diff --git a/curriculum/challenges/_meta/learn-how-to-discuss-roles-and-responsibilies/meta.json b/curriculum/challenges/_meta/learn-how-to-discuss-roles-and-responsibilies/meta.json
index f179dc3a74e865d..65111508deecc43 100644
--- a/curriculum/challenges/_meta/learn-how-to-discuss-roles-and-responsibilies/meta.json
+++ b/curriculum/challenges/_meta/learn-how-to-discuss-roles-and-responsibilies/meta.json
@@ -10,8 +10,448 @@
   "isBeta": true,
   "challengeOrder": [
     {
-      "id": "655c10318d878d812211966d",
-      "title": "Dialogue: Placeholder"
+      "id": "65b0dd4e70e9dcf7c402eb8e",
+      "title": "Dialogue 1: Describing other people and what they do"
+    },
+    {
+      "id": "65b0dde5120c33f904f47a62",
+      "title": "Task 1"
+    },
+    {
+      "id": "65b22b3556d52217d9595372",
+      "title": "Task 2"
+    },
+    {
+      "id": "65b22c705b53e41be902b63b",
+      "title": "Task 3"
+    },
+    {
+      "id": "65b22d1aeb5ecf1d590d30bf",
+      "title": "Task 4"
+    },
+    {
+      "id": "65b22e5388370c209a6b0b73",
+      "title": "Task 5"
+    },
+    {
+      "id": "65b22f68d1e84923d3cf1e82",
+      "title": "Task 6"
+    },
+    {
+      "id": "65b2301790bb3c256a5787a3",
+      "title": "Task 7"
+    },
+    {
+      "id": "65b2315a2cce3926f4719551",
+      "title": "Task 8"
+    },
+    {
+      "id": "65b25734252dad35f947f189",
+      "title": "Task 9"
+    },
+    {
+      "id": "65b258729e44fc38227665a0",
+      "title": "Task 10"
+    },
+    {
+      "id": "65b25a0c0e8c603c6576fe81",
+      "title": "Task 11"
+    },
+    {
+      "id": "65b25ab9be0c0d3ec4752839",
+      "title": "Task 12"
+    },
+    {
+      "id": "65b25b541262654062a21e74",
+      "title": "Task 13"
+    },
+    {
+      "id": "65b25bcc98b00d41d06d2a2b",
+      "title": "Task 14"
+    },
+    {
+      "id": "65b25c9be41791441e86e045",
+      "title": "Task 15"
+    },
+    {
+      "id": "65b25eacb57dd5493ebaf184",
+      "title": "Task 16"
+    },
+    {
+      "id": "65b25f2c3284994aa6632194",
+      "title": "Task 17"
+    },
+    {
+      "id": "65b26099dcd86f4e06d0fc21",
+      "title": "Task 18"
+    },
+    {
+      "id": "65b261dae662a3512ed47826",
+      "title": "Task 19"
+    },
+    {
+      "id": "65b622c659539b5863124b5a",
+      "title": "Task 20"
+    },
+    {
+      "id": "65b623813c9f7d5b26b3437f",
+      "title": "Task 21"
+    },
+    {
+      "id": "65b625b0ce7ac75e1115c8cb",
+      "title": "Task 22"
+    },
+    {
+      "id": "65b6265db84a9d61cbc7a109",
+      "title": "Task 23"
+    },
+    {
+      "id": "65b629dbf8298669fb4c1572",
+      "title": "Task 24"
+    },
+    {
+      "id": "65b62b2ca1c4a46c49ab0812",
+      "title": "Task 25"
+    },
+    {
+      "id": "65b655b819433f7c3e9df224",
+      "title": "Task 26"
+    },
+    {
+      "id": "65b6569bfdca437e79a45159",
+      "title": "Task 27"
+    },
+    {
+      "id": "65b6575614ff477fd47746f4",
+      "title": "Task 28"
+    },
+    {
+      "id": "65b657fea6ef4e81eb9a10fd",
+      "title": "Task 29"
+    },
+    {
+      "id": "65b6586c618400831eff6d17",
+      "title": "Task 30"
+    },
+    {
+      "id": "65b78bde6c6910b32eef74ba",
+      "title": "Task 31"
+    },
+    {
+      "id": "65b78da7683e2cb7061d0021",
+      "title": "Task 32"
+    },
+    {
+      "id": "65d5cebba7a44042a1815053",
+      "title": "Dialogue 2: Talking about Anna"
+    },
+    {
+      "id": "65d5d17a45be4e4d56be704a",
+      "title": "Task 33"
+    },
+    {
+      "id": "65d5d1bdbd0a7f4e3edb6c8e",
+      "title": "Task 34"
+    },
+    {
+      "id": "65d5fb1e575bfe649f5cea4b",
+      "title": "Task 35"
+    },
+    {
+      "id": "65d5feaac55f2d673480abe1",
+      "title": "Task 36"
+    },
+    {
+      "id": "65d60150d4ac7c73895342cc",
+      "title": "Task 37"
+    },
+    {
+      "id": "65d60402f5661e79dfddab63",
+      "title": "Task 38"
+    },
+    {
+      "id": "65d60609e931277ebddf1dd8",
+      "title": "Task 39"
+    },
+    {
+      "id": "65d6099b91bfe381c68a12f8",
+      "title": "Task 40"
+    },
+    {
+      "id": "65d6b7cfc3544c15a83b2008",
+      "title": "Task 41"
+    },
+    {
+      "id": "65d6bc21bbb3fb20d47cd7ed",
+      "title": "Task 42"
+    },
+    {
+      "id": "65d6bd19de6bad235879c032",
+      "title": "Task 43"
+    },
+    {
+      "id": "65d6bfc0ef75202990f3c838",
+      "title": "Task 44"
+    },
+    {
+      "id": "65d6c0b53262202bf8813f73",
+      "title": "Task 45"
+    },
+    {
+      "id": "65d6c19c1a1dc52e536a8e21",
+      "title": "Task 46"
+    },
+    {
+      "id": "65d6c390f03b85333445b5e4",
+      "title": "Task 47"
+    },
+    {
+      "id": "65d6c7f99ec5d13d543dccf4",
+      "title": "Task 48"
+    },
+    {
+      "id": "65d6c8c2c21ad83f837b4bb9",
+      "title": "Task 49"
+    },
+    {
+      "id": "65d6ca37133db041a059b352",
+      "title": "Task 50"
+    },
+    {
+      "id": "65d6cb8800b1274686877c25",
+      "title": "Task 51"
+    },
+    {
+      "id": "65d6cc2551fe584833cd6cda",
+      "title": "Task 52"
+    },
+    {
+      "id": "65d6cd757478424b84d7f445",
+      "title": "Task 53"
+    },
+    {
+      "id": "65d6dadcc5e50f5d3d3c8e95",
+      "title": "Task 54"
+    },
+    {
+      "id": "65d6dc5686b49d61612472e0",
+      "title": "Task 55"
+    },
+    {
+      "id": "65d6dd0d7fc3c563482b8ad6",
+      "title": "Task 56"
+    },
+    {
+      "id": "65d6e2c17bb85b727ddf51d6",
+      "title": "Dialogue 3: Talking about Jeff"
+    },
+    {
+      "id": "65d7480fba8a2b88f5499094",
+      "title": "Task 57"
+    },
+    {
+      "id": "65d74ca5293a7b9397dec0e6",
+      "title": "Task 58"
+    },
+    {
+      "id": "65d74e055819ee970713e509",
+      "title": "Task 59"
+    },
+    {
+      "id": "65d74fe1b1db8c9b43fb93fd",
+      "title": "Task 60"
+    },
+    {
+      "id": "65d750f42fb8c69d48edb565",
+      "title": "Task 61"
+    },
+    {
+      "id": "65d75185d536899fd3c01977",
+      "title": "Task 62"
+    },
+    {
+      "id": "65d752c6240228a36a5a3ac3",
+      "title": "Task 63"
+    },
+    {
+      "id": "65d862dca01bd8e8a6f7561b",
+      "title": "Task 64"
+    },
+    {
+      "id": "65d863be0ea26dea821fb459",
+      "title": "Task 65"
+    },
+    {
+      "id": "65d86638218150ecf514c478",
+      "title": "Task 66"
+    },
+    {
+      "id": "65d867969a26ebf43e31297d",
+      "title": "Task 67"
+    },
+    {
+      "id": "65d868a1bdc45bf6ec63b5bb",
+      "title": "Task 68"
+    },
+    {
+      "id": "65d869b6f586e1f9a02aa19b",
+      "title": "Task 69"
+    },
+    {
+      "id": "65d86af6cdfed1fcab11abbe",
+      "title": "Task 70"
+    },
+    {
+      "id": "65d86c1b4c4fd6fef305999b",
+      "title": "Task 71"
+    },
+    {
+      "id": "65d86d187f5ec600eb58fb9e",
+      "title": "Task 72"
+    },
+    {
+      "id": "65d86e08994c4a0436d92766",
+      "title": "Task 73"
+    },
+    {
+      "id": "65d86f2835110e0770f5333f",
+      "title": "Task 74"
+    },
+    {
+      "id": "65d8713fd64b650c269676cd",
+      "title": "Task 75"
+    },
+    {
+      "id": "65d87217064c730ef7bc63fe",
+      "title": "Task 76"
+    },
+    {
+      "id": "65d881130285e11fd1a6f790",
+      "title": "Task 77"
+    },
+    {
+      "id": "65d88b76573df039d43f29bc",
+      "title": "Dialogue 4: Sophie asks Bob about his responsibilities"
+    },
+    {
+      "id": "65d890f37666763b1c08e284",
+      "title": "Task 78"
+    },
+    {
+      "id": "65d892ad7262d64a5db56906",
+      "title": "Task 79"
+    },
+    {
+      "id": "65d8938e6254064bd4cd63fa",
+      "title": "Task 80"
+    },
+    {
+      "id": "65d8947a2588474f90595bcf",
+      "title": "Task 81"
+    },
+    {
+      "id": "65d89562dff69551e7683df3",
+      "title": "Task 82"
+    },
+    {
+      "id": "65d897caddd4d657e3862b36",
+      "title": "Task 83"
+    },
+    {
+      "id": "65d950cef8533a636d6bd51e",
+      "title": "Task 84"
+    },
+    {
+      "id": "65d957af14072272d091fc45",
+      "title": "Task 85"
+    },
+    {
+      "id": "65d959d3478ceb77dc1b28a3",
+      "title": "Task 86"
+    },
+    {
+      "id": "65d95c504f0bce7e8f6a30ea",
+      "title": "Task 87"
+    },
+    {
+      "id": "65d9633ff2cc710bd3e18c03",
+      "title": "Dialogue 5: Brian And Sophie Talk about Responsibilities"
+    },
+    {
+      "id": "65d9646cf07b7b0e74fbfe6f",
+      "title": "Task 88"
+    },
+    {
+      "id": "65d9664a976fb114cf9f1928",
+      "title": "Task 89"
+    },
+    {
+      "id": "65d967ec3ad9fb162e3b6d67",
+      "title": "Task 90"
+    },
+    {
+      "id": "65d96b62de43441ee5d01b88",
+      "title": "Task 91"
+    },
+    {
+      "id": "65daa3bcb0ef255d206f91b8",
+      "title": "Task 92"
+    },
+    {
+      "id": "65daa68d2bec806393956a94",
+      "title": "Task 93"
+    },
+    {
+      "id": "65daa8143ae77767ad914ba4",
+      "title": "Task 94"
+    },
+    {
+      "id": "65daa8cce1b9206995e4aec3",
+      "title": "Task 95"
+    },
+    {
+      "id": "65daa9fa35b2dd6c6e29636d",
+      "title": "Task 96"
+    },
+    {
+      "id": "65daab9b713d3e6e6272c8bf",
+      "title": "Task 97"
+    },
+    {
+      "id": "65dab0c26091a87db218685a",
+      "title": "Task 98"
+    },
+    {
+      "id": "65dab1186529467ee5e463a7",
+      "title": "Task 99"
+    },
+    {
+      "id": "65dab20c41a21a817084ecdb",
+      "title": "Task 100"
+    },
+    {
+      "id": "65dab50a398b0f851f7a1c9b",
+      "title": "Task 101"
+    },
+    {
+      "id": "65dab742fb5c1c8d81bb063b",
+      "title": "Task 102"
+    },
+    {
+      "id": "65dabddd6b64319c42b36aa2",
+      "title": "Task 103"
+    },
+    {
+      "id": "65dabf5eb13aae9ff91c40a2",
+      "title": "Task 104"
+    },
+    {
+      "id": "65dacf1ea93489b07bbe48d8",
+      "title": "Task 105"
+    },
+    {
+      "id": "65dad153fd675cb51e8423b0",
+      "title": "Task 106"
     }
   ],
   "helpCategory": "English"
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dd4e70e9dcf7c402eb8e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dd4e70e9dcf7c402eb8e.md
new file mode 100644
index 000000000000000..526aa0a7396b55a
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dd4e70e9dcf7c402eb8e.md
@@ -0,0 +1,15 @@
+---
+id: 65b0dd4e70e9dcf7c402eb8e
+videoId: nLDychdBwUg
+title: "Dialogue 1: Describing Other People And What They Do"
+challengeType: 21
+dashedName: dialogue-1-describing-other-people-and-what-they-do
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dde5120c33f904f47a62.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dde5120c33f904f47a62.md
new file mode 100644
index 000000000000000..17949c7ad4abff6
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b0dde5120c33f904f47a62.md
@@ -0,0 +1,50 @@
+---
+id: 65b0dde5120c33f904f47a62
+title: Task 1
+challengeType: 22
+dashedName: task-1
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Hey, have you met Anna yet?
+-->
+
+# --description--
+
+The Present Perfect Tense is formed with `have` or `has` plus the past participle of a verb. For example, for irregular verb `meet`, its past participle is `met`. This tense is used to talk about experiences or actions from the past that still matter now.
+
+Use `have` with the pronouns `I`, `you`, `we`, and `they`, and use `has` with `he`, `she`, and `it`.
+
+The word `yet` is often used in questions in the Present Perfect Tense to inquire if something has happened up to now.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Hey, _ _ _ Anna yet?`
+
+## --blanks--
+
+`have`
+
+### --feedback--
+
+It's an auxiliary verb used in the present perfect tense setence.
+
+---
+
+`you`
+
+### --feedback--
+
+This word refers to the person being asked about their experience.
+
+---
+
+`met`
+
+### --feedback--
+
+This word is the past participle of `meet`.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22b3556d52217d9595372.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22b3556d52217d9595372.md
new file mode 100644
index 000000000000000..8ef0346b34699e4
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22b3556d52217d9595372.md
@@ -0,0 +1,54 @@
+---
+id: 65b22b3556d52217d9595372
+title: Task 2
+challengeType: 19
+dashedName: task-2
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: Hey, have you met Anna yet?
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Bob asking about?
+
+## --answers--
+
+If Sophie has met Anna before now
+
+---
+
+If Sophie knows where Anna is
+
+### --feedback--
+
+Bob's question is about meeting Anna, not about her location.
+
+---
+
+If Anna has met Sophie
+
+### --feedback--
+
+The question is directed towards Sophie's experience, not Anna's.
+
+---
+
+If Sophie will meet Anna in the future
+
+### --feedback--
+
+Bob's question is about past experiences up to now, not future plans.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22c705b53e41be902b63b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22c705b53e41be902b63b.md
new file mode 100644
index 000000000000000..ed0caed7a3578e8
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22c705b53e41be902b63b.md
@@ -0,0 +1,54 @@
+---
+id: 65b22c705b53e41be902b63b
+title: Task 3
+challengeType: 19
+dashedName: task-3
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: Hey, have you met Anna yet?
+-->
+
+# --description--
+
+The word `yet` is often used in questions and negative statements in the present perfect tense to talk about something that hasn't happened up to the present moment but is expected to happen. It's a way to ask or say if something has occurred or not until now.
+
+# --question--
+
+## --text--
+
+What does Bob want to know by using `yet` in his question?
+
+## --answers--
+
+If Anna is planning to meet the person later
+
+### --feedback--
+
+The use of `yet` asks about something that might have already happened, not about future plans.
+
+---
+
+If the person has never heard of Anna
+
+### --feedback--
+
+Bob's use of `yet` implies he's asking about meeting Anna, not about hearing of her.
