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00:00The microphone, okay, there we go.
00:30Okay, I think that we can see it clearly right there, that says, discuss personality and its origin, explore your ideas in what ways those apparent behavior affect a child's development, personality from nature or nurture, what is personality, many people define personality as a person's usual manner or style of behavior.
00:55So, we're going to listen a little bit about this reading so that we can see what is this all about. So, here we are. Here we go. Let me see.
01:08Their living room.
01:15You know what? I'm getting a little tired of looking at this wallpaper.
01:19Well, maybe it's time for a change.
01:21Well, I think it doesn't sound, but let me...
01:25Very old.
01:27Let me see, how can I configure this?
01:31I can tell you.
01:34Read and listen.
01:40Give me one second.
02:01Okay.
02:02I think that's okay with the audio, so we're going to go through this reading to see what is this all about so that we can have a better perspective of this interesting concept between...
02:30Nature or nurture, you know, which is a topic that a lot of people talk about in terms of how personality is developed, right? If it's developed and based from our families or it's something that we learn in the process of our life, right?
02:53So, let's see how this goes. If there is a word or a statement that may be new for you, let me know so I can help you out with the context and to see what is the real meaning, right? So, here we go.
03:15Let me see. You may not hear me right now, but you are going to hear the reading, right? So, here we go.
03:27Read and listen.
03:37Personality. From nature or nurture. What is personality?
03:42Many people define personality as a person's usual manner or style of behavior. These patterns of behavior tend to be predictable throughout a person's lifetime. Some people are introverts. Others are extroverts.
03:57Some people have easy-going personalities. They are usually cheerful and calm and able to cope with life's difficulties without much trouble. Their emotions are usually under control. They don't get extremely angry about little things. Others, at the other end of the personality spectrum, are more emotional, experiencing higher highs and lower lows.
04:20Most people's personalities, however, don't fall at the extreme ends, but rather fall somewhere in between.
04:29Where do we get our personality? For hundreds of years, psychologists and ordinary people have never stopped debating this fascinating question.
04:39Some people think personality develops as a result of the environment. The combination of influences that we learn from, such as our families, our culture, our friends, and our education.
04:52The people who believe this theory believe that all babies are born without a personality and that it's the environment that determines or forms each child's personality. This school of thought is called the nurture school.
05:07At the other end of the continuum, we find people who believe that personality is determined by nature or the characteristics we receive or inherit from our parents biologically through their genes.
05:21These people believe that our personality is not determined by the environment, but rather by genetics, and that each baby is born with a personality.
05:31The nature-nurture controversy is very old. Experimental psychologists have tried to discover which of these two factors, genetics or the environment, is more important in forming our personality.
05:48However, it's very difficult, if not impossible, to conduct research on real people with real lives.
05:55There's just no way to put people in a laboratory and watch them develop. For this reason, there's no scientific way to settle the nature-nurture controversy.
06:05Recently, however, most researchers have come to believe that both the environment and the genes, nurture and nature, work together and are both important.
06:18Even though the experts have largely discarded the idea that personality development is so black and white, the nature-nurture controversy remains a popular discussion among friends.
06:30It seems that everyone has an opinion.
06:35So, there we go with this first review. You know, here we have the general idea that there are different aspects involved in our personality and how it is developed, right?
06:46So, before discussing this reading, David, how did you think that personality developed in a person?
06:55Before getting this knowledge, you know, before getting this point of view from this reading that describes that personality has these two features, you know?
07:05What information or what perception did you have regarding personality back in the day?
07:13In my personal opinion, it's two different personalities. The first is regarding the people, the child, the wife, and interacting with the environment.
07:34And the second will be according to the genetics, according to the genetics.
07:43Well, but I think, in my personal opinion, it's regarding the environment when you grow out.
07:57Okay, excellent, very good. You know, it's something that we acquired in our process of life, you know, which is actually the, well, it's like the general idea, you know, that we usually tend to have.
08:11So, but as we can see here, there are some other aspects that are involved, you know, so let's see how this reading is describing the nature and nurture personality and to see what are the most important aspects of these descriptions.
08:32But overall, David, what did you understand as a general idea from these reading and how is it different to the general belief that you had according to personality? What do you think?
