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[Assistant] But I don't know about it, and the verbose server doesn't know about it either. So to tell him about it, he has to do, uh,


[User] Please transcribe this text

[Assistant] And pull it into my local repository. So git pull just makes my local repository look like the remote repository.


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[Assistant] We can push our changes, so pull commit pushes the basic workflow. Uhm, but if you push and


[User] Please transcribe this text

[Assistant] So now things get a little bit more complicated when we're working with remote and we have branches in the box. So let's say.


[User] Please transcribe this text

[Assistant] Let's say we make a new branch. Tony wants to work on WebLab Tinder and he makes a local branch called WebLab Tinder. And then he makes a commit on it. Very cool.


[User] Please transcribe this text

[Assistant] So to figure that out, we have to look at what's going on under the hood a little bit more. When Tony cloned this repository initially, it created this link. The red thing represents this link between


[User] Please transcribe this text

[Assistant] Local main and remote main. And that link is known as tracking. So you can say that your local main tracks remote main. Uh, it's also known as upstream. So you can say that the upstream branch for your local main is remote main.


[User] Please transcribe this text

[Assistant] And when you clone this, it automatically sets up this red link, this little link for you between your main branch and the main branch on remote, because it knows that the main, your main branch should correspond to the main branch on remote.


[User] Please transcribe this text

[Assistant] It doesn't know if there's a branch on remote that it's supposed to correspond to. Actually, there isn't. Uhm, and so what we do is...


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[Assistant] We do git push set upstream origin and then the name of our bridge. So what that does, if you can go to the next slide, is if Tony says git push set upstream origin Tinder, then that creates a new


[User] Please transcribe this text

[Assistant] Remote branch called Tinder. So origin just refers to remote.


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[Assistant] And then it sets the upstream branch for his local WebLab Tinder branch to be the remote Tinder branch.


[User] Please transcribe this text

[Assistant] So it sets up that tracking between, so it creates a new remote branch and then sets up that tracking between the new remote branch and the branch that he's currently working on.


[User] Please transcribe this text

[Assistant] Alright, so let's say Tony wants to keep working on Web App Tinder. So he...


[User] Please transcribe this text

[Assistant] And he's made some commits, and now he wants to push those changes to remote.


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[Assistant] His local web lab tinder branch and the remote tinder branch. He can just do a regular git push.


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[Assistant] And then it'll automatically update the Tinder branch because now Git knows that if I do get pushed on my local web lab Tinder branch, then the remote burst that I want to update is Tinder.


[User] Please transcribe this text

[Assistant] So now let's say he's done with working on a web app tender and now he wants to merge it into main. How do we do that? Hmm.


[User] Please transcribe this text

[Assistant] So Tony goes back to the main branch and then he does git merge.


[User] Please transcribe this text

[Assistant] WebLabTinder. So that it's trying to pull the changes, pull WebLabTinder and merge it into main. And so if he does it, he resolves any merge conflicts he comes across, it's all merged together. Great. Fed. Then he does git push.


[User] Please transcribe this text

[Assistant] Says, updates were rejected because the remote can do the work that you do not have locally. Hmm.


[User] Please transcribe this text

[Assistant] And then he does git fetch, which is like git pull, but instead of, so what git pull does is it fetches so it downloads any changes from remote.


[User] Please transcribe this text

[Assistant] And then it merges the changes from remote into his working directory, his working copy. But gitfetch doesn't actually try and merge anything, so you won't encounter merge conflicts or anything, but it just like downloads to see if there is work on remote.


[User] Please transcribe this text

[Assistant] Uhm, that you don't have in your local yet. So he does get fetch. He looks, he looks around.


[User] Please transcribe this text

[Assistant] Is, he has to do git pull. So he checks out to his main branch, uh, his local main branch.


[User] Please transcribe this text

[Assistant] And then when he does get pulled, then he has to, like, he might encounter emerge conflicts or anything, he resolves those.


[User] Please transcribe this text

[Assistant] And now it's safe to do git push, and he pushes his merge commit to, uhm, to remote main.


[User] Please transcribe this text

[Assistant] And then of course he has to delete his branch, his local branch, WebLab, Tinder, because just for cleanliness' sake.


[User] Please transcribe this text

[Assistant] Alright, so this slide is mostly, uh, for...


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[Assistant] Reference for you guys, if you're working later and you want to remember some of the things that we just talked about. So we'll talk through this.


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[Assistant] The workflow that we just did was we merged and then, wait, can you go to the next slide?


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[Assistant] Alright, so the workflow that we just did was we made a local branch, we made a remote branch.


[User] Please transcribe this text

[Assistant] You know, coded on and made commits on that local branch and pushed into remote, etc. And then on local we merged our branch into main.


[User] Please transcribe this text

[Assistant] However, that involves pushing to remote main and in a company, you're actually typically not allowed to do that because in a company remote main is what all of the developers are using, um, to test and to develop and to do all sorts of things. So if you break something in remote main, that is a big L for everyone.


[User] Please transcribe this text

[Assistant] Because if we made a pull request with just, uh, on main here.


[User] Please transcribe this text

[Assistant] Then we would say, okay, I have these commits on the Tinder branch, I want to try and merge Tinder into main. And then there might be merge conflicts that arise because the


[User] Please transcribe this text

[Assistant] Cause the pull request being completed, that merge happening was something that all happened in GitHub on the remote server. And so in order for my Tony's local copy to reflect that, he has to do a git pull.


[User] Please transcribe this text

[Assistant] Okay, so just to recap, we talked about commitment and merging on, uhm,


[User] Please transcribe this text

[Assistant] That you can make a branch for a new feature, develop a new feature, then merge it back in. Uhm, one that you'll, the first one that you'll probably be using in your web lab teams, it's just merging and then pushing your merge commit.


[User] Please transcribe this text

[Assistant] And then the one that you'll use in industry, which is updating your feature branch on remote and then creating a pull request.


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[Assistant] Another little useful side topic, git stash.


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[Assistant] Okay, so let's say that Tony is working and he's made some changes to some files, but he hasn't solidified it into a commit yet. He's still working on it.


[User] Please transcribe this text

[Assistant] But then he wants to check out to a different branch, like maybe he wanted to go back and see what Maine looked like, and uhm, yeaah.


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[Assistant] To like, reference the last, the version of code that's in main, uhm, to basically see the code off of it or something like that. If he does, git checkout main.


[User] Please transcribe this text

[Assistant] Merge one branch into another. You can check out from one branch to another. Lots of different things. And if you have changes that you're working on, but you're not ready to commit yet, but you want to save, then GitStash is a great tool for that.


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[Assistant] And so you just get stashed, do whatever you need to, and then get stashed popped.


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[Assistant] Uhm, our amazing staff member Enrique suggested a really cool resource in order for you to practice some of these concepts, so I think we'll put the link to that in the video description and on our weblab.is slash home.


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[Assistant] Let's go over some more specifics or details on how to write TypeScript code.


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[Assistant] So when you declare variables in TypeScript, you can explicitly define the type that the variable is. So the syntax for doing this, as shown at the top, is you can use let or const as usual, and then the name of the variable, here it's message, followed by a colon and the type of the variable. So here we're assigning the variable name message.


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[Assistant] This way, the TypeScript compiler can check if you try to reassign message to


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[Assistant] It just, type number is not assignable to type string.


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[Assistant] And so even though we initially used let, meaning that we should be able to reassign this variable, you cannot reassign a variable of a type in TypeScript to a value of a different type. And while this might seem to make


[User] Please transcribe this text

[Assistant] Uhm, then you might end up with weird errors later on. So keeping your types consistent is generally good coding style and will help keep your code type safe.


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[Assistant] Alright, oh, another small thing is that, uh, while in this example, I, in the red box, I used a colon syntax or colon string.


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[Assistant] Uhm, so you don't need to explicitly say that message is of type string because it's really obvious that it's of type string.


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[Assistant] Uhm, so it's generally good practice to not include repetitive information when you're coding.


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[Assistant] So because it's already really obvious that the variable message is a string, you actually shouldn't explicitly say it here. But I did it here just for illustrative purposes, but if you didn't include this colon string, your code would also work perfectly fine.


[User] Please transcribe this text

[Assistant] Alright, so some more types that you should be familiar with are arrays and enums. So an array is very similar to how it works in JavaScript except to define


[User] Please transcribe this text

[Assistant] What the type of the elements in the array are. And there's two ways you can do this. At the top you can do it


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[Assistant] Type followed by brackets or you can do array enclosing the type. Uhm, but you should specify what the type is, uhm, within your array if it's not already obvious.


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[Assistant] So in these two examples, we're restricting the variable message to be specifically an array with elements that are only strings. So you cannot have any other types within the array.