+
+---
+
+If the person has met Anna at any time up until now
+
+---
+
+If meeting Anna is not possible
+
+### --feedback--
+
+`Yet` suggests the action could still happen, not that it's impossible.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22d1aeb5ecf1d590d30bf.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22d1aeb5ecf1d590d30bf.md
new file mode 100644
index 000000000000000..c4d623906cc60d2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22d1aeb5ecf1d590d30bf.md
@@ -0,0 +1,48 @@
+---
+id: 65b22d1aeb5ecf1d590d30bf
+title: Task 4
+challengeType: 22
+dashedName: task-4
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: No, I haven’t seen her yet.
+-->
+
+# --description--
+
+The present perfect tense negative form is used to talk about things that have not happened at any time up until now. It's formed using `have not` or `has not` (`haven't`/`hasn't`) followed by the past participle of the verb.
+
+For example: `I haven't finished my homework yet.` or `She hasn't called me back.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`No, I _ _ her _.`
+
+## --blanks--
+
+`haven't`
+
+### --feedback--
+
+It's the contraction of `have not` used to make a negative statement in the present perfect tense.
+
+---
+
+`seen`
+
+### --feedback--
+
+It's the past participle of `see` used to indicate the action of seeing someone has not occurred.
+
+---
+
+`yet`
+
+### --feedback--
+
+It's used at the end of a negative present perfect sentence to imply something that hasn't happened up to the present moment.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22e5388370c209a6b0b73.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22e5388370c209a6b0b73.md
new file mode 100644
index 000000000000000..f3c31101c646c14
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22e5388370c209a6b0b73.md
@@ -0,0 +1,53 @@
+---
+id: 65b22e5388370c209a6b0b73
+title: Task 5
+challengeType: 19
+dashedName: task-5
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: No, I haven’t seen her yet.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sophie mean?
+
+## --answers--
+
+She saw someone a long time ago.
+
+### --feedback--
+
+Sophie's use of the present perfect tense negative indicates the action hasn't happened, not that it happened in the past.
+
+---
+
+She has not seen someone up to this moment.
+
+---
+
+She sees someone regularly.
+
+### --feedback--
+
+Sophie's statement indicates the absence of an meeting, not a regular meeting.
+
+---
+
+She will never see the person.
+
+### --feedback--
+
+The use of `yet` implies the possibility of seeing the person in the future, not that it will never happen.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22f68d1e84923d3cf1e82.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22f68d1e84923d3cf1e82.md
new file mode 100644
index 000000000000000..0ba196bf126fada
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b22f68d1e84923d3cf1e82.md
@@ -0,0 +1,50 @@
+---
+id: 65b22f68d1e84923d3cf1e82
+title: Task 6
+challengeType: 22
+dashedName: task-6
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She's now in charge of the HR department.
+-->
+
+# --description--
+
+The phrase `in charge of` means being responsible for something or someone, leading or managing it. It's used when talking about the person who has control or authority over a particular area, project, or group.
+
+For example, `Tom is in charge of this project.` This means Tom has the responsibility and authority to plan and manage everything related to the project.
+
+The `HR department` stands for `Human Resources department`. It's a part of a company that takes care of everything related to the people who work there. This includes hiring new employees, training them, making sure they are paid, and helping with any problems they might have at work. For instance, if you have a question about your holiday time, you would go to the `HR department` to ask.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She's now _ _ _ the HR department.`
+
+## --blanks--
+
+`in`
+
+### --feedback--
+
+It begins the phrase that indicates responsibility or leadership.
+
+---
+
+`charge`
+
+### --feedback--
+
+It's part of the phrase that conveys having control or authority.
+
+---
+
+`of`
+
+### --feedback--
+
+This preposition connects `in charge` with what or whom one is responsible for.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2301790bb3c256a5787a3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2301790bb3c256a5787a3.md
new file mode 100644
index 000000000000000..60800e63a9107e1
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2301790bb3c256a5787a3.md
@@ -0,0 +1,54 @@
+---
+id: 65b2301790bb3c256a5787a3
+title: Task 7
+challengeType: 19
+dashedName: task-7
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She's now in charge of the HR department.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Bob's statement tell us about the woman?
+
+## --answers--
+
+She is looking for a job in the HR department.
+
+### --feedback--
+
+Bob's statement indicates she already has a significant role, not that she is seeking employment.
+
+---
+
+She works in the HR department.
+
+### --feedback--
+
+While she does work there, Bob's statement specifically tells us about her role as the leader, not just a member.
+
+---
+
+She is new to the HR department.
+
+### --feedback--
+
+Bob's statement focuses on her responsibility, not how long she's been part of the department.
+
+---
+
+She is responsible for the HR department.
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2315a2cce3926f4719551.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2315a2cce3926f4719551.md
new file mode 100644
index 000000000000000..54532b6d3434be0
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b2315a2cce3926f4719551.md
@@ -0,0 +1,52 @@
+---
+id: 65b2315a2cce3926f4719551
+title: Task 8
+challengeType: 22
+dashedName: task-8
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She is a tall woman in her early 40s, with long blond hair and glasses.
+-->
+
+# --description--
+
+The structure `in + someone's early/late + numbers` is used to talk about a person's age without specifying exactly how old they are.
+
+Examples:
+
+`My brother is in his early 20s.` This gives a general idea that he is at the beginning of his twenties without specifying the exact age.
+
+`My aunt is in her late 50s.` It suggests she is towards the end of her fifties, close to turning 60, but doesn't say the precise age.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She is a tall woman _ _ _ 40s, with long blond hair and glasses.`
+
+## --blanks--
+
+`in`
+
+### --feedback--
+
+It starts the phrase to indicate the period of age.
+
+---
+
+`her`
+
+### --feedback--
+
+It shows that you are talking about the woman's age.
+
+---
+
+`early`
+
+### --feedback--
+
+It indicates the lower end of the 40s age range.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25734252dad35f947f189.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25734252dad35f947f189.md
new file mode 100644
index 000000000000000..90fb01401027ff2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25734252dad35f947f189.md
@@ -0,0 +1,54 @@
+---
+id: 65b25734252dad35f947f189
+title: Task 9
+challengeType: 19
+dashedName: task-9
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She is a tall woman in her early 40s, with long blond hair and glasses.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+Based on Bob's description, how old is the woman?
+
+## --answers--
+
+Between 40 and 43 years old
+
+---
+
+Exactly 40 years old
+
+### --feedback--
+
+`In her early 40s` suggests a range, not a specific age like 40.
+
+---
+
+In her 50s
+
+### --feedback--
+
+Bob mentions she is in her early 40s, not her 50s.
+
+---
+
+Younger than 40
+
+### --feedback--
+
+`In her early 40s` means she is at least 40 but not much older than that.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b258729e44fc38227665a0.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b258729e44fc38227665a0.md
new file mode 100644
index 000000000000000..29fde7622160d79
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b258729e44fc38227665a0.md
@@ -0,0 +1,38 @@
+---
+id: 65b258729e44fc38227665a0
+title: Task 10
+challengeType: 22
+dashedName: task-10
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She is a tall woman in her early 40s, with long blond hair and glasses.
+-->
+
+# --description--
+
+When you describe something with more than one adjective, there's a specific order. For example, for describing hair, the length (like `long`) usually comes before the color (like `blond`).
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She is a tall woman in her early 40s, with _ _ hair and glasses.`
+
+## --blanks--
+
+`long`
+
+### --feedback--
+
+This word describes the length of the hair and comes first.
+
+---
+
+`blond`
+
+### --feedback--
+
+This word describes the color of the hair and follows the length.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25a0c0e8c603c6576fe81.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25a0c0e8c603c6576fe81.md
new file mode 100644
index 000000000000000..32294b40a87a979
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25a0c0e8c603c6576fe81.md
@@ -0,0 +1,48 @@
+---
+id: 65b25a0c0e8c603c6576fe81
+title: Task 11
+challengeType: 19
+dashedName: task-11
+---
+
+# --description--
+
+If there're more adjectives, you often start with size or shape, then talk about length, and finally color. For example, when talking about a balloon, you might say `a big round red balloon`.
+
+# --question--
+
+## --text--
+
+Which of the following descriptions is in the correct order of adjectives?
+
+## --answers--
+
+`A square long blue box`
+
+---
+
+`A blue small long box`
+
+### --feedback--
+
+Color should come last, after size and length.
+
+---
+
+`A long blue square box`
+
+### --feedback--
+
+Length should come before color, but after shape.
+
+---
+
+`A long blue small box`
+
+### --feedback--
+
+Size should come first, then length and color.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25ab9be0c0d3ec4752839.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25ab9be0c0d3ec4752839.md
new file mode 100644
index 000000000000000..3def50c5ffbdbe6
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25ab9be0c0d3ec4752839.md
@@ -0,0 +1,62 @@
+---
+id: 65b25ab9be0c0d3ec4752839
+title: Task 12
+challengeType: 19
+dashedName: task-12
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She is a tall woman in her early 40s, with long blond hair and glasses.
+-->
+
+# --description--
+
+When describing someone's appearance, you often use `with` followed by a feature.
+
+Examples:
+
+`with glasses` for someone who wears glasses
+
+`with curly hair` for someone who has curly hair, or
+
+`with a blue jacket` for someone wearing a blue jacket
+
+# --question--
+
+## --text--
+
+How does Bob use `with` to describe the woman's appearance?
+
+## --answers--
+
+To talk about her height
+
+### --feedback--
+
+Height is described without using `with`.
+
+---
+
+To mention her long blond hair and glasses
+
+---
+
+To say how old she is
+
+### --feedback--
+
+Age is mentioned not using `with`.
+
+---
+
+To describe her clothes
+
+### --feedback--
+
+Clothes are not mentioned in Bob's description.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25b541262654062a21e74.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25b541262654062a21e74.md
new file mode 100644
index 000000000000000..5b425d323927e37
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25b541262654062a21e74.md
@@ -0,0 +1,48 @@
+---
+id: 65b25b541262654062a21e74
+title: Task 13
+challengeType: 22
+dashedName: task-13
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: You’ll recognize her right away.
+-->
+
+# --description--
+
+The verb `recognize` means to know someone or something because you have seen, heard, met, or experienced them before. For example, when you see a friend at a party, you `recognize` him because you know what he looks like.
+
+The phrase `right away` means quickly or very soon. For instance, `If you find a bug in the code, tell me and I'll fix it right away.` This means if you discover a problem in the computer program, let me know and I will correct it immediately.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`You’ll _ her _ _.`
+
+## --blanks--
+
+`recognize`
+
+### --feedback--
+
+This word means to identify someone or something you know from before.
+
+---
+
+`right`
+
+### --feedback--
+
+It's part of the phrase that means "very soon".
+
+---
+
+`away`
+
+### --feedback--
+
+It completes the phrase, emphasizing that the action will happen without delay.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25bcc98b00d41d06d2a2b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25bcc98b00d41d06d2a2b.md
new file mode 100644
index 000000000000000..6de1560be814c01
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25bcc98b00d41d06d2a2b.md
@@ -0,0 +1,54 @@
+---
+id: 65b25bcc98b00d41d06d2a2b
+title: Task 14
+challengeType: 19
+dashedName: task-14
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: You’ll recognize her right away.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Bob mean?
+
+## --answers--
+
+You will know who she is as soon as you see her.
+
+---
+
+You will not know who she is.
+
+### --feedback--
+
+Bob's statement suggests the opposite, that you will indeed know her when you see her.
+
+---
+
+You will meet her for the first time.
+
+### --feedback--
+
+To `recognize` someone means you have seen or known them before, not that it's the first meeting.
+
+---
+
+You will forget who she is.
+
+### --feedback--
+
+`Recognizing` someone means remembering them, not forgetting.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25c9be41791441e86e045.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25c9be41791441e86e045.md
new file mode 100644
index 000000000000000..7ecf0f75f6796ed
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25c9be41791441e86e045.md
@@ -0,0 +1,50 @@
+---
+id: 65b25c9be41791441e86e045
+title: Task 15
+challengeType: 22
+dashedName: task-15
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: She's quite serious and organized, which makes her excellent at her job.
+-->
+
+# --description--
+
+The word `quite` is used to describe adjectives or adverbs to a certain degree, often meaning "very" or to a significant extent but not completely. For example, `The test was quite difficult.` This means the test was very difficult, but not to the extreme.
+
+`Serious` means showing deep thought, not joking, or focusing intensely on something important. For example, `He is serious about learning English.` This shows he is very focused and committed to learning English, not doing it just for fun.
+
+`Organized` means arranged or planned well, making sure everything is where it should be or done at the right time. For instance, `She keeps the Trello board very organized.` It means she arranges and manages the Trello board (a tool for organizing tasks and projects) in a neat and orderly way, making sure everything is well-planned and easy to find.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She's _ _ and _, which makes her excellent at her job.`
+
+## --blanks--
+
+`quite`
+
+### --feedback--
+
+It's used here to emphasize the extent.
+
+---
+
+`serious`
+
+### --feedback--
+
+It describes her attitude of being focused and not taking things lightly.
+
+---
+
+`organized`
+
+### --feedback--
+
+It shows she plans well and keeps things in order.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25eacb57dd5493ebaf184.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25eacb57dd5493ebaf184.md
new file mode 100644
index 000000000000000..48fe3163611d03f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25eacb57dd5493ebaf184.md
@@ -0,0 +1,54 @@
+---
+id: 65b25eacb57dd5493ebaf184
+title: Task 16
+challengeType: 19
+dashedName: task-16
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She's quite serious and organized, which makes her excellent at her job.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+Why is she excellent at her job according to Bob?
+
+## --answers--
+
+Because she arrives late
+
+### --feedback--
+
+Being `organized and serious` about work usually means being punctual, not late.
+
+---
+
+Because she is very funny and relaxed
+
+### --feedback--
+
+Bob's description suggests she is focused and well-planned, not funny and relaxed.
+
+---
+
+Because she focuses deeply on her work and keeps things in order
+
+---
+
+Because she doesn't like her job
+
+### --feedback--
+
+Bob implies that her attitude and method make her good at her job, not disliking it.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25f2c3284994aa6632194.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25f2c3284994aa6632194.md
new file mode 100644
index 000000000000000..451766ac02a41b5
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b25f2c3284994aa6632194.md
@@ -0,0 +1,54 @@
+---
+id: 65b25f2c3284994aa6632194
+title: Task 17
+challengeType: 22
+dashedName: task-17
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She's been working with tech companies for about ten years.
+-->
+
+# --description--
+
+The structure `have/has been + verb-ing` is used in the present perfect continuous tense. It emphasizes actions that started in the past and are still continuing now. `Been` is the past participle form of the verb `be`.
+
+It can be used with `for` followed by a period of time or `since` followed by a specific starting point in time to highlight the duration or how long the action happens.
+
+Examples:
+
+`We have been studying English for three years.` This means we started studying English three years ago and are still studying it now.
+
+`He has been playing the guitar since he was ten.` This means he started playing the guitar when he was ten years old and continues to play it.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`_ _ working with tech companies _ about ten years.`
+
+## --blanks--
+
+`She's`
+
+### --feedback--
+
+It's the contraction for `She has`, starting the sentence with a capital letter.
+
+---
+
+`been`
+
+### --feedback--
+
+It's a part of the present perfect continuous tense, showing the action is ongoing.
+
+---
+
+`for`
+
+### --feedback--
+
+This word is used to introduce the duration of time the action has been happening.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b26099dcd86f4e06d0fc21.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b26099dcd86f4e06d0fc21.md
new file mode 100644
index 000000000000000..14c30a9f71a583b
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b26099dcd86f4e06d0fc21.md
@@ -0,0 +1,54 @@
+---
+id: 65b26099dcd86f4e06d0fc21
+title: Task 18
+challengeType: 19
+dashedName: task-18
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: She's been working with tech companies for about ten years.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Bob say about her work experience?
+
+## --answers--
+
+She has a long history with tech companies, working there for around ten years.
+
+---
+
+She recently started working with tech companies.
+
+### --feedback--
+
+Bob's statement emphasizes a long-term engagement, not something recent.
+
+---
+
+She no longer works with tech companies.
+
+### --feedback--
+
+Bob indicates that she is still working with them, not that she has stopped.
+
+---
+
+She worked with tech companies only for a short time.
