Shadowing Practice: Flyers 1 TEST 3 - Listening Tests 3 | Lớp Học Thầy Mol - Learn English Speaking with Video
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Cambridge English Flyers 1.
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Published by Cambridge University Press and Cambridge English Language Assessment 2017.
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This recording is copyright.
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CD 2.
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Test 3.
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Hello.
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This is the Cambridge English Flyers Listening Test.
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Thank you.
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Part 1.
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Listen and look.
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There is one example.
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It's busy in the station today, isn't it, Mum?
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Yes, lots of people are going away.
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You know that man with the shorts, don't you?
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The one who's holding the umbrella?
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That's Jim.
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Do you know him very well?
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Not very well.
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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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Do you know any other people here?
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Can you see the woman who's carrying a small suitcase?
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Yes.
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She's wearing a dress with spots.
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That's my friend Sarah.
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Oh, where's she going?
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She's going to visit her cousin.
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And there's someone I know here, Mum.
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Who's that?
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Can you see that man who's reading the newspaper?
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The one who's got curly hair?
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No, the one who's sitting next to his skis.
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He taught me last year.
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Oh, yes.
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I remember him.
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His name's Frank.
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Look.
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Can you see that girl with the drum?
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Yes, I can.
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I'd like to play it.
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Me too.
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Do you like her sunglasses?
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Yes, I do.
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What's her name?
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Katie.
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She lives near the station.
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And who's the man who's making the coffee?
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Sorry, I don't know him, but I do know the man who's buying something at the bookshop.
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Oh, what's his name?
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That's Jack.
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Oh, he's got a great striped scarf.
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Yes, he has, hasn't he?
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Can you see the woman who's sitting next to those plants?
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Oh, yes.
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She's a friend of your aunt's.
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Yes.
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I like the butterfly on her handbag.
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What's her name?
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Her name's Helen.
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Now listen to part one again.
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Do you know any other people here?
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Can you see the woman who's carrying a small suitcase?
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Yes.
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She's wearing a dress with spots.
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That's my friend Sarah.
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Oh, where's she going?
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She's going to visit her cousin.
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And there's someone I know here, Mum.
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Who's that?
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Can you see that man who's reading the newspaper?
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The one who's got curly hair?
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No, the one who's sitting next to his skis.
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He taught me last year.
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Oh yes, I remember him.
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His name's Frank.
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Look!
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Can you see that girl with the drum?
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Yes, I can.
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I'd like to play it.
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Me too.
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Do you like her sunglasses?
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Yes, I do.
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What's her name?
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Katie.
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She lives near the station.
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And who's the man who's making the coffee?
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Sorry, I don't know him, but I do know the man who's buying something at the bookshop.
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Oh, what's his name?
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That's Jack.
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Oh, he's got a great striped scarf.
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Yes, he has, hasn't he?
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Can you see the woman who's sitting next to those plants?
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Oh, yes.
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She's a friend of your aunt's.
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Yes, I like the butterfly on her handbag.
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What's her name?
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Her name's Helen.
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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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Mum, there's going to be a race next Sunday.
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I like to run in it with all my friends.
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Great.
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When will it start?
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I have the time here on this paper.
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It says midday.
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Okay.
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I can take you in the car.
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Thanks, Mom.
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I want to be there early.
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Can you see the answer?
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Now you listen and write.
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Where will the race start, David?
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We'll have to meet outside the school first, but that's not where we'll start.
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Oh.
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No. We're going to start from the bridge.
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I see.
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What are you going to wear?
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What about my new T-shirt?
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The one with the stripes?
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That's a good idea.
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My teacher says that it's important to eat the right food before the race.
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A nice burger and fries?
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No, Mom.
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You have to eat pasta.
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That's the best food.
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Okay.
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I can cook some for you.
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Thanks.
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The race is going to be a long one.
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We'll have to go through the town.
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And when will you know it's the end of the race?
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We'll see a flag.
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Someone Then we'll wave it at the finishing line.
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Okay.
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I'll be there with Dad to watch you.
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What will happen after the race?
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I'm going to meet my friends in the park.
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What are you going to do there?
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We'll have a picnic.
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That's great!
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Now listen to part two again.
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Where will the race start, David?
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We'll have to meet outside the school first, but that's not where we'll start.
