description--
+
+`Step by step` means doing something one stage at a time. For example, `debugging step by step` means solving a problem in small, manageable parts. 
+
+`Input` in coding often means information or advice given for a project.
+
+`Work together` means to collaborate, and `pair up` is similar, meaning two people working closely together.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I should probably debug it _ by _. With your input, we can work _ to _ this problem.`
+
+## --blanks--
+
+`step`
+
+### --feedback--
+
+It represents the beginning of each individual action within a series.
+
+---
+
+`step`
+
+### --feedback--
+
+It implies a methodical, gradual approach to debugging.
+
+---
+
+`together`
+
+### --feedback--
+
+It means Sarah and Tom collaborating to fix the issue.
+
+---
+
+`solve`
+
+### --feedback--
+
+It means to find a solution or fix a problem.
@@ -0,0 +1,63 @@
+---
+id: 65f56e358123475af6d0f245
+title: Task 27
+challengeType: 19
+dashedName: task-27
+---
+
+<!--
+AUDIO REFERENCE: 
+Sarah: I see. I should probably debug it step by step. With your input, we can work together to solve this problem.
+-->
+
+# --description--
+
+Adverbs describe how you do something.
+
+- When you add `ly` to an adjective, it usually turns the word into an adverb. For instance, `careful` (adjective) becomes `carefully` (adverb). 
+
+- `Carefully` means doing something with a lot of attention to avoid mistakes or accidents. Example: `She codes carefully to avoid errors.`
+
+- `Slowly` is used when something is done without speed, taking time. Example: `He reads the code slowly to understand each part.`
+
+- `Quickly` means doing something fast. Example: `She quickly found the bug in the code.`
+
+Remember, `ly` adverbs indicates how an action is performed, which can be useful in many situations, like coding or problem-solving.
+
+# --question--
+
+## --text--
+
+How does Sarah plan to solve the coding problem?
+
+## --answers--
+
+She wants to forget the problem and do something else.
+
+### --feedback--
+
+No, Sarah wants to work on the problem carefully, not ignore it.
+
+---
+
+She plans to solve the problem slowly and with Tom's help.
+
+---
+
+She will ask another team to fix it.
+
+### --feedback--
+
+Sarah wants to work on the problem with Tom, not give it to another team.
+
+---
+
+She will fix it quickly by herself.
+
+### --feedback--
+
+Sarah wants to take her time and work with Tom, not solve it quickly alone.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f5703b434254615ec3b886
+title: Task 28
+challengeType: 22
+dashedName: task-28
+---
+
+<!--
+AUDIO REFERENCE: 
+entire dialogue
+-->
+
+# --description--
+
+This challenge summarizes the entire dialogue between Tom and Sarah. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Tom discusses a _ bug with Sarah and expresses his difficulty in resolving it. Sarah offers to _ and suggests going through the code step by step. They agree to work _ to _ the coding problem.`
+
+## --blanks--
+
+`persistent`
+
+### --feedback--
+
+This word refers to the ongoing nature of the bug Tom is facing.
+
+---
+
+`help`
+
+### --feedback--
+
+Sarah offers her assistance to Tom in resolving the issue.
+
+---
+
+`together`
+
+### --feedback--
+
+It emphasizes their teamwork and collaborative effort.
+
+---
+
+`solve`
+
+### --feedback--
+
+It means to find a solution or fix the issue.
@@ -0,0 +1,15 @@
+---
+id: 65f587dd775b4e74643cf3db
+videoId: nLDychdBwUg
+title: "Dialogue 3: Asking for Peer Reviewing"
+challengeType: 21
+dashedName: dialogue-3-asking-for-peer-reviewing
+---
+
+# --description--
+
+Watch the video to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
@@ -0,0 +1,37 @@
+---
+id: 65f5884cd3c21a9bd49f4b00
+title: Task 29
+challengeType: 22
+dashedName: task-29
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Brian, I've encountered an issue in the code, and I can't quite pinpoint what's causing it.