08:54Well, I think both are similar, are very different. But I think the most important for me is when you grow out. Because you are with the society, with the environment, and your personality is according to this place, to the place.
09:23Mm-hmm.
09:24I think so. It's my opinion regarding the nature. But by the other hand, I also think the nature is a good point.
09:39Because it could be, or should be according to the genetic, the genes of the parents. And it determines your aspect. But in the personality, I think it's regarding to the environment when you grow out. It's my opinion.
10:07Mm-hmm. Okay. Excellent. Pretty good. So, do you think that the environment, for example, the neighborhood, you know, the buildings that we are surrounded by in our cities and all that, that actually could define your personality?
10:26For example, in Asian countries where there's a lot of people and so many big buildings such as in Japan or in China. And for that reason, many people may be overstressed, you know? Do you think that that actually influences people's personality?
10:44Yes, I agree. Yes, I agree with this. Depending when you are born, your personality is different. For example, the people that live in Mexico City, I think, I think, is different. The people that live in, I don't know, maybe, a small city, in another state of Mexico. So, yes, I agree with this point.
11:11Like, there are some, well, in this case and in the current context that we live in, there are some cities in Mexico where actually people live so afraid, you know? Afraid of crime or afraid of insecurities on the streets.
11:29And that actually makes people to be less confident, you know? Or less, they have diminished their interactions, you know, with other people, especially with people that they don't have a close relationship with, you know?
11:51So, I don't know if people try to be more cautious about this aspect. So, have you noticed this in people, David, like, people who have changed their attitude or their personality for being cautious in their interactions?
12:10Why is it important? Why is it important or what is the question, teacher?
12:16I mean, if you have noticed, like, this change, if you have become aware that people tend to be a little bit more cautious these days because of the crime or because of the insecurity, you know?
12:29Like, it's not very common to see people interacting on the streets anymore, you know?
12:36Yes, yes, teacher, I agree. It's different depending on the city or environment when you are living.
12:46Today, I think, people feel insecure for all these crimes that are happening in Mexico.
12:57I think it's very... And also, around the world, yesterday, I saw an artist who was in Australia, where the people are walking.
13:15I think it's a park, and they came some guys and were shooting other people.
13:22Oh, yeah, I remember that there was Sunday news, you know, there were some news regarding...
13:28I think it was something related to terrorism, right? Terrorism in Australia, where there were a lot of people hanging out on the beach, you know?
13:39They were, like, in some parks, having a good time, enjoying a good weekend with their families, and suddenly these guys come up and they start shooting around people.
13:50And, well, they were frightened because of this matter.
13:54But, yeah, it's rather intriguing, you know? And, of course, this is a very unusual and strange situation because Australia is, like, a very pacific country.
14:06But it seems that, well, these days, even these aspects of insecurity and crime and, well, terrorism have arrived to Australia as well, you know?
14:21So, it's quite difficult to understand why this happens, you know? So, I think this could actually influence people's personality negatively, you know?
14:35So, that's, well, that's a problem, especially when you're little, you know, especially for children that they may feel really scared or intimidated.
14:46And, well, sometimes it's really difficult to overcome, you know, those violent situations that occur in these circumstances, right?
15:03So, that's the point. So, what do you think that, especially talking about these events that showed up on the news, what do you think that could be the possible negative effects in terms of personality for people or for children?
15:24Yes, I agree with that teacher. I agree with that teacher. I think it's very important the place where you grow up. In this case, for example, the crimes or the insecurity in that country, it's not common, right?
15:37Yes. For example, here in Mexico, we are, I don't know how to say, acostumbrados.
15:46Like, we're, we're, we're used to. Used to. Used to, used to, to live or interact with, with this situation is very common in some cities in Mexico.
15:59Mm-hmm. And the children are grown out with these, with these, you know, with these events.
16:08Events. Mm-hmm. And I think it's not good for anyone.
16:13That's good, yeah.
16:15It's very good for the situation that we are living here in, in, in all country, Mexico.
