Shadowing Practice: Everybody Up 2 - Unit 3 - Learn English Speaking with Video

Les maken...
1
Unit 3.
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Things to Eat.
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Lesson 1.
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Food.
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A. Listen, point, and say.
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1. Soup.
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2. Salad.
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3. Spaghetti.
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4. French fries.
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5. Steak 6.
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Eggs Page 22.
12
B. Listen and find I like steak.
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What about you?
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Um, I don't like steak.
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I like spaghetti.
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Mmm, soup.
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I like soup.
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Look, salad.
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I like salad.
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What are those?
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Those are eggs.
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Are those french fries?
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Yes, they are.
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Page 23 See, listen, and say.
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Then practice.
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I want soup.
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I don't want soup.
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He wants soup.
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He doesn't want soup.
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She wants soup.
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She doesn't want soup.
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Don't.
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Do not.
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Doesn't Does not 1.
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I want soup.
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I don't want salad.
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2. He wants spaghetti.
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He doesn't want french fries.
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3. She wants steak.
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She doesn't want eggs.
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Page 23.
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D. Listen, ask, and answer.
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Then practice.
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What do you want?
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I want soup.
46
What does he want?
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He wants soup.
48
What does she want?
49
She wants soup.
50
1. What do you want?
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I want soup.
52
2. What do you want?
53
I want french fries.
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3. What does he want?
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He wants eggs.
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4. What does she want?
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She wants steak.
58
5. What does he want?
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He wants spaghetti.
60
6. What does she want?
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She wants salad.
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Lesson 2.
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Fruit.
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A. Listen, point, and say.
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1. Apple.
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2. Banana.
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3. Orange.
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4. Peach.
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Page 24.
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B. Listen and say.
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Then practice.
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I have apples.
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I don't have apples.
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He has apples.
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He doesn't have apples.
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She has apples.
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She doesn't have apples.
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Don't.
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Do not.
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Doesn't.
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Does not.
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Apples.
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Bananas.
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Oranges.
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Peaches.
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1. I have apples.
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I don't have bananas.
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2. She has bananas.
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She doesn't have oranges.
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3. She has oranges.
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She doesn't have peaches.
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4. He has peaches.
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He doesn't have apples.
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Page 25.
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See.
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Listen, ask, and answer.
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Then practice.
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Do you have apples?
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Yes, I do.
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Do you have apples?
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No, I don't.
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Does he have apples?
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Yes, he does.
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Does he have apples?
105
No, he doesn't.
106
Does she have apples?
107
Yes, she does.
108
Does she have apples?
109
No, she doesn't.
110
1. Do you have apples?
111
Yes, I do.
112
2. Do you have bananas?
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No, I don't.
114
3. Does he have peaches?
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Yes, he does.
116
4. Does she have oranges?
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No, she doesn't.
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Age 25.
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D. Sing.
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Does she have apples?
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Does she have apples?
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Yes, she does.
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Does she have peaches?
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Yes, she does.
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Does she have oranges?
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Yes, she does.
127
Does she have bananas?
128
No, she doesn't.
129
Does she have apples?
130
Yes, she does.
131
Does she have peaches?
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Yes, she does.
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Does she have oranges?
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Yes, she does!
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Does she have bananas?
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No she doesn't!
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Does he have apples?
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Yes he does!
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Does he have peaches?
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Yes he does!
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Does he have oranges?
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Yes, he does!
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Does he have bananas?
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No, he doesn't!
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Story A.
146
Talk about the pictures, then listen and read.
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Yes, please.
148
Do you want an apple?
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Yes.
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No. Excuse me?
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Yes, please.
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No, thank you.
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Do you want an apple, Anne?
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No, thank you.
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I have an apple.
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Do you want an apple?
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Yes, please.
158
No, thank you.
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I have an apple.
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Page 27.
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See.
162
Sing.
163
Do you want an apple?
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Do you want an apple?
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Yes.
166
No. Excuse me.
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Excuse me.
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Do you want an apple?
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Yes, please.
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No. No, thank you.
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Orange.
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Do you want an orange?
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Yes.
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No. Excuse me.
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Excuse me.
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Do you want an orange?
177
Yes, please.
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No. No, thank you.
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Peach, do you want a peach?
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Yes.
181
No. Excuse me.
182
Excuse me, do you want a peach?
183
Yes, please.
184
No. No, thank you.
185
D. Listen and say, then act.
186
1. Do you want an apple?
187
Yes, please.
188
No, thank you.
189
2. Do you want a banana?
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Yes, please.
191
No, thank you.
192
3. Do you want a peach?
193
Yes, please.
194
No, thank you.
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Page 28.
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Lesson 4.
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Dairy Products.
198
A. Listen, point, and say.
199
1. Milk.
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2. Yogurt.
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Cheese.
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Butter.
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Page 28.
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B. Listen, ask, and answer.
205
Then practice.
206
Do you like milk?
207
Yes, I do.
208
Do you like milk?
209
No, I don't.
210
Don't.
211
do not 1.
212
Do you like milk?
213
yes, I do 2.
214
Do you like yogurt?
215
yes, I do 3.
216
Do you like cheese?
217
no, I don't 4.
218
Do you like butter?
219
no, I don't Page 29.
220
See.
221
Listen and match.
222
1. Matt Do you like milk?
223
Yes, I do.
224
Do you like yogurt?
225
Yes, I do.
226
Do you like cheese?
227
No, I don't.
228
Do you like butter?
229
Yes, I do.
230
Do you like milk?
231
No, I don't.
232
Do you like yogurt?
233
Yes, I do.
234
Do you like cheese?
235
Yes, I do.
236
Do you like butter?
237
Yes, I do.
238
3. Jenny Do you like milk?
239
Yes, I do.
240
Do you like yogurt?
241
Yes, I do.
242
Do you like cheese?
243
Yes, I do.
244
Do you like butter?
245
No, I don't Do you like milk?
246
Yes, I do Do you like yogurt?
247
No, I don't Do you like cheese?
248
Yes, I do Do you like butter?
249
Yes, I do.
250
Page 30, Unit 4.
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Why practice speaking with this video?

