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[Assistant] This course has been a production of the Center for Educational Development in beautiful Los Angeles, California.


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[Assistant] This course was produced by Dr. Jeff McQuillen and Dr. Lucy Say. Copyright 2006.


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[Assistant] eslpod.com presents Using English at Work.


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[Assistant] A special 10 episode course to teach you the English that people use in a typical day at work.


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[Assistant] I'm Dr. Jeff McQuillen from the Center for Educational Development in beautiful Los Angeles, California. I'll be your host for this series.


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[Assistant] In this course, each lesson has three parts. First, we will hear a story read slowly, talking about a part of my day at work.


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[Assistant] We will hear another version of the story, this time at a normal pace. A normal speed.


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[Assistant] To give you a chance to hear different voices speaking English, the voice used in the stories is not my voice, although it is a story about me and my day at work. Are you ready? Let's begin with lesson one. Arriving at work.


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[Assistant] TGIF is an acronym, meaning that each letter is the first letter of another word.


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[Assistant] People say TGIF on Fridays to show that they are happy that the weekend is coming.


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[Assistant] I said that I have been looking forward to the weekend and that all I need to do is to get through or to be able to finish one more day of work.


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[Assistant] So the day I am talking about must be Friday.


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[Assistant] Then I drive to work and pull into or enter a parking lot.


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[Assistant] A parking lot is a flat area where cars can be parked.


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[Assistant] Usually if the driver pays a little bit of money.


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[Assistant] In the United States, many businesses have parking lots in front of or behind their buildings. In this case, the parking lot is next to my office building.


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[Assistant] I stopped my car at the security gate.


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[Assistant] A security gate is a metal bar or a door that goes across a road and stops cars and people from entering an area unless they have permission to do so.


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[Assistant] There are security gates in front of most military buildings, for example, so that only soldiers or members of the military can go in.


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[Assistant] Most areas that charge for parking where you have to pay for the parking have some sort of security gate to stop you from going in without paying or without permission.


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[Assistant] When my car is stopped in front of the security gate, I put my key card into the card reader.


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[Assistant] A key card is a rectangular piece of plastic, like a driver's license or a credit card.


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[Assistant] Which is used for identification and electronically tells a machine when someone should be allowed to do something.


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[Assistant] Many businesses have key cards instead of the normal metal key to get into rooms or buildings. In this case the key card


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[Assistant] Let's me pass through the security gates.


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[Assistant] A card reader is a machine that electronically reads the key card.


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[Assistant] And decides whether a person should be allowed to do something. The card reader is able to look at the electronic information on the card and determine if I should be let in, if I can go in or not.


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[Assistant] We use card readers for many things. When you buy food or groceries with a credit card,


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[Assistant] In many American supermarkets, you have to put your credit card into or through a card reader at the store.


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[Assistant] When I put my key card into the car reader at work, the security arm goes up.


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[Assistant] But it can be moved up to let people drive by if they have permission. So it's a kind of security gate.


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[Assistant] In the movies, bad people sometimes drive very quickly so that their cars will break through the security arms.


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[Assistant] But in usual life, we usually wait for the guard or the machine to lift the security arm and let us drive in to the parking lot.


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[Assistant] Next I drive into the parking structure.


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[Assistant] A parking structure is a large concrete building with many floors or levels for cars to park on.


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[Assistant] large cities have many parking structures because there are many cars that need to park on a small piece of land many people don't like parking structures


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[Assistant] Because it's difficult to find your car if you forget which floor or level you are parked on. I do this all the time.


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[Assistant] I drive into the parking structure and I find a parking spot.


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[Assistant] A parking spot is a place for one car to be parked.


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[Assistant] It's usually marked with white or yellow painted lines.


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[Assistant] Sometimes it is very difficult to find a parking spot in the city and people have to drive for a long time until you find one. But...


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[Assistant] I don't have that problem, so I pull in or drive into the parking spot.


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[Assistant] I make sure that my parking permit is showing in the windshield.


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[Assistant] A parking permit is a piece of paper or plastic that gives a person permission to park his or her car in a specific area. A permit allows you to do something.


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[Assistant] The verb is to permit. Notice when we use it as a noun, the accent is on the first syllable, permit. When we use it as a verb, the accent is on the second syllable, permit.


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[Assistant] So this is a parking permit that permits me to park in a certain area.


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[Assistant] Many universities have one color of parking permit for professors.


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[Assistant] And another color for students. This way the universities can let the professors park closer to the buildings and the students have to park farther away.


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[Assistant] I hated this when I was a student, but of course, I loved it when I worked as a professor.


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[Assistant] I said that my parking permit is showing in the windshield. This means you can see it in or through the windshield.


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[Assistant] A wind shield is a large glass window in the front of a car that a driver looks through to see where he or she is going.


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[Assistant] My parking permit has to be seen through the windshield so that if a guard walks by, he or she will know that I have permission to park my car there. If I don't have permission, my car may be towed. T-O-W-E-D. If your car is towed,


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[Assistant] The company brings a truck and they take it away.


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[Assistant] And then you have to pay extra money to get it back. So you don't want to do that.


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[Assistant] Next, I take my briefcase out of the back seat.


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[Assistant] The second row of seats in the car is called the back seat.


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[Assistant] A briefcase is a small container or bag that people use to carry their work papers in. Then I lock up the car.


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[Assistant] To lock up means to use a key to close the locks on the door of one's car or home so that other people cannot get in without a key.


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[Assistant] You probably lock up your house before you go to sleep at night.


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[Assistant] Well, I am locking up my car before I go into the office. So no one steals it.


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[Assistant] Here I could also just say lock. I lock my car. But we often say lock up.


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[Assistant] Two words to add more emphasis to the sentence.


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[Assistant] After I lock up my car, I walk toward the building.


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[Assistant] It's a short walk, and I'm there in no time.


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[Assistant] The phrase in no time means very quickly, right away, or with very little delay.


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[Assistant] If you listen to ESL Podcasts premium courses like this, you'll learn new vocabulary in no time or very quickly.


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[Assistant] When I get to the office building, I take out my badge and put it around my neck.


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[Assistant] To take out means to remove from something, such as remove it from my briefcase.


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[Assistant] A badge, B-A-D-G-E, is a piece of identification. Usually,


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[Assistant] Or often with a photograph that shows that a person works for a specific organization or business. A badge is something that you wear so people can see it.


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[Assistant] In this case I put it around my neck.


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[Assistant] It is hanging from my neck. Usually there's a piece of string or some other fabric that holds the badge.


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[Assistant] Police officers always have badges that they keep in their pocket.


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[Assistant] If someone knocks on your door and they say that they are police officers, you may ask them to show their badge before you allow them into your house.


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[Assistant] I put my badge around my neck so that people can see it.


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[Assistant] And then I go through the main entrance of the building. A main entrance is the front door of a building or the primary place where people enter a building that has more than one entrance. A main entrance is usually bigger


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[Assistant] And perhaps nicer or more beautiful than the other entrances.


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[Assistant] Where I work, the employees or the people who work at the company are supposed to show their badges at all times.


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[Assistant] The phrase at all times means always or all the time.


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[Assistant] For example, parents want to know where their children are at all times.


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[Assistant] At my office, people are supposed to wear their badges at all times so that the security guards know that we belong there.


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[Assistant] A security guard is a person who decides who can and cannot enter a building for safety reasons.


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[Assistant] Security guards are popular at many US companies to protect the employees. They usually wear


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[Assistant] And I love you, little snow hare.


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[Assistant] This is lesson four of ESLpod.com's Using English at Work. I'm your host, Dr. Jeff McQuillen, from the Center for Educational Development. In the third lesson of our course,


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[Assistant] We talked about vocabulary related to a morning meeting at the office.


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[Assistant] We're going to learn words about working at your desk.


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[Assistant] We'll listen first to the story read at a slow speed.


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[Assistant] This story begins with me saying that when I get back or return to my desk, I clear off a few stacks of paper on the top of my desk so I have some space to work.


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[Assistant] To clear off means to organize and remove things that are covering the surface of a table, desk, or shelves. I usually like to clear off the papers on my desk at the end of the day.