+
+### --feedback--
+
+`about ten years` contradicts the idea of being a short time.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b261dae662a3512ed47826.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b261dae662a3512ed47826.md
new file mode 100644
index 000000000000000..2730e9ab3caf362
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b261dae662a3512ed47826.md
@@ -0,0 +1,32 @@
+---
+id: 65b261dae662a3512ed47826
+title: Task 19
+challengeType: 22
+dashedName: task-19
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Sophie: Ten years? That's impressive!
+-->
+
+# --description--
+
+The word `impressive` means something is very good or amazing. It's like saying "Wow!" when you hear or see something really great.
+
+For example, if a friend tells you they can speak three languages, you can say, `It's impressive!` This means you think what they can do is very cool and amazing.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Ten years? That's _!`
+
+## --blanks--
+
+`impressive`
+
+### --feedback--
+
+It means something is very good or makes you say "Wow!"
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b622c659539b5863124b5a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b622c659539b5863124b5a.md
new file mode 100644
index 000000000000000..7c9d67d2deb3cbf
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b622c659539b5863124b5a.md
@@ -0,0 +1,55 @@
+---
+id: 65b622c659539b5863124b5a
+title: Task 20
+challengeType: 19
+dashedName: task-20
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She's been working with tech companies for about ten years.
+Sophie: Ten years? That's impressive!
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How does Sophie think about the ten years?
+
+## --answers--
+
+She finds it boring.
+
+### --feedback--
+
+`Impressive` is used for things we find amazing, not boring.
+
+---
+
+She is unhappy about the time.
+
+### --feedback--
+
+`Impressive` means she thinks it's good, not bad.
+
+---
+
+She is confused.
+
+### --feedback--
+
+Sophie understands and is amazed, not confused.
+
+---
+
+She thinks it's great someone did something for so long.
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b623813c9f7d5b26b3437f.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b623813c9f7d5b26b3437f.md
new file mode 100644
index 000000000000000..d40795f940e074a
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b623813c9f7d5b26b3437f.md
@@ -0,0 +1,40 @@
+---
+id: 65b623813c9f7d5b26b3437f
+title: Task 21
+challengeType: 22
+dashedName: task-21
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: Well, she's responsible for hiring people and taking care of workers.
+-->
+
+# --description--
+
+The phrase `responsible for` means someone has a duty to do something at work or in life. You can use a noun or an `-ing` form of a verb to describe the duties or tasks.
+
+Examples: `She's responsible for the team.`, or `I am responsible for teaching English.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, she's _ _ hiring people and taking care of workers.`
+
+## --blanks--
+
+`responsible`
+
+### --feedback--
+
+This word means having a duty or job to do something.
+
+---
+
+`for`
+
+### --feedback--
+
+This preposition is used to connect `responsible` with the tasks she does.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b625b0ce7ac75e1115c8cb.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b625b0ce7ac75e1115c8cb.md
new file mode 100644
index 000000000000000..3f92d9166861b48
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b625b0ce7ac75e1115c8cb.md
@@ -0,0 +1,58 @@
+---
+id: 65b625b0ce7ac75e1115c8cb
+title: Task 22
+challengeType: 22
+dashedName: task-22
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: Well, she's responsible for hiring people and taking care of workers.
+-->
+
+# --description--
+
+After `responsible for`, you use the `-ing` form of verbs to describe these tasks. 
+
+`Hiring` means to give someone a job. A simple example could be, `The manager is hiring new workers.`
+
+`Taking care of` means to look after or ensure someone's well-being. An example is, `She is taking care of her sick friend.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, she's responsible for _ people and _ _ _ workers.`
+
+## --blanks--
+
+`hiring`
+
+### --feedback--
+
+It means to give someone a job or position.
+
+---
+
+`taking`
+
+### --feedback--
+
+This word starts the phrase for looking after someone.
+
+---
+
+`care`
+
+### --feedback--
+
+It's the part of the phrase meaning to ensure someone's well-being.
+
+---
+
+`of`
+
+### --feedback--
+
+This small word connects `taking care` with who is being looked after, in this case, `workers`.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6265db84a9d61cbc7a109.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6265db84a9d61cbc7a109.md
new file mode 100644
index 000000000000000..6cd7240104849e6
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6265db84a9d61cbc7a109.md
@@ -0,0 +1,54 @@
+---
+id: 65b6265db84a9d61cbc7a109
+title: Task 23
+challengeType: 19
+dashedName: task-23
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: Well, she's responsible for hiring people and taking care of workers.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What are her main duties according to Bob?
+
+## --answers--
+
+Giving jobs to new staff and looking after the team
+
+---
+
+Making coffee and cleaning the office
+
+### --feedback--
+
+Bob mentions her main duties are related to managing staff, not office maintenance.
+
+---
+
+Organizing parties and events
+
+### --feedback--
+
+Her duties are more about staff management, not event planning.
+
+---
+
+Writing reports and emails
+
+### --feedback--
+
+Bob talks about her managing roles, not about writing tasks.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md
new file mode 100644
index 000000000000000..77eba50748e7e9c
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b629dbf8298669fb4c1572.md
@@ -0,0 +1,38 @@
+---
+id: 65b629dbf8298669fb4c1572
+title: Task 24
+challengeType: 22
+dashedName: task-24
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE: 
+Bob: She makes sure we follow the rules and that everyone is happy.
+-->
+
+# --description--
+
+The word `everyone`  means every person in a group. `Every-` is used when talking about all things or people in a group, one by one.
+
+It's important to note that `everyone` sounds like it's talking about many people, but you use it with a singular verb. This is similar to other words starting with `every-` like `everything` and `everybody`.
+
+For example, you say `Everyone goes to the party`, `Evertying is right` or `Everybody works hard`.
+
+`Make sure` means to check or ensure something is correct before moving on. For example, `You make sure the code runs` means you check the code to be certain it has no errors and can run properly.
+
+`Follow the rules` means to do what the rules say. If there is a rule that says `use camelCase for variable names`, to `follow the rules` means you name your variables like `myVariable` instead of `my_variable`.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She makes sure we follow the rules and that _ is happy.`
+
+## --blanks--
+
+`everyone`
+
+### --feedback--
+
+This word is used to refer to each person in a group. It emphasizes that no person is excluded from being happy in this context.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b62b2ca1c4a46c49ab0812.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b62b2ca1c4a46c49ab0812.md
new file mode 100644
index 000000000000000..4559d2bf2ab26d2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b62b2ca1c4a46c49ab0812.md
@@ -0,0 +1,54 @@
+---
+id: 65b62b2ca1c4a46c49ab0812
+title: Task 25
+challengeType: 19
+dashedName: task-25
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: She makes sure we follow the rules and that everyone is happy.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+Who does she make happy according to Bob?
+
+## --answers--
+
+All the people
+
+---
+
+Only herself
+
+### --feedback--
+
+Bob mentions that she makes sure `everyone` is happy, not just herself.
+
+---
+
+Just the teachers
+
+### --feedback--
+
+Bob says `everyone`, which means all the people, not just a specific group like teachers.
+
+---
+
+Only the students
+
+### --feedback--
+
+Bob mentions `everyone`, indicating all people involved.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b655b819433f7c3e9df224.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b655b819433f7c3e9df224.md
new file mode 100644
index 000000000000000..65e800c1c2c9207
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b655b819433f7c3e9df224.md
@@ -0,0 +1,40 @@
+---
+id: 65b655b819433f7c3e9df224
+title: Task 26
+challengeType: 22
+dashedName: task-26
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Word is that she’s strict but fair.
+-->
+
+# --description--
+
+The phrase `word is` is used when sharing information or rumors you've heard from others. It's like saying `people say` or `I've heard`.
+
+For example, if someone says, `Word is that the new update will make the program faster`, they mean they've heard the new update will improve the program's speed.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`_ _ that she’s strict but fair.`
+
+## --blanks--
+
+`Word`
+
+### --feedback--
+
+This is the information or rumor being shared. The first letter should be upperclass.
+
+---
+
+`is`
+
+### --feedback--
+
+This verb connects the information to what is being said about it.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6569bfdca437e79a45159.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6569bfdca437e79a45159.md
new file mode 100644
index 000000000000000..1198fa52938ed5b
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6569bfdca437e79a45159.md
@@ -0,0 +1,50 @@
+---
+id: 65b6569bfdca437e79a45159
+title: Task 27
+challengeType: 22
+dashedName: task-27
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Word is that she’s strict but fair.
+-->
+
+# --description--
+
+`Strict` means someone enforces rules strongly. For example, `My teacher is strict about homework deadlines.` It means the teacher insists that everyone hands in their homework on time.
+
+`Fair` means treating everyone equally and justly. For example, `The judge was fair in her decision`, meaning the judge made a decision based on the rules and without favoritism.
+
+`But` is a word used to connect two ideas that might seem opposite or different. It shows contrast. For example, `I like apples but not oranges.` This statement shows a preference for apples over oranges.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Word is that she’s _ _ _.`
+
+## --blanks--
+
+`strict`
+
+### --feedback--
+
+This word means she enforces rules strongly.
+
+---
+
+`but`
+
+### --feedback--
+
+This word shows contrast between being `strict` and another quality.
+
+---
+
+`fair`
+
+### --feedback--
+
+This word means she treats everyone equally and justly.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6575614ff477fd47746f4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6575614ff477fd47746f4.md
new file mode 100644
index 000000000000000..c693a6b9145af01
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6575614ff477fd47746f4.md
@@ -0,0 +1,54 @@
+---
+id: 65b6575614ff477fd47746f4
+title: Task 28
+challengeType: 19
+dashedName: task-28
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Word is that she’s strict but fair.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How is she described according to Bob?
+
+## --answers--
+
+She is strict and treats everyone equally.
+
+---
+
+She is only strict.
+
+### --feedback--
+
+Bob mentions that she is not only `strict` but also `fair`, which means she treats everyone equally.
+
+---
+
+She is only fair.
+
+### --feedback--
+
+Bob's description includes being `strict` as well, indicating she enforces rules strongly.
+
+---
+
+She ignores the rules.
+
+### --feedback--
+
+Bob actually says the opposite, indicating she enforces rules (being `strict`) but does so fairly.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b657fea6ef4e81eb9a10fd.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b657fea6ef4e81eb9a10fd.md
new file mode 100644
index 000000000000000..64cb072c7dcf419
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b657fea6ef4e81eb9a10fd.md
@@ -0,0 +1,46 @@
+---
+id: 65b657fea6ef4e81eb9a10fd
+title: Task 29
+challengeType: 22
+dashedName: task-29
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Word is that she’s strict but fair, and she always looks out for the best interests of the team.
+-->
+
+# --description--
+
+The phrase `look out for` means to watch over and protect someone or something, making sure they are safe or their needs are met. For example, `You should look out for your children at the park.` means you should make sure your children are safe while you are at the park.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Word is that she’s strict but fair, and she always _ _ _ the best interests of the team.`
+
+## --blanks--
+
+`looks`
+
+### --feedback--
+
+This is the first part of a phrase meaning to watch over and protect. You should use its third-person singular form.
+
+---
+
+`out`
+
+### --feedback--
+
+This part of the phrase indicates watching over.
+
+---
+
+`for`
+
+### --feedback--
+
+This preposition is used to specify who or what you are protecting or caring for.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6586c618400831eff6d17.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6586c618400831eff6d17.md
new file mode 100644
index 000000000000000..e4bedb3827d7df0
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b6586c618400831eff6d17.md
@@ -0,0 +1,54 @@
+---
+id: 65b6586c618400831eff6d17
+title: Task 30
+challengeType: 19
+dashedName: task-30
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Word is that she’s strict but fair, and she always looks out for the best interests of the team.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Bob say she does for the team?
+
+## --answers--
+
+She ignores the team's needs.
+
+### --feedback--
+
+Bob actually says the opposite, indicating she takes care of the team's best interests.
+
+---
+
+She protects the team's best interests.
+
+---
+
+She is only strict with the team.
+
+### --feedback--
+
+While Bob mentions she is strict, he also emphasizes that she cares for the team's best interests.
+
+---
+
+She makes the team unhappy.
+
+### --feedback--
+
+Bob suggests that she makes sure the team is looked after, which is the opposite of making them unhappy.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78bde6c6910b32eef74ba.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78bde6c6910b32eef74ba.md
new file mode 100644
index 000000000000000..d7454a083fa02d2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78bde6c6910b32eef74ba.md
@@ -0,0 +1,48 @@
+---
+id: 65b78bde6c6910b32eef74ba
+title: Task 31
+challengeType: 22
+dashedName: task-31
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Those are very positive things you've just said.
+-->
+
+# --description--
+
+The phrase `you've just said` is used in the present perfect tense to refer to something that someone has said very recently. `You've` is a contraction of `you have`, and `said` is the past participle of `say`.
+
+The word `just` is used to indicate that something happened a very short time ago. For example, `I've just finished my homework` means I finished my homework very recently.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Those are very positive things _ _ _.`
+
+## --blanks--
+
+`you've`
+
+### --feedback--
+
+This contraction stands for `you have`, used with the present perfect tense.
+
+---
+
+`just`
+
+### --feedback--
+
+This word indicates something happened moments ago.
+
+---
+
+`said`
+
+### --feedback--
+
+This is the past participle of `say`, used to describe what someone has expressed in words recently.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78da7683e2cb7061d0021.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78da7683e2cb7061d0021.md
new file mode 100644
index 000000000000000..9e8d6665f75724a
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65b78da7683e2cb7061d0021.md
@@ -0,0 +1,54 @@
+---
+id: 65b78da7683e2cb7061d0021
+title: Task 32
+challengeType: 19
+dashedName: task-32
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Those are very positive things you've just said.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sophie say about the things that were mentioned?
+
+## --answers--
+
+They are not important.
+
+### --feedback--
+
+Describing the things as `very positive` suggests they are important, not unimportant.
+
+---
+
+They are negative.
+
+### --feedback--
+
+Sophie actually describes the things as `very positive`, not negative.
+
+---
+
+They were said a long time ago.
+
+### --feedback--
+
+The use of `just` indicates that the things were said recently, not a long time ago.
+
+---
+
+They are very positive and were said recently.
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/dialogue-placeholder.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5cebba7a44042a1815053.md
similarity index 61%
rename from curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/dialogue-placeholder.md
rename to curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5cebba7a44042a1815053.md
index 7f0e05f85c40905..25b8c4e78e075a9 100644
--- a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/dialogue-placeholder.md
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5cebba7a44042a1815053.md
@@ -1,9 +1,9 @@
 ---
-id: 655c10318d878d812211966d
-title: "Dialogue: Placeholder"
-challengeType: 21
+id: 65d5cebba7a44042a1815053
 videoId: nLDychdBwUg
-dashedName: dialogue-placeholder
+title: "Dialogue 2: Talking about Anna"
+challengeType: 21
+dashedName: dialogue-2-talking-about-anna
 ---
 
 # --description--
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d17a45be4e4d56be704a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d17a45be4e4d56be704a.md
new file mode 100644
index 000000000000000..ba674099e9c01f0
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d17a45be4e4d56be704a.md
@@ -0,0 +1,48 @@
+---
+id: 65d5d17a45be4e4d56be704a
+title: Task 33
+challengeType: 22
+dashedName: task-33
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Hey, have you ever worked with Anna from HR?
+-->
+
+# --description--
+
+The word `ever` is used in the present perfect tense to talk about experiences at any time up to now. It's often found in questions to ask if someone has done something at least once in their life.
+
+For example, `Have you ever visited Paris?` means `At any time in your life, did you visit Paris?`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Hey, _ you _ _ with Anna from HR?`
+
+## --blanks--
+
+`have`
+
+### --feedback--
+
+This is part of the present perfect tense, used here to talk about past experiences up to now.
+
+---
+
+`ever`
+
+### --feedback--
+
+This word is used to ask if the action has happened at any time up to now.
+
+---
+
+`worked`
+
+### --feedback--
+
+This is the past participle of `work`, used to inquire about the experience of working.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d1bdbd0a7f4e3edb6c8e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d1bdbd0a7f4e3edb6c8e.md
new file mode 100644
index 000000000000000..7ec2cd9571c3056
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5d1bdbd0a7f4e3edb6c8e.md
@@ -0,0 +1,54 @@
+---
+id: 65d5d1bdbd0a7f4e3edb6c8e
+title: Task 34
+challengeType: 19
+dashedName: task-34
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Hey, have you ever worked with Anna from HR?
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Tom asking about?