16:21That's the point, yes, that's, that's correct. You know, as, it's, uh, as you mentioned, it's, it's quite of a situation that, that we may say, you know what, uh, in, in Mexico we are, we're used to this, as,
16:37we have always struggled with, uh, with the crime situations and so on, you know, but in some of the countries, uh, it's something really, really unusual, really strange.
16:49And I think that, uh, there could be some negative, uh, effects on people's personality, especially for children, you know, that seeing something like this is rather frightening.
17:00And, uh, I don't remember if, if on the news there were some, uh, some casualties, you know, the, from people, I think there were, like, uh, 15 or 20 casualties from people that, they were just simply hanging around and, uh, well, they, they suffered, they suffered from this, uh, situation, you know.
17:22They were hit, uh, from that, from that, uh, shooting and, uh, and it's something that, when you see it on the news, it's rather, uh, surreal to see or to understand why all this is, is happening, right?
17:39So there we go.
17:40So there we go.
17:41So there we go, which is, uh, something that, uh, that we have also seen in the United States, you know, in the United States, there are many situations that, that have occurred, um, in terms of, uh, of, uh, terrorist attacks, you know, that's.
18:00But it's something that you would normally see on, on the States or in Europe, but, uh, in Australia it's something, it's something rather new to see and, uh, and, well, it's really intriguing, you know, so, so let's, let's see what's, uh, this reading is all about, you know, let's go through it and to see the vocabulary on the different types of expressions that we have here so that we can analyze here in context, uh,
18:30a couple minutes ago we were mentioning on how to say, uh, to, to be used to, you know, let me, let me show you something right here, that, for example, for example, right here in English we have the, the function in the past, I was, I was used to, you know, I was used to, and, uh, I'm used to, you know, so in this case,
19:00both are, um, both are, well, the same, you know, the only difference is that you are using simple past or simple present, but we also have, uh, we also have the function, for example, when we say I used to, you know, I used to, so this is to express
19:20that past, you know, what's a past habit, you know, for example, when you say I used to run, I used to run, uh, 10 miles, 10 miles a day,
19:31you know, I used to run 10 miles a day, for example, I used to, uh, cook, I used to cook, um, dinner with my brother, you know, I used to cook dinner with my brother,
19:45Those are past habits that you used to do, right?
19:50Or, for example, let's say our teacher used to bring some videos to class, right?
20:00Our teacher used to bring some videos to class.
20:03So, this is something that you used to do, but you don't do it anymore.
20:07So, I used to run 10 miles a day.
20:10I used to cook dinner with my brother.
20:12Our teacher used to bring some videos to class.
20:15Or, for example, I used to have, let's say, a dog when I was 12, right?
20:26For example, those are past habits that you have.
20:30The other function, the one that includes the bird to be, which is this one that we have below.
20:37Let me highlight it with, let me see where it's, yellow or green, right?
20:43So, I was used to, or I am used to, this is useful to express what you regularly do, you know?
20:55Your regular habits that you generally have.
20:58For example, I'm used to, let's say, I'm used to eating breakfast at 8 a.m.
21:07At 8 a.m., for example.
21:12Or, let's say, for instance, I am used to, I'm used to exercising, I'm used to exercising daily
21:22at the gym, for example.
21:27Or, for example, we can say, we are used to, we're used to reading, we're used to reading
21:36two paragraphs, two paragraphs before we begin the class, right?
21:45So, that's, that's the point.
21:48Or, for example, we can say, Robert is, Robert is used to, Robert is used to working an extra,
21:59an extra shift every week.
22:04So, these, these functions, and you can do the same in the past, you know?
22:09For example, you can say, I was used to, I was used to watching horror movies, but I didn't
22:19do it anymore, you know?
22:20This is something that I was used to doing in the past, but I didn't do it anymore, because
22:25I, I, I quit the habit, right?
22:28So, or, for example, I was used to, let's say, I was used to making hot dogs everywhere.
22:39So, we can, try that we have another one.
22:46So, what is the difference right here?
22:48Well, this one expresses a past habit, you know?
22:50A past habit, I used to, and as you can see here, the verb, it's in its base form.
22:57I used to run, I used to cook, our teacher used to bring some videos to class, or I used
23:03to have a dog when I was 12.
