Talk About Yesterday: Explain What You Were Doing at a Specific Time

Paul asks Emily one question: what was she doing around six yesterday? She answers with her whole day. “I worked in the morning, then I went to the supermarket, and after that” (00:06) is as far as she gets before Paul stops her: “Wait. Around six.” (00:12) Her second try is one sentence: “Around six, I was cooking dinner when the kitchen light went out.” (00:16) Paul needs nothing else: “That already gives me a much clearer picture.” (00:21)

This page goes with that episode and is written for A2 learners. It is about a skill that sounds small and is used all the time: when someone asks about one point in yesterday, give them that point, not the whole day. Paul and Emily build the answer from a few pieces (a time anchor, the action that was already in progress, the event that happened inside it, and a result) and then test it with a follow-up question. The practice section follows the video chapters, so you can pause at each scene.

Watch the episode: Talk About Yesterday | Explain What You Were Doing at a Specific Time | Daily Life English on YouTube

Time: about 26 minutes to listen, and 45 to 55 minutes for the practice below.

Before you listen: pick a time yesterday, for example seven in the evening. Can you say what you were doing at that exact time in one sentence, without starting from the morning? Try it, then listen for how Paul and Emily shape the same kind of answer.

How to use this page: listen once without stopping. Then read the key idea and the tables, and use the practice section for a second pass. The full transcript is at the bottom.

What You’ll Learn

• Why a question about one time needs an answer about one moment, not a report of the whole day
• A time anchor for the start of the answer: Around six, I was… when the time is not exact, At six fifteen, I was… when you are sure, and At that point, I was… after the other person has mentioned a time or event
• How to say what was already in progress: I was cooking. I was walking home. I was waiting for the bus.
• How to connect it to an event with when and while: I was cooking when the light went out.
• Two phrases for what came next: That’s when… for the moment something changed or became clear, and So I had to… for the immediate result
• Why only the background action takes was doing, and the other verbs stay in the simple past
• How to answer a follow-up (Were you already cooking when it happened?) and how to repair the one sentence that gave the wrong picture
• A 45-to-75-second snapshot of one moment of your own yesterday

Key Idea

Answer the moment you were asked about: the time, what was already happening, and the one event that happened inside it.

Paul describes the finished answer in one line: “The listener gets the time, the background action, and the event.” (02:03) He also names what it is not: “This is a snapshot, not a full timeline.” (02:13) Emily likes the word: “One small part of yesterday.” (02:20)

Step	What you ask yourself	Language from the episode
1. Which moment?	What time did the question ask about?	“Around six, I was making dinner.” (02:31)
2. What was in progress?	What was I already doing at that time?	“I was cutting a red pepper.” (07:03)
3. What happened inside it?	What event interrupted or crossed that action?	“I was cooking when the light went out.” (01:11)
4. What changed?	Did I notice something, or did I have to do something?	“So I had to use the light on my phone.” (04:38)

Language from the Episode

Chunk	What it does	Example from the episode
Around six, I was…	Names the moment when the time is not exact	“Around six, I was making dinner.” (02:31)
At six fifteen, I was…	Names the moment when you remember the time clearly	“At six fifteen, I was making dinner.” (02:50)
At that point, I was…	Connects to a time or event the other person already mentioned	“At that point, I was still on the bus.” (03:20)
I was ___ when…	An action in progress, then an event	“I was walking home when it started to rain.” (03:59)
While I was…	The same relationship, with the background action first	“While I was printing them, the printer stopped.” (11:27)
That’s when…	Points to the exact moment something changed or became clear	“The room suddenly got dark. That’s when I realized the kitchen light had gone out.” (04:21)
So I had to…	Gives the immediate result or necessary action	“So I had to pick up the package from the building desk later.” (16:08)

A snapshot, not a full timeline

The first thing Emily learns is what to leave out. Her first answer was correct and useless for the question: “My first answer was a whole-day report.” (00:28) Paul’s rule is about the question, not about the day: “When someone asks about a specific time yesterday, you usually do not need to start with breakfast.” (00:35) Emily’s breakfast joke has a serious side: “Good, because my breakfast was not very exciting.” (00:42) The same rule works in the other direction. If you can answer with a time anchor, you never have to decide how much of the morning to tell.

Background first, then the event

The idea behind most of the episode is one relationship between two past actions. Paul sets it up near the start: “One was already happening, and another event happened inside that moment.” (01:05) Later, in the neighbors’ role-play, Emily protects this exact relationship when Paul gets it wrong: “No, wait. The courier rang while I was taking the shower.” (16:22) She was in the shower first. The courier rang during that time. The listener’s picture depends on getting that order right.

Not every verb needs was doing

Emily worries that she will now put “was doing” on everything. Paul’s reply is clear: “If every verb becomes was doing, the relationship gets blurry.” (07:39) The background action takes the continuous form. The event and the next completed action stay simple: “I was cutting a pepper when the light went out. I stopped and used my phone.” (07:53) Paul’s rule fits in one line: “Use the continuous form for the background, not every past verb.” (07:59)

Repair the one point that matters

The last part of the episode is about being misunderstood. Paul says the wrong thing on purpose: “Oh, so the courier rang before you started your shower.” (16:18) Emily does not start the story again. She fixes one point: “I was already in the shower.” (16:27) Paul explains why this works: “When the listener makes the wrong assumption, repair the one point that matters.” (16:41) The same idea returns in the final speaking task: “If not, retry one sentence.” (22:57)

Stress the picture words

The pronunciation focus is sentence stress. In the anchor sentence, the stressed words are the ones that draw the picture: “Around SIX, I was COOKING when the LIGHTS went OUT.” (18:01) The small words, I was, when the, stay light.

Mistakes to Repair

The middle of the episode lets Emily say some first versions on purpose and then repairs them. Each repair makes the relationship between the two actions clearer, or gives the question the answer it asked for.

What goes wrong	Better	Why
“Yesterday at six, I was cook dinner.” (13:01)	“Yesterday at six, I was cooking dinner.” (13:06)	After was or were, an action in progress takes the -ing form.
“I was cooking when my friend was called me.” (13:18)	“I was cooking when my friend called me.” (13:22)	The call is the event, so the simple past fits.
“While I cooked, the phone rang.” (13:32)	“While I was cooking, the phone rang.” (13:45)	Not always wrong, but the second version shows that cooking was already in progress.
“I had breakfast at seven, worked until twelve, then had lunch…” (14:05)	“Around five, I was on the train home.” (14:11)	The question asked about five o’clock. Jump to the time anchor.
“At that point, I worked.” (14:14)	“At that point, I was working.” (14:20)	If the work was in progress, choose the form that matches the picture.