+
+## --answers--
+
+If Anna works in HR
+
+### --feedback--
+
+Tom's question is specifically about whether the person has worked with Anna, not about Anna's role.
+
+---
+
+If there has been any experience working with Anna
+
+---
+
+If you like working in HR
+
+### --feedback--
+
+The question is about past experience with Anna, not personal feelings about working in HR.
+
+---
+
+If Anna has ever worked
+
+### --feedback--
+
+The focus of Tom's question is on the listener's experience with Anna, not on Anna's work history.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5fb1e575bfe649f5cea4b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5fb1e575bfe649f5cea4b.md
new file mode 100644
index 000000000000000..07a0a837a1b9aca
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5fb1e575bfe649f5cea4b.md
@@ -0,0 +1,56 @@
+---
+id: 65d5fb1e575bfe649f5cea4b
+title: Task 35
+challengeType: 19
+dashedName: task-35
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: I've seen her a couple of times.
+-->
+
+# --description--
+
+The phrase `I've seen` uses the present perfect tense. `Seen` is the past participle form of `see`.
+
+`A couple of times` means it has happened a few times. It's a way to say something occurred more than once but not many times.
+
+# --question--
+
+## --text--
+
+What does Alice say about her experience?
+
+## --answers--
+
+She has seen her a few times before now.
+
+---
+
+She sees her every day.
+
+### --feedback--
+
+Alice's statement implies the meetings were a few times, not a daily occurrence.
+
+---
+
+She has never seen her.
+
+### --feedback--
+
+Alice clearly states she has seen her, which contradicts the option of never seeing her.
+
+---
+
+She saw her once.
+
+### --feedback--
+
+`A couple of times` indicates it was more than once, so this option is too limited.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5feaac55f2d673480abe1.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5feaac55f2d673480abe1.md
new file mode 100644
index 000000000000000..b005cec1b846bdb
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d5feaac55f2d673480abe1.md
@@ -0,0 +1,58 @@
+---
+id: 65d5feaac55f2d673480abe1
+title: Task 36
+challengeType: 22
+dashedName: task-36
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Well, I noticed that she's always in the office super early and leaves pretty late.
+-->
+
+# --description--
+
+The words `super` and `pretty` are adverbs used to emphasize the degree of something.
+
+`Super` means very or extremely. For example, `This book is super interesting` means the book is very interesting. 
+
+`Pretty` as an adverb is used to mean "quite" or "rather". It's a way to say that something is to a large degree, but not extremely. For example, if you say `It's pretty cold outside`, you mean it's quite cold, but not extremely cold.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, I noticed that she's always in the office _ _ and leaves _ _.`
+
+## --blanks--
+
+`super`
+
+### --feedback--
+
+This word is used to emphasize that she arrives very early.
+
+---
+
+`early`
+
+### --feedback--
+
+This word describes the time she arrives at the office, emphasizing it's before the usual time.
+
+---
+
+`pretty`
+
+### --feedback--
+
+This word is used to indicate she leaves quite late, but it's less strong than `very`.
+
+---
+
+`late`
+
+### --feedback--
+
+This word describes the time she leaves the office, indicating it's after the usual time.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60150d4ac7c73895342cc.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60150d4ac7c73895342cc.md
new file mode 100644
index 000000000000000..6f61f821016a9f2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60150d4ac7c73895342cc.md
@@ -0,0 +1,54 @@
+---
+id: 65d60150d4ac7c73895342cc
+title: Task 37
+challengeType: 19
+dashedName: task-37
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Well, I noticed that she's always in the office super early and leaves pretty late.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Tom say about her work hours?
+
+## --answers--
+
+She comes in late and leaves early.
+
+### --feedback--
+
+Tom's observation is the opposite; she arrives early and leaves late.
+
+---
+
+She arrives much earlier and leaves later than usual.
+
+---
+
+She is rarely at the office.
+
+### --feedback--
+
+Tom notes that she is consistently in the office early and leaves late, indicating regular presence.
+
+---
+
+She works the same hours as everyone else.
+
+### --feedback--
+
+Tom specifically points out that her arriving and leaving times are notable, not the same as others.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60402f5661e79dfddab63.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60402f5661e79dfddab63.md
new file mode 100644
index 000000000000000..280b419afcbc44f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60402f5661e79dfddab63.md
@@ -0,0 +1,32 @@
+---
+id: 65d60402f5661e79dfddab63
+title: Task 38
+challengeType: 22
+dashedName: task-38
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: Yeah, she's very committed.
+-->
+
+# --description--
+
+`Committed` means someone really cares about what they are doing and puts a lot of effort and energy into it.
+
+For example, `He is committed to learning English` means he practices English a lot because it's important to him.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Yeah, she's very _.`
+
+## --blanks--
+
+`committed`
+
+### --feedback--
+
+This word describes someone puts a lot of effort into something.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60609e931277ebddf1dd8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60609e931277ebddf1dd8.md
new file mode 100644
index 000000000000000..c465374bdd2fe20
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d60609e931277ebddf1dd8.md
@@ -0,0 +1,40 @@
+---
+id: 65d60609e931277ebddf1dd8
+title: Task 39
+challengeType: 22
+dashedName: task-39
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She seems to take her work very seriously.
+-->
+
+# --description--
+
+The phrase `seem to` is used to say that something appears or feels a certain way. It's followed by a verb to describe what the person or thing appears to do.
+
+For example, `He seems to enjoy the game` means it looks like he is enjoying the game.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She _ _ take her work very seriously.`
+
+## --blanks--
+
+`seems`
+
+### --feedback--
+
+This word is used to describe how she appears or feels about her work. It should be third-person singular form.
+
+---
+
+`to`
+
+### --feedback--
+
+This word is part of the phrase that shows what she appears to do.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6099b91bfe381c68a12f8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6099b91bfe381c68a12f8.md
new file mode 100644
index 000000000000000..1a4eddc12df506f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6099b91bfe381c68a12f8.md
@@ -0,0 +1,29 @@
+---
+id: 65d6099b91bfe381c68a12f8
+title: Task 40
+challengeType: 22
+dashedName: task-40
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+# --description--
+
+The word `seriously` is an adverb that means doing something with a lot of thought and attention, showing that it's important to you. It's the adverb form of the adjective `serious`.
+
+For example, when `someone is serious about a project`, they think it's very important. If `they work seriously`, it means they work with a lot of effort and care.
+
+To make an adverb from an adjective, you often add `-ly` to the end of the adjective. When an adjective ends in `y`, you need to change the `y` to `i` and add `-ly`. For instance, `happy` becomes `happily`.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She seems to take her work very _.`
+
+## --blanks--
+
+`seriously`
+
+### --feedback--
+
+This word describes how she works with a lot of thought and attention, showing her work is important to her.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6b7cfc3544c15a83b2008.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6b7cfc3544c15a83b2008.md
new file mode 100644
index 000000000000000..28ff32299d5aa0d
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6b7cfc3544c15a83b2008.md
@@ -0,0 +1,49 @@
+---
+id: 65d6b7cfc3544c15a83b2008
+title: Task 41
+challengeType: 19
+dashedName: task-41
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How does Alice describe the person's feelings about their job?
+
+## --answers--
+
+Not caring much about her work
+
+### --feedback--
+
+Alice says the person is `committed` and `takes work seriously`, which means she cares a lot.
+
+---
+
+Only working a little
+
+### --feedback--
+
+Alice's words suggest the person works a lot and cares about the job, not just a little.
+
+---
+
+Really caring and working hard
+
+---
+
+Just having fun and not working
+
+### --feedback--
+
+Alice talks about how serious and committed the person is, not about just having fun.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bc21bbb3fb20d47cd7ed.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bc21bbb3fb20d47cd7ed.md
new file mode 100644
index 000000000000000..0531d85df87304f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bc21bbb3fb20d47cd7ed.md
@@ -0,0 +1,38 @@
+---
+id: 65d6bc21bbb3fb20d47cd7ed
+title: Task 42
+challengeType: 22
+dashedName: task-42
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: What's her role?
+-->
+
+# --description--
+
+Asking `What's her role?` is a way to find out about someone's job or position in a group or project. `Role` means the part or job someone does in a particular situation. For example, if someone's `role` at a school is a teacher, it means their job is to teach students.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`What's _ _?`
+
+## --blanks--
+
+`her`
+
+### --feedback--
+
+This word shows Tom is talking about a female person's job or part in something.
+
+---
+
+`role`
+
+### --feedback--
+
+This word means the job or position someone has in a situation.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bd19de6bad235879c032.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bd19de6bad235879c032.md
new file mode 100644
index 000000000000000..5d4989dc8493eb0
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bd19de6bad235879c032.md
@@ -0,0 +1,46 @@
+---
+id: 65d6bd19de6bad235879c032
+title: Task 43
+challengeType: 22
+dashedName: task-43
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: Anna is the head of HR, and she has to make sure our company runs smoothly when it comes to HR.
+-->
+
+# --description--
+
+The phrase `the head of` means someone is in charge or the leader of a particular department or group.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Anna is _ _ _ HR, and she has to make sure our company runs smoothly when it comes to HR.`
+
+## --blanks--
+
+`the`
+
+### --feedback--
+
+This word starts the phrase indicating someone is in charge.
+
+---
+
+`head`
+
+### --feedback--
+
+This word means the leader or person who is in charge.
+
+---
+
+`of`
+
+### --feedback--
+
+This preposition connects `head` to the department or area they lead, in this case, `HR`.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bfc0ef75202990f3c838.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bfc0ef75202990f3c838.md
new file mode 100644
index 000000000000000..45aed2e0b02c204
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6bfc0ef75202990f3c838.md
@@ -0,0 +1,32 @@
+---
+id: 65d6bfc0ef75202990f3c838
+title: Task 44
+challengeType: 22
+dashedName: task-44
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: Anna is the head of HR, and she has to make sure our company runs smoothly when it comes to HR.
+-->
+
+# --description--
+
+`Smoothly` is an adverb that describes how something happens or is done in a way that is without any problems or stops. It comes from the adjective `smooth`, which means having a flat, even surface or happening without any sudden changes or difficulties.
+
+For example, when you say `The table is smooth`, you are talking about the surface being flat and even. If you say `The meeting ran smoothly`, it means the meeting happened without any problems or stops.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Anna is the head of HR, and she has to make sure our company runs _ when it comes to HR.`
+
+## --blanks--
+
+`smoothly`
+
+### --feedback--
+
+This word describes how Anna must ensure that everything in HR happens without problems or interruptions.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c0b53262202bf8813f73.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c0b53262202bf8813f73.md
new file mode 100644
index 000000000000000..792588478f717b9
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c0b53262202bf8813f73.md
@@ -0,0 +1,56 @@
+---
+id: 65d6c0b53262202bf8813f73
+title: Task 45
+challengeType: 22
+dashedName: task-45
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: Anna is the head of HR, and she has to make sure our company runs smoothly when it comes to HR.
+-->
+
+# --description--
+
+The phrase `when it comes to` is used to introduce a specific subject or area someone is talking about. It's like saying `talking about` or `regarding`.
+
+After this phrase, you usually mention a topic or area of interest. For example, `When it comes to cooking, he's an expert` means talking about cooking, he is very skilled.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Anna is the head of HR, and she has to make sure our company runs smoothly _ _ _ _ HR.`
+
+## --blanks--
+
+`when`
+
+### --feedback--
+
+This word starts the phrase to introduce a specific topic.
+
+---
+
+`it`
+
+### --feedback--
+
+It's used with `when` to refer to the subject or area of interest.
+
+---
+
+`comes`
+
+### --feedback--
+
+It indicates the subject or topic is being brought up or discussed.
+
+---
+
+`to`
+
+### --feedback--
+
+It's a preposition that links the verb `comes` with the topic being discussed, in this case, HR.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c19c1a1dc52e536a8e21.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c19c1a1dc52e536a8e21.md
new file mode 100644
index 000000000000000..238c72413d722ed
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c19c1a1dc52e536a8e21.md
@@ -0,0 +1,55 @@
+---
+id: 65d6c19c1a1dc52e536a8e21
+title: Task 46
+challengeType: 19
+dashedName: task-46
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: What's her role?
+Alice: Anna is the head of HR, and she has to make sure our company runs smoothly when it comes to HR.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Tom ask and what does Alice say about Anna?
+
+## --answers--
+
+Tom asks about Anna's job, and Alice says she works in HR.
+
+### --feedback--
+
+This answer is partially correct but doesn't fully describe Alice's explanation about Anna being in charge of HR.
+
+---
+
+Tom asks about Anna's job, and Alice explains Anna is the leader of the HR department and ensures everything goes well there.
+
+---
+
+Tom wonders if Anna likes her job, and Alice says she does not.
+
+### --feedback--
+
+The conversation focuses on Anna's role and responsibilities, not on her personal feelings about her job.
+
+---
+
+Tom inquires if Anna is new, and Alice confirms she just started.
+
+### --feedback--
+
+The discussion is about Anna's role as the head of HR and her duties, not about how long she has been with the department.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c390f03b85333445b5e4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c390f03b85333445b5e4.md
new file mode 100644
index 000000000000000..e04a8155506b468
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c390f03b85333445b5e4.md
@@ -0,0 +1,42 @@
+---
+id: 65d6c390f03b85333445b5e4
+title: Task 47
+challengeType: 22
+dashedName: task-47
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She doesn't have to interview for hiring people, though.
+-->
+
+# --description--
+
+The phrase `have to` is used to talk about things that are necessary or required. It is similar to `must`, but `must` is stronger and used for more important rules or personal feelings.
+
+After `have to`, you use a base verb to explain what action is necessary. For example, `You have to wear a helmet` means wearing a helmet is necessary for safety.
+
+`Though` is a word used to show a small contrast or surprise in a sentence. It's similar to `but`. For example, `It's cold, though it's sunny` means it's surprising the weather is cold because it's also sunny.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She doesn't _ _ interview for hiring people, though.`
+
+## --blanks--
+
+`have`
+
+### --feedback--
+
+This part of the phrase indicates necessity or requirement.
+
+---
+
+`to`
+
+### --feedback--
+
+It's used with `have` to show something is necessary or required.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c7f99ec5d13d543dccf4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c7f99ec5d13d543dccf4.md
new file mode 100644
index 000000000000000..6ad70ee3ae99353
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c7f99ec5d13d543dccf4.md
@@ -0,0 +1,30 @@
+---
+id: 65d6c7f99ec5d13d543dccf4
+title: Task 48
+challengeType: 22
+dashedName: task-48
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She doesn't have to interview for hiring people, though.
+-->
+
+# --description--
+
+The word `interview` is used to talk about a meeting where someone asks questions to find out if a person is right for a job or a role. It's a common step in the process of hiring people. For example, `The company will interview candidates next week` means the company will ask questions to see who is the best fit for the job.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She doesn't have to _ for hiring people, though.`
+
+## --blanks--
+
+`interview`
+
+### --feedback--
+
+This word refers to the process of asking questions to decide if someone is suitable for a job.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c8c2c21ad83f837b4bb9.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c8c2c21ad83f837b4bb9.md
new file mode 100644
index 000000000000000..3d3d541feeeeeec
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6c8c2c21ad83f837b4bb9.md
@@ -0,0 +1,54 @@
+---
+id: 65d6c8c2c21ad83f837b4bb9
+title: Task 49
+challengeType: 19
+dashedName: task-49
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She doesn't have to interview for hiring people, though.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Alice say about the person's job?
+
+## --answers--
+
+The person is not required to interview for hiring.
+
+---
+
+The person interviews all new staff.
+
+### --feedback--
+
+Alice says that interviewing for hiring is not a requirement, contrasting this option.
+
+---
+
+The person has never interviewed anyone.
+
+### --feedback--
+
+Alice's statement doesn't imply the person has never interviewed anyone, just that it's not required for hiring.
+
+---
+
+Interviewing is the person's main job.
+
+### --feedback--
+
+Alice indicates that interviewing for hiring is not a necessity, which contradicts this option.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6ca37133db041a059b352.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6ca37133db041a059b352.md
new file mode 100644
index 000000000000000..afd8fd1aeb6e660
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6ca37133db041a059b352.md
@@ -0,0 +1,56 @@
+---
+id: 65d6ca37133db041a059b352
+title: Task 50
+challengeType: 19
+dashedName: task-50
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She's been with us for about eight years now.