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[Assistant] If you have or want to make your array have multiple types within them, then you can use this, uhm, OR operator. So in the bottom example here, you can see that we're assigning


[User] Please transcribe this text

[Assistant] The variable example to be an array of both strings and numbers, and this is how you could have an array with multiple types.


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[Assistant] Okay, so for enums, enums are an important feature in TypeScript. Uhm, basically they allow you to impose more specific restrictions on types. So here in the example we have the color type, which is specifically the strings red or green or blue.


[User] Please transcribe this text

[Assistant] Uhm, and this provides a more specific restriction than just a string type. So if we wanted to make a variable C of type color,


[User] Please transcribe this text

[Assistant] C can only be blue, green, or red. It cannot be any other string. So if you have a variable, uhm, that can only be a specific set of values, then you should use enums to enforce this restriction.


[User] Please transcribe this text

[Assistant] Another nice thing about TypeScript is that you can define your own types. And so here we're defining the type user and a user logic.


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[Assistant] ...has some properties associated with it. A user has an ID, a name and whether or not they're an admin.


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[Assistant] And using these types is really helpful for making your code type safe because anytime you use the user type,


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[Assistant] This enforces that you have to declare the property's ID and name here. So let's say we want to create an object of type user, then we have to specify the ID and name.


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[Assistant] Note, however, that we did not specify isAdmin when we created the user variable. And this is because isAdmin has a special question mark when we defined it in the type. This means that isAdmin is actually an optional property. So because isAdmin has a question mark next to it,


[User] Please transcribe this text

[Assistant] Alright, and the nice thing about custom types is that you can also nest them within each other, just like with your primitive types. So on the left here, we created a user type


[User] Please transcribe this text

[Assistant] Uhm, and we also create message and chat data custom types. So for the message type, we can see how we can use our custom type user as the type for one of our properties.


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[Assistant] And then for chat data, we can use the custom message type that we also defined previously.


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[Assistant] And you can also put your custom type objects into arrays. So on the right here we have defined, uh, the user type and created two user variables of that type that we defined.


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[Assistant] Uhm, so you can do a lot with your custom types and I highly recommend, uhm, making custom types if you end up using TypeScript because it'll make your code a lot more modular, easy to read and type safe.


[User] Please transcribe this text

[Assistant] Okay, another cool syntax thing that you can do in TypeScript is actually extend types. So on the left here is


[User] Please transcribe this text

[Assistant] The same code logic as what's on the right. On the left, you can see we're making two types, user and user login.


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[Assistant] Uhm, so here's a less repetitive way to write what's on the left.


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[Assistant] We can attach the user type to another property, password string, and assign it to the user login type. So this is the same thing as writing out user login, like in line 7 to 12 on the left. But it's a much more concise way to write it.


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[Assistant] Alright, so another important note about TypeScript is that when you write your functions, you should declare the type for the function parameters and the function output.


[User] Please transcribe this text

[Assistant] Uh, a developer writing your code and also as someone reading or using the functions you write. So as a developer, if you know, if you can strictly enforce exactly what type gets passed into your function, then you can help, like, prevent a lot of edge cases or, uhm, like, unknown behavior that could happen.


[User] Please transcribe this text

[Assistant] So at the top here, we have a version of the function getCommons, and this is written in JavaScript.


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[Assistant] And getCommons is a function that takes in an ID and then returns an empty array.


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[Assistant] So at the bottom here, we have the TypeScript version of getCommons. Uhm, in the TypeScript version, it's a lot clearer what's going on, because it's obvious that, uhm, id, the parameter you're passing in, is a type string. So you know exactly that you have to type in a, uh, you have to pass in a string to this function.


[User] Please transcribe this text

[Assistant] And also get comments returns an array of comments.


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[Assistant] And so TypeScript makes your functions a lot more type safe and a lot easier to read.


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[Assistant] So you can also use built-in react events as well with your type functions.


[User] Please transcribe this text

[Assistant] Uhm, for example, in this handleChange function, we pass in an event that is a react.change event type.


[User] Please transcribe this text

[Assistant] And recall we also have asynchronous functions. So,


[User] Please transcribe this text

[Assistant] Uhm, with asynchronous functions we have the keyword async and we return promises. And we need to specify this in our types as well.


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[Assistant] So at the top we have our JavaScript version, which again is a little bit mysterious because we know that it's a getCommons function that takes in an ID and is asynchronous. But again, we don't know exactly what ID is or what it returns. So if we write this in TypeScript, we get what's on the bottom.


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[Assistant] Uhm, when you have a promise return type, you can use the promise keyword.


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[Assistant] And you also want to enclose within your promise keyword exactly the type that the promise resolves into.


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[Assistant] And what this function does is you also need to specify the type of its parameters and output.


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[Assistant] So the nice thing about TypeScript is that you can have typed props and states.


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[Assistant] Uhm, for our props, we can define a custom type for our props, and we can also define the types of the properties under that prop.


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[Assistant] So if we have our profile function here, uh, that takes in our props, then we know exactly that the-


[User] Please transcribe this text

[Assistant] The props are a type profile props and we know exactly what properties are under those props.


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[Assistant] Uhm, and again, the same thing with state. You can define the exact type for your state variable.


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[Assistant] So, because initially user is undefined, we need to tell TypeScript


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[Assistant] Uhm, it's already obvious to the TypeScript compiler that cat happiness is of type number.


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[Assistant] And then you can import them to use your custom types in a different file.


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[Assistant] Alright, so I just went over a lot of stuff about TypeScript syntax.


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[Assistant] The nice thing about TypeScript is that it's really easy to integrate into your projects. So it works really well with defining React and PropState types as we just saw.


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[Assistant] And you can actually integrate TypeScript slowly or partially into your projects. And you don't need to write entirely in JavaScript or entirely in TypeScript.


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[Assistant] And this is because TypeScript is a superset of JavaScript. This means that any valid


[User] Please transcribe this text

[Assistant] JavaScript code is also valid TypeScript code. So even if you've, even if you've already started your project in JavaScript, you can very easily switch to TypeScript.


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[Assistant] But sometimes they get lazy and don't define all their types, uhm, and then it just ends up becoming JavaScript. But you shouldn't do that. You should make your code type safe with TypeScript.


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[Assistant] Uhm, so in addition to the JavaScript Skeleton, there's a TypeScript Skeleton. So you can start your project in TypeScript, which I recommend.


[User] Please transcribe this text

[Assistant] But if you end up starting in JavaScript, you can very easily switch to TypeScript.


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[Assistant] So if you want to see this, uhm, you can go to the Catbook React workshop. You don't have to follow along now, but uhm, there's a link in the slides if you want to look at it. But basically, uhm, if you go to the branches and search up TypeScript functional,


[User] Please transcribe this text

[Assistant] And the code is very similar, uhm, there's just like a few differences in how we define our types, but it's really easy to convert from JavaScript to TypeScript.


[User] Please transcribe this text

[Assistant] And our hook useState is the same because, again, it's clear to the TypeScript compiler, uhm, that, uh, the initial,


[User] Please transcribe this text

[Assistant] But everything else is basically the same. So it's very easy to move from JavaScript to TypeScript. You just need to define your types. Uhm, and you can also create custom types, which is really nice. So yeah, we highly recommend using TypeScript if you can. Uhm, it'll make your code a lot safer and easier to read. Uhm, yeah.


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[Assistant] If you want to play around in TypeScript, we linked a TypeScript playground in the slides. Uhm, basically this lets you just like, play around with writing TypeScript code if you want to do some practice with it. Uhm, yeaah, here's a resource, WebLab TypeScript Skeleton.


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[Assistant] Uhm, so if you want to get started with TypeScript, then you can use the skeleton here.


[User] Please transcribe this text

[Assistant] And yeah, we recommend using TypeScript again because it's type safe. And I also, in my experience, it's at least in my internships, it's used more in industry.


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[Assistant] And I'll scroll back to the code if anyone's still looking.


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[Assistant] Carol Dixon is one of the most preeminent experts in green technology.


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[Assistant] Hilaria is a disease that continues to be a scourge to the developing world.


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[Assistant] We now stand before you to declare our love and be united in marriage.


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[Assistant] Together we now stand before this great challenge and we will fight arm in arm to defeat poverty.


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[Assistant] I didn't think to mention it because it's underwater.


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[Assistant] Like weed, like vegetables, algae, you name it.


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[Assistant] Okay, listen, I'll just go and thank the hosts.


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[Assistant] Very great. All she ever does is talk about you, her little boy, their venture into the United States. You are her pride and joy. You know that, right?


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[Assistant] Well, Nisha and I are expecting you'll have another nephew or niece soon.


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[Assistant] Of course man, come on. I mean, everything was set here for you to marry Shalini. You know, she's still pining after you. I don't think she'll ever get over you.