First version	Retry	Why
“I cooked when my sister arrived.” (23:06)	“I was cooking when my sister arrived.” (23:13)	You want the background meaning: cooking was already happening.
“At six, I went home.” (23:18)	“Around six, I was on my way home.” (23:25)	You mean you were already traveling.

Paul keeps the rule modest. When Emily asks whether While I cooked, the phone rang is always wrong, he answers: “No. Context can change things.” (13:37) The aim is not to turn a useful pattern into a law, as Emily puts it: “We should avoid making a useful pattern sound like an absolute law.” (13:51)

Practice with the Episode

Pause the video at the timestamps below. Say your answers aloud before you check them. Two things differ between the Final Script and the video, and this page follows the video. First, after Paul’s example “I was walking home when it started to rain” (04:03), the Final Script has a longer passage that the video skips: Emily’s example “I was talking to my sister when the delivery arrived,” a short remark that the picture matters more than the tense name, and the pattern “While I was…” taught as a separate step with two examples. That is why Paul later says “our sixth pattern” without a fourth or fifth being named. Second, the subtitle file mixes up the order of a few lines in chapter 3 (around 04:21 to 04:37). The patterns While I was… and That’s when… are still used and practiced everywhere else in the video, so the practice below does not depend on the skipped passage.

1. What Were You Doing Around Six Yesterday?

Play 00:00 to 02:25.

1. What does Paul ask, and how does Emily start to answer?
2. How does Paul stop her?
3. What is Emily’s focused answer?
4. What difference does Emily say she can feel?
5. What does Paul say about starting with breakfast?
6. What skill are they practicing today?
7. What small challenge does Paul add?
8. Which follow-up question will they come back to, and why does Emily mention it?
9. How does Emily describe her kitchen moment when Paul asks about the time and what she was doing?
10. What does the listener get from the focused answer, and what does Emily not need to say?

Answers

1. Paul: “Emily, what were you doing around six yesterday?” (00:00) Emily starts from the morning: “I worked in the morning, then I went to the supermarket, and after that” (00:06)
2. “Wait. Around six.” (00:12)
3. “Around six, I was cooking dinner when the kitchen light went out.” (00:16)
4. “My first answer was a whole-day report.” (00:28) “Your question was only about one moment.” (00:31)
5. “When someone asks about a specific time yesterday, you usually do not need to start with breakfast.” (00:35)
6. “Take one point in yesterday and make the listener understand what was happening around it.” (00:52)
7. “Sometimes two past actions are connected.” (01:01) “One was already happening, and another event happened inside that moment.” (01:05)
8. “Were you cooking before the light went out, or did you start cooking after?” (01:21) Emily: “That follow-up is exactly where I sometimes get tangled.” (01:27)
9. The time: “Around six fifteen, I think.” (01:35) What she was doing: “At that point, I was cutting vegetables and heating some soup.” (01:41) What happened: “The kitchen light went out.” (01:47)
10. Paul asks for the whole answer again but focused: “Around six fifteen, I was making dinner when the kitchen light went out.” (01:55) “The listener gets the time, the background action, and the event.” (02:03) Emily: “And I didn’t need to say what I did at nine in the morning.” (02:08) Paul: “This is a snapshot, not a full timeline.” (02:13)

2. Useful Time Anchors: “Around…” and “At That Point…”

Play 02:25 to 03:50.

1. What is the first useful pattern, and what is Emily’s example?
2. When is around helpful?
3. What does Paul say about the clock?
4. What can you say if you remember the time clearly?
5. What does Paul say about around six when you are not sure?
6. What is the second pattern, and when does it help?
7. What example does Emily use for At that point, I was…?
8. Why is this pattern useful, according to Paul?
9. Which actions in progress does Paul list?
10. How does Emily describe those actions?

Answers

1. “Around six, I was.” (02:28) Emily: “Around six, I was making dinner.” (02:31)
2. “Around is helpful when the time is not exact.” (02:35)
3. “Maybe it was six ten. Maybe six twenty.” (02:39) “You do not need perfect clock information.” (02:42)
4. “At six fifteen, I was making dinner.” (02:50)
5. “If you are not sure, Around six sounds natural and honest.” (02:55)
6. “That’s our second pattern.” (03:05) “It helps after the other person has already mentioned a time or event.” (03:07)
7. Emily imagines Paul saying, “I called you after work.” (03:16) Her answer: “At that point, I was still on the bus.” (03:20)
8. “It keeps the answer connected to the moment already in the conversation.” (03:25)
9. “I was cooking.” (03:35) “I was walking home.” (03:37) “I was talking to my sister.” (03:39) “I was waiting for the bus.” (03:41)
10. “These are background actions.” (03:43) “They were already happening at that time.” (03:46)

3. Connect Past Actions with “When” and “While”

Play 03:50 to 05:23.

1. Which examples follow the third pattern, I was ___ when…?
2. What do when and while both do?
3. What does That’s when… point to?
4. Which examples show it?
5. What is the pattern for the result, and what does it give?
6. What does Emily ask about a full story, and what does Paul answer?
7. What is the job of this practice?
8. How does Emily try the whole pattern?
9. What does Paul say about her glasses detail, and what does Emily answer?

Answers

1. “I was cooking when the light went out.” (03:55) “I was walking home when it started to rain.” (03:59)
2. “Right. When and while both help show the relationship between actions.” (04:03)
3. “This is useful when you want to point to the exact moment when something changed or became clear.” (04:14)
4. Emily: “The room suddenly got dark. That’s when I realized the kitchen light had gone out.” (04:21) Paul: “I heard my name. That’s when I looked across the room.” (04:29)
5. Emily: “So I had to use the light on my phone.” (04:38) Paul: “That gives the immediate result or necessary action.” (04:42)
6. “Are we turning this into a full story?” (04:46) “No. You can stop after one result.” (04:49)
7. “The job is simpler: explain one specific past moment clearly.” (04:52)
8. “Around eight, I was reading on the sofa.” (04:59) “I was reading when my neighbor knocked on the door.” (05:02) “She had a package for me.” (05:05) “So I had to get up and find my glasses because I couldn’t read the name on the box.” (05:07)
9. Paul: “Although the glasses detail is very you.” (05:14) Emily: “It is also very real-life English.” (05:18)

4. Choose a Focused Answer, Not a Full-Day Report

Play 05:23 to 06:46.