+-->
+
+# --description--
+
+This audio uses the present perfect tense with `for + duration` to talk about how long someone has been doing something or been part of something.
+
+The phrase `be with` is used to describe being a member of a group or organization. For example, `She's been with the software development team for three years` means she has been a member of the team that develops software for three years.
+
+# --question--
+
+## --text--
+
+How long has she been with the group according to Alice?
+
+## --answers--
+
+She just joined the group.
+
+### --feedback--
+
+Alice's statement implies she has been with the group for years, not that she just joined.
+
+---
+
+About a year
+
+### --feedback--
+
+Alice mentions it's been `about eight years`, which is much longer than a year.
+
+---
+
+For about eight years
+
+---
+
+Less than a year
+
+### --feedback--
+
+Alice specifically says `about eight years`, indicating a much longer period than less than a year.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cb8800b1274686877c25.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cb8800b1274686877c25.md
new file mode 100644
index 000000000000000..4a796c28ada6fda
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cb8800b1274686877c25.md
@@ -0,0 +1,32 @@
+---
+id: 65d6cb8800b1274686877c25
+title: Task 51
+challengeType: 22
+dashedName: task-51
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She's very easygoing, actually.
+-->
+
+# --description--
+
+The word `easygoing` describes someone who is relaxed and not easily upset or worried. An `easygoing` person is comfortable to be around because they do not get stressed or angry easily. For example, `My team leader is very easygoing, which makes working on projects less stressful.`
+
+The word `actually` is used to add new, often surprising information or to correct something. For example, `I thought the test was next week, but it's actually tomorrow.` Here, `actually` shows that the real test date is surprising or different from what I thought.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She's very _, actually.`
+
+## --blanks--
+
+`easygoing`
+
+### --feedback--
+
+This word describes someone who is relaxed and not easily stressed or worried.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cc2551fe584833cd6cda.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cc2551fe584833cd6cda.md
new file mode 100644
index 000000000000000..e5d67456a5fec28
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cc2551fe584833cd6cda.md
@@ -0,0 +1,54 @@
+---
+id: 65d6cc2551fe584833cd6cda
+title: Task 52
+challengeType: 19
+dashedName: task-52
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She's very easygoing, actually.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How does Alice describe the person?
+
+## --answers--
+
+She is very strict.
+
+### --feedback--
+
+`Easygoing` means the opposite of strict; it describes someone who is relaxed and flexible.
+
+---
+
+She is relaxed and not easily upset.
+
+---
+
+She often gets angry.
+
+### --feedback--
+
+Being `easygoing` means someone doesn't easily get upset or angry.
+
+---
+
+She worries a lot.
+
+### --feedback--
+
+An `easygoing` person is described as not easily worried or stressed.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cd757478424b84d7f445.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cd757478424b84d7f445.md
new file mode 100644
index 000000000000000..71555b2dc9e5141
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6cd757478424b84d7f445.md
@@ -0,0 +1,64 @@
+---
+id: 65d6cd757478424b84d7f445
+title: Task 53
+challengeType: 22
+dashedName: task-53
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She's fair and supportive, always willing to help and answer questions.
+-->
+
+# --description--
+
+`Fair` means treating people equally and making decisions that are right and just. For example, `The teacher is fair when grading tests` means the teacher treats all students the same way when marking their work.
+
+`Supportive` is an adjective which describes someone who gives help and encouragement. It comes from the verb `support`, which means to give help or assistance to someone or something.
+
+Examples:
+
+`My coach is very supportive during training` means the coach helps and encourages the team a lot.
+
+`My friends support me when I have problems` means your friends help and encourage you during difficult times.
+
+`Be willing to` means being ready and not hesitant to do something. After `be willing to`, you use a base verb to describe the action someone is ready to take. For instance, `He is willing to learn new programming languages` means he is open and ready to start learning new languages.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She's _ and _, always _ _ help and answer questions.`
+
+## --blanks--
+
+`fair`
+
+### --feedback--
+
+This word means she treats people equally and justly.
+
+---
+
+`supportive`
+
+### --feedback--
+
+This word describes someone who provides help and encouragement.
+
+---
+
+`willing`
+
+### --feedback--
+
+It's part of the phrase which means being ready to do something.
+
+---
+
+`to`
+
+### --feedback--
+
+It's used with `willing` to introduce the action she is ready to take.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dadcc5e50f5d3d3c8e95.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dadcc5e50f5d3d3c8e95.md
new file mode 100644
index 000000000000000..ef74b70c1da4f17
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dadcc5e50f5d3d3c8e95.md
@@ -0,0 +1,54 @@
+---
+id: 65d6dadcc5e50f5d3d3c8e95
+title: Task 54
+challengeType: 19
+dashedName: task-54
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Alice: She's fair and supportive, always willing to help and answer questions.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How does Alice describe the person's behavior?
+
+## --answers--
+
+She treats people equally, offers help, and is ready to answer questions.
+
+---
+
+She avoids helping others.
+
+### --feedback--
+
+Alice's description suggests the opposite, highlighting her readiness to assist and provide support.
+
+---
+
+She never answers questions.
+
+### --feedback--
+
+Alice specifically says the person is always willing to answer questions, contradicting this option.
+
+---
+
+She is unfair in her treatment of others.
+
+### --feedback--
+
+Being described as `fair` means she treats everyone equally and justly, which contradicts this choice.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dc5686b49d61612472e0.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dc5686b49d61612472e0.md
new file mode 100644
index 000000000000000..adc040a90e61222
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dc5686b49d61612472e0.md
@@ -0,0 +1,40 @@
+---
+id: 65d6dc5686b49d61612472e0
+title: Task 55
+challengeType: 22
+dashedName: task-55
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: She sounds like a great person.
+-->
+
+# --description--
+
+The phrase `sound like` is used when something seems to be a certain way based on what you hear. For example, `It sounds like she had fun at the party` means from what was heard, it seems she enjoyed the party.
+
+Similarly, `look like` is used based on what you see. For example, `He looks like a runner` means from his appearance, he seems to be someone who runs.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`She _ _ a great person.`
+
+## --blanks--
+
+`sounds`
+
+### --feedback--
+
+This is used to express how something seems based on what you hear. It's third-person singular form of verb.
+
+---
+
+`like`
+
+### --feedback--
+
+This preposition is used to compare or suggest similarity.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dd0d7fc3c563482b8ad6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dd0d7fc3c563482b8ad6.md
new file mode 100644
index 000000000000000..6dcfcfc7a111ff8
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6dd0d7fc3c563482b8ad6.md
@@ -0,0 +1,54 @@
+---
+id: 65d6dd0d7fc3c563482b8ad6
+title: Task 56
+challengeType: 19
+dashedName: task-56
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: She sounds like a great person.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Tom implying about the person?
+
+## --answers--
+
+She is not nice.
+
+### --feedback--
+
+Tom actually suggests the opposite by saying `a great person`.
+
+---
+
+He has never met her.
+
+### --feedback--
+
+While this might be true, it doesn't directly address Tom's implication about her being great.
+
+---
+
+She seems to be a very good person.
+
+---
+
+She is loud.
+
+### --feedback--
+
+`Sounds like a great person` refers to the quality of her character, not the volume of her voice.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6e2c17bb85b727ddf51d6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6e2c17bb85b727ddf51d6.md
new file mode 100644
index 000000000000000..4302c7aefce86aa
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d6e2c17bb85b727ddf51d6.md
@@ -0,0 +1,15 @@
+---
+id: 65d6e2c17bb85b727ddf51d6
+videoId: nLDychdBwUg
+title: "Dialogue 3: Talking about Jeff"
+challengeType: 21
+dashedName: dialogue-3-talking-about-jeff
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d7480fba8a2b88f5499094.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d7480fba8a2b88f5499094.md
new file mode 100644
index 000000000000000..2d97078a97be48f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d7480fba8a2b88f5499094.md
@@ -0,0 +1,48 @@
+---
+id: 65d7480fba8a2b88f5499094
+title: Task 57
+challengeType: 22
+dashedName: task-57
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: I got this message saying I must talk with Jeff from the Security department.
+-->
+
+# --description--
+
+The word `must` is used to express a strong necessity or obligation. It is followed by a verb to show something that is very important or necessary to do.
+
+It's similar to `have to`, but `must` is often used when the obligation comes from the speaker or is internal, while `have to` is often used for external obligations or rules.
+
+Examples:
+
+`You must study for the test` means the speaker thinks it's very important for you to study for the test.
+
+`I have to go to work at 8 AM` means the speaker needs to work at 8 AM because of a job schedule.
+
+`Talk with` means to have a conversation or discussion with someone. For example, `I need to talk with my teacher about the homework` means I need to have a conversation with my teacher concerning the homework.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I got this message saying I _ _ with Jeff from the Security department.`
+
+## --blanks--
+
+`must`
+
+### --feedback--
+
+This word indicates a strong necessity to do something.
+
+---
+
+`talk`
+
+### --feedback--
+
+This verb indicates the action of having a conversation or discussion.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74ca5293a7b9397dec0e6.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74ca5293a7b9397dec0e6.md
new file mode 100644
index 000000000000000..a7901e83fb86437
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74ca5293a7b9397dec0e6.md
@@ -0,0 +1,56 @@
+---
+id: 65d74ca5293a7b9397dec0e6
+title: Task 58
+challengeType: 19
+dashedName: task-58
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: I got this message saying I must talk with Jeff from the Security department.
+-->
+
+# --description--
+
+The `Security department` is a part of a company or organization that focuses on keeping people and the place safe. They handle things like protecting the building, making sure only the right people can get in, and dealing with any safety problems.
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+Why does Tom need to talk with Jeff?
+
+## --answers--
+
+To discuss a new project
+
+### --feedback--
+
+Tom's message is about a necessity to talk with Jeff from the `Security department`, which suggests it's more about safety or security issues, not a new project.
+
+---
+
+Because he received a message saying it's necessary
+
+---
+
+To ask for a day off
+
+### --feedback--
+
+The message Tom received specifies talking with Jeff from the `Security department`, which implies it's about a security matter, not requesting time off.
+
+---
+
+To plan a company event
+
+### --feedback--
+
+The mention of the `Security department` suggests the conversation is related to security or safety, not event planning.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74e055819ee970713e509.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74e055819ee970713e509.md
new file mode 100644
index 000000000000000..3c443a8ac5ed359
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74e055819ee970713e509.md
@@ -0,0 +1,48 @@
+---
+id: 65d74e055819ee970713e509
+title: Task 59
+challengeType: 22
+dashedName: task-59
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: You mustn't share your access codes or passwords with anyone.
+-->
+
+# --description--
+
+ When you need to express something that is prohibited or a strong suggestion against doing something, you can use `mustn't` (contraction of `mustn't`) to form a negative sentence.
+
+For example, `You mustn't touch the wet paint` means it's very important not to touch the paint because it's wet.
+
+`Anyone` is used when you're talking about all people in a general way and usually in questions or negative sentences:
+
+`Don't tell anyone` means don't tell any person.
+
+`Someone` is used when you're talking about an unspecified person in a positive sentence:
+
+`I need someone to help me` means you need an unspecified person to help.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`You _ share your access codes or passwords with _.`
+
+## --blanks--
+
+`mustn't`
+
+### --feedback--
+
+This word indicates a strong prohibition or advice against doing something.
+
+---
+
+`anyone`
+
+### --feedback--
+
+It's used in negative sentences to mean no person at all, emphasizing the prohibition.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74fe1b1db8c9b43fb93fd.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74fe1b1db8c9b43fb93fd.md
new file mode 100644
index 000000000000000..468918cbcfcaa7f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d74fe1b1db8c9b43fb93fd.md
@@ -0,0 +1,54 @@
+---
+id: 65d74fe1b1db8c9b43fb93fd
+title: Task 60
+challengeType: 19
+dashedName: task-60
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: You mustn't share your access codes or passwords with anyone.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Maria advise about access codes and passwords?
+
+## --answers--
+
+You should share them with your friends.
+
+### --feedback--
+
+Maria's advice is to keep them private, not to share them, even with friends.
+
+---
+
+It's okay to share them on social media.
+
+### --feedback--
+
+Maria's warning suggests that sharing sensitive information like this is unsafe, especially on public platforms like social media.
+
+---
+
+You can share them if someone asks politely.
+
+### --feedback--
+
+Maria emphasizes not sharing your passwords with anyone.
+
+---
+
+You're prohibited to share them with anyone.
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d750f42fb8c69d48edb565.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d750f42fb8c69d48edb565.md
new file mode 100644
index 000000000000000..d4bd51d1e6fbd1f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d750f42fb8c69d48edb565.md
@@ -0,0 +1,40 @@
+---
+id: 65d750f42fb8c69d48edb565
+title: Task 61
+challengeType: 22
+dashedName: task-61
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He's responsible for security operations in our company.
+-->
+
+# --description--
+
+The phrase `be responsible for` means to have the duty or job of taking care of something or ensuring something is done. It's often followed by a noun or the `-ing` form of a verb to describe what someone needs to take care of.
+
+For example, `She's responsible for managing the team` means she has the duty of overseeing and directing the team's work.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He's _ _ security operations in our company.`
+
+## --blanks--
+
+`responsible`
+
+### --feedback--
+
+This word indicates having the duty or job of taking care of something.
+
+---
+
+`for`
+
+### --feedback--
+
+This preposition is used to connect `responsible` with what the person is in charge of.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d75185d536899fd3c01977.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d75185d536899fd3c01977.md
new file mode 100644
index 000000000000000..8b6988c74a0abf4
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d75185d536899fd3c01977.md
@@ -0,0 +1,54 @@
+---
+id: 65d75185d536899fd3c01977
+title: Task 62
+challengeType: 19
+dashedName: task-62
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He's responsible for security operations in our company.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is his role in the company according to Maria?
+
+## --answers--
+
+He organizes company events.
+
+### --feedback--
+
+Maria's statement focuses on security, not organizing events.
+
+---
+
+He is in charge of security operations.
+
+---
+
+He is in charge of hiring new employees.
+
+### --feedback--
+
+Maria mentions security operations, not hiring processes.
+
+---
+
+He manages the IT department.
+
+### --feedback--
+
+The focus is on security operations, not IT management.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d752c6240228a36a5a3ac3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d752c6240228a36a5a3ac3.md
new file mode 100644
index 000000000000000..40d195a5c48a562
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d752c6240228a36a5a3ac3.md
@@ -0,0 +1,58 @@
+---
+id: 65d752c6240228a36a5a3ac3
+title: Task 63
+challengeType: 22
+dashedName: task-63
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He's tall and has curly hair.
+-->
+
+# --description--
+
+To describe someone's appearance, you often use adjectives like `tall` (above average) or `short` (below average) for height.
+
+You can use `have` to describe someone possessing a feature. For instance, `She has blue eyes.` This means that the person possesses the feature of blue-colored eyes.
+
+`Curly hair` means the hair is not straight or flat but has lots of curls or waves.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He's _ and _ _ _.`
+
+## --blanks--
+
+`tall`
+
+### --feedback--
+
+This adjective is used to describe someone's height as above average.
+
+---
+
+`has`
+
+### --feedback--
+
+It's used to indicate possession of a physical feature.
+
+---
+
+`curly`
+
+### --feedback--
+
+This word describes the type of hair as having curls or waves.
+
+---
+
+`hair`
+
+### --feedback--
+
+It's the physical feature being described.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d862dca01bd8e8a6f7561b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d862dca01bd8e8a6f7561b.md
new file mode 100644
index 000000000000000..7dfc241c31053b5
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d862dca01bd8e8a6f7561b.md
@@ -0,0 +1,44 @@
+---
+id: 65d862dca01bd8e8a6f7561b
+title: Task 64
+challengeType: 22
+dashedName: task-64
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: I've always wondered what the folks in Security do around here.
+-->
+
+# --description--
+
+The present perfect tense, formed with `have` or `has` plus the past participle of a verb, is used to talk about experiences or actions that have relevance to the present.
+
+`Always` is used to emphasize that the action or feeling has been true for a long time and continues to be true. For example, `I've always liked chocolate` means I liked chocolate in the past and still do now.
+
+`Wonder` means to think about something with curiosity.
+
+`Folks` is an informal word for `people`, often used to talk about a group of people in a friendly way.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I've _ _ what the folks in Security do around here.`
+
+## --blanks--
+
+`always`
+
+### --feedback--
+
+This word emphasizes that the action has been continuous over time.