+-->
+
+# --description--
+
+Fill in the blanks in the dialogue below.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Brian, _ encountered an issue in the code, and I _ quite pinpoint what's causing it.`
+
+## --blanks--
+
+`I've`
+
+### --feedback--
+
+It's a contraction for `I have`, indicating something Sophie has found or experienced.
+
+---
+
+`can't`
+
+### --feedback--
+
+It's a contraction for `cannot`, showing Sophie's difficulty in identifying the problem.
@@ -0,0 +1,41 @@
+---
+id: 65f58a1bc78dd4a0a22a8168
+title: Task 30
+challengeType: 22
+dashedName: task-30
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Brian, I've encountered an issue in the code, and I can't quite pinpoint what's causing it.
+-->
+
+# --description--
+
+`Encounter`, especially in its past form `encountered`, means to come across something, usually unexpectedly. For example, `I encountered an error while testing the software.` It implies finding something without looking for it.
+
+`Pinpoint` means to identify something very precisely. For instance, `After reviewing the code, I was able to pinpoint the error.` This means finding exactly where and what the problem is.
+
+In coding, finding issues can often be about `encountering` unexpected problems and trying to `pinpoint` their causes.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Brian, I've _ an issue in the code, and I can't quite _ what's causing it.`
+
+## --blanks--
+
+`encountered`
+
+### --feedback--
+
+This word means Sophie found an issue while working on the code.
+
+---
+
+`pinpoint`
+
+### --feedback--
+
+This word means to find the exact cause of the problem, which Sophie is having trouble with.
@@ -0,0 +1,55 @@
+---
+id: 65f58b427db077a36de24777
+title: Task 31
+challengeType: 19
+dashedName: task-31
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Brian, I've encountered an issue in the code, and I can't quite pinpoint what's causing it.
+-->
+
+# --description--
+
+`Quite` is used to add emphasis and can mean very or a lot. For example, if you say `I'm quite tired`, it means you are very tired.
+
+In the dialogue, Sophie says, `I can't quite pinpoint...` which means she is having a lot of trouble finding the exact problem.
+
+# --question--
+
+## --text--
+
+How is the word `quite` being used by Sophie?
+
+## --answers--
+
+To show she completely understands the issue
+
+### --feedback--
+
+No, `quite` here shows that Sophie is having much trouble understanding the issue.
+
+---
+
+To emphasize the difficulty she's having in pinpointing the issue
+
+---
+
+To indicate that she has no problem understanding the issue
+
+### --feedback--
+
+Sophie uses `quite` to highlight her difficulty, not her ease, in understanding the issue.
+
+---
+
+To suggest she's only slightly confused about the issue
+
+### --feedback--
+
+`Quite` in this context suggests a significant extent of difficulty, not just slight confusion.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f58d630872fea94e0f91f5
+title: Task 32
+challengeType: 19
+dashedName: task-32
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Brian, I've encountered an issue in the code, and I can't quite pinpoint what's causing it.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What problem is Sophie experiencing with her code?
+
+## --answers--
+
+She has found a bug but can't identify its cause.
+
+---
+
+She needs help writing new code.
+
+### --feedback--
+
+Sophie's current issue is not about writing new code but about identifying the cause of a bug.
+
+---
+
+She's finished her coding task.
+
+### --feedback--
+
+Sophie is actually facing an issue in her code, not completing a task.
+
+---
+
+She doesn't understand Brian's instructions.
+
+### --feedback--
+
+The problem is with the code she's working on, not with understanding instructions from Brian.
+
+## --video-solution--
+
+1
@@ -0,0 +1,53 @@
+---
+id: 65f592180269c1b38c771164
+title: Task 33
+challengeType: 19
+dashedName: task-33
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: I may need a second pair of eyes to help me out.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What does Sophie need to help solve her coding issue?
+
+## --answers--
+
+Another person to review her code
+
+---
+
+A new coding tool
+
+### --feedback--
+
+Sophie's request is for assistance from someone else, not for a new tool.