1. In the first choice, what are answers A and B, and which fits the question?
2. Why does the first choice go to B?
3. In the second choice, which answer fits and why?
4. In the third choice, which answer fits?
5. What does Emily say about a specific question?
6. What does Emily ask about the exact time, and how does Paul answer?

Answers

1. The question is “What were you doing around five yesterday?” (05:35) Answer A: “Yesterday was busy. I worked, bought groceries, made dinner, and watched a show.” (05:39) Answer B: “Around five, I was still at work, finishing a report.” (05:46) Emily chooses B.
2. “Because the question asks about one time, not the whole day.” (05:53)
3. The question is “What were you doing when I sent that message?” (06:00) The fitting answer is “I was driving home, so I didn’t see it.” (06:04) The other is “I drove home at six.” (06:08) Emily’s reason: “It connects the background action to the message.” (06:11)
4. The question is “Were you already at the gym when the rain started?” (06:17) The fitting answer is “Yes. At that point, I was changing my shoes.” (06:22) The other is “Yesterday I went to the gym.” (06:28)
5. “A specific question needs a specific snapshot.” (06:32)
6. “What if I’m not sure about the exact time?” (06:36) Paul: “Use around or about.” (06:40) “Clear English does not require fake precision.” (06:43)

5. Build a Clear Snapshot of One Moment Yesterday

Play 06:46 to 08:28.

1. What follow-up question does Paul ask about the kitchen, and how does Emily answer?
2. What does she say she was cutting?
3. What did she do next?
4. What jobs do the three parts of her answer do?
5. What does Emily conclude about past continuous?
6. What problem does Paul name with every verb in the continuous form?
7. What is the wrong version, and what is the better one?
8. What rule does Paul give?
9. What example does Emily give of the full-day habit, and what question follows?
10. How does Emily feel about it, and what is the repair?

Answers

1. Paul: “When the light went out, were you already cooking?” (06:52) Emily: “Yes. I was already cooking when it happened.” (06:56)
2. “I was cutting a red pepper.” (07:03)
3. “I stopped for a second because the room was very dark.” (07:08) “Then I used the light on my phone.” (07:12)
4. “I was cutting a red pepper gives the background.” (07:22) “The light went out is the event.” (07:26) “I stopped is the next completed action.” (07:29)
5. “So I don’t need past continuous everywhere.” (07:33)
6. “If every verb becomes was doing, the relationship gets blurry.” (07:39)
7. Wrong: “I was cutting a pepper, the light was going out, and I was stopping.” (07:46) Better: “I was cutting a pepper when the light went out. I stopped and used my phone.” (07:53)
8. “Use the continuous form for the background, not every past verb.” (07:59)
9. “I woke up at seven, had coffee, answered email.” (08:05) The other person asks, “What were you doing at six in the evening?” (08:12)
10. “That is painful because I have definitely done that in language practice.” (08:15) Paul: “The repair is simple.” (08:21) “Jump to the time anchor.” (08:23) “Around six, I was.” (08:25)

6. Guided Practice: What Were You Doing at That Time?

Play 08:28 to 10:48.

1. What situation does Paul set up for the short guided conversation?
2. Where was Emily around three thirty, and what was she doing?
3. How did she find Paul’s note, and what did she do about it?
4. How does she turn the exchange into one short answer?
5. What does Paul say about that answer?
6. What does Emily say is the cleaner key part?
7. What does Paul ask next, and which two models does he give?
8. Which event and result do they add?
9. In the last choice, which sentence shows what was already in progress?

Answers

1. “Imagine we work in the same office.” (08:33) “Yesterday, I came by your desk around three thirty, but you were not there.” (08:37)
2. “Around three thirty, I was helping Mia in the meeting room.” (08:49) “We were checking some slides for a presentation.” (08:55)
3. “I was walking back to my desk when I saw it on the chair.” (09:02) “I read it, and then I sent you the file you needed.” (09:07)
4. “Around three thirty, I was in the meeting room with Mia. We were checking some slides. When I came back to my desk, I saw your note, so I sent you the file a few minutes later.” (09:18)
5. “You answered the moment, gave context, and explained the result.” (09:32)
6. “When I came back to my desk, I saw your note, so I sent you the file.” (09:41)
7. “What were you doing around nine last night?” (09:49) “Around nine, I was cleaning the kitchen.” (09:56) “Around nine, I was watching a show with my family.” (10:01)
8. “I was cleaning the kitchen when my friend called.” (10:07) “While I was watching the show, the internet stopped working.” (10:12) And the result: “So I had to restart the router.” (10:19)
9. Paul offers “At seven, I cooked dinner,” (10:30) or “At seven, I was cooking dinner when my brother arrived.” (10:34) Emily: “The second one if I need to show what was already in progress.” (10:38) “The first can still be correct for a completed action.” (10:43)

7. Supported Role-Play: Where Were You Around Four?

Play 10:48 to 12:51.

1. What is the situation, and what does Paul ask first?
2. Where was Emily, and what was she doing?
3. What happened while she was there?
4. How did she solve it, and what was the result?
5. What does Paul say at the end of the exchange?
6. What does Paul ask the learner to start with?
7. How should the learner finish if there was an immediate result?
8. What if you do not want to invent a problem?
9. What does Paul say about the skill?
10. What is the model for passive listeners, and what does Paul say about it?

Answers

1. Paul missed Emily at her desk: “Hey, I looked for you around four yesterday. Where were you?” (11:08)
2. “Around four, I was downstairs in the copy room.” (11:13) “I was printing the handouts for today’s workshop.” (11:19)
3. “Yes. While I was printing them, the printer stopped.” (11:26)
4. “I asked someone at the front desk for help, so I had to stay downstairs a little longer.” (11:34)
5. “That explains why I missed you.” (11:41)
6. “Start with Around four, I was.” (11:54)
7. “Finish with So I had to if there was an immediate result.” (12:04)
8. “And if you do not want to invent a problem, you do not need one.” (12:09) Emily’s model: “Around four, I was at the library. At that point, I was looking for a book. Then I went home.” (12:15)
9. “The skill is about a clear moment, not forced drama.” (12:24)
10. “Around four, I was at the supermarket. I was looking for rice when I saw an old classmate. We talked for a few minutes, so I got home later than I expected.” (12:32) Paul: “One small moment, enough context, no full-day report.” (12:45)

8. Common Past-Time Mistakes and Clear Repairs

Play 12:51 to 14:25.