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[Assistant] So I have a clean desk when I return to work the next morning.


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[Assistant] In this case I'm clearing off a few stacks of paper.


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[Assistant] At home, if you are messy, like me, you may need to clear off your dining room table. That is, move your newspapers, books, and other things so that you'll have room to eat your meal.


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[Assistant] Is many pieces of paper placed on top of each other.


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[Assistant] But we can also talk about stacks of books, stacks of coins, stacks of folded towels. All of these are stacks.


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[Assistant] Next, I open the computer file that I've been working on for the past week.


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[Assistant] A file is a group of papers that are kept together because they're related to the same topic.


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[Assistant] But here I'm talking about a computer file, which is information stored electronically on a computer, a CD, or some hard drive.


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[Assistant] This course has audio files that are stored on a computer or on a CD.


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[Assistant] When I open the computer file, I'm opening a document.


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[Assistant] A document here is the same as a computer file.


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[Assistant] It's information stored electronically with one name on your computer or CD.


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[Assistant] We often talk about Microsoft Word documents and Excel documents. It's something that has information on it, usually on one specific topic. The document I'm working on


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[Assistant] Is a report that is due next week.


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[Assistant] A deadline is the date when something must be finished.


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[Assistant] My report is due next week, meaning that the deadline is next week. I must complete it by next week.


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[Assistant] When I say the deadline is fast approaching,


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[Assistant] I mean that we have a lot of work to do in a very short period of time between now and the deadline.


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[Assistant] The deadline is coming up soon, we could also say.


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[Assistant] Something that is fast approaching can be positive.


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[Assistant] If your birthday is next week, you may remind your friends that your birthday is fast approaching.


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[Assistant] Depending on how old you are, this is a good thing or a bad thing.


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[Assistant] Next, I open my filing cabinet. A filing cabinet, sometimes called a file cabinet, is a piece of furniture, usually made of wood or metal.


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[Assistant] That has large drawers that are used to hold paper files.


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[Assistant] Most office desks have a file cabinet.


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[Assistant] But there are also separate file cabinets that are not part of a desk.


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[Assistant] The documents in filing cabinets are usually organized alphabetically from the letter A to the letter Z or by date or by some other way that is logical so that the files are easy to find.


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[Assistant] Or if you're like me, you have no system and your files are impossible to find.


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[Assistant] I open the filing cabinet and take out two files and a manila envelope.


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[Assistant] Is a large yellow colored envelope.


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[Assistant] Notice we can say envelope or envelope, made from thick paper. In the United States, most envelopes are small and white. We use these to send letters, usually. But the larger envelopes are often manila envelopes that are yellow.


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[Assistant] These envelopes are usually the size of a piece of paper and let you send things in one package without folding them.


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[Assistant] The information I need is inside two files and in a manila envelope.


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[Assistant] Is many pieces of paper that are held together at one end.


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[Assistant] After you've finished writing on one page in the pad of paper, you can tear it off.


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[Assistant] And still have the rest of the pad of paper to use. The pad of paper I'm looking for is one that I used to jot down some ideas yesterday.


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[Assistant] To jot J-O-T down means to write something down quickly.


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[Assistant] You might jot down notes while you listen to someone on the phone, or you might jot down a phone number that you see in an advertisement.


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[Assistant] Next, I take out the paper clips, stapler, and scotch tape I know I'll also need.


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[Assistant] A paperclip is a small piece of bent metal or plastic that holds pieces of paper together temporarily.


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[Assistant] When you remove the paper clip, the pages are no longer together. A stapler is a small object that pushes a small piece of metal through pieces of paper to hold them together.


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[Assistant] A paper clip is a good choice when you need to hold the papers together for only a little while.


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[Assistant] Because it can be removed easily and doesn't damage the papers.


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[Assistant] A stapler, on the other hand, is good for papers that need to be held together for a long time, because staples


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[Assistant] Small pieces of metal are more difficult to remove and they leave two small holes in each piece of paper.


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[Assistant] The third thing I take out is the scotch tape. Tape.


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[Assistant] We use scotch tape to put papers on the wall, to wrap presents, or just to put two pieces of paper together.


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[Assistant] Paper will often rip or tear when scotch tape is removed from it.


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[Assistant] So we have to be careful what we put it on.


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[Assistant] Once I found the pad of paper, paper clips, stapler, and scotch tape,


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[Assistant] I have everything in front of me so I can get down to business. The phrase to get down to business means to begin working on something very seriously or to get serious about something.


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[Assistant] So far, I have been gathering all the things I need, but now it's time to get down to business and begin working on the report.


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[Assistant] If you invite your friends to your house, for example, to help you plant a new garden, when everyone has arrived you may say,


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[Assistant] Let's get down to business. Meaning, let's begin working now.


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[Assistant] Those would be some very nice and very generous friends.


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[Assistant] But the first thing I have to do is to get organized. I scan the information I have in front of me. To scan means to read something quickly, looking for the most important ideas.


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[Assistant] You probably scan web pages or long articles in the newspaper.


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[Assistant] And perhaps advertisements to find the information that interests you.


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[Assistant] Because reading the whole thing would take too long.


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[Assistant] While I'm scanning for information, I take notes on the things I want to include in the report. To take notes means to write down the most important points of what you hear or read.


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[Assistant] We usually talk about taking notes in class when a teacher or a professor is speaking. But in this case, I'm taking notes as I read other documents. Later, I'll be able to read my notes


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[Assistant] And remember the most important points, which will be faster than reading the original documents again.


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[Assistant] Of course, to read your notes, you have to write carefully. If you are like me, many times you can't read your own handwriting.


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[Assistant] Well, then I say that before I analyze the data for this report, I need to skim the background information.


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[Assistant] The verb to analyze means to examine something very carefully in order to understand each of its parts. In this lesson, we're analyzing the vocabulary of the story, trying to understand what each word means.


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[Assistant] At my desk, I'm analyzing the data for the report. Data is a type of information. It often includes numbers.


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[Assistant] We usually get data from scientific experiments or in a business environment from our sales reports.


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[Assistant] Before I can analyze the data for the report, I need to skim the background information.


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[Assistant] The verb to skim, S-K-I-M, has the same meaning or similar meaning as the verb to scan.


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[Assistant] To skim means to read something quickly, looking for the most important ideas. When I don't have a lot of time in the morning,


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[Assistant] I may just skim my newspaper rather than reading every story. I'm skimming it to look for the most important or interesting stories. We often skim a report to understand how the information is organized. And then we go back and read it in detail.


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[Assistant] To scan is sometimes used to mean to look for a very specific piece of information. A telephone number or a name. Whereas to skim,


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[Assistant] Usually implies you are looking for general information, but you're not necessarily looking for one piece of information.


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[Assistant] I'm skimming the background information to make sure that I haven't missed anything.


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[Assistant] I was making good progress, but then I was feeling thirsty, so I decided to take a quick break, which is the subject of our next lesson.


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[Assistant] Now that we've analyzed and discussed the vocabulary related to working at your desk,


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[Assistant] Let's listen again to this description.


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[Assistant] Of what happened at the desk, this time speaking at a normal rate of speech.


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[Assistant] I hope listening to this story about working at your desk has taught you some new vocabulary that you can use when you're working in your own office.


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[Assistant] Our fourth lesson is now complete and in the next lesson, number five, I'm going to talk about taking a break and eating lunch, my favorite parts of the day.


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[Assistant] This course has been a production of the Center for Educational Development in beautiful Los Angeles, California.


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[Assistant] This course was produced by Dr. Jeff McQuillen and Dr. Lucy Tsai. Copyright 2008.


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[Assistant] But out of the jails are ten thousand times more.


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[Assistant] You're listening to Lesson 6 of eslpod.com's Using English at Work.


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[Assistant] I'm your host, Dr. Jeff McQuillen, from the Center for Educational Development.


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[Assistant] In the fifth lesson of using English at work,


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[Assistant] We learned vocabulary and phrases related to taking a break from work and having lunch.


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[Assistant] In our sixth lesson, we're going to talk about having computer problems when you're at the office.


