Shadowing Practice: Flyers SUCCEED 8 Complete Practice Tests - Listening Test 6 | Lớp Học Thầy Mol - Learn English Speaking with Video
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Test 6.
2
Hello.
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This is the Cambridge Flyers Practice Listening Test 6.
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Oh, I'm so happy we came to the zoo, Daddy.
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Yes, it was a good idea.
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I think many of your friends are here.
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Yes, they are.
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Look, there's George.
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He's holding a large green snake.
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Oh, yes.
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He's wearing a red hat, isn't he?
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That's him.
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He's smiling, so I think he's having fun.
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Can you see the line?
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This is an example.
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Now you listen and draw lines.
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There's Holly.
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She looks frightened.
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The one who is jumping in the air?
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Yes.
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She's wearing a yellow T -shirt and she is waving her arms.
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She doesn't like snakes, does she?
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She hates snakes.
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Who's that boy standing over there?
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With his friend?
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Yes.
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He is looking at the lions.
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The one who's holding a green balloon?
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No, the one who is wearing blue trousers and a blue sweater.
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Oh, that's William.
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He's making a funny face, isn't he?
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There's Mary over there by the bears.
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The blonde girl who is wearing a pink and white striped shirt.
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No, Mary is blonde, but she's wearing a pink and white striped skirt.
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Yes, I can see her.
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She's pointing at the large bear.
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That's right.
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I think the bear is hungry.
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He's eating a fish.
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Do you know the boy who is looking at the bears?
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The one who's with Mary?
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No. The other boy with the blonde girl.
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I can only see his back, but I know it's Bill.
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I think he likes the bears.
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Yes, he loves animals.
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I think that boy likes animals too. Which boy?
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The one next to the hippo pool.
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Is he giving the hippos fish?
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No, he's taking a photo of the hippos.
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Oh yes, that's Peter.
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He's in my class.
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Now listen to part one again.
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There's Holly.
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She looks frightened.
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The one who is jumping in the air.
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Yes, she's wearing a yellow t -shirt and she is waving her arms She doesn't like snakes, does she?
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She hates snakes Who's that boy standing over there?
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With his friend?
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Yes, he is looking at the lions The one who's holding a green balloon?
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No, the one who is wearing blue trousers and a blue sweater Oh, that's William He's making a funny face, isn't he?
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There's Mary, over there, by the bears.
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The blonde girl who is wearing a pink and white striped shirt.
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No, Mary is blonde, but she's wearing a pink and white striped skirt.
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Yes, I can see her.
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She's pointing at the large bear.
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That's right.
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I think the bear is hungry.
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He's eating a fish.
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Do you know the boy who is looking at the bears?
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The one who's with Mary?
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No. The other boy with the blonde girl.
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I can only see his back, but I know it's Bill.
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I think he likes the bears.
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Yes, he loves animals.
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I think that boy likes animals too. Which boy?
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The one next to the hippo pool.
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Is he giving the hippos fish?
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No, he's taking a photo of the hippos.
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Oh yes, that's Peter.
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He's in my class.
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That is the end of part one.
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Part two.
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Listen and look.
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There is one example.
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Wake up, Ben.
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What time is it, Dad?
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It's late.
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It's eleven o 'clock.
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But I don't go to school today.
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I know, but we are going to go to the hospital.
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Can you see the answer?
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Now you listen and write.
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Why?
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What has happened?
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Your aunt is there.
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She has a broken leg.
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She broke it when she was painting a wall at home.
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She was standing on the stairs and she fell.
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Oh no!
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Let's go and see her.
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What time can we visit her?
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We can visit her from midday until 3 o 'clock in the afternoon.
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Shall we bring her some chocolate?
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Yes.
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I think we should take her a present.
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But I think she would prefer flowers.
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We can buy them from the shop opposite the hospital.
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I don't want to buy her flowers from the supermarket.
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OK, we could bring her a book.
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She loves to read.
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That's a good idea.
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Let's leave now because I must be home again at half past six.
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OK, let's go.
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Now listen to part two again.
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Why?
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What has happened?
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Your aunt is there.
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She has a broken leg.
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She broke it when she was painting a wall at home.
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She was standing on the stairs and she fell.
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Oh no!
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Let's go and see her.
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What time can we visit her?
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We can visit her from midday until 3 o 'clock in the afternoon.
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Shall we bring her some chocolate?
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Yes.
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I think we should take her a present.