1. Why does Emily want to look at repairs?
2. What is the first repair, and what rule goes with it?
3. What is the second repair, and why does the simple past fit?
4. What does Paul say about While I cooked, the phone rang?
5. What does Emily add about patterns?
6. What is the communication repair?
7. What does Emily say about At that point, I worked, and what does Paul answer?

Answers

1. “Now I want to look at a few repairs, because yesterday language can sound clear at first and still create confusion.” (12:51)
2. “Yesterday at six, I was cook dinner.” (13:01) becomes “Yesterday at six, I was cooking dinner.” (13:06) The rule: “After was or were for an action in progress, use the -ing form.” (13:10)
3. “I was cooking when my friend was called me.” (13:18) becomes “I was cooking when my friend called me.” (13:22) “The call is the event, so simple past works naturally there.” (13:25)
4. Emily: “Is that always wrong?” (13:35) Paul: “No. Context can change things.” (13:37) For cooking already in progress, “While I was cooking, the phone rang.” (13:45)
5. “We should avoid making a useful pattern sound like an absolute law.” (13:51)
6. “What were you doing at five?” (14:01) A full-day answer: “I had breakfast at seven, worked until twelve, then had lunch…” (14:05) Better: “Around five, I was on the train home.” (14:11)
7. “At that point, I worked.” (14:14) Paul: “Choose the form that matches the picture.” (14:22)

9. Upgrade Simple Answers with Better Details

Play 14:25 to 15:18.

1. What does Emily ask for?
2. How do the answers change from basic to clearer? Fill in the pairs.
3. What does Paul say about the upgrade?

Basic	Clearer
I was at home.	?
I studied.	?
My friend called.	?
Then I went out.	?

Answers

1. “Can we upgrade a few basic answers without making them longer than necessary?” (14:25)
2. Pair by pair:
   • “I was at home.” (14:32) → “Around eight, I was at home making dinner.” (14:36)
   • “I studied.” (14:40) → “At that point, I was studying for a test.” (14:46)
   • “My friend called.” (14:50) → “I was studying when my friend called.” (14:52)
   • “Then I went out.” (14:56) → “The power went out, so I had to go downstairs and check the hallway.” (14:59)
3. “The upgrade adds a relationship, not just extra words.” (15:06)

10. Natural Role-Play: The Courier and the Doorbell

Play 15:18 to 17:55.

1. What situation does Paul describe for the neighbors?
2. What does Paul ask Emily, and how does she begin?
3. What was Emily doing when the doorbell rang?
4. What was she doing at that point, and what does she say about being at home?
5. What happened, and what did she have to do?
6. What does Paul say about the answer, and what complication does he add?
7. How does Emily repair the picture?
8. What does Paul say about her repair?
9. What does Emily say she did not do?
10. What rule does Paul give for a wrong assumption?
11. When the roles swap, what is Paul doing around five thirty, and what does he hear?
12. What does Emily ask, and how does Paul correct himself?
13. What does Emily say about the repair, and what does Paul notice about his own?
14. Why does Emily say the self-repair is useful?

Answers

1. “Imagine two neighbors talking the next day.” (15:18) “One neighbor asks about a package delivery around five thirty.” (15:21)
2. “Hey, were you home around five thirty yesterday?” (15:29) “The courier came with a package for you.” (15:33) Emily: “Yes, I was home.” (15:35)
3. Paul: “Did you hear the doorbell?” (15:37) Emily: “I was taking a shower when it rang.” (15:42)
4. “At that point, I was just finishing my shower.” (15:49) “No, I was still at home.” (15:55) “That’s when I heard the second ring.” (15:57)
5. “I got dressed quickly, but the courier was already gone.” (16:04) “So I had to pick up the package from the building desk later.” (16:08)
6. “That is a strong answer.” (16:11) The complication: “Oh, so the courier rang before you started your shower.” (16:18)
7. “No, wait. The courier rang while I was taking the shower.” (16:22) “I was already in the shower.” (16:27)
8. “You protected the relationship between the two actions.” (16:31)
9. “And I didn’t restart the whole story.” (16:35)
10. “When the listener makes the wrong assumption, repair the one point that matters.” (16:41)
11. “Around five thirty, I was washing dishes.” (16:55) “I heard a knock while I was washing a cup, but I thought it was next door.” (17:01)
12. Emily: “So you finished the dishes before you checked?” (17:06) Paul: “Actually, no. Let me say that more clearly.” (17:10) “I stopped washing the cup and checked the door, but by then, the courier was walking away.” (17:13)
13. Emily: “Your repair changed the listener’s picture immediately.” (17:21) Paul: “And notice that I used a natural self-repair instead of pretending my first sentence was perfect.” (17:26)
14. “This is useful because real conversations are messy.” (17:33) “We sometimes notice the clearer sentence after we begin speaking.” (17:37) Paul: “Clear communication includes repair.” (17:43)

11. Pronunciation Practice: Sentence Stress

Play 17:55 to 19:12.

1. What is the pronunciation focus?
2. What is the anchor sentence with stress marked?
3. Which words carry the picture?
4. How do they practice it?
5. What does Emily ask for on the last repeat?
6. What is the tiny dialogue, and how does Paul answer the second question?
7. What is Emily’s verdict?

Answers

1. “Our pronunciation focus is sentence stress.” (17:55)
2. “Around SIX, I was COOKING when the LIGHTS went OUT.” (18:01)
3. “The important words carry the picture: SIX, COOKING, LIGHTS, OUT.” (18:06)
4. In chunks first: “Around SIX… I was COOKING… when the LIGHTS went OUT.” (18:18) Then the full sentence a little more naturally, and the learner repeats.
5. “One more time, but keep the smaller words lighter.” (18:43)
6. Emily: “What were you doing around six?” (18:56) After the first answer, “What did you do?” (19:03) Paul: “I used my phone light, so I could finish safely.” (19:05)
7. “Nice. Short, useful, complete.” (19:08)

12. Quick Listening and Grammar Check

Play 19:12 to 20:33.

1. Number 1: which answer fits “What were you doing around seven?”
2. Number 2: how can you complete “I was walking home when…”?
3. Number 3: which sentence better shows an action already in progress, and when is the other still fine?
4. Number 4: the listener is wrong. What can you say?
5. Number 5: which ending gives an immediate result?