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[Assistant] Let's begin by listening to the story about these computer problems at a slow speed.


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[Assistant] When the story begins, we're returning to the office after lunch, and I know that I have to try to make some headway with my report.


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[Assistant] To make some headway, H-E-A-D-W-A-Y, means to make progress on a project, to try to finish the project.


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[Assistant] I've spent most of the morning in meetings.


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[Assistant] Organizing my desk and taking breaks.


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[Assistant] Fairly typical, I think, of many people who work and in office.


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[Assistant] So now I really need to get serious about working on my report if I'm going to make some headway and meet the deadline. If your parents are planning to visit you


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[Assistant] You may try to make some headway in cleaning your house before they arrive.


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[Assistant] By cleaning the bathroom today and the kitchen tomorrow and the living room the next day. Each day you make some headway on cleaning your house. You make some progress.


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[Assistant] Unfortunately, as soon as I sit down in front of my computer, it starts acting up.


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[Assistant] When we talk about machines and equipment, to act up means to stop working properly.


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[Assistant] For example, your car radio might act up and stop playing music.


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[Assistant] In the story, my computer is acting up.


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[Assistant] First, my computer screen freezes.


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[Assistant] Is the part of the computer page that you can see on your computer monitor. You have a screen on your television, a screen on your computer monitor. Many people have a screen on their cell phones.


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[Assistant] The verb to freeze means to stop responding, to stop working.


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[Assistant] It seems like computers often freeze whenever I'm in the middle of writing a very important note.


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[Assistant] When my screen freezes, when my computer stops working, I have to boot it up again. To boot something up.


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[Assistant] Means in this case to turn on the computer. In the morning.


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[Assistant] The first thing I do is to boot my computer up.


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[Assistant] And it usually takes two or three minutes before it's ready for me to use. But because my computer is acting up,


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[Assistant] I do what all of us do to try to fix our computers. I try to restart it by booting it up again.


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[Assistant] Next, I try to print a copy of my report.


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[Assistant] I'm going to print the information in my file, my electronic file, and put it onto a piece of paper using a printer.


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[Assistant] These days many companies and organizations have their job applications on their website. And if you want to apply for a job, you need to print out the application before you can complete it.


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[Assistant] Notice here, we can use print or print out. They mean the same in this case.


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[Assistant] I try to print a copy of my report at the office, but of course it won't print.


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[Assistant] I discover that the problem is with the printer. It's jammed.


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[Assistant] If a piece of equipment is jammed, j-a-m-m-e-d, it means that paper or something else is stuck inside of it so that it can't work correctly.


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[Assistant] When photocopiers and printers get jammed, we usually have to open them, reach in, pull out the paper that got stuck, and then put in new paper.


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[Assistant] My report won't print because the printer is jammed, so it takes some time to clear it or take out the papers that are stuck for it to work again.


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[Assistant] We clear it, we take out or remove the paper. That's what you do if you have a jam.


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[Assistant] Finally, when I think my computer worries are over, my mouse and keyboard go haywire.


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[Assistant] Your mouse is a small piece of equipment that we move with our hands in order to move different things on a computer screen or click on our computer.


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[Assistant] A mouse usually has two buttons, a left button and a right button. We often use the expression to left click, which means to press the left side of the mouse. To right click means to press the right side of the mouse.


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[Assistant] A keyboard is a rectangular piece of equipment that works with a computer.


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[Assistant] It has all of the letters or symbols for whatever language that we are using so we can put information into the computer by typing.


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[Assistant] In the story, my mouse and keyboard go haywire.


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[Assistant] Means to become uncontrollable. To stop working properly.


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[Assistant] If you are a parent with small children, you might feel like things are going haywire when both of your children are sick. You have to work late at your job.


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[Assistant] You're going to school at night and your car isn't working all at the same time. Things are going haywire. Things are going wrong. There are many things that are going wrong.


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[Assistant] Usually you feel like things have gone haywire when you don't have a lot of control over them.


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[Assistant] Finally, I give up on my mouse and my keyboard.


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[Assistant] To give up means to stop trying to do something because it is so difficult or because it is taking a very long time.


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[Assistant] I for example might want to become a professional singer, but if everyone tells me that I'm a terrible singer, I'm a bad singer,


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[Assistant] I will probably give up after trying for a few years.


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[Assistant] In this story, I tried to fix my computer problems on my own, but it was just too difficult. So I gave up and called the computer tech. A computer tech is a computer technician who is a person that


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[Assistant] Knows about computers, knows how to fix computers.


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[Assistant] Many businesses have computer techs who can come to help other employees when they're having computer problems. If your office doesn't have a computer tech,


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[Assistant] You'll probably need to talk to a computer tech over the phone to fix your computer problems, or just buy a new computer.


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[Assistant] I don't usually like calling the computer tech to help me with computer problems.


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[Assistant] But she always makes me feel like I did something bad to my computer. Meaning, I shouldn't have done something, even though I didn't do anything.


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[Assistant] The computer sometimes stops working for no reason.


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[Assistant] But the computer tech always makes me feel guilty, as if I had done something to break the computer.


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[Assistant] When the computer tech arrives, she sits down at my computer, meaning that she sits on a chair in front of my computer, and asks me a lot of questions to find out what the problem is.


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[Assistant] I tell her about the problems I had, and she asks if I had any problems while working on my word processing program.


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[Assistant] A word processing program is a type of computer software that lets you make written documents by controlling the size, the style, and the color of the text, among other things.


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[Assistant] Microsoft Word is the word processing program that most people use in the United States anyway.


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[Assistant] I say that everything was fine when I was working with the word processing program.


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[Assistant] But that I did have some trouble formatting one of my files. To format...


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[Assistant] Means to change the appearance of a document. Usually by changing


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[Assistant] The spacing between the lines or changing the size and style of the text.


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[Assistant] Perhaps adding a border or a line around the paper.


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[Assistant] For the first page of the report, some people like to format the title so that it's in the middle of the page, for example.


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[Assistant] I was formatting my report when I started having computer problems.


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[Assistant] Next I got an error message. An error message is a short message that appears on your computer screen.


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[Assistant] When something has gone wrong, or when the computer is no longer working properly,


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[Assistant] Error means mistake. In this case, there's some problem with the computer.


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[Assistant] A fatal or deadly error has occurred. And then when you click okay,


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[Assistant] The program shuts down and you lose whatever document you were working at.


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[Assistant] To shut down means to close down, to no longer be operating on your computer.


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[Assistant] The opposite would be to open up a program.


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[Assistant] This time, I got an error message while working on my spreadsheet program.


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[Assistant] A spreadsheet program is a type of computer program that lets you enter numbers and perform calculations such as adding, subtracting, and other math formulas.


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[Assistant] Spreadsheet programs often are used to calculate or figure out how much a company is making, for example. The most popular program currently in the US is Microsoft Excel. That's the most popular spreadsheet program.


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[Assistant] The computer tech starts doing something to my computer.


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[Assistant] typing on the keys, the buttons on the keyboard that you push, a mile a minute for a long time.


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[Assistant] The phrase, a mile a minute, means very quickly.


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[Assistant] To say that the computer tech was typing a mile a minute means she was typing very quickly.


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[Assistant] You could also have someone who speaks a mile a minute when they speak very quickly.


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[Assistant] After she types quickly for a long time, she says, okay, it's fixed. Meaning, she has taken something that was broken and made it so that it works again.


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[Assistant] You can fix a radio. You could fix a broken car. You can fix any sort of machine. You can also fix a situation or a problem that you're having. For example, with a relationship.


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[Assistant] The best way to fix a relationship with another person is to find a new person. That's the easiest.


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[Assistant] The computer technician is fixing my computer and when she's done she says it's fixed. Then she says to me,


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[Assistant] You shouldn't have any more problems now.


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[Assistant] A B U S E something or someone means to hurt something or someone by treating it very badly.


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[Assistant] If I were angry, I might abuse my computer by taking my hand


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[Assistant] Making a fist, putting my fingers together and punching the computer screen.


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[Assistant] That would hurt my hand, but I would also feel better.


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[Assistant] Even though I was abusing or hurting my computer. I do this a lot.