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But I think she would prefer flowers.
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We can buy them from the shop opposite the hospital.
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I don't want to buy her flowers from the supermarket.
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OK, we could bring her a book.
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She loves to read.
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That's a good idea.
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Let's leave now because I must be home again at half past six.
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OK, let's go.
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That is the end of part two.
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Part 3 Listen and look There is one example.
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Where did Mary get her things?
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Oh, look at all these lovely things you have, Mary.
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Yes, I collect things I like and I put them in my bedroom.
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Where did you find this lovely shell?
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On the beach?
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No, it was a present from Grandma.
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She loves shells too.
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Can you see the letter D?
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Now you listen and write a letter in each box.
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Do you like this silver ring, Mum?
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Yes, but it looks expensive.
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Yes, I bought it yesterday.
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Oh, I know, at the shop in town.
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No, the rings are too expensive there.
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I got this at a street market.
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Oh, what beautiful chopsticks.
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Can you eat with these?
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I don't want to because they are so beautiful.
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I don't remember you buying these in town.
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Well, I did get them in town.
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Oh, Mary, you took them from the restaurant we went to last Saturday.
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Sorry, Mum.
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They looked so beautiful.
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now where did you find this umbrella
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that nice blue one yes mary i bought it at the
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street market i saw some umbrellas like this at the market
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but i got an umbrella from school some children were selling things
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because they need money to go on a school trip
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this is a nice ball is it new no it isn't
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it's a very expensive football oh where did you get it
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i found it in the park i saw some children playing
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with it they left it there i took it with me
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but i will go to the park tomorrow and i will try to find them Mum, did you see this little boat?
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It's made of wood.
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Oh, how lovely.
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Where did you buy that?
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My friend Jim, who was in my class, made it for me.
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It was a birthday present.
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That was nice of him.
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Now listen to part three again.
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Do you like this silver ring, Mum?
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Yes, but it looks expensive.
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Yes, I bought it yesterday.
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Oh, I know, at the shop in town.
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No, the rings are too expensive there.
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I got this at a street market.
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Oh, what beautiful chopsticks.
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Can you eat with these?
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I don't want to because they are so beautiful.
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I don't remember you buying these in town.
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Well, I did get them in town.
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Oh, Mary, you took them from the restaurant we went to last Saturday.
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Sorry, Mum.
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They looked so beautiful.
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Now, where did you find this umbrella?
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That nice blue one?
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Yes, Mary.
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I bought it.
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At the street market?
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I saw some umbrellas like this at the market, but I got an umbrella from school.
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Some children were selling things because they need money to go on a school trip.
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This is a nice ball.
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Is it new?
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No, it isn't.
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It's a very expensive football.
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Oh, where did you get it?
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I found it in the park.
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I saw some children playing with it.
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They left it there.
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I took it with me.
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But I will go to the park tomorrow and I will try to find them.
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Mum, did you see this little boat?
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It's made of wood.
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Oh, how lovely.
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Where did you buy that?
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My friend Jim, who was in my class, made it for me.
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It was a birthday present.
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That was nice of him.
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That is the end of part three.
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Part 4 Listen and look There is one example.
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What do they decide to do?
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It's the first day of your school holiday.
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I think we should do something together.
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Yes, that's a good idea.
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What shall we do?
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We could go to the cinema.
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I know you love films, and there's a children's cartoon on at 3 o 'clock this afternoon.
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I like the cinema, but only when it's raining or cold.
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Today it's a lovely sunny day.
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Can't we do something else?
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Do you want to swim in the lake?
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That's a good idea, but I would prefer to go and play in the park.
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OK then, let's do that.
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Can you see the tick?
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Now you listen and tick the box.
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1. What time will the grandparents visit the family?
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We can go now.
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Your grandparents will visit us this afternoon, so we must be back by then.
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What time will they come?
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Well, Grandpa said he and Grandma would leave their house at 2pm.
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So, they will be here at 2 .30pm?
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No, it takes one hour to get here, so they will be here at 3pm.
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Oh, good.
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So we don't have to come back early then.
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2. What will they do with the grandparents?
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Can we go for a picnic with Grandpa and Grandma?
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But we usually have lunch at 1pm.
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It will be too late to go for a picnic.
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Then let's all go to the zoo.
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That's a good idea.
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We can also go shopping later as the shopping centre is opposite the zoo.
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Oh, please, no. I hate shopping.
