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

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Unit 3.
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250 sentences
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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.
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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.
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What does he want?
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He wants soup.
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What does she want?
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She wants soup.
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1. What do you want?
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I want soup.
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2. What do you want?
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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.
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5. What does he want?
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He wants spaghetti.
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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?
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No, he doesn't.
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Does she have apples?
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Yes, she does.
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Does she have apples?
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No, she doesn't.
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1. Do you have apples?
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Yes, I do.
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2. Do you have bananas?
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No, I don't.
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3. Does he have peaches?
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Yes, he does.
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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.
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Does she have bananas?
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No, she doesn't.
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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!
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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.
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Talk about the pictures, then listen and read.
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Yes, please.
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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.
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No, thank you.
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I have an apple.
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Page 27.
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See.
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Sing.
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Do you want an apple?
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Do you want an apple?
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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 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?
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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.
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No. Excuse me.
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Excuse me, do you want a peach?
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Yes, please.
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No. No, thank you.
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D. Listen and say, then act.
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1. Do you want an apple?
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Yes, please.
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No, thank you.
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2. Do you want a banana?
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Yes, please.
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No, thank you.
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3. Do you want a peach?
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Yes, please.
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No, thank you.
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Page 28.
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Lesson 4.
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Dairy Products.
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A. Listen, point, and say.
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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.
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Then practice.
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Do you like milk?
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Yes, I do.
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Do you like milk?
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No, I don't.
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Don't.
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do not 1.
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Do you like milk?
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yes, I do 2.
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Do you like yogurt?
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yes, I do 3.
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Do you like cheese?
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no, I don't 4.
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Do you like butter?
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no, I don't Page 29.
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See.
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Listen and match.
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1. Matt Do you like milk?
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Yes, I do.
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Do you like yogurt?
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Yes, I do.
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Do you like cheese?
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No, I don't.
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Do you like butter?
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Yes, I do.
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Do you like milk?
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No, I don't.
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Do you like yogurt?
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Yes, I do.
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Do you like cheese?
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Yes, I do.
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Do you like butter?
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Yes, I do.
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3. Jenny Do you like milk?
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Yes, I do.
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Do you like yogurt?
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Yes, I do.
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Do you like cheese?
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Yes, I do.
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Do you like butter?
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No, I don't Do you like milk?
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Yes, I do Do you like yogurt?
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No, I don't Do you like cheese?
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Yes, I do Do you like butter?
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Yes, I do.
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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.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

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