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[Assistant] Of course, I never actually abuse my computer. At least not in the story.


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[Assistant] But it's no good talking to her, because she won't believe me.


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[Assistant] Now that my computer is fixed, at least I can begin working again.


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[Assistant] I'm sure you can understand how frustrating all these computer problems can be.


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[Assistant] Now that we've talked a little bit about the vocabulary, you may need to talk about your computer problems.


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[Assistant] Let's listen to the description of this part of my day again, this time at a normal rate of speech.


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[Assistant] That's the end of our sixth lesson. In our seventh lesson, I'm going to talk about scheduling a meeting at work.


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[Assistant] This course has been a production of the Center for Educational Development in beautiful Los Angeles, California.


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[Assistant] This course was produced by Dr. Jeff McQuillen and Dr. Lucy Say. Copyright 2008.


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[Assistant] What we really don't understand is the really big picture. We have an enormous amount still to learn.


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[Assistant] Conditions tonight look really good. We've got nice clear skies, we've got low winds, even the high altitude winds.


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[Assistant] The best aurora I've ever seen. I remember coming home one Christmas and driving up from Colorado up to Calgary. I started to see a little bit of green and it just exploded in front of me.


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[Assistant] When you see it like that, it looks like a big shimmering ribbon of light. We typically describe those as curtains. On the other hand though, if you're standing directly underneath that, then you get a very different experience of it.


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[Assistant] Because you see maybe one curtain that from your perspective goes off that way, another curtain that goes off that way, and they all kind of converge down towards you, and that's what we call the corona. A crown of light that's kind of going out in all sorts of different directions.


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[Assistant] The balloons go down to the parachute and then the box hangs under the parachute.


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[Assistant] There is. I'm pretty nervous right now. Really? There's a lot that can go wrong in the next six hours.


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[Assistant] You know, we could lose the tracking data and the balloon could just keep flying out to Hudson Bay or wherever it goes to.


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[Assistant] Yeah, I'm extremely worried right now. So we had an anomaly last night, uh, that, that depleted most of our battery, which means that our main tracking actually switched off the middle of the night.


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[Assistant] Now that's the helicopter pilot.


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[Assistant] Okay, well what you see with the x-ray are very brief little bursts of x-ray activity.


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[Assistant] That's, that's exactly right, yeaah. So I, I haven't completed the analysis yet, but that's certainly what I'm hoping. Uhm, that we can show that these are really coming from the same root physical mechanism, which is, which is chorus.


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[Assistant] With every balloon that goes up, every rocket, every satellite, we're slowly pushing out the boundaries of what we understand about the aurora and about the bigger space system.


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[Assistant] Some people say that by explaining the aurora, they somehow lose their magic, but I don't believe that for a second.


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[Assistant] To me, the beauty in the explanation just adds to it.


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[Assistant] In this lovely deep blue pool.


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[Assistant] That's right, little nut-brown hair. From little things, big things grow.


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[Assistant] He was so proud to get that. He should be.


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[Assistant] I've never seen this as a scientist before. This is something fundamentally and profoundly new for science.


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[Assistant] I've got this propane torch here, and when I start it up, what you see is this blue flame. And every time you burn propane, you're gonna see that color.


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[Assistant] I've got one of these campfire colour packets and I'm going to toss it on here. The mixture of material in here has compounds that make blue and violet and green light and you start to see these fantastic colours that come out.


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[Assistant] So if you look at the aurora, what you see are the colors are layered, and so the violet is at the bottom of the auroral display, and then if you go a little higher, you start to see the green, and if you go higher than that, you start to see the red. And that layering is actually telling us about the composition of the upper atmosphere and the layering, the structuring of the upper atmosphere.


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[Assistant] Well, I mean, you know, 15 years ago, I couldn't take a picture of the Aurora, didn't have the device, you know, and so now people can buy these digital devices, you know, even, even smartphones now can take photographs of the Aurora.


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[Assistant] This is of course what got my attention and these marvelous photographs, these beautiful photographs. I've never seen this as a scientist before. So this is not typical aurora. This is very atypical and something fundamentally and profoundly new for science. And so what I want to do tonight is I want us to head out.


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[Assistant] And take the spectrograph and try to get a spectrum of the light coming from Steve.


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[Assistant] This is a spectrum of the aurora and this is the green line that comes, this really clear line in the middle of this is the green line that comes from the oxygen. That's a fingerprint for the chemistry and the physics that's going on.


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[Assistant] So if we're gonna see the aurora, I'm thinking north and east is our chance. I agree. So show me what I'm looking at here.


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[Assistant] Okay. No Steve. Another night. What we have to do now is get this thing in the hands of one of your people.


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[Assistant] When it's dark, a really dark sky, and when we have Steve, a very bright Steve and then we'll get a spectrum of that.


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[Assistant] So the big thing for me is that I think it's glow. I think it's actually the air is being heated up and glowing. And that's the kind of thing we'll be able to tell from the spectrum.


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[Assistant] Stay up, or sleep. I can't do both.


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[Assistant] From time to time, we have these huge solar events that can drive the aurora down towards the south, towards the equator.


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[Assistant] It's sending all of this material streaming away from the sun at millions of miles an hour right towards the earth and we're ready to take the impact. So we knew two to three days after these events were first seen on the sun, something big was going to happen at the earth.


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[Assistant] It was, you know, at night, it was 11 o'clock at night, so it was dark and I looked out and I thought, why can I see a sunset? And I realized that what I was seeing was the red glow in the sky to the north of me. And there it was, a beautiful red aurora.


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[Assistant] They've been seen over Texas, over Hong Kong, over Singapore.


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[Assistant] The more energetic particles and the higher the energy, the harder they hit our atmosphere and the more the atmosphere will glow.


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[Assistant] Hi and welcome to your quick answer builder video lesson. In this series, I will teach you how to answer any question easily and quickly. We will use the same patterns that we learned in the quick sentence builder series. We will make this a quick bite size lesson, so grab your notebook and let's get started.


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[Assistant] First, we need to review the detailed words and their connecting words before we get started. Here are the seven details. Who? This adds a new person to the sentence. What? This adds a new noun or activity. Where? This adds a location to the sentence. When?


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[Assistant] This adds time to the sentence. Why? This explains a reason, because, or for, or an action too.


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[Assistant] How, this explains how something happened, usually with or by. Which, this is the easiest detail to add. It is an adjective and goes before the noun.


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[Assistant] Now, the common connecting words for each detail. Who, you just use the name for this. What, a-n, then the noun, the before a specific noun or activity.


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[Assistant] Where? In, at, on, next to, near, far from, then the location. When? In, at, on, after, before, then the time.


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[Assistant] Why? For, then the reason. To, then to do something. Because, then the reason. How, with what or who. By, how you do something. And which, any adjective before the noun.


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[Assistant] Now, let's try a question. Remember to add your own details after we have brought all the details from the question. Where will you go? Hmm. Where will you go? Step 1. Find the verb, pronoun, and the tense. Just like this.


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[Assistant] Will is the first verb, but it's not our subject verb. Go. Mmm.


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[Assistant] Go is our real subject verb, so our verb is go. You.


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[Assistant] U is our pronoun here, so we need to change it to I. So our pronoun is I. Will.


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[Assistant] Since will is our first verb, it tells us the tense is future tense. So our tense is future.


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[Assistant] Now, let's build an answer with these pieces.


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[Assistant] And the where is a where detail. Let's bring down our details from the question.


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[Assistant] Where? India. Let's add more details now. I will go to India next month. When? Next month. I will go to India next month to travel. Why? To travel.


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[Assistant] I will go to India next month to travel and eat lots of curry. What? Eat, right? That's our action. Eat lots of curry.


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[Assistant] After using all of the details in the question, you have answered the question.


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[Assistant] Since we learn how to build better sentences, we can easily add extra details to our answer. Mmm, great sentence.


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[Assistant] I hope you enjoyed this quick answer builder video lesson.


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[Assistant] I can't wait to see what answers you can build for each question.


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[Assistant] We will have in this series, keep up the good work.