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Oh.
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No. We're going to start from the bridge.
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I see.
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What are you going to wear?
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What about my new T-shirt?
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The one with the stripes?
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That's a good idea.
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My teacher says that it's important to eat the right food before the race.
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A nice burger and fries?
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No, Mom.
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You have to eat pasta.
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That's the best food.
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Okay.
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I can cook some for you.
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Thanks.
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The race is going to be a long one.
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We'll have to go through the town.
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And when will you know it's the end of the race?
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We'll see a flag.
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Someone will wave it at the finishing line.
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Okay.
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I'll be there with Dad to watch you.
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What will happen after the race?
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I'm going to meet my friends in the park.
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What are you going to do there?
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We'll have a picnic.
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That's great!
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That is the end of part two.
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Part three.
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Listen and look.
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There is one example.
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What did Mrs Green buy for each person?
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Hello, Mrs Green.
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Wow, you've done a lot of shopping.
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Yes, William.
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I've bought some presents.
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I went to the shops and some of my friends and family asked me to buy some things.
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Is this lovely ring a present?
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Yes, it is.
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My friend Emma wanted it.
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It's not very expensive, but it's got a nice stone in it.
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I'm sure she'll like it.
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Can you see the letter B?
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Now you listen and write a letter in each box.
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This looks interesting.
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Yes.
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Do you like the pictures inside it?
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Yes, I do.
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Look at that racing car.
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It's amazing.
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Well, this magazine is for my husband, Oliver.
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He buys it every week, but he forgot yesterday when he was in town.
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You have a sister, don't you, Mrs Green?
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Did you get her anything?
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Well, Jane wanted a new belt.
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I looked for one, but I couldn't find anything.
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I decided to get her these gloves.
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Does she have cold hands?
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She often says so.
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The wool is very nice, isn't it?
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What's this, Mrs Green?
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Is it a torch?
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Yes, it's for my son Michael.
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He loves going inside caves.
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He needs lots of light when he's there.
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Why's that?
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Because it's so dark in there.
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I've never been inside a cave.
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I don't like bats or frightening creatures like that.
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No, I don't.
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And what about these chopsticks? Are they for you?
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No, they're for my friend Kim.
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Are they made from wood?
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Yes, they are.
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She doesn't like plastic, so I had to buy these.
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She asked me for some forks, too.
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We saw them when we were in a market last week.
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Today, they weren't there.
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And who's this car for?
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I love the design.
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Yes, it's fantastic, isn't it?
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It's for my daughter, Sally.
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She loves collecting them.
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Has she got lots of them?
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Yes, she has.
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You must come and see them soon.
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Now listen to part three again.
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This looks interesting.
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Yes.
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Do you like the pictures inside it?
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Yes, I do.
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Look at that racing car.
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It's amazing.
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Well, this magazine is for my husband, Oliver.
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He buys it every week, but he forgot yesterday when he was in town.
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You have a sister, don't you, Mrs Green?
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Did you get her anything?
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Well, Jane wanted a new belt.
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I looked for one, but I couldn't find anything.
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I decided to get her these gloves.
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Does she have cold hands?
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She often says so.
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The wool is very nice, isn't it?
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What's this, Mrs Green?
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Is it a torch?
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Yes, it's for my son Michael.
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He loves going inside caves.
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He needs lots of light when he's there.
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Why's that?
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Because it's so dark in there.
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I've never been inside a cave.
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I don't like bats or frightening creatures like that.
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No, I don't.
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And what about these chopsticks?
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Are they for you?
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No, they're for my friend Kim.
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Are they made from wood?
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Yes, they are.
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She doesn't like plastic, so I had to buy these.
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she asked me for some forks too we saw them when we were in a market last week.
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Today they weren't there.
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And who's this car for?
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I love the design.
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Yes, it's fantastic, isn't it?
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It's for my daughter Sally.
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She loves collecting them.
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Has she got lots of them?
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Yes, she has.
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You must come and see them soon.
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That is the end of part three.
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Part four.
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Listen and look.
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There is one example.
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What's the new museum near to?
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Hello, Grace.
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Did you enjoy your visit to the new museum?
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Yes, Dad.
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It was interesting. Where is this museum?
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I've never been there.
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It's near the university, isn't it?