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[Assistant] Everyone here thinks so highly of you. They'll be girls throwing themselves at you. You can marry anyone you want. I don't wanna marry anyone.


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[Assistant] All she ever does is talk about you, her little boy, their venture to the United States. You are her pride and joy, you know that, right?


[User] Please transcribe this text

[Assistant] Well, Nisha and I are expecting you'll have another nephew or niece soon.


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[Assistant] Of course man, come on. I mean, everything was set here for you to marry Shalini. You know, she's still pining after you. I don't think she'll ever get over you.


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[Assistant] There'll be girls throwing themselves at you. You can marry anyone you want. I don't wanna marry anyone.


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[Assistant] Hello and welcome back to your Basic English Lesson.


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[Assistant] I really hope that you liked the story in the last lesson about Makai, Peanut, and Ferdinand.


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[Assistant] I want to have them help us with more adventures and learning some things. So grab your pencil and paper and write down the words that are new for this lesson.


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[Assistant] Peanut is meeting Mikai and Ferdinand at her house.


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[Assistant] They are talking about what they want to do today.


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[Assistant] Let's learn about the weather with them.


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[Assistant] Wow, the weather is great today. It's sunny.


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[Assistant] You can see it. There are few clouds.


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[Assistant] Look there, you can see two clouds.


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[Assistant] Oh, I see them. It really is a nice day today.


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[Assistant] You can feel the wind. Look at the trees moving.


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[Assistant] Look, there is a leaf on Ferdinand's head.


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[Assistant] Oh, I see. Wow. You're right. It is windy today.


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[Assistant] Do you want to fly my kite? Then we can play soccer.


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[Assistant] Can you teach me how to fly a kite?


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[Assistant] Now, Mackay, Peanut, and Ferdinand are going to fly a kite.


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[Assistant] Makai, Peanut, and Ferdinand go to play with the Kites.


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[Assistant] Are you ready to try flying a kite, Peanut?


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[Assistant] Okay, let's fly the kite, then go home.


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[Assistant] Me too. Flying the kite was awesome.


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[Assistant] Let's wait and see what the weather is like.


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[Assistant] I think Makai is right. Let's wait and see what the weather is tomorrow.


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[Assistant] I hope you had fun today with our story. See you next time for our next lesson.


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[Assistant] Tomorrow we love your creativity. Pairing raspberry, basil and cheese. Eliza.


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[Assistant] Passion fruit souffle is the favourite of both myself and Mr. Colin Burriss, and that skin syrup was wonderful. But for us, one souffle had the rise, had the flavour, maybe didn't quite have the filling it wanted.


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[Assistant] This restaurant's been awarded two Chef's Hats, and he is also the current Good Food Guide Chef of the Year for New South Wales. Please welcome, from Lumi Byron Dining in Sydney, Frederico.


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[Assistant] Federico, welcome. How are those nerves? Ah, bad. Very nervous, yeaah. But this should be no worry for you, an amateur cook.


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[Assistant] Federico, that gives you a total of 24 out of 30. Aram, you need 25 or more to win that place in finals week. Aram, beef and celery.


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[Assistant] Welcome to 6 Minute English, where we introduce a colourful topic and six suitable items of vocabulary. I'm Tim. And I'm Neil. Why are you wearing a policeman's hat, Tim?


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[Assistant] To get me in the mood for our topic today, uniforms. Well, the hat certainly suits you. And if something suits you, it looks good on you. Well thanks, Neil. And funnily enough, I have a question for you on the subject of police hats.


[User] Please transcribe this text

[Assistant] Hmm, well they're kind of pointy, so I'm going to say as a weapon. Okay.


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[Assistant] Let's consider what the point of a uniform is. Why do some jobs have them while others don't?


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[Assistant] Well, the police and other emergency services like the fire brigade and ambulance service, they need practical clothes to help them do their job. People need to recognise them too, don't they? Yeah, that's right. A uniform makes people stand out from the crowd.


[User] Please transcribe this text

[Assistant] If something stands out, it's noticeable or easy to see. But uniforms also allow you to fit in. It shows you belong to a particular group or organisation and people often enjoy that sense of community at work.


[User] Please transcribe this text

[Assistant] Do you think we should get some six minute English t-shirts made, Neil? Well, we share a sense of community without team t-shirts, Tim. Let's listen to cultural historian Joe Moran talking about why wearing a uniform can also allow you to behave differently to the way you normally behave.


[User] Please transcribe this text

[Assistant] Genre means particular style and a persona is a character you present to the outside world as opposed to the person you feel like inside.


[User] Please transcribe this text

[Assistant] Joe Moran compares putting on a persona to putting on a mask. And he says this can be very liberating.


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[Assistant] But do you really think putting on a uniform liberates or frees us from the person we really are?


[User] Please transcribe this text

[Assistant] Maybe. If you're shy, for example, a uniform might feel liberating because it allows you to behave more confidently. So, if you could choose a uniform and a new persona, what would it be, Tim?


[User] Please transcribe this text

[Assistant] An airline pilot, I think. I'd look great in a blazer with brass buttons. With the cap and the mirror sunglasses. Hello, this is your captain speaking.


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[Assistant] What would you like to triumphacise? A surgeon's scrubs? Ooh, a nun's habit.


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[Assistant] To try something on for size means to decide whether it's what you want or not. No, Tim, I'd go for a chef's apron, check trousers and a tall hat. I think the uniform would suit you. But are you good at cooking, Neil? I'm an excellent cook.


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[Assistant] I think we should have the answer to today's quiz question, Tim. Yes. I asked what a police officer's hat could be used for in the 19th century. And I said as a weapon. Wrong, I'm afraid. From 1829 to 1839,


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[Assistant] Metropolitan police officers wore a cane reinforced top hat, which could be used as a step to climb or see over walls.


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[Assistant] I wonder if modern police hats are strong enough to stand on.


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[Assistant] We'll try yours later and find out. But now let's go over the other key words we learn today. Okay.


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[Assistant] If something suits you, it looks good on you. For example, does this pilot's uniform suit me, Neil? It suits you down to the ground, Tim. And that means it suits you very well.


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[Assistant] Number two. If something stands out, it's noticeable or easy to see. My colourful suit really stood out at the party. In a good way, I hope. Okay, next item. To fit in means you belong to a particular group and are accepted by them.


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[Assistant] I never fitted in with the cool kids at school. Oh, I'm sorry to hear that, Tim. Maybe you weren't wearing the right uniform.


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[Assistant] Number four is persona – the character you present to the outside world as opposed to the person you feel like inside. My work persona is confident and chatty.


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[Assistant] But I'm actually rather shy. I'm learning a lot about you today, Tim. They're just examples, Neil. I don't have a work persona. That's the nice thing about our job. There's no need to put on masks or personas. Just the occasional hat. Indeed. And a very nice hat this is too. I think I'll keep it.


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[Assistant] Now let's finish the vocabulary. Number five, liberating means feeling you can behave however you like.


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[Assistant] For example, talking openly about your problems can be very liberating. And finally, to try something on for size means to test something to decide whether you want it or not.


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[Assistant] Our listeners can try these new vocabulary items on for size and decide whether they'll be useful or not.


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[Assistant] And if not, then please let us know by visiting our Twitter, Facebook, and YouTube pages and telling us what you think. Goodbye. Bye.


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[Assistant] Well, they don't help, let's just say. Alright, so before we listen to this dialogue, let's take a look at some of the words in today's vocabulary preview.


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[Assistant] It's a verb, okay, to, to spew. Uh, well, what can spew? A volcano can spew. Exactly. An engine can spew. A person can spew.


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[Assistant] So if a person spews, it means a person throws up, but it's usually very forceful. Alright, it's very messy. A volcano can spew lava. Exactly.


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[Assistant] Yeah, they're pretty, pretty much mixed, I think, but you, you will definitely hear busted if you're talking to native English speakers.


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[Assistant] What do you mean? My daddy gave me this car for my birthday last month. It's brand new.


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[Assistant] So, how long is this gonna take? An hour?


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[Assistant] How am I supposed to go to school? Or go shopping? This is not happening.


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[Assistant] So if I were the mechanic, I would not be very happy to be dealing with someone like this girl.


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[Assistant] So one of the big issues is radiators getting too hot because there's no way to cool them down.


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[Assistant] And if you have a problem with your radiator, you could actually do a lot of damage to your engine.


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[Assistant] So broken pistons. Pistons are important because they're kind of like valves that go up and down.


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[Assistant] Right, and so pistons in general are things in mechanics, so like a trumpet has pistons, things that go up and down and that allow for the flow of


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[Assistant] Alright, so the transmission, what happens if your transmission dies? Can you still drive?