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[Assistant] Well, this is the third experiment. Don't do the experiment yourself. If you do the experiment to fall freely, eventually you will find your integrated effect of weight when the ground hits you. But nevertheless, imagine.


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[Assistant] Gravity cancelled by acceleration, and then there is no gravity, and if there is no gravity, there is no contradiction between Newton's gravity with spatial relativity, because there is no gravity. Alright? Problem number 3 solved. And so what? All of these are assumptions.


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[Assistant] The light has started off, the light started off here, and the light hit the lift here.


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[Assistant] No more paying at night for Daniel. He got so scared. We're lucky he didn't blow up the house.


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[Assistant] Obviously, wouldn't last a month if I relied on handcrafts to make a living. The mall has ruined every single shop in town.


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[Assistant] You're right. So tell me what you want from me, Sean.


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[Assistant] Your friend Jacob wrote my P.O. Box and said Daniel was in trouble. That's it.


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[Assistant] And we begin with the question, why the night sky is dark? Okay, you may think this question is stupid. Why the night sky is dark?


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[Assistant] And that will be 4 pi, the solid angle, and projected to the distance between us and the sun, which is r squared. 4 pi r squared is the sphere, okay, between us and the sun.


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[Assistant] And the other part is defined by the nature of the sun, which is known as the surface brightness of the sun. So the power received by us per unit solid angle is our area multiplying the surface brightness of the sun.


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[Assistant] Okay, now, we know that the sun is very bright because it takes a very large solid angle compared to other stars.


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[Assistant] There is a factor of 10 to the minus 14 darker in the night sky compared to the surface of the sun.


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[Assistant] But assume our universe just infinite and everywhere the same, everywhere appear the same to us, then there will be a problem. What is the problem? The problem is if


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[Assistant] Okay, this is the problem, and this problem is known as the Albus Paradox, although it was discussed much earlier, but people forgot that and remember Albus.


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[Assistant] But here, if I take this approach, it looks like we are unable to do a real calculation, but if you take this approach, we can actually calculate something. What is the thing that we are going to calculate?


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[Assistant] What one wonders about is if Islamic scientists had not played this role of nursemaid to science, how would we have gotten here?


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[Assistant] Because in the West, we had lost that with our dark ages. How would science have survived in the West if it had not been for the Islamic scholars?


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[Assistant] Hello grammarians. Today we're talking about verbs and bears. So we had previously established at least one thing about the verb, and that was that it can show actions. Uhm, but today I'd like to introduce the idea that the verb can link ideas to one another. In fact, we have this whole class of verbs that we call linking verbs.


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[Assistant] Or if you want to call it something fancier, we call that state of being verbs.


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[Assistant] Now we use a linking verb when we want to connect one idea to another. So what I'm gonna do is I'm gonna divide the screen in half between the action side and the state of being side just to show you what I mean.


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[Assistant] Whereas we use state of being verbs to show what something is.


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[Assistant] So let's bring it back to this bear. Let's think of an action for this bear to do. What is a bear-like thing to do? The bear eats a fish. That's an action. That's something the bear is doing.


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[Assistant] The bear is hungry, however, is not something that the bear is doing, it's something that the bear is. So what is is doing here is connecting the word hungry to the word bear.


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[Assistant] It's linking it. Some verbs can be used both ways. They can be used both as actions and as linking verbs, and I'll show you an example of that. You could say, the bear looked at me.


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[Assistant] Which is to say the bear is doing a thing, looking at something, namely me.


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[Assistant] But we could also say, using the same verb, the bear looked lonely.


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[Assistant] Now in this case, this is describing how the bear looks. What the bear looks like. This looking is not something the bear is doing. It is how the bear appears to a viewer. So, looked is connecting lonely.


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[Assistant] To bear. It is linking lonely to bear. It is a linking verb. By the same token, we could say for an action, the bear smells a person. What is it smelling? A person.


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[Assistant] But we could also say, the bear smells like cinnamon, which I grant you is pretty unlikely. Don't go smelling bears.


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[Assistant] But what, what smells is doing here is connecting the idea of cinnamon to the bear.


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[Assistant] The bear isn't smelling cinnamon, the bear smells like cinnamon. And that's the difference between a linking verb and an action verb. As a linking verb shows what something is, an action verb shows what something does.


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[Assistant] So the bear is hungry, the bear looked lonely, the bear smells like cinnamon. These all reflect something about what the bear is, how it's being. You can learn anything. David out.


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[Assistant] By the time the Vandals arrived in Rome, they'd been living in the Roman Empire for a long, long time. These are people who probably spoke Latin, who had served in armies alongside of Roman soldiers. They'd been mercenaries, they'd engaged in trade in the Roman Empire.


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[Assistant] We tend to think of these guys as barbarians, but Vikings were extraordinary explorers. The Vikings were on the cutting edge of human exploration at the beginning of the medieval world.


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[Assistant] Boy, girl, twins. Sister and brother.


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[Assistant] Dad. Father. Mum. Mother.


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[Assistant] Boy, girl, twins. Sister and brother.


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[Assistant] Uhm, no Rocky. They aren't your family.


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[Assistant] Rocky, this is your brother, and this is your sister. An egg? Huh?


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[Assistant] Listen and follow.


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[Assistant] Listen and follow.


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[Assistant] One. Who is talking? Listen and tick.


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[Assistant] And I've got green eyes.


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[Assistant] My sister has got blue eyes and my brother has got brown eyes.


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[Assistant] Look at my pictures Sam.


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[Assistant] And I've got green eyes.


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[Assistant] My sister has got blue eyes.


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[Assistant] Being out here is a big change. We do sometimes. We're in a desert.


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[Assistant] I gotta draw something. Oh lord, this chap has been seized on me.


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[Assistant] Starting to rain. That's unlucky.


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[Assistant] My wife, Diane, she's the boss of the kitchen, but when I win this competition, I'll be able to prove that I have a place in the kitchen right alongside of her.


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[Assistant] Alright, let's do this thing. I gotta get the...


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[Assistant] Some cake base, we'll throw a couple of eggs in. This is harder than I thought it was gonna be.


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[Assistant] I was a cop for 25 years, and being a cop, there are certain...


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[Assistant] Rules that you have to follow, and that's fine, but when I'm in the kitchen and I'm baking, I kinda don't follow the rules.


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[Assistant] Anything that I cook or bake is not going to be A, B, C, D by that recipe. There's going to be a little bit of sal in there. Just a little bit.


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[Assistant] I'm gonna need to be afraid. It's all about the presentation and the finished product.


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[Assistant] Oh, something to melt on that damn thing. Chocolate, chocolate. That'll work.


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[Assistant] Perfect. We're not gonna be able to use that, I don't think.


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[Assistant] Oh man. Did not even put it in their mouth.


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[Assistant] I suffered a little tragedy there, but time being what it is, it'll make a shorter shark. It's a shark with a disability. Sorry, are you saying your shark has a disability? Yeah, you got something against sharks with disabilities? Much. I'm a threshold teacher, no.


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[Assistant] You know, you did bake a cake without a recipe. So that's good.


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[Assistant] Temperature is the biggest thing to pay attention to. But, you know, really, really good effort.


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[Assistant] I would be so happy to come to your kitchen after school and have a warm piece of cake.


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[Assistant] Just when you thought it was safe to go back in the water, here it comes.


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[Assistant] This is a beautiful shark cake that you will build and then carve. You cover it with fondant and then you have a chocolate surfer and a chocolate surfboard being flung out of this incredible wave of buttercream. Okay.


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[Assistant] She's got a nice foundation happening.


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[Assistant] I think that the watercolor on this is phenomenal. I look at that and I see Maui. And it really does have a gorgeous iridescence to it. You do have a way with the spray can.


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[Assistant] Those are very even layers, which looks really, really good and very professional.


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[Assistant] So the dough, they were given pizza dough, which is actually really smart because it's not too sweet, yeast-raised.


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[Assistant] You can just use like a skewer and a straight up pastry bag.


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[Assistant] I present to you, dun-da-dun!


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[Assistant] Behold, the majesty, rolling hills, carefully crafted from rice cereal, covered in detailed fondant work. Notice the fondant Rapunzel, fondly waiting for her prince charming down below.