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Let's go another day.
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Oh, OK.
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But only because it's your holiday.
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3. What will they do in the evening?
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Will Grandpa and Grandma leave in the evening?
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No, they're going to stay with us tonight.
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Oh, good.
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Then Grandma can read me a story from my new book.
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I think she may be tired after her journey.
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Also, I think Grandpa and Grandma will be hungry.
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Will we have dinner together?
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Yes.
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4. What will they eat for dinner?
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I'm hungry now.
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But you've just eaten breakfast.
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I'm always hungry.
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I know.
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Well, you will have a nice big dinner this evening.
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What will we have to eat?
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Oh, I know.
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Fish and chips.
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You know Grandma hates fish.
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No, we all have chicken because everyone likes it.
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Oh, not again.
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Can't we have pizza?
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No, I want to make a nice meal for your grandparents.
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We can have pizza tomorrow.
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5. What time will the girl go to bed?
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Can I go to bed later this evening because Grandpa and Grandma will be with us?
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Yes, but not too late.
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Good.
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Can I go to bed at 10pm so I can watch TV after dinner?
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No, that's too late.
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We will finish dinner at 8pm.
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You can watch TV until 9pm, then you must go to bed after.
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Oh no!
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Sorry, but we must get up early tomorrow.
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Grandpa and Grandma will leave early to go home.
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Oh, OK then.
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Now listen to part four again.
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One.
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What time will the grandparents visit the family?
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We can go now.
293
Your grandparents will visit us this afternoon, so we must be back by then.
294
What time will they come?
295
Well, Grandpa said he and Grandma would leave their house at 2pm.
296
So they will be here at 2 .30pm?
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No, it takes one hour to get here, so they will be here at 3pm.
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Oh, good.
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So we don't have to come back early then.
300
2. What will they do with the grandparents?
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Can we go for a picnic with Grandpa and Grandma?
302
But we usually have lunch at 1pm.
303
It will be too late to go for a picnic.
304
Then let's all go to the zoo.
305
That's a good idea.
306
We can also go shopping later, as the shopping centre is opposite the zoo.
307
Oh, please, no. I hate shopping.
308
Let's go another day.
309
Oh, OK.
310
But only because it's your holiday.
311
3. What will they do in the evening?
312
Will Grandpa and Grandma leave in the evening?
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No. They're going to stay with us tonight.
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Oh, good.
315
Then Grandma can read me a story from my new book.
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I think she may be tired after her journey.
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Also, I think Grandpa and Grandma will be hungry.
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Will we have dinner together?
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Yes.
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4. What will they eat for dinner?
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I'm hungry now.
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But you've just eaten breakfast.
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I'm always hungry.
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I know.
325
Well, you will have a nice big dinner this evening.
326
What will we have to eat?
327
Oh, I know.
328
Fish and chips.
329
You know Grandma hates fish.
330
No, we all have chicken because everyone likes it.
331
Oh, not again.
332
Can't we have pizza?
333
No, I want to make a nice meal for your grandparents.
334
We can have pizza tomorrow.
335
5. What time will the girl go to bed?
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Can I go to bed later this evening because Grandpa and Grandma will be with us?
337
Yes, but not too late.
338
Good.
339
Can I go to bed at 10pm so I can watch TV after dinner?
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No, that's too late.
341
We will finish dinner at 8pm.
342
You can watch TV until 9pm, then you must go to bed after.
343
Oh no!
344
Sorry, but we must get up early tomorrow.
345
Grandpa and Grandma will leave early to go home.
346
Oh, OK then.
347
That is the end of part four.
348
I like this picture, Mum.
349
It's an airport and there are so many people there.
350
Yes.
351
Why don't you colour the picture?
352
That's a good idea.
353
What shall I colour first?
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I know.
355
You can colour that woman's bag red.
356
The woman who was sitting on the seat?
357
Yes, that one.
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Can you see the woman's red bag?
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This is an example.
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Now you listen and colour and write.
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One.
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I want to colour something else Okay, why don't you colour that man's rucksack purple Where is he?
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He's over there, behind the woman who is sitting He's also carrying a suitcase in his hand Oh yes,
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I can see him now 2
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Now you can write something.
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What shall I write?
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Do you see that wall?
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It says 4 to 12 on it.
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Write gates in front of the number 4.
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OK 3.
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What shall I do now?
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Do you see that man who is sitting down?
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Oh yes, the man who is speaking on the phone.