+
+---
+
+`wondered`
+
+### --feedback--
+
+This word is the past participle of `wonder`, used to express curiosity about something.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d863be0ea26dea821fb459.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d863be0ea26dea821fb459.md
new file mode 100644
index 000000000000000..4d8252ae934b3a8
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d863be0ea26dea821fb459.md
@@ -0,0 +1,54 @@
+---
+id: 65d863be0ea26dea821fb459
+title: Task 65
+challengeType: 19
+dashedName: task-65
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: I've always wondered what the folks in Security do around here.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Tom curious about?
+
+## --answers--
+
+The activities and duties of the security team
+
+---
+
+Where the security team goes for lunch
+
+### --feedback--
+
+Tom's curiosity is about the security team's work, not their lunch habits.
+
+---
+
+How to join the security team
+
+### --feedback--
+
+Tom expresses curiosity about what the team does, not about joining them.
+
+---
+
+The names of all the security team members
+
+### --feedback--
+
+He's curious about their activities, not specifically about their names.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86638218150ecf514c478.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86638218150ecf514c478.md
new file mode 100644
index 000000000000000..db063fb2eee4a7f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86638218150ecf514c478.md
@@ -0,0 +1,44 @@
+---
+id: 65d86638218150ecf514c478
+title: Task 66
+challengeType: 22
+dashedName: task-66
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He makes sure the company's data and facilities are secure, monitors access controls, and conducts investigations when needed.
+-->
+
+# --description--
+
+The genitive case (`'s`) is used to show ownership or a relationship between two things.
+
+For singular nouns, you add `'s` to the end of the noun to show possession. For example, `the cat's toy` means the toy that belongs to the cat.
+
+For plural nouns that already end in `-s`, you just add an `'` at the end. For example, `the teachers' lounge` means the lounge for teachers.
+
+A `facility` is a place where a particular activity happens, like a factory, office, or school.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He makes sure the _ data and _ are secure, monitors access controls, and conducts investigations when needed.`
+
+## --blanks--
+
+`company's`
+
+### --feedback--
+
+It shows that the data belongs to the company. For singular nouns, add `'s` to show possession.
+
+---
+
+`facilities`
+
+### --feedback--
+
+This word is the plural form of `facility`, indicating more than one place. You should change the `y` to `i` and add `es`.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d867969a26ebf43e31297d.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d867969a26ebf43e31297d.md
new file mode 100644
index 000000000000000..3e21104c1f4ca19
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d867969a26ebf43e31297d.md
@@ -0,0 +1,48 @@
+---
+id: 65d867969a26ebf43e31297d
+title: Task 67
+challengeType: 22
+dashedName: task-67
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He makes sure the company's data and facilities are secure, monitors access controls, and conducts investigations when needed.
+-->
+
+# --description--
+
+To `monitor` means to watch and check something over a period of time to make sure it is working correctly or staying safe. For example, `The security team monitors the cameras to keep the building safe.`
+
+`Access control` refers to the way entry to a place or the use of a resource is restricted and regulated, to make sure only authorized people can enter a place or use something. For example, `The company uses access controls to restrict entry to the server room.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He makes sure the company's data and facilities are secure, _ _ _, and conducts investigations when needed.`
+
+## --blanks--
+
+`monitors`
+
+### --feedback--
+
+This word means to watch and check regularly. It's third-party singular form of verb.
+
+---
+
+`access`
+
+### --feedback--
+
+It's part of the phrase which refers to the entry or use of resources.
+
+---
+
+`controls`
+
+### --feedback--
+
+This word refers to the methods or systems used to regulate and restrict access. It's plural form.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d868a1bdc45bf6ec63b5bb.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d868a1bdc45bf6ec63b5bb.md
new file mode 100644
index 000000000000000..385731bd91bbd82
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d868a1bdc45bf6ec63b5bb.md
@@ -0,0 +1,40 @@
+---
+id: 65d868a1bdc45bf6ec63b5bb
+title: Task 68
+challengeType: 22
+dashedName: task-68
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He makes sure the company's data and facilities are secure, monitors access controls, and conducts investigations when needed.
+-->
+
+# --description--
+
+`To conduct` means to do or carry out something, like a project or test. For example, `The teacher conducts a test` means the teacher does or carries out a test.
+
+An `investigation` is when you look into something very carefully to find out more about it. For example, `The school does investigations to find lost books` means the school looks carefully to find books that are missing.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He makes sure the company's data and facilities are secure, monitors access controls, and _ _ when needed.`
+
+## --blanks--
+
+`conducts`
+
+### --feedback--
+
+This word means to do or carry out something carefully, like a project or research. It's third-party singular form of verb.
+
+---
+
+`investigations`
+
+### --feedback--
+
+This word means looking very carefully into something to find out more. It's plural form.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d869b6f586e1f9a02aa19b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d869b6f586e1f9a02aa19b.md
new file mode 100644
index 000000000000000..2b02aa301f5b404
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d869b6f586e1f9a02aa19b.md
@@ -0,0 +1,54 @@
+---
+id: 65d869b6f586e1f9a02aa19b
+title: Task 69
+challengeType: 19
+dashedName: task-69
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He makes sure the company's data and facilities are secure, monitors access controls, and conducts investigations when needed.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What are his main job duties according to Maria?
+
+## --answers--
+
+He teaches new employees about the company.
+
+### --feedback--
+
+Maria talks about security and looking into issues, not teaching new employees.
+
+---
+
+He repairs the company's computers.
+
+### --feedback--
+
+The focus is on security and investigations, not on fixing computers.
+
+---
+
+He keeps the company safe and checks on security details.
+
+---
+
+He organizes company events.
+
+### --feedback--
+
+Maria's description is about maintaining security, not organizing events.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86af6cdfed1fcab11abbe.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86af6cdfed1fcab11abbe.md
new file mode 100644
index 000000000000000..d790c7f38076bc2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86af6cdfed1fcab11abbe.md
@@ -0,0 +1,48 @@
+---
+id: 65d86af6cdfed1fcab11abbe
+title: Task 70
+challengeType: 22
+dashedName: task-70
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He also ensures that everyone follows security procedures.
+-->
+
+# --description--
+
+`Follow security procedures` means to act according to rules or steps designed to keep a place or people safe. It's important in many areas, especially in workplaces, to prevent problems or dangers.
+
+You learned that after `everyone`, you should use the third-party singular form of the verb because `everyone` is considered as each person in a group, treated individually.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`He also ensures that everyone _ _ _.`
+
+## --blanks--
+
+`follows`
+
+### --feedback--
+
+This is the singular form of the verb meaning each person does the action.
+
+---
+
+`security`
+
+### --feedback--
+
+This word means keeping people, places, or things safe from danger or harm. 
+
+---
+
+`procedures`
+
+### --feedback--
+
+These are the steps or rules that need to be followed for safety.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86c1b4c4fd6fef305999b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86c1b4c4fd6fef305999b.md
new file mode 100644
index 000000000000000..725d034bdc5f705
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86c1b4c4fd6fef305999b.md
@@ -0,0 +1,54 @@
+---
+id: 65d86c1b4c4fd6fef305999b
+title: Task 71
+challengeType: 19
+dashedName: task-71
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: He also ensures that everyone follows security procedures.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does he make sure of at work?
+
+## --answers--
+
+Everyone takes a lunch break.
+
+### --feedback--
+
+Maria's statement focuses on safety rules, not on breaks.
+
+---
+
+All people adhere to safety rules.
+
+---
+
+Everyone finishes their work on time.
+
+### --feedback--
+
+The emphasis is on following safety rules, not on completing work.
+
+---
+
+Meetings start on time.
+
+### --feedback--
+
+The focus is on security measures, not on the timing of meetings.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86d187f5ec600eb58fb9e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86d187f5ec600eb58fb9e.md
new file mode 100644
index 000000000000000..0ebc546c859d05e
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86d187f5ec600eb58fb9e.md
@@ -0,0 +1,50 @@
+---
+id: 65d86d187f5ec600eb58fb9e
+title: Task 72
+challengeType: 22
+dashedName: task-72
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Ah, speaking of procedures, is there anything he’s told you that we need to do when it comes to office security?
+-->
+
+# --description--
+
+The phrase `Is there anything` is used to ask if there are any things or tasks that need to be considered or done. It's a way of asking for more information or details about a subject.
+
+For example, `Is there anything I can help with?` means the speaker is offering help with any task.
+
+`Speaking of` is a phrase used to transition to a related topic or to bring up something connected to the current discussion. For example, `Speaking of holidays, are you going anywhere this summer?` shifts the conversation to talk about holiday plans.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Ah, speaking of procedures, _ _ _ he’s told you that we need to do when it comes to office security?`
+
+## --blanks--
+
+`is`
+
+### --feedback--
+
+This word starts a question asking for specific information or tasks.
+
+---
+
+`there`
+
+### --feedback--
+
+It's used here to introduce the existence of tasks or information.
+
+---
+
+`anything`
+
+### --feedback--
+
+This word is used to ask about any tasks or information without specifying what it might be.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86e08994c4a0436d92766.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86e08994c4a0436d92766.md
new file mode 100644
index 000000000000000..72623202666b59f
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86e08994c4a0436d92766.md
@@ -0,0 +1,54 @@
+---
+id: 65d86e08994c4a0436d92766
+title: Task 73
+challengeType: 19
+dashedName: task-73
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Tom: Ah, speaking of procedures, is there anything he’s told you that we need to do when it comes to office security?
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Tom asking about?
+
+## --answers--
+
+The location of the next meeting
+
+### --feedback--
+
+Tom's question is focused on security measures, not meeting logistics.
+
+---
+
+Who is responsible for office supplies
+
+### --feedback--
+
+The question is about security procedures, not office supplies.
+
+---
+
+When the office hours are
+
+### --feedback--
+
+Tom is asking about security actions, not the schedule of office hours.
+
+---
+
+Specific security actions or guidelines
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86f2835110e0770f5333f.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86f2835110e0770f5333f.md
new file mode 100644
index 000000000000000..9ff8b952d017870
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d86f2835110e0770f5333f.md
@@ -0,0 +1,50 @@
+---
+id: 65d86f2835110e0770f5333f
+title: Task 74
+challengeType: 22
+dashedName: task-74
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: Yes, there is one thing he emphasizes: you mustn't share your access codes or passwords with anyone.
+-->
+
+# --description--
+
+The phrase `there is` is used to say something exists or is present. When talking about more than one thing, you use `there are`.
+
+For example, `There is a book on the table` means one book is present, and `There are books on the table` means more than one book is present.
+
+The word `emphasize` means to give special importance to something. For example, `The teacher emphasizes the importance of homework` means the teacher makes it clear that homework is very important.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Yes, _ _ one thing he _: you mustn't share your access codes or passwords with anyone.`
+
+## --blanks--
+
+`there`
+
+### --feedback--
+
+This word starts the phrase to indicate something exists or is present.
+
+---
+
+`is`
+
+### --feedback--
+
+It's used with `there` to indicate the presence of a single item or fact.
+
+---
+
+`emphasizes`
+
+### --feedback--
+
+It means to give special importance or attention to something. It's third-party singular form of verb.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8713fd64b650c269676cd.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8713fd64b650c269676cd.md
new file mode 100644
index 000000000000000..2d993bdf3ad0887
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8713fd64b650c269676cd.md
@@ -0,0 +1,57 @@
+---
+id: 65d8713fd64b650c269676cd
+title: Task 75
+challengeType: 22
+dashedName: task-75
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: Security is a big deal for him.
+Tom: Understandable. Well, thanks.
+-->
+
+# --description--
+
+`A big deal` means something is very important. For example, `Getting the job was a big deal for her` means getting the job was very important to her.
+
+`Understandable` is used to say that it makes sense why someone feels a certain way or why something is important. It shows agreement with the reason behind someone's actions or feelings.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Maria: Security is _ _ _ for him. Tom: _ . Well, thanks.`
+
+## --blanks--
+
+`a`
+
+### --feedback--
+
+This article starts the phrase indicating importance.
+
+---
+
+`big`
+
+### --feedback--
+
+It describes the level of importance.
+
+---
+
+`deal`
+
+### --feedback--
+
+It completes the phrase meaning something significant.
+
+---
+
+`Understandable`
+
+### --feedback--
+
+This word shows that it makes sense why security is so important to him.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d87217064c730ef7bc63fe.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d87217064c730ef7bc63fe.md
new file mode 100644
index 000000000000000..e39fb72a2a5d0b2
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d87217064c730ef7bc63fe.md
@@ -0,0 +1,55 @@
+---
+id: 65d87217064c730ef7bc63fe
+title: Task 76
+challengeType: 19
+dashedName: task-76
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: Yes, there is one thing he emphasizes: you mustn't share your access codes or passwords with anyone. Security is a big deal for him.
+Tom: Understandable. Well, thanks.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is emphasized as important?
+
+## --answers--
+
+Keeping meetings confidential
+
+### --feedback--
+
+The emphasis is on not sharing sensitive information like access codes, not specifically about meetings.
+
+---
+
+Not sharing access codes or passwords
+
+---
+
+Recording office conversations
+
+### --feedback--
+
+The focus is on security measures related to access information, not recording conversations.
+
+---
+
+Checking emails regularly
+
+### --feedback--
+
+The discussion centers on the importance of keeping access information private, not on email habits.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d881130285e11fd1a6f790.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d881130285e11fd1a6f790.md
new file mode 100644
index 000000000000000..0b78bd6d0b1a7ad
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d881130285e11fd1a6f790.md
@@ -0,0 +1,50 @@
+---
+id: 65d881130285e11fd1a6f790
+title: Task 77
+challengeType: 22
+dashedName: task-77
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Maria: No problem. If you ever need any security tips, you really must talk to Jeff.
+-->
+
+# --description--
+
+The word `must` is used to express a strong necessity or obligation. It indicates that something is very important to do.
+
+The phrases `talk to` and `talk with` both refer to the act of speaking to someone, but there is a slight difference in usage. `Talk to` can imply a one-way communication, where one person is speaking and the other is listening, while `talk with` suggests a conversation where both people are equally involved in speaking and listening.
+
+For example, `I need to talk with my friend about our plans` suggests a discussion, while `I need to talk to my brother about his homework` might imply giving instructions or advice.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`No problem. If you ever need any security tips, you really _ _ _ Jeff.`
+
+## --blanks--
+
+`must`
+
+### --feedback--
+
+It indicates a strong recommendation or necessity to do something.
+
+---
+
+`talk`
+
+### --feedback--
+
+It's part of the verb phrase used to express the action of communicating.
+
+---
+
+`to`
+
+### --feedback--
+
+It's used to suggest going to Jeff for advice, with the expectation of listening to his expertise.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d88b76573df039d43f29bc.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d88b76573df039d43f29bc.md
new file mode 100644
index 000000000000000..7e150f4ef1e7f33
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d88b76573df039d43f29bc.md
@@ -0,0 +1,15 @@
+---
+id: 65d88b76573df039d43f29bc
+videoId: nLDychdBwUg
+title: "Dialogue 4: Sophie Asks Bob about His Responsibilities"
+challengeType: 21
+dashedName: dialogue-4-sophie-asks-bob-about-his-responsibilities
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d890f37666763b1c08e284.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d890f37666763b1c08e284.md
new file mode 100644
index 000000000000000..aa8e8bd1ad1b4f0
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d890f37666763b1c08e284.md
@@ -0,0 +1,56 @@
+---
+id: 65d890f37666763b1c08e284
+title: Task 78
+challengeType: 22
+dashedName: task-78
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Of course, I'd be happy to.
+-->
+
+# --description--
+
+`I'd be happy to` followed by a verb is a polite and positive way to agree to do something. `I'd` is a contraction of `I would`, which is used to talk about a willingness or offer to do something in the future.
+
+For example, if someone asks if you can help them study English, you can say, `I'd be happy to help`, meaning you are willing and pleased to help them.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Of course, _ _ _ _ help.`
+
+## --blanks--
+
+`I'd`
+
+### --feedback--
+
+This contraction stands for `I would`, showing willingness to do something.
+
+---
+
+`be`
+
+### --feedback--
+
+It's used to link `I'd` with an adjective expressing a willingness or happiness to do something. 
+
+---
+
+`happy`
+
+### --feedback--
+
+This word describes the feeling of being pleased or content to do something.