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[Assistant] Alright, so think about transmission as coming from the word to transmit. That means to transfer.


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[Assistant] And we've got the mechanic who says, well, we've gotta order you some spare parts. So first let's look at the word spare. What's another word for spare?


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[Assistant] Right, so spare means extra, parts are, well, pieces. So he's talking about ordering a new transmission, new pistons, things to replace the broken things.


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[Assistant] Okay, so a pump is a, you could have a bike pump. A water pump. A water pump. So these are something, these are some things that we use very, very often, but a fuel pump is something that allows gas, gasoline, to get into your engine.


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[Assistant] Alright, these are phrases that you hear sometimes when you're talking about electronics, but in today's lesson, we're all talking about specific car phrases, so you're going to hear these all the time at Mechanics.


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[Assistant] Alright, to die on. So we keep these two words together, die on.


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[Assistant] Oh man, so while you were driving, your car died. It stopped moving.


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[Assistant] Exactly, and what it means is it's not like you left it and you forgot about it and you tried it again and it didn't work. It means while you're using it, it dies. It doesn't work.


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[Assistant] And so this next one is a phrase you hear the first thing you hear maybe when you tell someone you have a car problem.


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[Assistant] Or let's pop the hood. So this means let's open the front part of the car, the hood, to look at the engine transmission, all those parts.


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[Assistant] So the reason is because there's a little spring and you have to pull inside the car and it goes


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[Assistant] Pop, and there's a little, there's a little jump, the hood jump, so it's literally popping.


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[Assistant] And uh, next we've got this, this girl actually who's talking about her car because she just got this car. So it's another way to say it's a new car.


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[Assistant] Alright, so brand, you think about brands like Ford or uh, Gucci. These are brands. But brand new means she maybe got it like today.


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[Assistant] Alright, so this is very popular with young children, like they like to take things apart so they can find out how they work, but uh, to take apart means to take all the pieces and to pull them out.


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[Assistant] What do you mean? My daddy gave me this car for my birthday last month. It's brand new.


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[Assistant] So, how long is this gonna take? An hour?


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[Assistant] How am I supposed to go to school? Or go shopping? This is not happening.


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[Assistant] Actually, uh, the week before I decided to leave Chicago, I had this 1991 Honda Civic hatchback, so only two doors.


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[Assistant] And I was driving home from work, I was on the highway, had the radio on, the windows open, and then do do do do, boom. It died. It died in the middle of the highway during rush hour. Right, so that's when there's tons of cars.


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[Assistant] And, uh, and he's like, listen, do you need a hand? I said yes. So I put the car in neutral so that there's, there's no brake. And, uh, he pushed it to a side road and gave me a ride home. He was the coolest guy, so nice.


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[Assistant] And he was just there with his truck, he's a gardener, and just gave me a ride home. It was super, super cool. And so, turns out my, my, uh, my engine died. No, the engine was new, it was the transmission, it was shot. It was totally broken.


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[Assistant] Or if you can offer someone a lift. I know it's not terribly safe to ride with strangers, but uh, this guy totally helped me out, so.


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[Assistant] And of course, if you have any questions about the vocabulary or phrases that you heard today, please ask away. Don't hesitate and, uh, well again, we hope to see you on the website.


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[Assistant] Hello English learners. Welcome back to another great lesson at EnglishPod. My name is Marco.


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[Assistant] Cool, so we're gonna be working at a construction site today and we're gonna learn a lot of cool vocabulary with different types of tools.


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[Assistant] Alright, so before we get started with this construction dialogue, let's take a look at vocabulary preview.


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[Assistant] So it's very popular for houses to have decks and people will put out a table and chairs and maybe have lunch out there or something.


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[Assistant] The plans that we're talking about are construction plans.


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[Assistant] How you're gonna build it. Exactly. So we can have floor plans, for example.


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[Assistant] And like a house, right? So it's basically the map for a construction.


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[Assistant] Alright, so there are a lot of people building the deck. They have to build it fast. They've only got one day. So it's a really big challenge, huh?


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[Assistant] Exactly. So we saw some really interesting tools that they were using. So why don't we look at that first in language takeaway?


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[Assistant] So we all know about hammers and nails, right? Right, so the nails are what you put in the wood. Exactly. Now this is an advanced tool so you don't have to use a hammer. It's kind of hard to explain so why don't we listen to the sound this tool makes.


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[Assistant] Yeah, it actually uses compressed air to push nails really fast into the wood.


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[Assistant] This is a very popular type of wood that you use in construction. A two by four is basically two inches by four inches.


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[Assistant] So it's the most popular and common type of wood that you would use for construction. A 2x4. You'll hear it all the time.


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[Assistant] So a saw we understand is something you use to cut wood. But you have many types of saws. You have a band saw, you have a circular saw, and this one makes this sound.


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[Assistant] Alright, so if you want to sand usually a piece of wood, you want to use paper covered in sand to make it very smooth.


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[Assistant] Uh, a sander is basically a machine that has this sandpaper on it and will do the hard work for you.


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[Assistant] Now our next word is very related to sanding something. Because if you don't sand a piece of wood, it might have splinters.


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[Assistant] So like I said, if you cut a piece of wood, there are little pieces of wood that stick out and you can get hurt. They can get under your skin.


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[Assistant] Alright, so this is a tool that all carpenters have, and it's basically a tool that has a little bit of water in it, right?


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[Assistant] Exactly, so that's a level every carpenter has it, and also a measuring tape.


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[Assistant] Yeah, it's a very convenient ruler because it can roll up and you can measure something that is maybe 6 feet or 3 meters long and you can extend it and when you're done measuring you can put it back and just put it in your pocket.


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[Assistant] So when the contractor started giving them instructions, he said, I need everyone to give 110% today.


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[Assistant] So when you give 110%, you are basically trying very hard.


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[Assistant] Exactly. So as they were talking about the instructions, one of the guys said,


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[Assistant] So this is an interesting phrase, rule of thumb. What does that mean exactly?


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[Assistant] Okay, and so she can be proud of her work and say this is a job well done.


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[Assistant] Alright, good. So why don't we listen to this dialogue again for the last time and then we'll come back and talk about construction.


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[Assistant] So an interesting aspect of North American culture is projects like this, right? Building a deck or maybe adding a room to your house.


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[Assistant] Right, so it could be a tree house, it could be a deck, it could even maybe be adding another room to the house.


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[Assistant] Right, so basically there are these big stores where you can get anything from paint to wood to tools. Huge amount of, uh, material so you can do it yourself.


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[Assistant] Yes, there's a big problem with disposable cups, in that many of them can't be recycled, so there's a lot of waste for something we only use for a short time.


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[Assistant] What do you think, Rob? Ooh, tricky. I don't think the Japanese are big coffee drinkers and I know they produce a lot of coffee in Kenya. I'm surprised the USA isn't on the list, but I'm going to go for Finland, just because. Well, we'll see if you


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[Assistant] Well no. After all, most people take their coffee out of the stores, so they're working on the recycling infrastructure outside as well.


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[Assistant] This will be things like bins and collection points which are clearly marked for coffee cups. And what about enabling recycling cups in store?


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[Assistant] Well, she said that was something they are rolling out to all stores. Rolling out here means introducing over a period of time, so it's starting to happen but it's not finished yet. Let's listen again.


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[Assistant] Yes, we need a nudge, which is a little push, a reason. In this case, she is thinking of a law to make them charge more. But she says the coffee chains really don't want this. They are, she says, fighting it tooth and nail. If you fight something tooth and nail, you're against it completely and try to stop it. Let's hear MP Mary Cray again.


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[Assistant] We had a couple of related but opposite words. Something disposable is designed to be used once or a few times and then thrown away. And a reusable is designed to be used again and again.


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[Assistant] New ideas often need new infrastructure. This is usually physical structures that are needed to make something work. For example, rail infrastructure includes things like tracks, stations and signals.


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[Assistant] Oh no, I'm all for it. In fact, I'd fight tooth and nail to keep hold of my reusable. Which is quite a coincidence, as that was our last expression today. To fight tooth and nail means to make a strong effort to try to stop something or achieve something.


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[Assistant] On first glance, this painting might not seem terribly special, but it's actually one of the most analyzed paintings in the history of art.


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[Assistant] A well-dressed child princess refuses a glass of water from a handmaid while a dwarf teases a dog. A second dwarf stands next to them while the artist himself pauses at his canvas. Two more people whisper in the background while a third appears to be exiting the room.


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[Assistant] Seemingly changing the scene from a simple depiction of court life to that of a royal portrait.


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[Assistant] And with this piece of information, we can begin to understand far more about the painting and why it has captivated viewers for centuries.