23:04So, that's the verb in base form, in order to be conjugated with this main function, which
23:09is useful to express past habits or things that you used to do a long time ago, but that
23:15you do not necessarily do this anymore, you know, in the current day.
23:20On the other hand, in the other option, we have, I was used to, and I'm used to, eating
23:25breakfast at 8 a.m.
23:28So, the first difference that we can see here, that we can spot from these two, from these
23:34two grammar statements, is that in the second option, we are using a gerund, you know?
23:42We're using a gerund after the preposition too, because this is to express an action that
23:49you are still doing, you know, it's something that you express, to describe that you are
23:55accustomed to doing something in particular.
23:59You can also say accustomed to, you know, accustomed to, it's another option that you can use in
24:04order to express this, but it would be a little bit more formal.
24:08For example, in this case, you could also say, with this example, I'm used to eating breakfast
24:14at 8 a.m., or you can say, I am accustomed, I am accustomed to eating breakfast at 8 a.m.,
24:26you know?
24:27So, even though it's mainly the same, the meaning is exactly the same, the formality that you
24:32would express by using accustomed to is going to be a lot better than the first one, right?
24:39Of course, the first example is the most common one to have, it's the most common that
24:44we may use, but this other option is also available for you to use.
24:50And it's a good idea to alternate both of these, you know, to use one option sometimes
24:57when you're not speaking too formally, or to go for the second option in the case that
25:03you want to express a little bit more sophisticated statement, right?
25:10So we can say, I'm accustomed to eating breakfast at 8 a.m.
25:15So accustomed to means the same as used to, you know?
25:18So you're accustomed, you are used to, just remember to be clear on this, the difference
25:25is mainly the birth to be and the gerund that you're using to express the purpose of your
25:34main function, which is, in this case, used to, you know?
25:37I am used to eating, so this is subject verb to be, function used to, and the verb in gerund,
25:45whereas the other one is subject, function used to, and verb in base form, in order to express
25:53a past habit that you had, right?
25:56So sometimes there are so many confusions about this, but it's different, you know?
26:02You just have to be attentive on when to use the birth to be, and when not to use it, right?
26:10So do you, do you have any questions about this?
26:14Can you spot the difference here?
26:17Yes, teacher, I understand the first is for the past habit, and the other one is for something
26:24than you are doing at the moment.
26:27Yes, exactly, yeah, it's something that, that you have, uh, this one is, is, uh, useful
26:33to express something that you have acquired as, uh, as something current and something, uh, common
26:42and normal in your life, right?
26:44So, I'm used to eating breakfast, um, and I used to, for example, I used to swim when
26:54I lived in Miami, you know, but now I live in Pennsylvania, so I don't go to, to swim anymore,
27:02because Pennsylvania's weather, it's quite cold, you know, it's quite freezing here, so it's
27:09not, like, a good option to go, to go out to the beach to swim, right?
27:13Yeah, however, when I lived in Miami, I, I used to go to the beach, you know, so I used
27:19to have a good time at the beach to swim, but, uh, you see?
27:24Hmm, so there, there is also another option here in which you can say, uh, to get accustomed
27:34to, you know, or to get, to get used to, or I am getting used to, so those options are
27:41to express that you are still in the process of, uh, getting used to doing something in
27:48particular, right?
27:49For example, if you say, um, let's say that you say, I want to get used to, I want to get
27:58used to, uh, waking up early, right?
28:01I want to get used to waking up early.
28:03Okay, so this is something to express that you, uh, you are still in the process, but
28:09yet you haven't started it, you know, you haven't begun on doing this, you haven't, you
28:14haven't begun on doing this, sorry.