+
+---
+
+`to`
+
+### --feedback--
+
+This preposition is used before the base form of a verb.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d892ad7262d64a5db56906.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d892ad7262d64a5db56906.md
new file mode 100644
index 000000000000000..b82dda01c037b28
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d892ad7262d64a5db56906.md
@@ -0,0 +1,55 @@
+---
+id: 65d892ad7262d64a5db56906
+title: Task 79
+challengeType: 19
+dashedName: task-79
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Bob, could you tell me about your job and your responsibilities in the office?
+Bob: Of course, I'd be happy to.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+How does Bob respond to Sophie's request?
+
+## --answers--
+
+He agrees to share information about his job.
+
+---
+
+He refuses to talk about his job.
+
+### --feedback--
+
+Bob's response is positive and shows his willingness to share, not refuse.
+
+---
+
+He asks Sophie to talk about her job instead.
+
+### --feedback--
+
+Bob directly agrees to Sophie's request, not shifting the conversation to her.
+
+---
+
+He changes the subject to avoid answering.
+
+### --feedback--
+
+Bob's response is welcoming and open to discussing his job responsibilities, not avoiding the topic.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8938e6254064bd4cd63fa.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8938e6254064bd4cd63fa.md
new file mode 100644
index 000000000000000..f0391f447337d8a
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8938e6254064bd4cd63fa.md
@@ -0,0 +1,50 @@
+---
+id: 65d8938e6254064bd4cd63fa
+title: Task 80
+challengeType: 22
+dashedName: task-80
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: In my role, I have to meet project deadlines and collaborate with the development team.
+-->
+
+# --description--
+
+To `meet deadlines` means to finish work by the planned time. For example, `We have to meet the deadline for the report by Friday`, means the report must be completed before or on Friday.
+
+To `collaborate` means to work together with others on a project or task. For example, `I collaborate with my classmates on group projects`, means working together with classmates to achieve a common goal.
+
+The phrase `have to` is used to express necessity or obligation.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`In my role, I have to _ project _ and _ with the development team.`
+
+## --blanks--
+
+`meet`
+
+### --feedback--
+
+It indicates the necessity to complete work by a certain time.
+
+---
+
+`deadlines`
+
+### --feedback--
+
+It refers to the specific time by which tasks must be finished.
+
+---
+
+`collaborate`
+
+### --feedback--
+
+It means to work together with others.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8947a2588474f90595bcf.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8947a2588474f90595bcf.md
new file mode 100644
index 000000000000000..f7335a67c414ead
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d8947a2588474f90595bcf.md
@@ -0,0 +1,54 @@
+---
+id: 65d8947a2588474f90595bcf
+title: Task 81
+challengeType: 19
+dashedName: task-81
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: In my role, I have to meet project deadlines and collaborate with the development team.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What are Bob's main responsibilities at work?
+
+## --answers--
+
+He organizes team meetings.
+
+### --feedback--
+
+While teamwork is mentioned, the focus is on finishing projects on time and working with others, not organizing meetings.
+
+---
+
+He works alone on all projects.
+
+### --feedback--
+
+Bob mentions collaborating with a team, which means he does not work alone.
+
+---
+
+He ensures projects are done on time and works with his team.
+
+---
+
+He decides the deadlines for projects.
+
+### --feedback--
+
+Bob talks about meeting deadlines, not deciding them, and emphasizes teamwork.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d89562dff69551e7683df3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d89562dff69551e7683df3.md
new file mode 100644
index 000000000000000..9ae3e0ce8eec6e5
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d89562dff69551e7683df3.md
@@ -0,0 +1,42 @@
+---
+id: 65d89562dff69551e7683df3
+title: Task 82
+challengeType: 22
+dashedName: task-82
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: I also can’t disclose sensitive information to anyone outside the company.
+-->
+
+# --description--
+
+`Can't` is a contraction for `cannot`. It means you are not able to do something or it's not allowed. For example, `I can't swim` means I am unable to swim. It's different from `mustn't` which means you're prohibited do something.
+
+To `disclose` means to share information that is supposed to be kept secret. For example, `You shouldn't disclose your password to anyone` means you should not share your password with others because it is private.
+
+`Sensitive information` refers to important details that must be kept secret and safe. It includes things like personal data, passwords, or company secrets that should not be shared with everyone to protect privacy and security.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I also _ _ sensitive information to anyone outside the company.`
+
+## --blanks--
+
+`can't`
+
+### --feedback--
+
+It means not being allowed to do something.
+
+---
+
+`disclose`
+
+### --feedback--
+
+It means to share secret information with others.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d897caddd4d657e3862b36.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d897caddd4d657e3862b36.md
new file mode 100644
index 000000000000000..cc3fd5f7d8ae646
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d897caddd4d657e3862b36.md
@@ -0,0 +1,54 @@
+---
+id: 65d897caddd4d657e3862b36
+title: Task 83
+challengeType: 19
+dashedName: task-83
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: I also can’t disclose sensitive information to anyone outside the company.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Bob not allowed to do?
+
+## --answers--
+
+He cannot invite outsiders to company meetings.
+
+### --feedback--
+
+While involving outsiders is mentioned, the focus is specifically on not sharing secret information, not about meeting invitations.
+
+---
+
+He is not allowed to take extra breaks.
+
+### --feedback--
+
+The rule Bob mentions is about sharing information, not about taking breaks.
+
+---
+
+He must work late hours.
+
+### --feedback--
+
+Bob's statement is about sharing information, not about working hours.
+
+---
+
+He is not permitted to share important secrets with people outside his company.
+
+## --video-solution--
+
+4
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d950cef8533a636d6bd51e.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d950cef8533a636d6bd51e.md
new file mode 100644
index 000000000000000..68bba0ed95216c3
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d950cef8533a636d6bd51e.md
@@ -0,0 +1,42 @@
+---
+id: 65d950cef8533a636d6bd51e
+title: Task 84
+challengeType: 22
+dashedName: task-84
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: What about daily tasks?
+-->
+
+# --description--
+
+`Daily tasks` refer to the activities or work that someone needs to do every day. These can vary depending on the person's job or routine.
+
+For example, `Checking emails and attending meetings are part of my daily tasks at work` means these activities are what the person does regularly, every day, as part of their job.
+
+`Daily` means something that happens every day. Similarly, `monthly` means something that happens once a month, and `yearly` means something that happens once a year.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`What about _ _?`
+
+## --blanks--
+
+`daily`
+
+### --feedback--
+
+It refers to something that happens every day.
+
+---
+
+`tasks`
+
+### --feedback--
+
+It means activities or work that need to be completed.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d957af14072272d091fc45.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d957af14072272d091fc45.md
new file mode 100644
index 000000000000000..f2f86889141a82b
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d957af14072272d091fc45.md
@@ -0,0 +1,52 @@
+---
+id: 65d957af14072272d091fc45
+title: Task 85
+challengeType: 22
+dashedName: task-85
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Well, I have to attend team meetings and provide progress reports, but I don't have to work overtime unless it's an urgent situation.
+-->
+
+# --description--
+
+`Have to` is an expression you've learned and is used to express necessity or obligation.
+
+To `attend meetings` means to be present at meetings. For example, `I attend meetings every Monday` means I go to meetings on Mondays.
+
+To `provide` means to give something needed or useful. For example, `I provide help for my teammates` means I give help to the people I work with.
+
+`Progress reports` are documents or updates that show how much work has been done and what still needs to be completed.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, I have to _ team meetings and _ _ reports, but I don't have to work overtime unless it's an urgent situation.`
+
+## --blanks--
+
+`attend`
+
+### --feedback--
+
+It means to be present at meetings as part of one's job.
+
+---
+
+`provide`
+
+### --feedback--
+
+It means to give or supply something, like information or documents.
+
+---
+
+`progress`
+
+### --feedback--
+
+It refers to reports that show how much work has been done and what is left to do.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d959d3478ceb77dc1b28a3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d959d3478ceb77dc1b28a3.md
new file mode 100644
index 000000000000000..f0731e9b65d70f6
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d959d3478ceb77dc1b28a3.md
@@ -0,0 +1,52 @@
+---
+id: 65d959d3478ceb77dc1b28a3
+title: Task 86
+challengeType: 22
+dashedName: task-86
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Bob: Well, I have to attend team meetings and provide progress reports, but I don't have to work overtime unless it's an urgent situation.
+-->
+
+# --description--
+
+`Work overtime` means to work more hours than the usual work schedule. For example, `I usually work overtime during project deadlines` means working extra hours to meet project deadlines.
+
+`Unless` is used to talk about an exception to something or introduce a condition that makes the previous statement not true. It means `if it's not the case`. For example, `I walk to work unless it rains` means I walk to work if it doesn't rain.
+
+`Urgent` means something that is very important and needs immediate attention. For example, `The project is urgent` means the project needs to be completed right away.
+
+In a negative sentence, `don't/doesn't have to` expresses that something is not a requirement. For example, `I don't have to work late` means working late is not required.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, I have to attend team meetings and provide progress reports, but I don't have to work _ _ it's an _ situation.`
+
+## --blanks--
+
+`overtime`
+
+### --feedback--
+
+It refers to working more hours than those regularly scheduled.
+
+---
+
+`unless`
+
+### --feedback--
+
+It introduces a condition that makes the previous statement not apply.
+
+---
+
+`urgent`
+
+### --feedback--
+
+It means requiring immediate action or attention.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d95c504f0bce7e8f6a30ea.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d95c504f0bce7e8f6a30ea.md
new file mode 100644
index 000000000000000..aee19f96530e9a4
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d95c504f0bce7e8f6a30ea.md
@@ -0,0 +1,55 @@
+---
+id: 65d95c504f0bce7e8f6a30ea
+title: Task 87
+challengeType: 19
+dashedName: task-87
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: What about daily tasks?
+Bob: Well, I have to attend team meetings and provide progress reports, but I don't have to work extra hours unless it's really necessary.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Bob say about his work schedule?
+
+## --answers--
+
+He always stays late at work.
+
+### --feedback--
+
+Bob indicates that working extra hours is not a regular requirement for him, only in specific cases.
+
+---
+
+He never attends meetings.
+
+### --feedback--
+
+Bob actually says attending meetings and giving updates are part of his daily tasks.
+
+---
+
+He only works extra hours if there's a special need.
+
+---
+
+He provides updates yearly.
+
+### --feedback--
+
+Bob talks about giving progress updates as part of his routine tasks, not just yearly.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9633ff2cc710bd3e18c03.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9633ff2cc710bd3e18c03.md
new file mode 100644
index 000000000000000..8564fd25acf18bf
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9633ff2cc710bd3e18c03.md
@@ -0,0 +1,15 @@
+---
+id: 65d9633ff2cc710bd3e18c03
+videoId: nLDychdBwUg
+title: "Dialogue 5: Brian And Sophie Talk about Responsibilities"
+challengeType: 21
+dashedName: dialogue-5-brian-and-sophie-talk-about-responsibilities
+---
+
+# --description--
+
+Watch the video above to understand the context of the upcoming lessons.
+
+# --assignment--
+
+Watch the video
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9646cf07b7b0e74fbfe6f.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9646cf07b7b0e74fbfe6f.md
new file mode 100644
index 000000000000000..5bcf880a4a71eaa
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9646cf07b7b0e74fbfe6f.md
@@ -0,0 +1,50 @@
+---
+id: 65d9646cf07b7b0e74fbfe6f
+title: Task 88
+challengeType: 22
+dashedName: task-88
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Sophie, how do you manage your work-life balance and your responsibilities outside of the office?
+-->
+
+# --description--
+
+To `manage` means to control or be in charge of something, like how you organize your time or tasks. For example, `I manage my schedule by planning ahead` means I control my schedule through planning.
+
+`Work-life balance` is about making sure you have time for your job and also for people and things like family, friends, and hobbies. The `-` between `work` and `life` links the two words to show they are connected in the concept of balancing career and personal life.
+
+For example, `Achieving a good work-life balance is important for happiness` means it's important to have a balanced amount of work and personal time for overall well-being.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sophie, how do you _ your _ _ and your responsibilities outside of the office?`
+
+## --blanks--
+
+`manage`
+
+### --feedback--
+
+It means to control or organize something effectively.
+
+---
+
+`work-life`
+
+### --feedback--
+
+This term connects work and personal life, showing they are aspects to be balanced.
+
+---
+
+`balance`
+
+### --feedback--
+
+It means having the right amount of time and energy for both work and personal life.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9664a976fb114cf9f1928.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9664a976fb114cf9f1928.md
new file mode 100644
index 000000000000000..54ffb602960fe53
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d9664a976fb114cf9f1928.md
@@ -0,0 +1,54 @@
+---
+id: 65d9664a976fb114cf9f1928
+title: Task 89
+challengeType: 19
+dashedName: task-89
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Sophie, how do you manage your work-life balance and your responsibilities outside of the office?
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Brian asking Sophie about?
+
+## --answers--
+
+How she divides her time between work and personal activities
+
+---
+
+How she spends her weekends
+
+### --feedback--
+
+Brian's question is broader, focusing on overall time management, not just weekends.
+
+---
+
+How she completes her office tasks
+
+### --feedback--
+
+The question specifically targets balancing work and life, not just completing work tasks.
+
+---
+
+How she plans her office meetings
+
+### --feedback--
+
+Brian is asking about her overall balance, not just about scheduling meetings.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d967ec3ad9fb162e3b6d67.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d967ec3ad9fb162e3b6d67.md
new file mode 100644
index 000000000000000..1b3754023b44c82
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d967ec3ad9fb162e3b6d67.md
@@ -0,0 +1,48 @@
+---
+id: 65d967ec3ad9fb162e3b6d67
+title: Task 90
+challengeType: 22
+dashedName: task-90
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: It's not always easy, but I've found ways to make it work.
+-->
+
+# --description--
+
+`I've found ways to` followed by a verb means someone has discovered methods to do something or solve a problem. `I've` is a contraction for `I have`, and `found` is the past participle of `find`, indicating the action of discovering or realizing something.
+
+For example, `I've found ways to save money` means I have discovered methods to keep more money.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`It's not always easy, but _ _ _ to make it work.`
+
+## --blanks--
+
+`I've`
+
+### --feedback--
+
+It's the contraction for `I have`, indicating possession or experience.
+
+---
+
+`found`
+
+### --feedback--
+
+It the past participle of `find`, used here to indicate discovering or realizing.
+
+---
+
+`ways`
+
+### --feedback--
+
+It refers to methods or strategies to achieve a goal.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d96b62de43441ee5d01b88.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d96b62de43441ee5d01b88.md
new file mode 100644
index 000000000000000..9d1a15604499561
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65d96b62de43441ee5d01b88.md
@@ -0,0 +1,54 @@
+---
+id: 65d96b62de43441ee5d01b88
+title: Task 91
+challengeType: 19
+dashedName: task-91
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: It's not always easy, but I've found ways to make it work.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Sophie saying about dealing with challenges?
+
+## --answers--
+
+She gives up when it's hard.
+
+### --feedback--
+
+Sophie's message is about finding solutions, not giving up.
+
+---
+
+She discovers methods to overcome them.
+
+---
+
+She waits for others to solve the problems.
+
+### --feedback--
+
+Sophie talks about her own efforts to find solutions, not relying on others.
+
+---
+
+She ignores the difficulties.
+
+### --feedback--
+
+Sophie acknowledges the challenges but focuses on finding ways to deal with them, not ignoring them.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa3bcb0ef255d206f91b8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa3bcb0ef255d206f91b8.md
new file mode 100644
index 000000000000000..a2c46a35300e920
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa3bcb0ef255d206f91b8.md
@@ -0,0 +1,32 @@
+---
+id: 65daa3bcb0ef255d206f91b8
+title: Task 92
+challengeType: 22
+dashedName: task-92
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Tell me about your responsibilities beyond work.
+-->
+
+# --description--
+
+The word `beyond` is used to talk about something that is further or more than something else.
+
+For example, `His kindness goes beyond just helping friends; he volunteers at shelters too.` In this sentence, `beyond` is used to express that his kindness is not limited to helping friends but extends to more actions, such as volunteering at shelters.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Tell me about your responsibilities _ work.`
+
+## --blanks--
+
+`beyond`
+
+### --feedback--
+
+The word is used to talk about something that goes past a certain limit.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa68d2bec806393956a94.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa68d2bec806393956a94.md
new file mode 100644
index 000000000000000..a542626fada6474
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa68d2bec806393956a94.md
@@ -0,0 +1,48 @@
+---
+id: 65daa68d2bec806393956a94
+title: Task 93
+challengeType: 22
+dashedName: task-93
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Well, I have to make time for my family – that's really important to me.