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[Assistant] The king himself had also suffered misfortune, losing both his first wife and his only heir to the throne before remarrying.


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[Assistant] What we do see in the geometric center of the canvas, brightly illuminated by the light from the window, is the Infanta Margarita Teresa.


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[Assistant] However, the Infanta is not the only center of the painting. Through the clever use of perspective, as well as painting the work life-sized on a ten-and-a-half by nine-foot canvas, Velázquez blurs the boundary between art and reality, creating the sense of a three-dimensional picture that we can walk into.


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[Assistant] The line between the ceiling and the wall converges to the open door, further creating the perception of the painting as a physical space seen from the viewer's perspective.


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[Assistant] In this sense, the audience and the real world are the focus, underlined by the three figures looking straight at the viewer.


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[Assistant] But there is still another focal point. The line formed by the light fixtures leads to the center of the back wall, to the mirror reflecting the royal couple.


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[Assistant] And its positioning relative to the viewer has led to radically different interpretations of the entire work.


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[Assistant] The mirror could be reflecting the king and queen posing for their portrait. Or is it reflecting the canvas?


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[Assistant] With the incorporation of the mirror into his work, Velázquez elevated the art of painting from its perception as a simple craft to an intellectual endeavor.


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[Assistant] With its three competing center points, Las Meninas captures the contrast between the ideal, the real, and the reflected worlds, maintaining an unresolved tension between them.


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[Assistant] To tell a more complex story than any mirror can provide.


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[Assistant] flying fish flying fish


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[Assistant] A cricket is chirping. cricket cricket


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[Assistant] It's the bastards who founded the allies. They're the main culprits.


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[Assistant] You are the head of the Hallevey family, one of Allo's primary sponsors.


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[Assistant] All the people gathered here tonight are working to achieve a permanent peace by uniting this world of ours. And so we find ourselves in need of their cooperation. Of course, this is also to defeat the Gundams.


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[Assistant] Also, to compensate you for your time and inconvenience, I've arranged to have the ahead that some appearers used to pilot reassigned for you to use.


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[Assistant] You don't believe it. If you wish I can return them to you right now. Your access rights to VEDA.


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[Assistant] According to the plan, you were supposed to be eliminated four years ago. You're kidding.


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[Assistant] Is this your? Is this your pen? Is this your pencil? Is this your book?


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[Assistant] Is this your watch? Is this your coat?


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[Assistant] Is this your coat? Is this your dress? Is this your skirt? Is this your shirt? Is this your car? Is this your house?


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[Assistant] Facing them all, the living and the dead of them. She curtsied. And as one they bowed or curtsied in return, and the dance began anew.


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[Assistant] Now the lady on the grey leads us in the macabre, sang Liza Hempstock.


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[Assistant] Before the whirl of the dance took her off and away from board. Even the white horse swayed its head and stepped and shifted. Every man, Jack.


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[Assistant] He had begun to leave the graveyard sitting in Josiah Worthington's tomb, talking to Josiah Worthington. Josiah Worthington said,


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[Assistant] You mean to say that he did not tell either of you- But I'll take another look when I come out on Saturday. Is your mother likely to put in an appearance? She said she'd drop me off here in the morning.


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[Assistant] And then she has to go and get groceries for our dinner. She's cooking a roast chicken. There had originally been four of them. But they had lost Harun in a cave far above. Chapter 8. Leaveings and Partings.


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[Assistant] Blood rain has red colored water droplets. There are various reasons behind this. Around Sahara Desert, brownish dust and sand carried by storms mix with water droplets and clouds, giving rain its brownish red color.


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[Assistant] In Kerala, red spores of algae called Trentifolia annulata got carried by wind and mixed with water droplets causing blood rain.


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[Assistant] While, in Zamora, Hematococcus pluvialis algae got caught in rain clouds, got stressed, and produced a red pigment called astaxanthin, causing blood rain.


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[Assistant] Why is blood red in color? Cause everyday it bathes using red paint.


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[Assistant] I wonder if it's the same with Louise. Turning the grief of losing her family into hatred.


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[Assistant] We've been running away from the enemy for the last four months to recover our fighting


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[Assistant] And the fact the communications network in the Middle East has been cut off means its world-class information industry can't be used as a weapon.


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[Assistant] Though I don't know all the details, I understand they are the strongest country in the Middle East. Rare mineral deposits and its information industry made it the region's richest nation before the Federation was formed.


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[Assistant] Celestial being undertakes a death-defying mission. Next episode, Assault on Memento Mori. This is the true spirit of a Gundam Meister.


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[Assistant] We're seeing more regeneration defects in the cells around his shoulder injury.


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[Assistant] Well, if she's that important to you, do your best to protect her.


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[Assistant] Time until TransAm startup. Five. Four. Three. Two. One.


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[Assistant] All trilobite machines have made their entry into the search area, ma'am. Right. The operation will commence once we've located the enemy ship.


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[Assistant] The brilliant light from the Trans Am Riser allows the separated couple to come together and face each other on the battlefield. Next episode, Shadow of the Innovators. The dark schemer gets in the way of people in love.


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[Assistant] Ah, I see. So you're suspicious of me, Ms. Returner?


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[Assistant] Yep, Lal Delandi. That's what my real name is.


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[Assistant] This is the prototype of a machine that will eventually be yours.


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[Assistant] We're grateful you agreed to meet with us. I'm Klaus Grodd of the Katharine Middle Eastern branch.


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[Assistant] Well, I'm really sorry to hear about that. You can rest assured that we'll take good care of him too. Hold on.


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[Assistant] Though because we have limited access to funds, we can't take in every child we'd like to.


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[Assistant] But I thought you were taking a position against the Federation.


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[Assistant] Yes, that's right. In order to halt the evil deeds of the allies, both our groups should join forces.


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[Assistant] But even so, we're quite serious about cooperating with you. Even supplies, maintenance. We want to help your cause.


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[Assistant] But their response was enough. The fight against Allods is going to be extremely brutal.


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[Assistant] That means sometime in the future, we will be joining hands and working together. Isn't that right, Gene 1?


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[Assistant] Celestial Bing and Catherine. Both of them are groups that cause fighting. Can't stay in a place like this.


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[Assistant] Hello. I'm Gill from engVid, and today, as you know, I usually teach an aspect of the English language, but today we're going to be looking at the English language from a different perspective, a different angle.


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[Assistant] Because the English language hasn't always been the way it is today. It's developed over hundreds and hundreds of years. Now, today,


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[Assistant] Hundreds of millions of people speak English all over the world, whether it's their first language or their second language or just one of the foreign languages that they speak and learn at school and so on. So hundreds of millions of people, uhm,


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[Assistant] Didn't really exist. It sort of got put together gradually by different historical events. So we're going to go back in history now and have a look at a timeline


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[Assistant] I don't know if you've seen a timeline before, but it is literally the time, the gears going from left to right.


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[Assistant] Like you get on a graph if you've done graphs. And the time goes across along the line, so the different developments that happened can be shown on that line. So we're starting here in 55 BC, hundreds of years ago.


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[Assistant] And we're coming up to, well, beyond... We have 1066 here, but because I ran out of space on the board, the time went on for such a long time.


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[Assistant] I couldn't get all the centuries in, but I will still tell you about them. Okay.


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[Assistant] But these are the very interesting parts which are on the board. So, 55 BC,


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[Assistant] So, you've heard of the Roman Empire with Julius Caesar and all the other Caesars, the Roman Empire that spread.


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[Assistant] In different directions, and Britain is one of the directions they spread in. They came here.


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[Assistant] And stayed for a while and built some nice buildings, and they built a wall that goes across between Scotland and England called Hadrian's Wall because the emperor at the time was called Hadrian.


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[Assistant] So anyway, when they came and stayed for some time, they brought their language with them, the Latin language. Okay?


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[Assistant] And the Latin language, it's called a dead language today, but it has influenced so many other languages, especially in southern Europe. So languages like Italian, French, Spanish, Portuguese,


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[Assistant] They all come from Latin. So in this country,


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[Assistant] In the English language, we have had the Latin influence at different times. So the Romans brought their Latin language with them. Okay?


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[Assistant] So that influenced the way people were speaking to each other as time went on, and the natives of this country started learning Latin words.


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[Assistant] It became integrated into the language.


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[Assistant] Okay, so let's have a look at some of the words that we use today.


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[Assistant] That were influenced or that came from Latin words. Right? And we have this


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[Assistant] Pie chart here, which you may know if you've been studying things for IELTS and the writing task.


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[Assistant] A pie chart, so the whole circle represents 100%, so if you're thinking of all the words in the English language at the moment, uhm,


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[Assistant] Latin, the Latin words that came from... Partly from the Roman invasion, we have 29% of the words in the English language.