28:16Okay, so I want to get used to waking up early, um, or for example, uh, I want to, to get,
28:27uh, used, I want to get used to, uh, doing my homework, okay, I want to get used to doing
28:37my homework, um, or for example, you can use the expression as a subject, you know, expression
28:47as the subject of your statement, so that you can say, to get used to, uh, exercising every
28:59day, every day requires, requires much discipline, you know, so that's, uh, in this case, we are
29:11not referring to anyone in particular, to, uh, to an individual in particular, but you simply
29:19say, to get used to exercising every day requires much discipline, you know, so it's just like,
29:25uh, like a general, uh, statement that we have, right, so that's, uh, another one, and, uh,
29:35so I want to get used to, and the other option is to use, uh, subject, the bar to be, and the
29:43ing, in order to emphasize a lot better on the process that you are, that you are, um, experiencing
29:51in the meantime that you, that you, that you get used to doing something, right, for example,
29:57if you say, let's say, uh, emphasize the process, the process in which you're, um, getting accustomed
30:10to doing something in particular, right, so that's, uh, the purpose of this is gonna be
30:18to emphasize, to emphasize, so for instance, in this case, you could actually say, uh, George
30:24is getting used to playing, uh, the guitar, right, as he has never had any experience with
30:32any other instrument before, as he has never had any experience with, uh, uh, with any other
30:43instrument before, right, in his life, for example, so George is getting used to playing
30:49the guitar, so he's still in the process, you know, it's not a habit, uh, yet for him, but
30:55it'll be someday, you know, so in this case, you can also say, uh, Harold is getting used
31:03to reading daily, so he's still in the process, um, as he, as he was, um, as he was assigned
31:16to do this by his, uh, literature teacher, right, as he was assigned to do this by his literature
31:26teacher, or as he was asked, you know, as he was asked to do this, to do this daily, we
31:34can change that expression, so that's, that's going to sound a lot better, right, so in this
31:43case, we are expressing the, the process of, uh, of a person that, um, that he or she is
31:53getting accustomed to doing something in particular, right, so that's, uh, that's what
31:59we have, so for example, we also have, uh, let's say, uh, Steve is getting, Steve is getting
32:07used to, um, learning, uh, learning Chinese, you know, Steve is getting used to learning
32:15Chinese, he's not completely used to doing this yet, as Chinese is a quite difficult language
32:22to learn, uh, different pronunciation, different alphabet, different, uh, writing style, you
32:29know, different pronunciation style, so in this case, Steve is getting used to learning
32:34Chinese, uh, it is yet to see whether he will get used to doing this or not, but the option
32:41is still there, right, so Steve is getting used to learning Chinese, so you see, so in this
32:46case, this other option, it's also useful to, to use it, because it shows you how to describe
32:57the continuous process that you are, that you are going through in the meantime, that something
33:03becomes, uh, a habit for you, you know, uh, you can also change, uh, the verb, um, used to,
33:12for accustomed to, you know, in, with the same, uh, with the same option of, of, uh, saying
33:20it in a more, um, in a more formal way, for, for example, here you could say, uh, Steve, you
33:29know, Steve is getting, instead of saying used to, you can say, Steve is getting accustomed to
33:37learning Chinese, you know, learning Chinese, um, you see, uh, so in this case, uh, he's got,
33:52we can also add further context here to express our idea in a better way, Steve is getting accustomed
33:59to learning Chinese, he's got a long way to learn, uh, more about this language, you know, so that's,
34:08that's another example, so these, these, uh, functions that we have here are very useful, although
34:20sometimes, there are many, uh, confusions about it, but, these are worth, uh, learning, and,
34:29uh, these are worth learning to have a better understanding of, uh, our English, and to, to use
34:36them properly, you know, as much as we can, right, so do you have any, any questions with
34:41any of these statements, or, any of the descriptions that we have here, David?
34:48Not sure, it's clear, thank you.