+-->
+
+# --description--
+
+The phrase `make time for` means to find or set aside time to do something or be with someone important. It shows that you choose to spend your time on these things even when you are busy.
+
+For example, you might `make time for reading` because you enjoy it, even if you have lots of homework.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Well, I have to _ _ _ my family – that's really important to me.`
+
+## --blanks--
+
+`make`
+
+### --feedback--
+
+This word means to create or set aside.
+
+---
+
+`time`
+
+### --feedback--
+
+It means the moments or period you decide to use for something special.
+
+---
+
+`for`
+
+### --feedback--
+
+This word shows who or what you are spending your time on.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8143ae77767ad914ba4.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8143ae77767ad914ba4.md
new file mode 100644
index 000000000000000..d83f97962687821
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8143ae77767ad914ba4.md
@@ -0,0 +1,48 @@
+---
+id: 65daa8143ae77767ad914ba4
+title: Task 94
+challengeType: 22
+dashedName: task-94
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly.
+-->
+
+# --description--
+
+The word `neglect` means to not give enough care or attention to something or someone. When you `neglect` something, you ignore or don't look after it well. 
+
+For example, if you don't eat healthy food or exercise, you might be `neglecting your health`.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I also don’t want to _ _ _, so two months ago I started jogging regularly.`
+
+## --blanks--
+
+`neglect`
+
+### --feedback--
+
+This word means to ignore or not give enough care to something.
+
+---
+
+`my`
+
+### --feedback--
+
+This word shows ownership or that something belongs to the speaker.
+
+---
+
+`health`
+
+### --feedback--
+
+It means the general condition of the body and how well it works.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8cce1b9206995e4aec3.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8cce1b9206995e4aec3.md
new file mode 100644
index 000000000000000..cb0bd13bcac83fd
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa8cce1b9206995e4aec3.md
@@ -0,0 +1,32 @@
+---
+id: 65daa8cce1b9206995e4aec3
+title: Task 95
+challengeType: 22
+dashedName: task-95
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly.
+-->
+
+# --description--
+
+The word `ago` is used to talk about past events.
+
+For example, if you say `I moved here a year ago`, it means that one year has passed since you moved to your current location. It's a way to measure time backwards from the present.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I also don’t want to neglect my health, so two months _ I started jogging regularly.`
+
+## --blanks--
+
+`ago`
+
+### --feedback--
+
+This word is used to indicate that the event happened in the past.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa9fa35b2dd6c6e29636d.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa9fa35b2dd6c6e29636d.md
new file mode 100644
index 000000000000000..09d4ae3b82d5212
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daa9fa35b2dd6c6e29636d.md
@@ -0,0 +1,48 @@
+---
+id: 65daa9fa35b2dd6c6e29636d
+title: Task 96
+challengeType: 19
+dashedName: task-96
+---
+
+# --description--
+
+Choose the right answer of using `ago`.
+
+# --question--
+
+## --text--
+
+If I read a book three weeks ago, when did I finish reading it?
+
+## --answers--
+
+I finished reading the book yesterday.
+
+### --feedback--
+
+`Yesterday` is too recent compared to the timeframe mentioned.
+
+---
+
+I finished reading the book last month.
+
+### --feedback--
+
+`Last month` might not accurately match the timeframe depending on the current date.
+
+---
+
+I finished reading it three weeks back.
+
+---
+
+I am still reading the book.
+
+### --feedback--
+
+If you finished the book `three weeks ago`, you are not still reading it.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daab9b713d3e6e6272c8bf.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daab9b713d3e6e6272c8bf.md
new file mode 100644
index 000000000000000..dc023814bb35317
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65daab9b713d3e6e6272c8bf.md
@@ -0,0 +1,44 @@
+---
+id: 65daab9b713d3e6e6272c8bf
+title: Task 97
+challengeType: 22
+dashedName: task-97
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: I also don’t want to neglect my health, so two months ago I started jogging regularly.
+-->
+
+# --description--
+
+The verb `jog` means to run at a slow, steady pace. The word `start` can be followed by a verb ending in `-ing` (like `jogging`) or with `to` followed by the base form of the verb (like `to jog`). This shows the beginning of an action.
+
+Adverbs describe how actions are done. They are often formed by adding `-ly` to adjectives. For example, `regular` is an adjective that means usual or done often. When you add `-ly`, it becomes `regularly`, an adverb that means doing something in a usual or frequent manner.
+
+Examples:
+
+`He has a regular exercise schedule.`, or `He exercises regularly.`
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`I also don’t want to neglect my health, so two months ago I started _ _.`
+
+## --blanks--
+
+`jogging`
+
+### --feedback--
+
+This is the `-ing` form of the verb `jog`, used after `started` to show the action Sophie began to do.
+
+---
+
+`regularly`
+
+### --feedback--
+
+This adverb describes how Sophie does the action - in a usual, often way.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab0c26091a87db218685a.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab0c26091a87db218685a.md
new file mode 100644
index 000000000000000..2d80ed5006f8312
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab0c26091a87db218685a.md
@@ -0,0 +1,46 @@
+---
+id: 65dab0c26091a87db218685a
+title: Task 98
+challengeType: 22
+dashedName: task-98
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: It helps me relax and stay fit.
+-->
+
+# --description--
+
+The phrase `stay fit` means to keep in good health, especially through physical exercise.
+
+When `stay` is followed by an adjective, it describes continuing to be in a certain state, condition, or situation.
+
+Examples:
+
+`Stay calm` means to continue being calm without becoming upset.
+
+`Stay happy` means keeping a happy mood.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`It helps me relax and _ _.`
+
+## --blanks--
+
+`stay`
+
+### --feedback--
+
+This word describes continuing to be in a certain state.
+
+---
+
+`fit`
+
+### --feedback--
+
+This adjective describes being in good health, especially because of regular physical exercise.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab1186529467ee5e463a7.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab1186529467ee5e463a7.md
new file mode 100644
index 000000000000000..8a5703b700ceb91
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab1186529467ee5e463a7.md
@@ -0,0 +1,55 @@
+---
+id: 65dab1186529467ee5e463a7
+title: Task 99
+challengeType: 19
+dashedName: task-99
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: Tell me about your responsibilities beyond work.
+Sophie: Well, I have to make time for my family – that's really important to me. I also don’t want to neglect my health, so two months ago I started jogging regularly. It helps me relax and stay fit.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sophie do outside of her work?
+
+## --answers--
+
+Spending time with her family and maintaining her health
+
+---
+
+Only focusing on her work tasks
+
+### --feedback--
+
+Sophie specifically mentions what she does outside of work, contradicting this option.
+
+---
+
+Traveling and meeting new people
+
+### --feedback--
+
+There's no mention of traveling or meeting new people in Sophie's response.
+
+---
+
+Learning new languages
+
+### --feedback--
+
+Sophie does not talk about learning new languages.
+
+## --video-solution--
+
+1
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab20c41a21a817084ecdb.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab20c41a21a817084ecdb.md
new file mode 100644
index 000000000000000..de9e6ecb6d17a35
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab20c41a21a817084ecdb.md
@@ -0,0 +1,60 @@
+---
+id: 65dab20c41a21a817084ecdb
+title: Task 100
+challengeType: 22
+dashedName: task-100
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: It sounds like you're doing great dealing with work and life responsibilities at the same time.
+-->
+
+# --description--
+
+The phrase `you're doing great` is a way to tell someone they are performing very well or successfully managing a situation. It's a form of encouragement or praise. For example, `After seeing how well you organized the event, I must say, you're doing great!`
+
+After it, you can use phrases starting with `verb-ing` that describe what the person is doing well at. For instance, `You're doing great keeping up with your studies.`
+
+`Deal with` means to manage or handle something, especially a problem or challenge. It involves taking action to address a situation or problem. For example, `She has to deal with a lot of emails every morning.`
+
+The phrase `at the same time` indicates that two or more actions or events are happening together, not separately.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`It sounds like you're _ _ _ _ work and life responsibilities at the same time.`
+
+## --blanks--
+
+`doing`
+
+### --feedback--
+
+This word is used to describe how someone is performing or managing in a situation.
+
+---
+
+`great`
+
+### --feedback--
+
+This adjective is used to express that the performance is very good.
+
+---
+
+`dealing`
+
+### --feedback--
+
+This word means managing or handling, especially when talking about problems or tasks. Remember to add `ing` after the verb.
+
+---
+
+`with`
+
+### --feedback--
+
+This preposition is used to indicate what someone is managing or handling.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab50a398b0f851f7a1c9b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab50a398b0f851f7a1c9b.md
new file mode 100644
index 000000000000000..6efaf72414a518a
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab50a398b0f851f7a1c9b.md
@@ -0,0 +1,54 @@
+---
+id: 65dab50a398b0f851f7a1c9b
+title: Task 101
+challengeType: 19
+dashedName: task-101
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Brian: It sounds like you're doing great dealing with work and life responsibilities at the same time.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Brian complimenting?
+
+## --answers--
+
+The weather conditions
+
+### --feedback--
+
+Brian's statement is focused on personal achievement, not the weather.
+
+---
+
+The quality of the food
+
+### --feedback--
+
+Brian's comment is about handling responsibilities, not food quality.
+
+---
+
+Managing both work and personal life well
+
+---
+
+Choosing the right clothes for the occasion
+
+### --feedback--
+
+Brian's compliment is about balancing responsibilities, not about fashion choices.
+
+## --video-solution--
+
+3
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab742fb5c1c8d81bb063b.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab742fb5c1c8d81bb063b.md
new file mode 100644
index 000000000000000..0d307971ea80405
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dab742fb5c1c8d81bb063b.md
@@ -0,0 +1,54 @@
+---
+id: 65dab742fb5c1c8d81bb063b
+title: Task 102
+challengeType: 22
+dashedName: task-102
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Thank you. It's all about finding the right balance for you and your well-being.
+-->
+
+# --description--
+
+The phrase `It's all about` means that something is mainly or entirely focused on a particular idea or goal. For instance, `It's all about making time for both work and fun to keep a happy life.`
+
+`Balance` can be used as a noun or a verb. When it's a noun, it means having things in the right amounts so that no part is too much or too little. For example, `Finding a balance between work and play is important.`
+
+When it's a verb, `balance` means to make things equal in amount or to keep them in a steady position. For example, `You need to balance your time between studying and relaxing.`
+
+`The right balance` means the perfect mix or amount of different activities or aspects.
+
+The term `well-being` refers to the state of being comfortable, healthy, or happy. It involves overall health and happiness, including physical, mental, and emotional aspects.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Thank you. It's all about finding the _ _ for you and your _.`
+
+## --blanks--
+
+`right`
+
+### --feedback--
+
+This word suggests the most suitable or appropriate.
+
+---
+
+`balance`
+
+### --feedback--
+
+This word refers to an even distribution or the right proportions of different aspects of life.
+
+---
+
+`well-being`
+
+### --feedback--
+
+This term refers to the state of being comfortable, healthy, or happy.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabddd6b64319c42b36aa2.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabddd6b64319c42b36aa2.md
new file mode 100644
index 000000000000000..3c80519637860d8
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabddd6b64319c42b36aa2.md
@@ -0,0 +1,54 @@
+---
+id: 65dabddd6b64319c42b36aa2
+title: Task 103
+challengeType: 19
+dashedName: task-103
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Thank you. It's all about finding the right balance for you and your well-being.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What is Sophie emphasizing the importance of?
+
+## --answers--
+
+Focusing only on work
+
+### --feedback--
+
+Sophie is talking about the importance of managing different aspects of life, not just work.
+
+---
+
+Maintaining a healthy mix of activities for happiness and health
+
+---
+
+Spending all free time on hobbies
+
+### --feedback--
+
+Sophie suggests a mix of activities for `well-being`, not just hobbies.
+
+---
+
+Ignoring personal needs
+
+### --feedback--
+
+Sophie's statement is about paying attention to `balance` for personal needs and `well-being`, not ignoring them.
+
+## --video-solution--
+
+2
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabf5eb13aae9ff91c40a2.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabf5eb13aae9ff91c40a2.md
new file mode 100644
index 000000000000000..8b5c43abe23e4c1
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dabf5eb13aae9ff91c40a2.md
@@ -0,0 +1,60 @@
+---
+id: 65dabf5eb13aae9ff91c40a2
+title: Task 104
+challengeType: 22
+dashedName: task-104
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: And you don't have to search for expensive solutions for that.
+-->
+
+# --description--
+
+The phrase `search for` means to look for something or try to find something through exploration. For example, `I need to search for my lost keys` means looking for the keys.
+
+The word `expensive` describes something that costs a lot of money. For example, `That car is too expensive for me` means the car costs a lot.
+
+A `solution` is an answer to a problem or a way to fix an issue.
+
+`Doesn't/don't have to` is used to express that there is no need or requirement to do something.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`And you don't have to _ _ _ _ for that.`
+
+## --blanks--
+
+`search`
+
+### --feedback--
+
+This word means to look for something carefully.
+
+---
+
+`for`
+
+### --feedback--
+
+This preposition is used with `search` to indicate what you are trying to find.
+
+---
+
+`expensive`
+
+### --feedback--
+
+This word describes something that costs a lot of money.
+
+---
+
+`solutions`
+
+### --feedback--
+
+These are answers or ways to solve a problem.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dacf1ea93489b07bbe48d8.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dacf1ea93489b07bbe48d8.md
new file mode 100644
index 000000000000000..46539dc6ef22d1b
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dacf1ea93489b07bbe48d8.md
@@ -0,0 +1,56 @@
+---
+id: 65dacf1ea93489b07bbe48d8
+title: Task 105
+challengeType: 22
+dashedName: task-105
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Sometimes, it’s the simple and free things that bring us the result we’re looking for.
+-->
+
+# --description--
+
+The phrase `bring results` means to produce or achieve the outcomes or benefits you want. For example, `Studying hard will bring good results in your exams.` means that by studying hard, you will achieve good grades.
+
+When you talk about `look for something`, it means you are trying to find or search for something specific. `I am looking for my glasses` means you are trying to find where your glasses are.
+
+# --fillInTheBlank--
+
+## --sentence--
+
+`Sometimes, it’s the simple and free things that _ us the _ we’re _ _.`
+
+## --blanks--
+
+`bring`
+
+### --feedback--
+
+This word means to cause something to happen or to achieve a result.
+
+---
+
+`result`
+
+### --feedback--
+
+This word means the outcome or effect of an action or situation.
+
+---
+
+`looking`
+
+### --feedback--
+
+It means trying to find or search for something. You should use the `ing` form of verb.
+
+---
+
+`for`
+
+### --feedback--
+
+This preposition is used to indicate the object or thing that someone is trying to find.
diff --git a/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dad153fd675cb51e8423b0.md b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dad153fd675cb51e8423b0.md
new file mode 100644
index 000000000000000..d1789add1b2785d
--- /dev/null
+++ b/curriculum/challenges/english/21-a2-english-for-developers/learn-how-to-discuss-roles-and-responsibilies/65dad153fd675cb51e8423b0.md
@@ -0,0 +1,54 @@
+---
+id: 65dad153fd675cb51e8423b0
+title: Task 106
+challengeType: 19
+dashedName: task-106
+audioPath: curriculum/js-music-player/We-Are-Going-to-Make-it.mp3
+---
+
+<!--
+AUDIO REFERENCE:
+Sophie: Sometimes, it’s the simple and free things that bring us the result we’re looking for.
+-->
+
+# --description--
+
+Listen to the audio and answer the question.
+
+# --question--
+
+## --text--
+
+What does Sophie say can help us get what we want?
+
+## --answers--
+
+Things that cost a lot of money
+
+### --feedback--
+
+Sophie is saying that we don't always need things that cost money to get what we want.
+
+---
+
+Not paying attention to the problem
+
+### --feedback--
+
+Sophie is talking about finding solutions, not ignoring problems.
+
+---
+
+Always changing our plans
+
+### --feedback--
+
+Sophie tells us that simple ways can work well, not always changing what we do.
+
+---
+
+Easy and free things
+
+## --video-solution--
+
+4