+
+---
+
+More time to work alone
+
+### --feedback--
+
+Sophie is seeking help from another person, not more time to work by herself.
+
+---
+
+Advice on a different project
+
+### --feedback--
+
+Sophie's need is related to her current coding issue, not a different project.
+
+## --video-solution--
+
+1
@@ -0,0 +1,57 @@
+---
+id: 65f5928f3ee01db4e8b9d7fe
+title: Task 34
+challengeType: 19
+dashedName: task-34
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: No problem, Sophie. I can definitely work with you on that.
+-->
+
+# --description--
+
+In this task, you will learn about the phrase `to be willing`.
+
+When someone says they are `willing` to do something, it means they are ready and prepared to do it, often out of kindness or cooperation. For example, `Brian is willing to help Sophie` means Brian is ready and happy to assist Sophie.
+
+This phrase is often used in professional and personal contexts to show a positive attitude towards doing something or helping someone.
+
+# --question--
+
+## --text--
+
+What is Brian's reaction to Sophie's request for help?
+
+## --answers--
+
+He is willing to help Sophie with her code issue.
+
+---
+
+He is too busy to help Sophie right now.
+
+### --feedback--
+
+Brian's response indicates his readiness to assist, not that he is too busy.
+
+---
+
+He needs more information before deciding.
+
+### --feedback--
+
+Brian agrees to help without asking for additional information first.
+
+---
+
+He suggests Sophie find someone else to help.
+
+### --feedback--
+
+Brian offers his own assistance, not suggesting someone else.
+
+## --video-solution--
+
+1
@@ -0,0 +1,39 @@
+---
+id: 65f5936de4e017b74ea663db
+title: Task 35
+challengeType: 22
+dashedName: task-35
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: Let's start by understanding the symptoms of the issue.
+-->
+
+# --description--
+
+In medicine, `symptoms` are signs or indications of a condition or disease. Similarly, in coding, `symptoms` refer to signs or indications of a problem in the software or code.
+
+For example, a `symptom` could be an error message or a part of the program not working correctly.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Let's start _ understanding the _ of the issue.`
+
+## --blanks--
+
+`by`
+
+### --feedback--
+
+It's used to indicate the method or way to start something. Here, it introduces the approach to understanding the issue.
+
+---
+
+`symptoms`
+
+### --feedback--
+
+This word in coding refers to the observable signs or indications of a problem, similar to that of an illness in medicine.
@@ -0,0 +1,53 @@
+---
+id: 65f59409f39a43b8d90b53f7
+title: Task 36
+challengeType: 19
+dashedName: task-36
+---
+
+<!--
+AUDIO REFERENCE: 
+Brian: No problem, Sophie. I can definitely work with you on that. Let's start by understanding the symptoms of the issue.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What is the first thing Brian wants to do to help Sophie?
+
+## --answers--
+
+He wants to rewrite the code immediately.
+
+### --feedback--
+
+Brian suggests understanding the issue first, not immediately rewriting the code.
+
+---
+
+He plans to consult another expert first.
+
+### --feedback--
+
+Brian doesn't mention consulting another expert; he wants to start by understanding the issue.
+
+---
+
+He wants to start by understanding the symptoms of the issue.
+
+---
+
+He decides to leave the issue for later.
+
+### --feedback--
+
+Brian's response indicates a willingness to start working on the issue now, not later.
+
+## --video-solution--
+
+3
@@ -0,0 +1,39 @@
+---
+id: 65f594d096c1aebb60e5194d
+title: Task 37
+challengeType: 22
+dashedName: task-37
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Brian, I've noticed that the issue may occur when we handle large data sets.
+-->
+
+# --description--
+
+`To occur` means to happen, especially unexpectedly. For example, `The error occurs when the program runs.`
+
+`Data sets` are collections of data. In coding, a `data set` can be small or large, containing various types of data used for analysis or processing.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Brian, I've noticed that the issue may _ when we handle large data _.`
+
+## --blanks--
+
+`occur`
+
+### --feedback--
+
+It refers to something happening, often unexpectedly, in a given situation, like an issue in code.