374
That's right.
375
Colour his phone green.
376
OK then.
377
4. I'd like you to write something else now.
378
Can you see the two police officers next to the man with the rucksack?
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Yes, I can.
380
They are at the police station.
381
I want you to write police above them.
382
OK, I'll do that now.
383
5. I think it would be a good idea to colour something now.
384
Yes, I would like that.
385
What shall I colour?
386
Well, let me think.
387
I know.
388
Colour the suitcase which is on the floor blue. Which suitcase?
389
I can see two.
390
Not the one which is open.
391
Colour the one which is closed.
392
The one with two cups of coffee and a magazine on it.
393
OK then.
394
The picture looks good now, doesn't it, Mum?
395
Yes, it does.
396
Well done.
397
Now listen to part five again.
398
One.
399
I want to colour something else.
400
OK.
401
Why don't you colour that man's rucksack purple?
402
Where is he?
403
He's over there, behind the woman who is sitting.
404
He's also carrying a suitcase in his hand.
405
Oh, yes, I can see him now.
406
Now you can write something.
407
What shall I write?
408
Do you see that wall?
409
It says 4 to 12 on it.
410
Write gates in front of the number 4.
411
OK.
412
3. What shall I do now?
413
Do you see that man who is sitting down?
414
Oh yes, the man who is speaking on the phone.
415
That's right.
416
Colour his phone green.
417
OK then.
418
You 4.
419
I'd like you to write something else now.
420
Can you see the two police officers next to the man with the rucksack?
421
Yes, I can.
422
They are at the police station.
423
I want you to write police above them.
424
OK, I'll do that now.
425
5. I think it would be a good idea to colour something now.
426
Yes, I would like that.
427
What shall I colour?
428
Well, let me think.
429
I know.
430
Colour the suitcase which is on the floor blue. Which suitcase?
431
I can see two.
432
Not the one which is open.
433
Colour the one which is closed.
434
The one with two cups of coffee and a magazine on it.
435
OK, then.
436
The picture looks good now, doesn't it, Mum?
437
Yes, it does.
438
Well done.
439
That is the end of the Flyers' Practice Listening Test 6.
440
Thanks for listening.
441
Thank you.
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¿Para quién es este video?
Este video es perfecto para estudiantes de inglés en el nivel Flyers de Cambridge, especialmente aquellos que quieren mejorar su comprensión auditiva y práctica de speaking. Si buscas prepararte para exámenes o simplemente querer hablar con más fluidez, las conversaciones cotidianas en el zoológico son una oportunidad ideal para practicar. Además, es genial para quienes usan técnicas como shadowspeak o shadow speech, ya que el diálogo es claro y con un ritmo natural que se adapta a la repetición.
Palabras y frases que debes aprender
El video está lleno de expresiones útiles para la vida diaria. Aquí las más destacadas:
- To be holding: "Estar sosteniendo". Por ejemplo, "George is holding a large green snake" (George está sosteniendo una serpiente verde grande).
- To make a funny face: "Hacer una cara graciosa". William lo hace mientras mira a los leones.
- To point at: "Apuntar a". Mary lo hace hacia el oso grande.
- To take a photo: "Tomar una foto". Peter lo hace con los hipopótamos.
Estas frases son fáciles de integrar en tu vocabulario y te ayudarán a describir situaciones cotidianas con claridad.
Cómo mejorar el acento con este video
El hablante tiene un acento claro y un tono amigable, ideal para practicar shadowing. Aquí dos tips: Primero, presta atención a la entonación al preguntar, como en "She doesn't like snakes, does she?" (No le gustan las serpientes, ¿verdad?), donde la voz sube al final. Segundo, repite frases como "He's wearing a red hat" (Él está usando un sombrero rojo) imitando el ritmo: "He's wea-ring a red hat" (con énfasis en "wea-ring"). Usa un app de shadowing para grabarte y compararte con el video; verás cómo mejoras en poco tiempo. Recuerda, la clave es la repetición: cada vez que lo hagas, tu pronunciación se hará más natural.
Con este video, no solo aprendes inglés con videos, sino que también practicas de forma divertida. ¡Anímate a intentarlo y verás tu progreso en poco tiempo!
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | one who is · woman who was · woman who is |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has happened · you've just eaten |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is closed |
| Past continuous was/were + -ing — una acción en curso en un momento del pasado | was painting · was standing · were selling |
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.