34:51Okay, excellent, very good, so we have, I, I used to, you know, I, um, I am used to, or
35:02I was used to, and, I'm getting used to, you know, I'm getting used to, or I'm getting accustomed
35:08to, so there are, there are very, uh, useful questions here to express different aspects,
35:15or, you can, you can make an example using the three of them, you know, for example, you
35:20can play here a little bit, just, like, to make, uh, an exercise, and you could say, I
35:27used to swim, I used to swim at the beach, at the beach daily, uh, and then you can switch
35:34it to, um, now I'm used to, you know, now I'm used to, I'm used to surfing a lot better,
35:43so now I'm used to surfing a lot better, and, uh, however, I'm still getting, I'm still getting
35:52used to, uh, I'm still getting used to, uh, this scorching weather, you know, scorching
36:05is, means that it's really hot, you know, you can use the scorching as well with the
36:10food, you know, especially when, when it is spicy, you know, it's, uh, when it is really
36:16spicy, and when it is extremely hot, that you cannot, uh, even eat it, you know, that
36:23you cannot even taste it, so you may say, this food is scorching, I, I don't, I cannot even
36:30eat it, you know, it burns my tongue, so it's a, it's a good word to use, you know, for example,
36:37you can say, uh, my sister used to dance, uh, when she was ten years old, ten years old, uh,
36:49now she's used, now she is used to singing, to singing, now she's used to singing, um, however,
37:02she's, she's still getting used to, she's still getting used to, at, she's still getting
37:11used to attending her singing lessons, you know, so, she's, uh, she's got to improve her
37:27constancy, yet, you know, but yeah, that we have different options that you can play
37:33using, combining the three of the, of the functions here, you know, so that's a good exercise,
37:39that's a good exercise to express a past habit, a habit that you have now, and, uh, a habit
37:46to which you are still getting used to, you know, a habit that, uh, you still haven't acquired
37:52completely, and, uh, and that you're still in the process of learning it properly, or to use
37:57it properly, or to, uh, perform it, uh, daily, as you would like to, right, so that's, uh, that's
38:05the point, so there we have, you know, that's a short explanation, we're gonna see some, uh,
38:11couple of dialogues, one of these days, to see, uh, a little bit more of these in action,
38:17right, however, I'm going to, to send you the, the examples, so that you can, you can
38:24check them out, you can, uh, play a little bit with that structure, so in this case, we
38:32have, uh, well, we have this picture, you know, about a family that, uh, that are trying
38:37to, you know, to guess a little bit about their lives, and it says, explore your ideas,
38:43in what way does a parent's behavior affect a child's development, so what do you think
38:48about these, uh, about this main question that we have, uh, here on the subtitle, David,
38:55in what way does a parent's behavior affect a child's development, do you think that, that
39:01parents could actually affect their children positively or negatively, in some ways?
39:08Yes, teacher, I agree, sometimes depends, depends the, the location that the parents, uh, are
39:17giving, uh, of the child, um, and I think it's a very important influence for the personality
39:29of the boy.
39:31Mm-hmm.
39:32Mm-hmm.
39:33Okay, that's, that's the point, right?
39:34Yes, tell me, continue.
39:35Um, all these, all these, uh, affect directly to the personality,
39:45Mm-hmm.
39:46Uh, the development personality of the child, of the children,
39:50Mm-hmm.
39:51I think is once the more common aspect by the parents for the for the kids
40:03example education okay excellent very good which is well a problem that we can
40:15see these days you know recurrently you know which is very constant that a lot
40:21of children and teenagers and are having some issues with their development and
40:29most of these aspect well apparently come from their parents you know that's
40:35what some teachers say and they say you know what I am struggling with my
40:41students and and I think it's because of their parents you know so well I don't
40:49know you know there could be very subjective because there are so many
40:53different situations but but it's something we're discussing here well not
41:00to mention that we have some some more distractions these days and well
41:07children tend to be a lot more distracted and a little bit more sidetracked and
41:14sometimes confused you know there are really confused and they don't know
41:18what options to to follow you know what decisions to make like at the moment of
41:27starting a career or at the moment of of starting something in particular right so
41:35we have personality nature or nurture what is personality many people define
41:42personality as a person's usual manner or style of behavior you know behavior so
41:51behavior that's a good word you know behavior these patterns of behavior tend to
41:57be predictable throughout a person's lifetime so what do you understand by these
42:03first paragraph David for example in this section where it says these patterns let me
42:09zoom in a little bit these patterns of behavior tend to be predictable throughout a
42:17person's lifetime what does it mean to you what behaviors means teacher sorry yeah
42:26like the full idea you know the full idea that says these patterns of behavior tend to be
42:34oh let me remove this tag right here okay tend to be predictable throughout a person's lifetime
42:43like what do you understand for example patterns of behavior tend to be predictable you know what what could be a pattern for you
43:03for you a person's lifetime it's regarding to the the education for the parents
43:15mm-hmm and the influence it that they have in in the child the good and sometimes this
43:24depends on the grout of the of the boy okay that's good so in this case for
43:32example let's let's go a little bit more in depth with this and we have pattern you
43:39know do you remember a synonym for pattern what so what could be another another good
43:45word to replace a pattern pattern what does it sound to you like these patterns of
43:53behavior pattern what's a pattern
44:03remember this word butter mm-hmm yes the one that that we have here can you see it these patterns of
44:11behavior okay well pattern pattern is like a repetition right yeah like a repetition either it could be a
44:23be an action or a series of decisions or a series of thoughts or a series of phrases that you use you know a pattern you know like a repetition or a situation that repeats itself over and over for example let's say that like there is a big tournament you know a big competition and
44:30and
44:37and in different years the champion has always been a country from a country from a country from a country of
44:52And in different years the champion has always been a country from Asia or from Europe, you know, and that winner would be a pattern, you know, because there are so many champions or so many winners that have won the tournament and that belong to the same continents.