Answers

1. “What were you doing around seven?” (19:19) The fitting answer is “Around seven, I was waiting for the bus.” (19:28) Paul: “It answers the specific time.” (19:32)
2. “It started to rain.” (19:43)
3. The two sentences are “I cooked when she called.” (19:52) and “I was cooking when she called.” (19:56) Paul: “If the meaning is that cooking was already happening when the call came.” (20:00)
4. The listener says, “So the package arrived before you got home.” (20:07) The repair: “No, wait. I was already home when it arrived.” (20:14) “Short repair. Clear relationship.” (20:18)
5. “So I had to call the front desk.” (20:27) The other option, “Yesterday was Tuesday,” (20:30) gives no result.

13. Main Speaking Challenge: Your Yesterday Snapshot

Play 20:33 to 23:42.

1. What is the challenge, and how long do you have?
2. What does Emily say about the size of the answer?
3. How should the answer start?
4. What comes next, and what do you add if it fits?
5. What do you say after that?
6. What should you be ready for?
7. How many patterns should you use?
8. What is the short sample, and what does Paul call it?
9. What does Emily say about the moment you choose?
10. What if nothing interrupted you?
11. What is the point, according to Paul?
12. Which follow-up question does Paul imagine, and what do you check?
13. What if the relationship is not clear?
14. Which first versions does Emily offer, and what are the retries?

Answers

1. “Imagine someone asks about one specific moment yesterday.” (20:36) “You have forty-five to seventy-five seconds to answer.” (20:40)
2. “Keep it to one snapshot.” (20:43) “Do not summarize the whole day.” (20:45)
3. “Start with a time anchor, such as Around six or At that point.” (20:48)
4. “Say what was in progress.” (20:54) “Add one connected event with when or while if it fits.” (20:58)
5. “Then, say what happened immediately after or why the moment mattered.” (21:03)
6. “And be ready for one follow-up question that checks the relationship between the actions.” (21:13)
7. “You can use at least four of today’s patterns naturally.” (21:18)
8. “Around seven yesterday, I was walking home from the supermarket. I was crossing the park when it started to rain. That’s when I realized my umbrella was at work. So I had to wait under a small roof near the entrance. After a few minutes, the rain got lighter, and I walked home.” (21:41) Paul: “Clear snapshot: time, background, event, result.” (22:01)
9. “Your moment can be very ordinary.” (22:08) “Maybe you were eating, commuting, working, studying, cleaning, exercising, shopping, or talking with someone.” (22:11)
10. “If nothing interrupted you, that is fine.” (22:21) Sample: “Around eight, I was reading. At that point, I was almost finished with a chapter. Then I made some tea and went to bed.” (22:25)
11. “The point is to make one time yesterday easy to picture.” (22:34)
12. “Was that already happening when the other event happened?” (22:49) “Check whether your answer makes the relationship clear.” (22:53)
13. “If not, retry one sentence.” (22:57) “You do not need to restart everything.” (23:00)
14. “I cooked when my sister arrived.” (23:06) becomes “I was cooking when my sister arrived.” (23:13) “At six, I went home,” (23:18) becomes “Around six, I was on my way home.” (23:25) A full list from morning to night becomes “Around six, I was” (23:34) and then the requested point. Emily: “That single change can make the answer much easier to follow.” (23:37)

14. Review the Kitchen Story and Timing Relationship

Play 23:42 to 25:00.

1. How does Paul bring back the kitchen scene?
2. What does Emily say she was doing, and what happened?
3. What does she say came next?
4. What does Paul ask about the order?
5. What is Emily’s answer?
6. What does Paul say about the question from the beginning?
7. What does Emily say she did not need?
8. What does Paul say a past-time question needs?
9. Which phrases does Emily say are worth keeping?

Answers

1. “Before we close, let’s bring back the kitchen scene.” (23:43) “Around six fifteen, what were you doing?” (23:47)
2. “Around six fifteen, I was making dinner.” (23:52) “I was cutting a red pepper when the kitchen light went out.” (23:59)
3. “That’s when I realized the whole kitchen was dark, so I had to use the light on my phone for a moment.” (24:06)
4. “Did the light go out before you started cooking?” (24:15)
5. “No. I was already cooking when it went out.” (24:19)
6. “There it is. The question from the beginning is now easy to answer.” (24:24)
7. “And I didn’t need my whole Tuesday.” (24:30)
8. “A specific past-time question often needs a specific past-time answer.” (24:35)
9. “The phrases worth keeping are simple.” (24:41) The list: “Around six, I was” (24:44) “At that point, I was” (24:47) “I was” plus when (24:48) “While I was” (24:51) “That’s when” (24:54) and “So I had to” (24:55)

15. Final Practice: Choose One Moment from Yesterday

Play 25:00 to 25:37.

1. What is the small language action?
2. What three parts should your sentences have?
3. What should you do if someone asks a follow-up?
4. What should you try next time?
5. What does that give you?

Answers

1. “Your small language action for today is to choose one ordinary moment from yesterday and say three connected sentences about it aloud.” (24:57)
2. “One time, one background action, one event or result.” (25:08)
3. “And if someone asks a follow-up, repair only the part that needs repair.” (25:15)
4. “Next time you practice past events, try changing the time question and building a new snapshot instead of repeating the same answer.” (25:20)
5. “That gives you another real conversation, not just another grammar exercise.” (25:30)

16. See You Next Time

Play 25:37 to 25:39.

1. How do Emily and Paul say goodbye?

Answers

1. “See you in the next episode.” (25:35) “See you next time.” (25:37)

Your small action

Choose one ordinary moment from yesterday and say three connected sentences about it aloud: one time, one background action, one event or result. For example: Around nine, I was cleaning the kitchen. I was cleaning the kitchen when my friend called. So I had to restart the router. Then imagine a follow-up (Was that already happening when the other event happened?) and check that your sentences show which action came first. If not, retry one sentence, not the whole story. To change the exercise, keep the same moment and answer a different time question, or pick a new moment and build a new snapshot.

Keep Practicing

Want a guide that does not need the episode? Try What Were You Doing Yesterday? How to Answer With One Clear Moment in English. It turns the answer into one formula with a step for each piece, and ends with ten exercises with answers.

If your sentences keep switching between during and while, the Show Note During or While? Describe What Happened at the Same Time covers that choice.

