I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.

With pleasure.

...we worked so hard!

Let's get to work.

You say this job isn't cool.

How we doing? 7.71.

And how's our business?

We have decided, as concerns our method, to proceed in a pragmatic manner.

We've already done our work.

We've made arrangements for you.

This reflects the dynamics of our work.

Come on out here so I can finish the job.

And then, of course, we actually go and work with the community and the clients.

We made the drawings of the fish and the scales.

And most of our work's pretty non invasive.

And then understand why they had to wait for so long.

Our work on climate change,

Yes, it is.

That's only half our job.

So that's our job.

We worked together, fought together.

We worked in the same hospital.

We worked a long time in New York.

They just don't understand how we function.

Our act's pretty dangerous.

It is a matter of special satisfaction for us to see such a qualified and skilful diplomat from the sister nation of Ecuador in charge of our work in this important Committee of the General Assembly.

And so I'm going to take a few examples from our work.

You talk as if you were the boss.

Our work is never done.

Our work is not yet complete.

I think that would facilitate our work.

That's our business, Dae jin.

Or a lot to lose.

We'd been working there about a month.

Well, this is what we apply to our work.

And, secondly, we must do what we do best.

So we've been working with a company to commercialize this.

That's our job as cosmologists.

This is our big takeaway.

We worked hard, so let's have a drink for that.

You're ruining my business, Sarge.

We did well, didn't we?

Making our work of art a masterpiece.

We made a lot of pictures together.

You pull up, we start, we cut.