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[Assistant] Have come from a Latin origin, from a source, Latin source. Okay. So here are just a few of very


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[Assistant] Words that we use every day, really. Words like human, animal, dental to do with the teeth.


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[Assistant] Decimal, which is to do with the fingers because we have ten fingers. Decimal.


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[Assistant] And digital, also fingers. Factory, where things are made. Manufacture. Library, where you read books. Libra, meaning book. Library, the building where the books are kept.


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[Assistant] Manual to do with... If you do things with your hand, it comes from the Latin word for hand. Manual. Luna to do with the moon, because the Latin word for the moon was Luna. Luna.


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[Assistant] And solar to do with the sun, again because the Latin word was like that, solar. Military, anything to do with soldiers because the Latin


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[Assistant] Roman Empire soldiers were, uh, that was the kind, the word that was used for soldiers, malaise, I think. And we also get our mile,


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[Assistant] The distance, the mile from that, because that was the distance that they would march, I think, before they had a rest or something like that. So, military.


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[Assistant] Is to do with soldiers. Science, uhm, to do with knowledge, science. And station, the railway station, the bus station,


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[Assistant] It's a place where you stand still before you move off, and that also comes from a Latin word, to be static in one place. Okay.


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[Assistant] Okay, so that's the Latin. You'll notice also that later on in history, Latin kept coming back, so there...


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[Assistant] And there, but that's the Latin from these three points in history when we had visitors of one sort or another. Okay, so let's move on then. The next major event,


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[Assistant] I've put 450 AD, but I'm going to start putting century numbers now because it's simpler.


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[Assistant] So, fifth... The fifth century, okay, Germanic migration, that's people from roughly where Germany is today in the mainland Europe.


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[Assistant] Moved across, okay, from the Saxon, Saxon area of Germany. Saxony.


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[Assistant] So, the language they brought with them was a kind of... Well, it became Anglo-Saxon because it got merged with the English we already had, the Anglo part with the Saxon part added, and that's


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[Assistant] Another name for that is Old English, Old English, which looks totally different from the English we have today.


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[Assistant] So they brought a different language with them, and that got all mixed in. If you think of a big cooking pot and different ingredients being put in, and it just keeps cooking and cooking over time.


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[Assistant] That's how it was developing. Okay. So, Germanic, let's have a look at how much Germanic language there is in English today. So, looking at our pie chart again,


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[Assistant] We've got Germanic, 26%. So just over a quarter of the words in the English language today come from a Germanic source, and I've put some little abbreviations here. Old English, Middle English.


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[Assistant] Old Norse and Dutch, these are all roughly the sort of... From the Germanic area. And the Dutch words as well are all mixed in there too, because Holland isn't that far away either.


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[Assistant] Sort of pre-Christianity, in the 6th century, St. Augustine came.


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[Assistant] And started converting people to Christianity. Okay. And that meant, uh, bringing languages with him, like the Bible that was written in these different languages, other books, books of learning. So again, Latin came in, and Greek as well came in, and Hebrew.


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[Assistant] In our pie chart to see how, uh, how much influence that has had on the language today. So looking at Greek, it's actually quite small, just 6%.


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[Assistant] But uhm, they're very sort of... They're the kind of words that are used in a sort of academic


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[Assistant] Life, uhm, and the word academic itself is one of them. Academic is a Greek word.


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[Assistant] Android, if you have an Android mobile phone.


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[Assistant] You wouldn't believe that it had come from an old, uh, Greek word, but it has Android. Okay? A word like basic, cinema even, climate, democracy, economy, geography, history,


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[Assistant] Idea, because philosophy, thinking, ideas is very important.


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[Assistant] And had a big... Greece had a big influence on that. Politics and technology all come from Greek.


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[Assistant] Okay, uh, Hebrew, uhm, we don't have unless it's included under.


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[Assistant] Other... One of the other, um, influences, which is another 6%.


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[Assistant] To a period when we had some more invasions, and it wasn't the Romans this time.


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[Assistant] It was people called the Vikings who came from Scandinavian countries, so that's Norway, Sweden, Denmark.


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[Assistant] To the 11th century, so the Viking invasions, and they brought their Scandinavian languages with them.


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[Assistant] Uhm, Old Norse is one of them, and as I said earlier, uhm,


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[Assistant] From this Germanic migration, this was another sort of input into the Germanic types of languages that we have. That's why we've got 26% because there was such a lot coming in, a lot of words there. Okay.


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[Assistant] Right, so moving on again to the... This is 11th century as well, 1066, which is a big date in English history, the Norman invasion.


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[Assistant] And if you know the area called Normandy in northern France, there's a connection there. So the Normans were French, and they invaded, they came across the channel, they had a big battle


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[Assistant] And some more Latin again, because anyway, French developed from Latin, so it was a mixture of that, but French for the first time, they're


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[Assistant] So, food, uh, French people love food and a lot of words for food, uhm, came in. So,


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[Assistant] Okay, but then some other interesting words that maybe were Latin originally, but they became French, and then these French words came into English, and they're still with us today. Words like continue, liberty,


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[Assistant] Justice, so a lot of legal language, words to do with the law, come from French. So liberty, justice. Journey, if you go on a trip, a journey comes from a French word. People comes from a French word for people.


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[Assistant] And even the little word, very, when you say, oh, that's very nice. Very.


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[Assistant] Just is the French word for true, so it means truly, truly nice. That is truly nice. That is very nice. So, a little word like very, uhm, comes from the French word for true. Okay.


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[Assistant] Right, so we've covered Latin, French, Germanic,


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[Assistant] And we've... We've come up to 1066, but of course the English language didn't stop developing then. As I said, I ran out of space.


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[Assistant] But other things happened, for example, in the 15th century, 16th century.


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[Assistant] People started exploring the world, going off in ships and finding other countries, finding places like America that they didn't know was there before.


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[Assistant] Christopher Columbus, also going the other way, and at the Portuguese, for example, found India and China.


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[Assistant] So, people explored... So, from the English point of view, we had explorers who went off and found things, uhm, and came back, and that also influenced the language because, for example,


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[Assistant] We got tobacco and potatoes from America, so the words for those things were new.


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[Assistant] Okay. And then 18th, 19th century colonialism, British Empire, Britain became involved politically in other countries. Then eventually


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[Assistant] The British Empire ended. We now have the Commonwealth instead.


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[Assistant] And now in the 20th, 21st century, the language is still developing. We've got the internet, uh, the speed of travel. It's very easy to get on a plane and travel.


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[Assistant] The British Empire onwards, uhm, a lot of Asian words, words from the Middle East and the Far East, like, uhm, balcony and bangle, a bangle that you wear around your


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[Assistant] A bungalow, that's a house which is only one story. A bungalow, we have quite a lot of those in this country.


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[Assistant] Pajamas that you wear in bed at night to sleep in. Pajamas are from, uhm,


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[Assistant] Sandals that you wear on your feet, sandals with spacers in between for hot weather.


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[Assistant] And even shampoo, that you wash your hair with. Shampoo is, uhm, a foreign word from one of the empire countries.


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[Assistant] And finally, so we were talking about the internet and technology. If you're doing the housework and hoovering the carpet,


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[Assistant] We also say vacuuming the carpet because you use a vacuum cleaner, but the... One of the major brands of vacuum cleaner is the Hoover.


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[Assistant] And that was the name of the maker, the Hoover.


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[Assistant] So, but that word has now become a verb, to hoover and hoovering. Okay? So, names


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[Assistant] We all use Google, and now there is a verb, to Google, so I am Googling something.


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[Assistant] So uhm, no, sorry. Not like that. That's hoovering. I'm Googling something.


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[Assistant] So those are just two examples of names that are now part of the English language, and it's changing all the time still.


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[Assistant] So, but it's a fascinating language to study, as I hope you agree.


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[Assistant] And so that's all for today, but come back soon and we'll have another lesson for you. Okay? Thank you. Bye.


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[Assistant] As he looked closely, he realized that there were three plum trees in a line.


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[Assistant] As soon as he reached he saw that his wife and children were on the ground starving. He quickly asked his wife to spread a cloth on the ground.


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[Assistant] The grinder began to produce curry. He then covered the grinder with a red cloth.


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[Assistant] And the grinder stopped producing curry instantly.


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[Assistant] Every day, the younger brother would ask the grinder to produce many things. Flour, lentils, millets, and much more.


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[Assistant] He then would carry everything to the market to sell it. This way he earned a lot of money. Soon he became very rich.


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[Assistant] He built a big house for himself and his family. Everyone now had new clothes to wear. Everybody was happy, except for the elder brother who was now very jealous.


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[Assistant] A little away from the village, there was a seashore. He reached the seashore and left with his family in a boat to go to a far off island.