45:17So that's a pattern, you know, that's a pattern, that's a repetition.
45:22Right. So a pattern, something that repeats over and over. Or for example, when you have a video game and you say, well, this is, I don't know, Star Wars 1, Star Wars 2 and Star Wars 3, well, that's a pattern, you know, that's a series, that's a sequence that respects an order, right? Or that follows an order.
45:48So that's a pattern. So that's the point, you know. Or for example, you have different colleagues or friends and they always tell you the same, you know.
46:01For example, they tell you, for example, hey David, I'm glad that you are studying English.
46:09That's good for you, right? And then somebody else comes and he or she tells you, hey David, I hope that you recommend your English course to somebody else, right?
46:33So that's a pattern. So that's a pattern. There's always someone mentioning you something about English, you know, so that's a repetition, that's a sequence, you know, so that's the meaning of a pattern.
46:44Also pattern is like a pattern. Also pattern is like on clothing, you know, like in different clothes, like a scarf or a pair of gloves or a skirt or a shirt that actually are striped or polka-dotted shirt.
47:01So that's a pattern. So that's a pattern as well, you know, like these very formal shirts that are completely checkerboard or that are completely covered with squares or polka-dots, you know, or different figures like the sweaters that you would usually use in Christmas.
47:24So that's a pattern as well. So that's a pattern as well, you know, that's a series of drawings and printed figures on a cloth to represent a sequence, you know, a colorful sequence.
47:42It could be either a colorful sequence or a shaped sequence of different icons. So that is also a pattern.
47:54So that's the point. Okay, then we have some people are introverts, other are extroverts. Some people have easygoing personalities. They are usually cheerful and calm and able to cope with life's difficulties without much trouble, right?
48:15So what is the meaning for you? So what is the meaning for you of easygoing personalities, David? What does that mean to you? Some people have easygoing personalities.
48:24That some people are soft people or they have a soft personality. It's the same. Soft. Yeah, like a soft personality, you know, relaxed personality. That's good. You know, easygoing someone that it's easy to cope with, you know, someone to whom it's easy to interact with, right?
48:48So, excellent. Very good. So that's the point, right? So do you have any questions so far to this point, David, in regards of the vocabulary?
48:56Let's find the cheer. Only I would like to know what cheerful means. Cheerful is like happy, you know? But it's more in terms of expressing your emotions, you know? You're cheerful. You're always with a smile to share to others, you know? You're cheerful. You're always positive. You're always really warm in your interactions, you know?
49:25Oh, that's cheerful. Oh, that's cheerful. Oh, that's cheerful. That you're always laughing, you know? You're always interacting in a good way with others, you know? That you're always perhaps excited for something that is coming on, you know? So that's cheerful, you know?
49:48Okay. Okay. So that's good. Excellent. So we continue tomorrow analyzing this vocabulary, David. I'm going to send you the vocabulary that we studied today and these grammar aspects of I'm used to and getting used to and so on, right?
50:05So, oh, I will see you on Wednesday, right? That's on Wednesday, sorry. That's on Wednesday, yes. I'll see you on Wednesday, David, and I will send you the recording, okay?
50:17Okay, thank you, teacher. That's fantastic. See you on Wednesday. Thank you very much. Have a good night.
50:23Thank you, you too. Bye. Thank you. Bye-bye.
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