Chapters

• 00:00 What Were You Doing Around Six Yesterday?
• 02:25 Useful Time Anchors: “Around…” and “At That Point…”
• 03:50 Connect Past Actions with “When” and “While”
• 05:23 Choose a Focused Answer, Not a Full-Day Report
• 06:46 Build a Clear Snapshot of One Moment Yesterday
• 08:28 Guided Practice: What Were You Doing at That Time?
• 10:48 Supported Role-Play: Where Were You Around Four?
• 12:51 Common Past-Time Mistakes and Clear Repairs
• 14:25 Upgrade Simple Answers with Better Details
• 15:18 Natural Role-Play: The Courier and the Doorbell
• 17:55 Pronunciation Practice: Sentence Stress
• 19:12 Quick Listening and Grammar Check
• 20:33 Main Speaking Challenge: Your Yesterday Snapshot
• 23:42 Review the Kitchen Story and Timing Relationship
• 25:00 Final Practice: Choose One Moment from Yesterday
• 25:37 See You Next Time

Full Transcript

The transcript follows the video. The Final Script has a passage after “I was walking home when it started to rain” (Emily’s example about her sister and the delivery, a short remark about grammar, and the pattern “While I was…” with two examples) that the video skips, so it is left out here. Where the video drops a label word (“Basic,” “More connected,” “If the result matters,” and “by cutting directly to the requested point”), the label is left out too.
Paul: Emily, what were you doing around six yesterday?

Emily: Yesterday? Okay. I worked in the morning, then I went to the supermarket, and after that—

Paul: Wait. Around six.

Emily: Oh. Right. Around six, I was cooking dinner when the kitchen light went out.

Paul: That already gives me a much clearer picture.

Emily: It does. And I can feel the difference. My first answer was a whole-day report. Your question was only about one moment.

Paul: Exactly. When someone asks about a specific time yesterday, you usually do not need to start with breakfast.

Emily: Good, because my breakfast was not very exciting.

Paul: Mine rarely deserves a full story either.

Emily: So today we’re practicing a simple skill: take one point in yesterday and make the listener understand what was happening around it.

Paul: And there’s one small challenge. Sometimes two past actions are connected. One was already happening, and another event happened inside that moment.

Emily: Like, “I was cooking when the light went out.”

Paul: Right. Later, we’ll see how that difference helps when someone asks a follow-up such as, “Were you cooking before the light went out, or did you start cooking after?”

Emily: That follow-up is exactly where I sometimes get tangled.

Paul: Then let’s keep your kitchen moment. What time was it?

Emily: Around six fifteen, I think.

Paul: What were you doing at that point?

Emily: At that point, I was cutting vegetables and heating some soup.

Paul: And what happened?

Emily: The kitchen light went out.

Paul: So give me the whole answer again, but keep it focused.

Emily: Around six fifteen, I was making dinner when the kitchen light went out.

Paul: Nice and clear. The listener gets the time, the background action, and the event.

Emily: And I didn’t need to say what I did at nine in the morning.

Paul: Exactly. This is a snapshot, not a full timeline.

Emily: I like that word, snapshot. One small part of yesterday.

Paul: Let’s build the language around that. The first useful pattern is, “Around six, I was…”

Emily: “Around six, I was making dinner.”

Paul: Good. “Around” is helpful when the time is not exact. Maybe it was six ten. Maybe six twenty. You do not need perfect clock information.

Emily: So if I remember the time clearly, I can say, “At six fifteen, I was making dinner.”

Paul: Yes. If you are not sure, “Around six” sounds natural and honest.

Emily: What about “At that point, I was…”?

Paul: That’s our second pattern. It helps after the other person has already mentioned a time or event.

Emily: For example, you say, “I called you after work.” I can answer, “At that point, I was still on the bus.”

Paul: Exactly. It keeps the answer connected to the moment already in the conversation.

Emily: Okay. Then we need the action that was in progress.

Paul: Right. “I was cooking.” “I was walking home.” “I was talking to my sister.” “I was waiting for the bus.”

Emily: These are background actions. They were already happening at that time.

Paul: Yes. Now the third pattern: “I was ___ when…”

Emily: “I was cooking when the light went out.”

Paul: Or, “I was walking home when it started to rain.” Right. “When” and “while” both help show the relationship between actions.

Emily: What comes after that?

Paul: “That’s when…” This is useful when you want to point to the exact moment when something changed or became clear.

Emily: “The room suddenly got dark. That’s when I realized the kitchen light had gone out.”

Paul: Yes. Or, “I heard my name. That’s when I looked across the room.”

Paul: And our sixth pattern is “So I had to…”

Emily: “So I had to use the light on my phone.”

Paul: Good. That gives the immediate result or necessary action.

Emily: Are we turning this into a full story?

Paul: No. You can stop after one result. The job is simpler: explain one specific past moment clearly.

Emily: Let me try one. Around eight, I was reading on the sofa. I was reading when my neighbor knocked on the door. She had a package for me. So I had to get up and find my glasses because I couldn’t read the name on the box.

Paul: That works. Although the glasses detail is very you.

Emily: It is also very real-life English.

Paul: Fair point.

Emily: Can we practice choosing the focused answer?

Paul: Yes. I’ll give you a question and two possible answers. You choose the one that fits the question better.

Emily: Go ahead.

Paul: “What were you doing around five yesterday?” Answer A: “Yesterday was busy. I worked, bought groceries, made dinner, and watched a show.” Answer B: “Around five, I was still at work, finishing a report.”

Emily: B.

Paul: Right. Why?

Emily: Because the question asks about one time, not the whole day.

Paul: Exactly. Second one. “What were you doing when I sent that message?” Answer A: “I was driving home, so I didn’t see it.” Answer B: “I drove home at six.”

Emily: A. It connects the background action to the message.

Paul: Third one. “Were you already at the gym when the rain started?” A: “Yes. At that point, I was changing my shoes.” B: “Yesterday I went to the gym.”

Emily: A. A specific question needs a specific snapshot.

Emily: What if I’m not sure about the exact time?

Paul: Use “around” or “about.” Clear English does not require fake precision.

Paul: Now let’s go back to your kitchen. I want to ask a real follow-up. When the light went out, were you already cooking?

Emily: Yes. I was already cooking when it happened.

Paul: What exactly were you doing?

Emily: I was cutting a red pepper.

Paul: And what did you do next?