+
+---
+
+`sets`
+
+### --feedback--
+
+In this context, Sophie is talking about working with large groups of data.
@@ -0,0 +1,29 @@
+---
+id: 65f598d3a104b7c50aea53ab
+title: Task 38
+challengeType: 22
+dashedName: task-38
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: I've noticed that the issue may occur when we handle large data sets.
+-->
+
+# --description--
+
+`Large` refers to something big in size or amount, as in `large data sets` which contain a lot of data. `Small` is the opposite, referring to less in size or amount.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I've noticed that the issue may occur when we handle _ data sets.`
+
+## --blanks--
+
+`large`
+
+### --feedback--
+
+In this context, it's used to describe the size of the data sets - implying they contain a substantial amount of data.
@@ -0,0 +1,53 @@
+---
+id: 65f6f5d9324c65ef3adab297
+title: Task 39
+challengeType: 19
+dashedName: task-39
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: I've noticed that the issue may occur when we handle large data sets.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What does Sophie imply by using `may` in her sentence?
+
+## --answers--
+
+She is sure about when the issue occurs.
+
+### --feedback--
+
+Using `may` suggests possibility, not certainty. Sophie is considering a potential occurrence, not stating a fact.
+
+---
+
+She thinks the problem might happen with large data sets.
+
+---
+
+She has ruled out large data sets as the cause of the issue.
+
+### --feedback--
+
+The use of `may` indicates that Sophie is considering large data sets as a potential cause, not ruling them out.
+
+---
+
+She has no idea about the cause of the issue.
+
+### --feedback--
+
+While `may` shows uncertainty, it doesn't mean she has no idea. She is suggesting a possible cause.
+
+## --video-solution--
+
+2
@@ -0,0 +1,53 @@
+---
+id: 65f6f6f53aaa73f21560a9cc
+title: Task 40
+challengeType: 19
+dashedName: task-40
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: It could be a performance bottleneck, but I should confirm it.
+-->
+
+# --description--
+
+Answer the question below.
+
+# --question--
+
+## --text--
+
+What do Sophie's uses of `could` and `should` indicate?
+
+## --answers--
+
+She is confident that the issue is a performance bottleneck.
+
+### --feedback--
+
+`Could` suggests a possibility, not certainty. `Should` indicates an action she plans to take, not a conclusion.
+
+---
+
+She needs to confirm if the issue is a performance bottleneck.
+
+---
+
+She has already resolved the performance bottleneck.
+
+### --feedback--
+
+`Should` indicates a future action to confirm, not that the issue has already been resolved.
+
+---
+
+She dismisses the possibility of a performance bottleneck.
+
+### --feedback--
+
+`Could` shows she is considering it as a possibility, not dismissing it.
+
+## --video-solution--
+
+2
@@ -0,0 +1,52 @@
+---
+id: 65f6f7d103c247f4d7e10b34
+title: Task 41
+challengeType: 22
+dashedName: task-41
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Understood. We can investigate this together, and by the end of it, we should have a clearer picture of what's happening.
+-->
+
+# --description--
+
+The word `clear` means easy to understand or see. When you want to compare something and show it is more `clear`, you add `er` at the end to make `clearer`.
+
+For example:
+
+- This explanation is `clear`.
+- This explanation is `clearer` than the other one.
+
+Notice how `clearer` is used to compare two things, indicating that one is more easy to understand than the other.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Understood. We can investigate this together, and by the end of _, we should have a _ picture of _ happening.`
+
+## --blanks--
+
+`it`
+
+### --feedback--
+
+It's a pronoun used to refer to a thing previously mentioned or easily identified. Here, it refers to the situation they are discussing.
+
+---
+
+`clearer`
+
+### --feedback--
+
+Brian is comparing the current understanding with what it will be after the investigation. He believes it will be more `clear`.