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[Assistant] Tony, you put so much batter in there and you needed to bake it for so long that it kind of dried out a bit. Had you gone with thinner layers, it would have been spot on.


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[Assistant] It is hard to discern between the crisp rice cereal and the cake, both in color and in texture. And there was not enough frosting to cover it up.


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[Assistant] It's time to pack your bag. My bag. It's in the cupboard.


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[Assistant] Where are my books? They're on the bookcase.


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[Assistant] Puh, uh, mmm, big pan. Let's listen.


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[Assistant] We've come too far now. We just want a new life.


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[Assistant] We're almost there, okay? That's the last time I have to say that. I don't care about that. So, what's the problem?


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[Assistant] Seriously. Why are you doing this? What's your problem? Doing what? You shot my ten year old brother!


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[Assistant] I'm sorry for my mistakes. I tried my best.


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[Assistant] My name is Michael Lake. People also call me GTM, which stands for Good Time Mike. Good Time Mike is about good times with friends, family, but when it comes to cooking, uh, I do have some bad times. I do want to learn more than just doing chocolate chip cookies. My main goal is to learn how to do cool cakes.


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[Assistant] Two eggs, one and a half cups of crushed pineapples with the juice.


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[Assistant] I'm trying to get a jump start on those glasses. I think that's gonna be a kind of a difficult part. I'm using the fondant. I'm just gonna try to carve them out on my own. Never worked with fondant before. We'll give it a stay in court.


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[Assistant] I think I'm just gonna give that a stay in court.


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[Assistant] Yeaah. Alright, I'm just doing the finishing decoration. The glasses.


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[Assistant] And it's just flattening out on me big time. It's too hot. I gotta at least make my drink.


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[Assistant] I know these girls may know how to bake, but I know how to make a good drink.


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[Assistant] Add in the Midori, but I'm trying to float it on the top so it all doesn't fall through to the bottom.


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[Assistant] Got my milk. Winning the first round has given me confidence, but I'm gonna go into the second round playing safe. You know, I'm gonna try to keep it simple and hit the panic button when I really need it.


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[Assistant] So now I gotta get my pans. I know this is gonna take many cakes and different sizes to stack up. So something like that.


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[Assistant] I gotta make the volcano. I'm gonna try to build the cake up and then just ice the whole thing to make it in the shape of a volcano. Just slathering this on, making sure I got enough on there.


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[Assistant] Getting a little crazy here, but yeaah, that's what it's all about, right?


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[Assistant] Page thirty, page thirty, we're on page thirty now.


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[Assistant] Fun on the farm. Fun on the farm. A farm is a nongchang. A farm has animals. A farm has trees. A farm has, uh, a house.


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[Assistant] A farm has cows, a farm has grass, a farm has


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[Assistant] A road, a farm has me. Hello, I'm AJ. Aloha. Okay, that's AJ.


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[Assistant] Alright, let's watch the video.


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[Assistant] Choose and write a name for the farm. Choose means選擇. Choose and write a name for the farm. Alright, so, this farm needs a name.


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[Assistant] What name should the farm be? Should it be AJ's farm?


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[Assistant] Should it be the Stanky Farm? The Stanky Farm means Hunchoda Farm. Cough farts.


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[Assistant] The stinky farm? The funny farm!


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[Assistant] Can I say how to farm? The cool farm. Or should it just be Bob? Bob. Bob is a weird name for a farm. Okay, let's watch the video first.


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[Assistant] Hanging around with a horse. A big, big horse.


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[Assistant] And chickens with my little sister and my little brother and some goats. Goats. Brother is washing the dog. It's a sunny day with kittens. Meow. I love kittens. Ah.


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[Assistant] Those kittens were cute. The...


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[Assistant] The dog was cute. The cows were cute. The horse was cute. Everything on this farm was cute. I will name this farm...


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[Assistant] The cute farm. The cute farm.


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[Assistant] Haha, the cute farm Ke Ai De Nong Chang. That's my name.


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[Assistant] What's your name? What's your farm's name? Alright. Let's go here. Page 31. Listen and point.


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[Assistant] Then, listen and number. That means write a number. Alright, let's do it. Let's listen.


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[Assistant] I hate the spider. Hey, what is this? Look, like in every single page they have a tractor. A tractor. Can you find the tractor?


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[Assistant] Let's find all the tractors when we learn, uh, from this book.


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[Assistant] Alright, uhm, so we listened and we pointed.


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[Assistant] Now, let's listen and number. That means write a number. One. Listen and number.


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[Assistant] Okay, one. What animal did they talk about?


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[Assistant] They said, this is our farm. These are our animals. This is Shelly. She is a...


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[Assistant] Sheep. Sheep is number one. So we're going to write a one. How fun. Number two.


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[Assistant] And that's Gracie, our goat. Goat is number two.


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[Assistant] Is he your pet cat? Yes, he is. Cat is number three. Four.


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[Assistant] And we've got a pet dog. Look, she is black and white. This is a black and white dog. I think dog is number four.


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[Assistant] It's a gray donkey, remember? Gray is hui si. Eight.


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[Assistant] Let's say a chant together. Chant, chant, chant, chant, chant, chant, chant.


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[Assistant] Let's watch the video. I'm going to need to make myself smaller.


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[Assistant] Wait, why am I so big? No, no, no, no, no, no, no, no, no, no, no, no, no, no. What's going on here? Hold on.


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[Assistant] There we go. Okay. Ah, there we go. Now I'm smaller. Now we'll watch the video.


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[Assistant] To listen and say the animal. Alright, let's listen and say it.


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[Assistant] Three. Listen and say the animal. Listen, say.


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[Assistant] Cat. No, no. Chicken. Chicken. Chicken.


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[Assistant] What sound does a spider make? Ducks make quack quack quack. Dogs make woof woof woof. What sound does a spider make?


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[Assistant] Next purge! Uh, rat, the friendly farm, the friendly farm, here we go with the friendly farm, na na na na friendly farm.


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[Assistant] See you again on the friendly farm, yeaah. Okay.


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[Assistant] He is a spider, he is small.


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[Assistant] Yes he is, Rocky. He is a small spider.


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[Assistant] This is creepy. This is scary. I don't like spiders. I don't want a spider to be my friend.


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[Assistant] You are big. Your means you are. Sometimes you can write you are, sometimes you can write you're. They are the same. You are and you're are the same.


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[Assistant] And, sometimes you write I am, sometimes you write I'm, both are the same.


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[Assistant] I'm a horse. Horses are big. And I have got a long tail. I've, D. Sisher. I have.


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[Assistant] 有时候你写ive 有时候你写I have 他们是一模一样。


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[Assistant] He's got a long tail. His tail is Chang. Chang means long. Do do do do do do do long. Okay, that's...


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[Assistant] Look at me, I'm long too. He's very long.


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[Assistant] Yes you are Cameron. Now you are a long cat. And you are a nice cat. Nice means Sean Liang. He's so nice.


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[Assistant] Look at my brother and sister. They are young. Young is nianqing. They are just babies. They are young babies. Oh yes, they're young.


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[Assistant] Gracie isn't, isn't, Jusha is not.


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[Assistant] Gracie Boucher Nancing to Gracie Shalouda. Ronald Gracie says, boom, I'm, uh, what?


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[Assistant] You aren't young, Gracie. You are.


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[Assistant] Not. Aren't is are not. Yosh, yosh, are not. Yosh, yosh, aren't. Thomas, emo, yang, yang. You are not young, Gracie. And Gracie's sad. She's like, nah.


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[Assistant] Yes, I am. I am okay, Gracie. Now, I'm not long. He's not long. He's...doop. Short.


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[Assistant] Eee, uuuh, eee, uuh, short decision, dwanda. Hehehe. Yuck, yuck, yuck, yuck, yuck.


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[Assistant] Gracie's Grammar, hoo hoo hoo hoo. Can you read this? Read this for me.


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[Assistant] Good job. He's a nice cat. He's means he is.


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[Assistant] Okay, he is a nice cat. Tasha is a nice cat. What about this one?


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[Assistant] It isn't a big spider. Isn't means is, not.