Emily: I stopped for a second because the room was very dark. Then I used the light on my phone.

Paul: Good. Now notice that your answer has several different jobs. “I was cutting a red pepper” gives the background. “The light went out” is the event. “I stopped” is the next completed action.

Emily: So I don’t need past continuous everywhere.

Paul: Exactly. If every verb becomes “was doing,” the relationship gets blurry.

Emily: Wrong version: “I was cutting a pepper, the light was going out, and I was stopping.”

Paul: Better: “I was cutting a pepper when the light went out. I stopped and used my phone.” Use the continuous form for the background, not every past verb.

Emily: Like, “I woke up at seven, had coffee, answered email…”

Paul: And the other person asked, “What were you doing at six in the evening?”

Emily: That is painful because I have definitely done that in language practice.

Paul: It happens. The repair is simple: jump to the time anchor. “Around six, I was…”

Emily: Can we do a short guided conversation?

Paul: Sure. Imagine we work in the same office. Yesterday I came by your desk around three thirty, but you were not there.

Emily: Okay.

Paul: Hey, I stopped by your desk around three thirty yesterday. Where were you?

Emily: Around three thirty, I was helping Mia in the meeting room.

Paul: What were you doing there?

Emily: We were checking some slides for a presentation.

Paul: Did you see my note when you came back?

Emily: Yes. I was walking back to my desk when I saw it on the chair.

Paul: And what did you do?

Emily: I read it, and then I sent you the file you needed.

Paul: Good. Now make that into one short answer instead of question by question.

Emily: Around three thirty, I was in the meeting room with Mia. We were checking some slides. When I came back to my desk, I saw your note, so I sent you the file a few minutes later.

Paul: Clear. You answered the moment, gave context, and explained the result.

Emily: Let me make the key part even cleaner: “When I came back to my desk, I saw your note, so I sent you the file.”

Paul: Better. Now you try: “What were you doing around nine last night?”

Emily: Give yourself a short moment.

Paul: You might say, “Around nine, I was cleaning the kitchen.” Or, “Around nine, I was watching a show with my family.”

Emily: Now add one event: “I was cleaning the kitchen when my friend called.”

Paul: Or, “While I was watching the show, the internet stopped working.”

Emily: And add the immediate result: “So I had to restart the router.”

Paul: If you are only listening, that model still gives you the full pattern.

Paul: One more choice. “At seven, I cooked dinner,” or “At seven, I was cooking dinner when my brother arrived.”

Emily: The second one if I need to show what was already in progress. The first can still be correct for a completed action.

Emily: I want to try a supported role-play where the learner has to explain one missing moment.

Paul: Let’s do it. You are my coworker. I’m asking about yesterday because I came to your desk and missed you.

Emily: Learner, you can answer for yourself, or you can follow my model.

Paul: Hey, I looked for you around four yesterday. Where were you?

Emily: Around four, I was downstairs in the copy room.

Paul: What were you doing there?

Emily: I was printing the handouts for today’s workshop.

Paul: Did anything happen while you were there?

Emily: Yes. While I was printing them, the printer stopped.

Paul: Oh, so what did you do?

Emily: I asked someone at the front desk for help, so I had to stay downstairs a little longer.

Paul: That explains why I missed you.

Emily: Now learner, try the same shape with your own harmless situation. Maybe you were in a meeting, at a shop, on the bus, at home, or outside.

Paul: Start with “Around four, I was…” Then add “I was ___ when…” or “While I was…” Finish with “So I had to…” if there was an immediate result.

Emily: And if you do not want to invent a problem, you do not need one. You can say, “Around four, I was at the library. At that point, I was looking for a book. Then I went home.”

Paul: Exactly. The skill is about a clear moment, not forced drama.

Emily: Let’s give a model for passive listeners too. “Around four, I was at the supermarket. I was looking for rice when I saw an old classmate. We talked for a few minutes, so I got home later than I expected.”

Paul: Nice. One small moment, enough context, no full-day report.

Emily: Now I want to look at a few repairs, because yesterday language can sound clear at first and still create confusion.

Paul: First repair: “Yesterday at six, I was cook dinner.”

Emily: Better: “Yesterday at six, I was cooking dinner.”

Paul: Right. After “was” or “were” for an action in progress, use the -ing form.

Emily: Second repair: “I was cooking when my friend was called me.”

Paul: Better: “I was cooking when my friend called me.”

Emily: The call is the event, so simple past works naturally there.

Paul: Third repair: “While I cooked, the phone rang.”

Emily: Is that always wrong?

Paul: No. Context can change things. But if you want to show that cooking was already in progress when the phone rang, “While I was cooking, the phone rang” makes that relationship clearer.

Emily: Good. We should avoid making a useful pattern sound like an absolute law.

Paul: Exactly.

Emily: Here’s a communication repair. Question: “What were you doing at five?” Answer: “I had breakfast at seven, worked until twelve, then had lunch…”

Paul: Better: “Around five, I was on the train home.”

Emily: “At that point, I worked.”

Paul: If the work was in progress, say, “At that point, I was working.” Choose the form that matches the picture.

Emily: Can we upgrade a few basic answers without making them longer than necessary?

Paul: Sure. Basic: “I was at home.”

Emily: Clearer: “Around eight, I was at home making dinner.”

Paul: “I studied.”

Emily: Clearer for a specific-time question: “At that point, I was studying for a test.”

Paul: “My friend called.”

Emily: “I was studying when my friend called.”

Paul: “Then I went out.”

Emily: “The power went out, so I had to go downstairs and check the hallway.”

Paul: Good. The upgrade adds a relationship, not just extra words.

Paul: Now let’s put the skill under a little more pressure.

Emily: New situation?

Paul: Yes. Imagine two neighbors talking the next day. One neighbor asks about a package delivery around five thirty.

Emily: I’ll be the person who was at home. You ask.

Paul: Hey, were you home around five thirty yesterday? The courier came with a package for you.

Emily: Yes, I was home.

Paul: Did you hear the doorbell?

Emily: Hmm, I think so. I was taking a shower when it rang.

Paul: So you were in the bathroom when the courier arrived?

Emily: Right. At that point, I was just finishing my shower.

Paul: I thought maybe you had already gone out.

Emily: No, I was still at home. That’s when I heard the second ring.

Paul: Did you get to the door in time?

Emily: No. I got dressed quickly, but the courier was already gone. So I had to pick up the package from the building desk later.