+
+---
+
+`what's`
+
+### --feedback--
+
+It's a contraction of `what is`. This phrase asks about something that is happening or occurring.
@@ -0,0 +1,53 @@
+---
+id: 65f6f9e9cfbda7f9c04e8af7
+title: Task 42
+challengeType: 19
+dashedName: task-42
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Understood. We can investigate this together, and by the end of it, we should have a clearer picture of what's happening.
+-->
+
+# --description--
+
+The phrase `by the end of it` is commonly used in English to refer to the conclusion or final part of a process or period of time. It implies that at the completion of a certain activity, a specific result or understanding will be achieved.
+
+# --question--
+
+## --text--
+
+In the dialogue, what does Brian mean by `by the end of it`?
+
+## --answers--
+
+They will stop the investigation.
+
+### --feedback--
+
+This phrase is about reaching a conclusion, not necessarily stopping the activity.
+
+---
+
+They will start another activity.
+
+### --feedback--
+
+Brian is referring to the end of the current investigation, not starting something new.
+
+---
+
+They will take a break.
+
+### --feedback--
+
+The phrase focuses on reaching an understanding at the end of the process, not taking a break.
+
+---
+
+They will have a clearer understanding of the situation at the end.
+
+## --video-solution--
+
+4
@@ -0,0 +1,59 @@
+---
+id: 65f6fb76ea5932fe4ba266c6
+title: Task 43
+challengeType: 19
+dashedName: task-43
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Understood. We can investigate this together, and by the end of it, we should have a clearer picture of what's happening.
+-->
+
+# --description--
+
+`By the end of it` means at the end. 
+
+ `A clearer picture` metaphorically means a better or more complete understanding. It's like when you clean your glasses and suddenly see things more clearly.
+
+An Example of `a clearer picture`:
+
+`After studying, I have a clearer picture of the math problem.`
+
+# --question--
+
+## --text--
+
+What is Brian implying with his statement?
+
+## --answers--
+
+They need to investigate quickly.
+
+### --feedback--
+
+Brian's focus is on understanding better, not on how fast they should do it.
+
+---
+
+They will have a better understanding after investigating.
+
+---
+
+The situation is too complicated to understand.
+
+### --feedback--
+
+Brian believes they will understand better, not that it's too complicated.
+
+---
+
+Investigating is not necessary.
+
+### --feedback--
+
+Brian is actually emphasizing the need for investigation to gain clarity.
+
+## --video-solution--
+
+2
@@ -0,0 +1,61 @@
+---
+id: 65f6fc00be7facffe0898c6d
+title: Task 44
+challengeType: 22
+dashedName: task-44
+---
+
+<!--
+AUDIO REFERENCE:
+entire dialogue
+-->
+
+# --description--
+
+This task will help you summarize the dialogue using keywords from it. 
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sophie has _ an issue in the code and needs Brian's _ to figure it out. They plan to _ the symptoms and investigate, especially with _ data sets. By the end, they expect to have a _ understanding of the problem.`
+
+## --blanks--
+
+`encountered`
+
+### --feedback--
+
+Sophie uses this word to describe finding a problem in the code.
+
+---
+
+`help`
+
+### --feedback--
+
+Sophie is seeking assistance from Brian.
+
+---
+
+`understand`
+
+### --feedback--
+
+Brian suggests starting by understanding the issue's symptoms.
+
+---
+
+`large`
+
+### --feedback--
+
+Sophie mentions the problem may occur with a lot of data sets.
+
+---
+
+`clearer`
+
+### --feedback--
+
+Brian believes that through investigation, they will gain a better understanding.
@@ -1,15 +0,0 @@
---
-id: 655c13c143fbad91f96da5f3
-title: "Dialogue: Placeholder"
-challengeType: 21
-videoId: nLDychdBwUg
-dashedName: dialogue-placeholder
---
-
-# --description--
-
-Watch the video above to understand the context of the upcoming lessons.
-
-# --assignment--
-
-Watch the video