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[Assistant] It isn't a big spider.


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[Assistant] We're young boys and girls. We're is we are. They aren't old chickens. They are not old chickens.


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[Assistant] So, let's listen and stick, then look, read, and write. I'm going to listen and stick. There we go, let's do that.


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[Assistant] Okay, listen and stick, but I guess I'm just going to use this, alright?


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[Assistant] Fun and games on the friendly farm. Ready? Listen. Look. Read.


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[Assistant] And complete. Put these here, or here, or whatever, alright? Ready? Go. One.


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[Assistant] Is it an old cat? It isn't.


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[Assistant] It isn't an old cat. Chuh.


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[Assistant] Old cat. D-E-I-G-A-D-A-N-C-H old. The first one is old. Now, let's listen to number two.


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[Assistant] Are they young cats? Yes, they are. They are young cats.


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[Assistant] Is it a small cat? Yes it is. It's a small cat.


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[Assistant] They aren't short cats. Noise.


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[Assistant] Let's talk about what these mean. It isn't an old cat, Shamesa. They are young cats.


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[Assistant] Friendly farm, the friendly farm. Hoodle doodle doodle doodle friendly farm. Now let, oh we already did that.


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[Assistant] Let's choose an animal for your farm. Let's do this.


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[Assistant] Draw your farm animal. Draw means hua hua.


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[Assistant] And what does it look like? Write it and say it. Okay, Julie? We are going to just draw our own animal.


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[Assistant] What animal do you like? I like... a cow.


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[Assistant] Okay, I'm going to draw a cow and then talk about what it's like. Here is my cow.


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[Assistant] And it's got another foot.


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[Assistant] And it's got another foot, of course, gotta have four feet. It's, uh,


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[Assistant] And it's even got some udders. These are udders.


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[Assistant] Mm, ee, oh, kuh. Milk, heheh.


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[Assistant] Now, let's write about my cow. You have to write some things about your animal.


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[Assistant] It is a long cow. Yes, it is a long cow. It is


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[Assistant] Kind and nice. We can say it's not a kind cow, it isn't a nice cow.


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[Assistant] It is, 第一次是它是. It's, 第一次是它是. 一样,但是一个是说写的,一个是唱写的, alright? Uh, it is not and it isn't 一模一样,一模一样.


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[Assistant] I want to see your animal.


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[Assistant] What animal did you choose? What animal did you write about? Send it to the group. I'll see you next time. Bye!


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[Assistant] Picking sides and playing games, both our teams need funky names!


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[Assistant] My name is Annabel Pican and I grew up in Venezuela.


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[Assistant] I want to become a better baker for my son. I want to show him that I can do better. So he will be happy and he will cry no more.


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[Assistant] Thank you, Nicole. It was for charity for the victim of Godzilla attack.


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[Assistant] She added way too much coloring into that bowl. It's going to throw off the consistency of the fondant, so that never going to be perfect.


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[Assistant] Your cake is very moist. I love this cake. Thank you.


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[Assistant] Fifty minutes, even for a professional, it's very short.


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[Assistant] So, you know, you put a cake together. So, for that, congratulations.


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[Assistant] The cake is good. The cake is moist, has a good flavor, the cake is good.


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[Assistant] I agree with you. The sunglasses look good. The smile, the smile is there. When you bake a cake, if you have very short time, divide the batter, maybe in three cakes. So you learn something, you know, valuable here during the process of making the emoji cake.


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[Assistant] It's, it's of a suit. But you know, you have to do something. I get it.


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[Assistant] I'm so happy to announce that the winner


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[Assistant] White vanilla for the salmon nigiri and chocolate coffee cake for the maki rolls.


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[Assistant] Once those are done, cover the cake with buttercream and jelly beans to act as the rice. And make the salmon out of fondant.


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[Assistant] For the maki rolls, you roll the coffee cake up, cut it in pieces, cover it with black fondant, and then top it with the various fish topping.


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[Assistant] Finally, form your ginger and wasabi out of fondant.


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[Assistant] Donna is doing chocolate cake over there. That should be vanilla.


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[Assistant] Now, they're going to have to roll their sheet cake into maki sushi rolls.


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[Assistant] As you see, you have different level, different height.


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[Assistant] The salmon, you make your cake a little bit too wide, and the salmon is a little bit thin. But I think you did a pretty good job.


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[Assistant] The cake, the roulade was not around, so now your sushi has over.


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[Assistant] I think that chocolate cake is delicious. The buttercream brings some sweetness and then you have that burst of ginger that is very pleasant.


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[Assistant] I love the ginger in it. That give it a little boost of flavor.


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[Assistant] The color is off, but the proportion and the thickness of the salmon, I think is perfect.


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[Assistant] Michelle, I like how much buttercream and how much ginger you put into this cake. It's a gooey mess.


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[Assistant] But you can't see how beautiful that is, since it's hard to look at yourself.


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[Assistant] I believe Mr. Hanson has a legitimate concern, and I'm glad he asked that question.


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[Assistant] But Ms. Graff may be right about the importance of listening to our customers.


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[Assistant] However, this topic is outside the scope of my expertise.


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[Assistant] If I may offer my opinion, I believe Mr. Hanson has a legitimate concern and I'm glad he asked that question. But Ms. Graff may be right about the importance of listening to our customers. However, this topic is outside the scope of my expertise.


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[Assistant] Chris, you've brought up an interesting point, but I think Hannah is right.


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[Assistant] Don't take this the wrong way, Chris.


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[Assistant] But the interests of engineers and our customers aren't the same.


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[Assistant] But, of course, I'm not a marketing expert by any means.


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[Assistant] Chris, you've brought up an interesting point, but I think Hannah is right. Don't take this the wrong way, Chris, but the interests of engineers and our customers aren't the same. But of course, I'm not a marketing expert by any means.


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[Assistant] Little Grey Squirrel's home has a great view from way up high.


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[Assistant] Woah, this is good. And Otto's home is surrounded by water.


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[Assistant] There's no place quite as special as our home, is there?


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[Assistant] I can tell you the cookies is too thick. Very thick.


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[Assistant] See those fish? They're called salmon.


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[Assistant] Surely you've noticed recent changes in your body, blurred vision, frequent urination, tingling in the hands and feet?


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[Assistant] Diabetes is very common among the obese. For some people, there's even a genetic disposition. Damn genes!


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[Assistant] Diabetes is very manageable disease. If you do a better job with diet and exercise, you'll stop it from progressing.


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[Assistant] Are these ripe yet? Yes, they look good. When he was surprised by a most unusual event.


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[Assistant] Indeed it is. A wonderful flower.


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[Assistant] Welcome to eslpod.com's Business Meetings Course. Lesson 8.


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[Assistant] I'm your host, Dr. Jeff McQuillen, coming to you from the Center for Educational Development in beautiful Los Angeles, California.


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[Assistant] In the seventh lesson of business meetings, we learned business vocabulary for managing discussions. In this eighth lesson,


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[Assistant] We're going to learn how to take questions.


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[Assistant] That is, how to accept and answer questions from the audience.


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[Assistant] First, we'll listen to the formal meeting at a slow speed.


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[Assistant] Mr. Hanson, was Ms. Graff able to allay your concern? Good.


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[Assistant] Now we have time for only two more questions. Ms. Graf?


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[Assistant] Yes, certainly Chris. You've made it clear for all of us. And now for our final question.


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[Assistant] We did consider that option, but we quickly dismissed it.


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[Assistant] We believe that we should stick to our core competencies and improve the product we currently have.


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[Assistant] This part of the meeting begins by Sean asking Chris whether Hannah has allayed his concerns.


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[Assistant] And that would mean the same thing as allay. When we say you allay someone's concern, we mean that the person has an answer to their question and they are no longer worried about it.


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[Assistant] You can answer someone's question however, without allaying their concern. They could understand your answer but could still be worried about it.


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[Assistant] So Sean is asking whether Chris


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[Assistant] Has had his concerns allayed by Hannah.


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[Assistant] Chris nods N-O-D-S, his head, or moves his head up and down to indicate that yes, his question has been answered.