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[Assistant] Don't you compare yourself with your friends and demand for new toys from your parents? Or fight with your friends because they have better toys than you?


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[Assistant] The elder brother did the same and we all saw what happened. Tell me, will you ever be jealous of anyone now? Never! We will never make that mistake! Never! We will never make that mistake!


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[Assistant] Wait, how much people weigh, and again, in my case, not very much. How food and drink are weighed.


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[Assistant] The volume, the quantity, uh, property, like space in houses, the space, the shape of a room, how big a room is.


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[Assistant] Things like temperature, how hot or cold it is in a room.


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[Assistant] I'm sure you have your own system in your country. You may use a similar system to us, but


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[Assistant] In the UK, we actually now have a mixture of two systems, which makes it a little bit complicated. We have an older system called the imperial system, which is not based on ten


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[Assistant] A lot of things from our old systems were not based on


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[Assistant] Units of ten or a hundred or a thousand, a little bit like the old...


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[Assistant] Money that we used to have, which we're talking about in another lesson.


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[Assistant] So the imperial system, all sorts of strange numbers for different things, for height, weight, etc.


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[Assistant] And then, though, when we joined the European


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[Assistant] Community, the European Union, as it's now called, we became part of Europe.


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[Assistant] And because a lot of European countries, probably all of them, were using the metric system,


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[Assistant] We had to take on that system as well. Okay? But it's very difficult to suddenly change from one system to another. So what we have now is a mixture of both.


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[Assistant] And for different categories of measurements, uhm, we either use imperial or metric or sometimes both together just to... So that you can choose which one.


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[Assistant] To look at. Okay, so let's just start by looking at height. So, my height would be measured in feet and inches. Okay? Now,


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[Assistant] I've got a tape measure here. It's quite an old tape measure.


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[Assistant] And it's marked on both sides.


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[Assistant] And these are inches, so where you can see 1, 2, 3, 4, 5, 6 going across, those are inches. Okay? And if I go up to 12,


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[Assistant] So here we are, it's not a ten, it's a twelve. Twelve inches.


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[Assistant] Our one foot. So we've got feet and inches. One foot.


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[Assistant] And several feet. So this tape measure actually, it goes up to 60.


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[Assistant] It goes up to 60 inches. There's 59, there's 60. So 60 inches divides 60 by 12, that gives you five. So this tape measure


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[Assistant] Is five feet. So you can see from that I'm just over five feet. I'm actually five feet, two inches. Okay? My height. So that is how people generally in the UK measure their height.


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[Assistant] How tall are you? They will probably reply if they are English or British. They will probably reply in feet and inches, whereas you perhaps might know your own height in, um, metres. Okay?


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[Assistant] So that's quite difficult. You can find websites on the internet which do conversions, so it's very easy if you just Google convert.


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[Assistant] Feet, meters, you can find a little calculator to do the conversions, so it's okay. It just takes a bit of time. Right, so feet and inches. So there are 12 inches in one foot.


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[Assistant] So instead of 10, the unit is 12. 12 inches in one foot, and then if you have three feet,


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[Assistant] Three feet, which is 36 inches, that's called a yard. That is one yard. And I think it's a little bit less than one metre. Just slightly less than one metre. So,


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[Assistant] Twelve inches in the foot, three feet in a yard. Three feet in a yard.


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[Assistant] And then, anything bigger than a yard, when we go up to a mile, which is a lot longer than a yard, uhm, how many do we have? We have 1,760 yards in a mile. So,


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[Assistant] 1760 yards in a mile, so you can see all these numbers, 12, 3, 1760,


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[Assistant] There's no tens or hundreds in there. It's all very, very strange mixtures of numbers. Okay? So that's the way it is. Some people put both. If I put five foot two, I might put in brackets 1.57 meters. Okay? So,


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[Assistant] We have the weight in stones and pounds. Okay? And there are 14 pounds in a stone. So again, a random number. 14 pounds in a stone. So we don't use kilos, which I'll use mostly in the rest of Europe. Okay? Anything less than a pound.


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[Assistant] There's a smaller measurement called an ounce.


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[Assistant] So there's another different number, 16 ounces in a pound, 14 pounds in a stone. And then if we go up to something much heavier, you may have heard the word tonne, so we talk about a 10-tonne lorry, maybe that


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[Assistant] Word ton is used in other languages as well, possibly in...


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[Assistant] America and Canada, not sure.


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[Assistant] But a ten-ton lorry is a very heavy lorry, and we also use tons as a kind of a metaphor


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[Assistant] Sugar in the cupboard. We don't need to buy any more sugar. We've got tons of it. So it's used in a sort of metaphorical sense to mean a lot of something. It's not literally weighing tons, but it's quite a lot. Okay? So that's weight.


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[Assistant] Moving on to food and drink, if you buy a pint of milk in the supermarket, it's called a pint, pint of milk. But on the label, it says one pint,


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[Assistant] 568 millilitres because the litre is the liquid measurement in the metric system. So, when you buy food and drink, you tend to have the label with both measurements on. Okay? But it's still a pint that you buy.


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[Assistant] A pint of milk. Also, if you go into a pub or a bar,


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[Assistant] You buy a pint of beer or half a pint of beer, so that's still the old measurement. Okay?


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[Assistant] There is a larger liquid measurement as well from the imperial system called a gallon.


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[Assistant] And people used to buy their petrol for their cars in gallons, but I think they now buy it in litres instead, so that has changed.


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[Assistant] Okay, so moving on to the measurement of space such as property.


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[Assistant] When you're looking at property, there's often a floor plan.


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[Assistant] Showing the shape of the room and measurements, the size. And estate agents who are selling the property


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[Assistant] They usually use both measurements, so they use square meters from the metric system and square feet from the imperial system because they want to be as helpful as possible because they're trying to make it easy for people to buy and not get confused. Okay? Similarly with farming,


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[Assistant] People talk about a 40-acre farm. That's all the fields that go with the farm, 40 acres. That's an old style of measurement. And then finally, for temperature, we tend to use centigrade now.


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[Assistant] So we would say this room, the temperature in this room, which I can tell from my little chart here, is 21 degrees Centigrade, but we do sometimes also use the older system, Fahrenheit, and


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[Assistant] You can see that is actually marked on this chart, a centigrade on this side with a heat-sensitive strip on it, and the Fahrenheit is just marked, uhm, with numbers.


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[Assistant] Okay, uhm, and then also, this tape just has the old inches on, but this one, which is a more modern tape,


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[Assistant] Uhm, has inches along the top there, and if I turn it the other way... Oh no, I don't have to turn it the other way. No.


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[Assistant] If you look along the bottom row, that has the millimetres. Okay? So we've got the inches along the top and the millimetres along the bottom, just to show how both systems are being used on the same piece of tape.


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[Assistant] Okay, so I hope that hasn't been too much of a shock for you to find all these strange, strange numbers.


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[Assistant] 12s and 14s and 16s. It's just developed through the centuries. That's why we just had no choice about it.


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[Assistant] So anyway, I hope you found it interesting, and if you're coming to the UK or if you're in the UK, it might help you to understand a little more easily how measurements are shown.


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[Assistant] And if you'd like to subscribe to my YouTube channel, that would be great. And hope to see you again next time. Okay, bye for now.


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[Assistant] Oh, my dear, dear daughter. You're here at last. I thought I'd lost you forever.


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[Assistant] What is going on in this baby's mind? If you'd asked people this 30 years ago, most people, including psychologists, would have said that this baby was irrational, illogical, egocentric, that he couldn't take the perspective of another person or understand cause and effect.


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[Assistant] After all, one of the things that's hardest for all of us to do is to figure out what other people are thinking and feeling. And maybe the hardest thing of all is to figure out that what other people think and feel isn't actually exactly like what we think and feel. Anyone who's followed politics can testify to how hard that is for some people to get.


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[Assistant] What we did, Betty Repicoli, who is one of my students and I, was actually to give the babies two bowls of food. One bowl of raw broccoli and one bowl of delicious goldfish crackers.


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[Assistant] It turns out that there's a relationship between how long a childhood a species has and how big their brains are compared to their bodies and how smart and flexible they are.


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[Assistant] So the idea is that we have this early period when we're completely protected, we don't have to do anything, all we have to do is learn.


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[Assistant] Real computers are actually getting to be a lot better. And there's been a revolution in our understanding of machine learning recently, and it all depends on the ideas of this guy, the Reverend Thomas Bayes, who was a statistician and mathematician in the 18th century.


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[Assistant] So what scientists do is they have a hypothesis that they think might be likely to start with. They go out and test it against the evidence. The evidence makes them change that hypothesis. Then they test that new hypothesis and so on and so forth. And what Bayes showed was a mathematical way that you could do that. And that mathematics is at the core of the best machine learning programs that we have now.