Paul: That is a strong answer. But let me create a complication. I say, “Oh, so the courier rang before you started your shower.”

Emily: No, wait. The courier rang while I was taking the shower. I was already in the shower.

Paul: Good repair. You protected the relationship between the two actions.

Emily: And I didn’t restart the whole story.

Paul: Exactly. That matters in real conversation. When the listener makes the wrong assumption, repair the one point that matters.

Emily: Let me play the neighbor now, and you be the person answering.

Paul: All right.

Emily: Were you home around five thirty yesterday?

Paul: Yes. Around five thirty, I was washing dishes.

Emily: Did you hear the courier?

Paul: I heard a knock while I was washing a cup, but I thought it was next door.

Emily: So you finished the dishes before you checked?

Paul: Actually, no. Let me say that more clearly. I stopped washing the cup and checked the door, but by then the courier was walking away.

Emily: Good. Your repair changed the listener’s picture immediately.

Paul: And notice that I used a natural self-repair instead of pretending my first sentence was perfect.

Emily: This is useful because real conversations are messy. We sometimes notice the clearer sentence after we begin speaking.

Paul: Exactly. Clear communication includes repair.

Emily: We have been using “around” a lot. Can we work on how one key sentence sounds?

Paul: Yes. Our pronunciation focus is sentence stress. Listen to this anchor: “Around SIX, I was COOKING when the LIGHTS went OUT.”

Emily: The important words carry the picture: SIX, COOKING, LIGHTS, OUT.

Paul: Right. Say it in chunks first: “Around SIX… I was COOKING… when the LIGHTS went OUT.”

Emily: No filler, just the sentence.

Paul: Now a little more naturally: “Around six, I was cooking when the lights went out.”

Emily: Your turn. Repeat if you want.

Paul: “Around six, I was cooking when the lights went out.”

Emily: One more time, but keep the smaller words lighter.

Paul: “Around SIX, I was COOKING when the LIGHTS went OUT.”

Paul: Now a tiny dialogue.

Emily: What were you doing around six?

Paul: Around six, I was cooking when the lights went out.

Emily: What did you do?

Paul: I used my phone light, so I could finish safely.

Emily: Nice. Short, useful, complete.

Paul: Let’s check the skill with a few quick questions.

Emily: Number one. Someone asks, “What were you doing around seven?” Which answer fits better? A: “Yesterday was busy.” B: “Around seven, I was waiting for the bus.”

Paul: B. It answers the specific time.

Emily: Number two. Complete this naturally: “I was walking home when…”

Paul: Possible answer: “…it started to rain.”

Emily: Number three. Which sentence better shows an action already in progress? A: “I cooked when she called.” B: “I was cooking when she called.”

Paul: B, if the meaning is that cooking was already happening when the call came.

Emily: Number four. Your listener says, “So the package arrived before you got home,” but that is wrong. What can you say?

Paul: “No, wait. I was already home when it arrived.” Short repair, clear relationship.

Emily: Number five. Which ending gives an immediate result? A: “So I had to call the front desk.” B: “Yesterday was Tuesday.”

Paul: A.

Paul: Now for the main speaking challenge. Imagine someone asks about one specific moment yesterday. You have forty-five to seventy-five seconds to answer.

Emily: Keep it to one snapshot. Do not summarize the whole day.

Paul: Start with a time anchor such as “Around six…” or “At that point…”

Emily: Say what was in progress: “I was…”

Paul: Add one connected event with “when” or “while” if it fits.

Emily: Then say what happened immediately after, or why the moment mattered. “That’s when…” or “So I had to…”

Paul: And be ready for one follow-up question that checks the relationship between the actions.

Emily: You can use at least four of today’s patterns naturally: “Around… I was…,” “At that point, I was…,” “I was… when…,” “While I was…,” “That’s when…,” and “So I had to…”

Paul: Here is a short sample. It is shorter than your full task.

Emily: “Around seven yesterday, I was walking home from the supermarket. I was crossing the park when it started to rain. That’s when I realized my umbrella was at work. So I had to wait under a small roof near the entrance. After a few minutes, the rain got lighter, and I walked home.”

Paul: Clear snapshot: time, background, event, result.

Emily: Now personalize it. Your moment can be very ordinary. Maybe you were eating, commuting, working, studying, cleaning, exercising, shopping, or talking with someone.

Paul: If nothing interrupted you, that is fine. You can still answer: “Around eight, I was reading. At that point, I was almost finished with a chapter. Then I made some tea and went to bed.”

Paul: The point is to make one time yesterday easy to picture.

Emily: Try your first version now.

Paul: And when you finish, imagine I ask one follow-up: “Was that already happening when the other event happened?”

Emily: Check whether your answer makes the relationship clear.

Paul: If not, retry one sentence. You do not need to restart everything.

Emily: For example, first version: “I cooked when my sister arrived.”

Paul: Retry for the intended background meaning: “I was cooking when my sister arrived.”

Emily: First version: “At six, I went home,” when you mean you were already traveling.

Paul: Retry: “Around six, I was on my way home.”

Emily: First version: a full list from morning to night.

Paul: Retry: “Around six, I was…”

Emily: That single change can make the answer much easier to follow.

Paul: Before we close, let’s bring back the kitchen scene. Around six fifteen, what were you doing?

Emily: Around six fifteen, I was making dinner.

Paul: What happened?

Emily: I was cutting a red pepper when the kitchen light went out.

Paul: And then?

Emily: That’s when I realized the whole kitchen was dark, so I had to use the light on my phone for a moment.

Paul: Did the light go out before you started cooking?

Emily: No. I was already cooking when it went out.

Paul: There it is. The question from the beginning is now easy to answer.

Emily: And I didn’t need my whole Tuesday.

Paul: Exactly. A specific past-time question often needs a specific past-time answer.

Emily: The phrases worth keeping are simple: “Around six, I was…,” “At that point, I was…,” “I was… when…,” “While I was…,” “That’s when…,” and “So I had to…”

Paul: Your small language action for today is to choose one ordinary moment from yesterday and say three connected sentences about it aloud.

Emily: One time, one background action, one event or result.

Paul: And if someone asks a follow-up, repair only the part that needs repair.

Emily: Next time you practice past events, try changing the time question and building a new snapshot instead of repeating the same answer.

Paul: That gives you another real conversation, not just another grammar exercise.

Emily: See you in the next episode.

Paul: See you next time.