In "Everybody Up 2 - Unit 3," learners have the opportunity to engage with a context that revolves around food—something universally relatable. This video teaches you how to express food preferences and make simple requests, such as “I want soup” or “I don’t want salad.” Practicing speaking with this content allows you to connect with everyday conversations, enhancing your ability to communicate in real-life scenarios. By focusing on speaking, you can apply the shadowing technique, which involves mimicking the speaker's intonation and pace, helping you internalize common expressions and sounds in English. Engaging with the content not only improves your vocabulary but also builds confidence in speaking.

Grammar & Expressions in Context

The lesson highlights several key grammatical structures and expressions that are essential for beginners:

  • I want... / I don't want...: These phrases are fundamental for expressing desires. For example, “I want soup” sets a clear intention, while “I don’t want salad” expresses a negative preference.
  • He wants... / She wants...: Understanding subject pronouns and their conjugation with simple verbs is essential. Notice how the subject changes with the verb: “He wants spaghetti” emphasizes the third-person singular.
  • What do you want?: This question format encourages interaction and can lead to conversation, helping learners gain confidence in asking and answering questions about preferences.

By studying these structures, you’ll be better equipped to build sentences and communicate effectively. Furthermore, utilizing shadow speech techniques will enhance your fluency as you practice these expressions.

Common Pronunciation Traps

While practicing with this video, pay attention to specific words that can pose pronunciation challenges. For instance, “spaghetti” may be tricky for non-native speakers due to its unique combination of consonants and vowels. Similarly, “French fries” can sometimes lead to blending sounds that might confuse learners. Listening closely and mimicking the speaker’s pronunciation is crucial. Employ the shadowspeaks method by repeating phrases immediately after hearing them to improve your pronunciation and rhythm in English.

Additionally, the variations in intonation can indicate whether someone is making a statement or asking a question, so be alert to these subtle cues. Remember, improving your English pronunciation not only makes you sound more fluent but also helps in effective communication.

Wat is de Shadowing-techniek?

Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.

Shadowing-techniek: lees de volledige stap-voor-stap-gids →