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[Assistant] So to test this, we used a machine that we have called the Blicket Detector. This is a box that lights up and plays music when you put some things on it and not others. And using this very simple machine, my lab and others have done dozens of studies showing just how good babies are at learning about the world.


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[Assistant] So in these circumstances, the children are using statistics to find out about the world, but after all, scientists also do experiments, and we wanted to see if children are doing experiments. When children do experiments, we call it getting into everything, or else playing.


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[Assistant] And there's been a bunch of interesting experiment, uh, studies recently that have shown that this playing around is really a kind of experimental research program. Here's one from Christine Laguerre's lab. What Christine did was use our blanket detectors, and what she did was show children that yellow ones made it go and red ones didn't, and then she showed them an anomaly.


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[Assistant] And if you actually look in their brains, you see that they're flooded with these neurotransmitters that are really good inducing learning and plasticity, and the inhibitory parts haven't come on yet.


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[Assistant] I just think of the creaminess of a really good polenta and the richness of ragu and then obviously I think of the greatest dish in the world, pizza. Wouldn't that be pasta?


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[Assistant] But they will not suffer fools gladly, so you need to listen, pay attention, because they really know their onions.


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[Assistant] Wow, okay. Here we have Red Team's Limoncello Panna Cotta. That has a voluptuous wiggle on it, hasn't it George?


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[Assistant] Red team, green team, you continue to impress us. Red team, every dish had something to love.


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[Assistant] Those zucchini flowers were spectacular. The pasta was perfectly made. Those beef cheeks could not have fallen apart more softly and more beautifully.


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[Assistant] Elegant, sophisticated, wonderful combination of flavours. And your pasta and your ossobocca were both delicious. But, you also had


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[Assistant] Am I sorry to say, green team, that that's the reason why you're in tomorrow's elimination? And red team, epic, you've won, congratulations.


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[Assistant] Captain Barakzin in, sir. With all five members of Space Team Four. Present and reporting for duty. Good work, team.


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[Assistant] Commander, permission for our team to sortie as well. No need to push yourselves. Take it easy for now.


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[Assistant] So, the allies know where the dissidents are.


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[Assistant] I understand. I'll let T-area and the others know.


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[Assistant] Next time, the reality of black descends.


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[Assistant] Hi, I'm Gill from www.engvid.com, and today we're going to have a look at the verb to get and the different uses of it or some of the different uses.


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[Assistant] It's used all the time and in different ways, so there are too many uses to look at in one lesson, so there will be another lesson on this as well.


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[Assistant] So, look out for that one, too. Okay, so the verb to get, it's a very, very common English word.


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[Assistant] Um, used all the time in many different ways, so let's start by looking at some very ordinary uses of the verb to get.


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[Assistant] You can get wet if you're out in the rain. Oh, I got wet in the rain, so got.


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[Assistant] Past tense, or you can say, Don't get wet, it's going to rain.


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[Assistant] So, to get wet, to get thirsty, if you haven't had a drink,


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[Assistant] For a long time, you get thirsty, you need a drink. To get annoyed,


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[Assistant] You can get annoyed, angry about something or about someone, the way somebody behaves. Okay?


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[Assistant] You can get... Get tired. If you've been working all day, you get really tired late at night and you need to go to bed. You can get drunk, which means drinking a lot of alcohol so that you're sort of


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[Assistant] Reeling around and maybe falling on the floor, not a good idea. So you can get drunk.


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[Assistant] Or you can say to somebody who's going to a party, don't get drunk. Okay?


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[Assistant] You'll feel terrible the next day. Don't get drunk. So, drunk, it's always to do with alcohol.


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[Assistant] You can say, I have drunk a glass of water. That's just the past tense of to drink.


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[Assistant] Okay, you can get married. Well, you can get engaged, get married, get divorced, all of those for get, use get. Okay? You can get the flu or a cold when you're sneezing and you're feeling really ill, the flu. You can get the sack, which means losing your job. It's a colloquial


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[Assistant] Expression that means to lose your job. The sack. A sack is like a...


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[Assistant] Something, a container, a sack, made of cloth, usually. Or a plastic, you can have a plastic sack, but the... It's just an expression for losing your job.


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[Assistant] I think you're given a bag with all your belongings in to take away with you so that you don't leave all your stuff.


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[Assistant] In a drawer somewhere in the office where you don't work anymore, so that may be the reason. To get the sack.


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[Assistant] And then, having got the sack, you can get a new job.


[User] Please transcribe this text

[Assistant] And to get ready, to get ready, put some nice clothes on, to go out to a party, get ready to go to work, get ready to do something. Okay. So that's all very, very simple uses of the verb to get.


[User] Please transcribe this text

[Assistant] Right, so now let's have a look at some imperatives, which means telling people what to do or what not to do sometimes. They're like orders.


[User] Please transcribe this text

[Assistant] Do this, do that. Okay? So... And some can be quite rude, so you have to be careful how you use them.


[User] Please transcribe this text

[Assistant] Because telling people what to do isn't always very nice. So, if you say to someone, get out, that is very strong. If you ask them, get out. If someone walked in here now, I might say,


[User] Please transcribe this text

[Assistant] Well, I wouldn't, but I could say, get out, we're filming.


[User] Please transcribe this text

[Assistant] But I would probably say, Oh, do you mind? We're filming at the moment, so please, would you mind leaving the room? But a rude person would say, Get out! We're filming! So, get out.


[User] Please transcribe this text

[Assistant] Get in, maybe, uh, your friend is... Has arrived with the car, ready to go on a trip, and she's waiting for you to get into the car as well.


[User] Please transcribe this text

[Assistant] And she's in a hurry, so she might say, get in, get in, we're ready to go. We don't want to be late, get in.


[User] Please transcribe this text

[Assistant] Get off. So again, in the car, we need to get off now. We can go, we can get off. Or if someone is standing on a chair and they're spoiling the chair with their dirty shoes, you can say, Get off the chair. Get off the chair. You're making it dirty. Okay? Get up.


[User] Please transcribe this text

[Assistant] If you're in bed in the morning, you have to get up, get dressed,


[User] Please transcribe this text

[Assistant] Get washed, all of those things. Get ready to go out. Get up.


[User] Please transcribe this text

[Assistant] If you're on some very nice grass that you're not supposed to be on, somebody might shout, get off the grass! Because you could be spoiling it and turning it into muddy tracks.


[User] Please transcribe this text

[Assistant] And this one is quite a nice one because this... These words appear on a card. You can buy a greetings card from a shop that says, Get well soon.


[User] Please transcribe this text

[Assistant] If you're ill, if somebody is ill, either at home or in hospital, and you feel sorry for them, you want them to get better, you can send a card that says, get well soon. Okay?


[User] Please transcribe this text

[Assistant] Right, then finally, then just a few other expressions using get, to get the credit for something. If somebody has done something really good,


[User] Please transcribe this text

[Assistant] Hopefully, they get the credit for doing it. People recognize that they have done something good. Sometimes,


[User] Please transcribe this text

[Assistant] Somebody else gets the credit for what you've done, and that is not very nice. Or they take the credit


[User] Please transcribe this text

[Assistant] To get the credit means you are recognized as the person who has done something, usually something good.


[User] Please transcribe this text

[Assistant] Uhm, to get... If something gets on my nerves, the nerves are your nervous system, your feelings, your sensations, your nerves, you know, how you feel, how you react.


[User] Please transcribe this text

[Assistant] Some music playing next door, very loud, and it had been going on for an hour.


[User] Please transcribe this text

[Assistant] I would say that music is really getting on my nerves. It's really annoying me. It's irritating me. I don't like it. It's upsetting me. So to get on your nerves. Okay?


[User] Please transcribe this text

[Assistant] To get through the day, sometimes the day that you're living is rather difficult, but you keep going and you say, I've got to get through the day. If I can just get through the day, I'll be okay. Then I can go home, relax, watch some television, whatever.


[User] Please transcribe this text

[Assistant] Just get through the day. It's a sort of, uhm, endurance test sometimes to get through


[User] Please transcribe this text

[Assistant] If you've had a bad experience, you have to recover from it, and it might take a bit of time. So that's called


[User] Please transcribe this text

[Assistant] Getting over something to get over a bad experience.


[User] Please transcribe this text

[Assistant] Uhm, just an ordinary one, really.


[User] Please transcribe this text

[Assistant] To get the car going, sometimes a car won't start very easily. You turn the key.


[User] Please transcribe this text

[Assistant] So that's usually something you have to do to get it going. To get something done, to do a job, get something done. To get up, to get up in the morning from


[User] Please transcribe this text

[Assistant] Bed, or to stand up from a chair, maybe. Oh, to get out of bed. Right?