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[Assistant] We use this verb to nod when we are talking about saying yes by moving your head up and down.


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[Assistant] If you're going to say no, moving your head from side to side, we would probably use the verb shake, s-h-a-k-e.


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[Assistant] So he shakes his head no, but he nods his head yes. Chris is nodding his head saying that his question has been answered and his concern has been allayed.


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[Assistant] John says good, now we have time for only two more questions. Hannah asks the first question of Chris.


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[Assistant] She says I was wondering whether you could expand on the section regarding product design.


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[Assistant] The phrase I was wondering means I would like to know or I'm curious about something.


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[Assistant] You might be wondering or wanting to know.


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[Assistant] Whether this is the way people really speak at business meetings, and I can tell you that yes it is.


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[Assistant] Hannah is wondering, or wants to know,


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[Assistant] Whether Chris can expand on the section regarding product design.


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[Assistant] To expand EXPAND on something means to provide more detail about something, to describe something in more detail, or to provide more information.


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[Assistant] Hannah wants more information about product design.


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[Assistant] We could expand, for example, on this definition more. Give you more information, more details. But I think you probably understand it already.


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[Assistant] Hannah asks, am I correct in assuming that you want to offer the product in more colors?


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[Assistant] The phrase, am I correct in assuming, means


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[Assistant] Is what I am saying right? Is what I am saying the truth? Is it correct?


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[Assistant] It could also mean, do I understand what you are saying correctly?


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[Assistant] She's repeating what she understood from what Chris had said earlier. And she's asking Chris to say whether or not she understood him correctly. Did she get the right idea from Chris's explanation?


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[Assistant] Chris responds to Hannah by saying, Let me see if I can shed better light on that.


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[Assistant] The phrase, let me see if I can shed, s-h-e-d, better light on something, means


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[Assistant] I'm going to try to explain something better or I will try to help you understand something better. That is to shed more light or better light on something.


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[Assistant] In this case, it means that Chris is going to offer another explanation of what he said earlier, using more detail and perhaps different words.


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[Assistant] Chris says, although colors may not be as important to consumers,


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[Assistant] We are of the opinion that having more variety will increase sales.


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[Assistant] To be of the opinion that is a very formal phrase. That means to believe, to think, or to have an opinion that something is true.


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[Assistant] Chris could simply say, we think that having more variety will increase sales. And it would be the same thing, the same meaning. But it's more formal to say,


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[Assistant] We are of the opinion that having more variety will increase sales. Hannah interrupts Chris by saying, Is that the only reason?


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[Assistant] Before he finishes speaking. So Hannah is interrupting or talking while Chris is trying to talk.


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[Assistant] Of course, Chris doesn't like being interrupted, so he says politely back to Hannah.


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[Assistant] Please let me finish my thought.


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[Assistant] To finish your thought means to finish talking about something or to say everything that you think about something without interruption, without someone else speaking while you are speaking.


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[Assistant] When Chris says, please let me finish my thought then, he means, please let me continue and finish what I am saying.


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[Assistant] Chris goes on to say that another reason


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[Assistant] Which may be beyond the scope of Hannah's question, is that the increase in costs will be small.


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[Assistant] The expression beyond the scope. S-C-O-P-E.


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[Assistant] Is a little bit like the expression off topic, which was discussed in an earlier lesson.


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[Assistant] Beyond the scope of something means not related to what is being discussed.


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[Assistant] Portuguese vocabulary, for example, is beyond the scope of this lesson. Because it's about English vocabulary.


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[Assistant] Chris means that one of the reasons for wanting to offer the product in more colors


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[Assistant] Is that it will not increase costs very much.


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[Assistant] But he thinks that cost reduction isn't related to Hannah's original question. So he says it's beyond the scope of her question. Then he asks, have I answered your question?


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[Assistant] This is a polite thing to ask after answering a difficult question.


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[Assistant] Because it lets the other person ask for more information. Ask additional questions if he or she wants to. Sean speaks next by saying,


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[Assistant] Sean is saying that Chris entirely or completely answered Hannah's questions.


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[Assistant] I certainly hope that you understand what this new word certainly means.


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[Assistant] Sean says that Chris has made the subject clear or understandable for everyone.


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[Assistant] He calls on Alex for the final question, meaning he sees Alex's hand raised and gives Alex permission to speak. So Alex says, given the growing competition, the word given


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[Assistant] g-i-v-e-n in this case means considering with reference to


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[Assistant] We might also say in light of, given the growing competition, when we think about or when we consider the growing competition.


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[Assistant] Given the possibility that it might rain, you should bring an umbrella. That's like saying, if you think about it, if you consider the fact that it might rain, then you should bring an umbrella, so you don't get wet.


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[Assistant] Alex says, given the growing competition or the increasing amount of competition


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[Assistant] Is it possible for us to drop this product and move into a different market?


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[Assistant] The phrase, is it possible, means can we do this? Is it feasible?


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[Assistant] F-E-A-S-I-B-L-E. To be feasible means you can do it.


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[Assistant] In other words, Sean is asking, can we drop this product? The verb to drop, d-r-o-p.


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[Assistant] Here means to stop doing something, to leave something, or to no longer use or produce something.


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[Assistant] Alex wants to know whether the company can stop making this product.


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[Assistant] And move into a different market, meaning produce or make a new product.


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[Assistant] At the university, for example, you might drop a course, meaning that you stop taking the class. Or you might drop your membership to a local gym or health club.


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[Assistant] Alex then asks, can you speak to the implications this, that is making a new product, would have on our strategy?


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[Assistant] Can you speak to the implications this would have on our strategy?


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[Assistant] The phrase, can you speak to something? Means, can you talk about this thing? Can you address this issue? Can you give us more information about it?


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[Assistant] Alex wants someone to talk about the implications that changing products would have on the company's strategy or its plans for the future.


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[Assistant] It's what something will mean or what will happen if you do something.


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[Assistant] What are the implications for us not getting gas for our car?


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[Assistant] The implication would be that you will run out of gas and you will not be able to use your car. That's a consequence or result of something.


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[Assistant] So Alex is asking what will happen if the company starts making a new product.


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[Assistant] Sean answers Alex's question by saying that the team did consider that option, but quickly dismissed it.


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[Assistant] An option, O-P-T-I-O-N, is a choice, a possibility, one way of doing something. When you fly on a plane, for example,


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[Assistant] They may give you two options for dinner. Chicken or beef.


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[Assistant] The Vision Corporation team had three options. To change the product. To continue to sell the same product.


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[Assistant] Or to begin to make a different product.


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[Assistant] Sean says that the team did consider the option of making a different product.


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[Assistant] But then quickly dismissed it.


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[Assistant] Means to decide not to do something. To decide against something. Or to decide not to consider doing something. Sean's team.


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[Assistant] Considered the option of making other products, but then they dismissed it or decided that it was not a good idea.


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[Assistant] For example, you might consider the idea of going to the state of Alaska for your winter vacation.


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[Assistant] But after looking at the temperature in Alaska during the winter time, you dismiss that idea. You decide not to do it.


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[Assistant] Finally Sean says, we believe that we should stick to our core competencies and improve the product we currently have.


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[Assistant] To stick S-T-I-C-K to something means to continue to do something or to use something. To stick to something means not to change what you are doing.


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[Assistant] For example, you might stick to the same kind of toothpaste for many years, meaning that you continue to use that one kind of toothpaste. You don't change.


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[Assistant] Sean wants to stick to or to continue to use the company's core competencies. A core C-O-R-E. Competency.


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[Assistant] C-O-M-P-E-T-E-N-C-Y is something that your company or business does very well.


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[Assistant] One of Vision Corporation's core competencies is producing or making this product. That's what they're good at.


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[Assistant] That's why Sean thinks that the company should stick to or continue to make the current product.


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[Assistant] Let's listen to these questions and answers at the formal meeting again, this time at a faster rate of speech.


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[Assistant] Mr. Hansen, was Ms. Graf able to allay your concern? Good. Now we have time for only two more questions. Ms. Graf?


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[Assistant] Yes, certainly Chris. You've made it clear for all of us. And now for our final question. Mr. Aurora?