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No, it's near the theatre.
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It's easier to get to than the old museum.
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Yes, I remember.
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The old museum was near the fire station.
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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 did Grace like best in the museum?
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So what did you like best in the museum, Grace?
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Was there a dinosaur?
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Yes, but it wasn't very good, Dad.
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But I loved the big octopus.
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What else did you see?
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Well, there was a shark, but I didn't like that very much.
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Two.
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What did Grace do first?
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What did you do first when you arrived at the museum?
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Well, we wanted to take some pictures, but we couldn't.
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Oh, I see.
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Did you have to write things down in your book?
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No. A man talked to us about the museum before we looked at anything.
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Oh, that's good.
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Three.
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What was the film about?
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There was a little cinema in the basement of the museum.
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Did you see a good film?
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I wanted to see the film about deserts, but that was on last week.
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Oh, so what did you see?
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Something about animals?
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No. We saw a film about the pyramids.
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It was interesting.
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Four.
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What was the treasure box made of?
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There were some very old things in the museum.
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I saw a treasure box.
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It was full of gold.
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Oh, that's great.
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And what was the box made of?
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Was it silver?
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No, it was made of very old wood.
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I'd like to see it one day.
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Five.
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What will Grace have to take to class tomorrow?
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So what will you do in class tomorrow?
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We're going to make a big picture.
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I'm going to take these postcards that I bought at the museum.
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You should take some glue.
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No, we've got that at school.
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And remember to take your new backpack.
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Oh no, it's still at school.
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I forgot it.
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Now listen to part four again.
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One.
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What did Grace like best in the museum?
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So what did you like best in the museum, Grace? Was there a dinosaur?
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Yes, but it wasn't very good, Dad.
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But I loved the big octopus.
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What else did you see?
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Well, there was a shark, but I didn't like that very much.
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What did you do first, when you arrived at the museum?
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Well, we wanted to take some pictures, but we couldn't.
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Oh, I see.
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Did you have to write things down in your book?
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No. A man talked to us about the museum before we looked at anything.
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Oh, that's good.
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Three.
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What was the film about?
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There was a little cinema in the basement of the museum.
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Did you see a good film?
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I wanted to see the film about deserts, but that was on last week.
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Oh, so what did you see?
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Something about animals?
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No. We saw a film about the pyramids.
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It was interesting.
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Four.
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What was the treasure box made of?
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There were some very old things in the museum.
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I saw a treasure box.
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It was full of gold.
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Oh, that's great.
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And what was the box made of?
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Was it silver?
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No, it was made of very old wood.
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I'd like to see it one day.
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Five.
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What will Grace have to take to class tomorrow?
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So what will you do in class tomorrow?
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We're going to make a big picture.
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I'm going to take these postcards that I bought at the museum.
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You should take some glue.
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No, we've got that at school.
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And remember to take your new backpack.
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Oh no, it's still at school.
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I forgot it.
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That is the end of part four.
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Part five.
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Listen and look at the picture.
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There is one example.
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Look at this picture.
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It's a nice kitchen.
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Oh, yes.
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I can see two people.
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I think they're cooking.
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Yes, they are.
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Perhaps they're making a cake.
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Would you like to color something?
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Okay.
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Well, next to the boy there's some butter.
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Can I color it purple?
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That's a funny color for it, but okay. Do that.
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Great.
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I'm coloring it now.
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Can you see the purple butter?
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This is an example.
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Now you listen and color and write.
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One.
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Can you see the cup on the shelf? Which one?
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There are two of them.
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The bigger one.
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Can you see it?
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Yes, I can.
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Okay, no problem.
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I'm going to color it red.
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Two.
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I can see some chocolate in the kitchen.
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Oh, yes.
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It's near the small bowl, isn't it?
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Well, there's some on top of the fridge, too.
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It looks nicer.
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Yes, I think it does.
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Can you color it orange?
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What about that?
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Yes, okay.
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I think that's a good idea.
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3. Would you like to write something on the picture?
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Yes, I'm ready.
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Can you see the bag near the cookies?
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Yes, I can.
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Please write sugar on it.
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Okay, I'm writing that now.
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Four.
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And can I write something else in the kitchen?
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What would you like to write?
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Can you see the very big bowl on the shelf?
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Yes, I can.
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Well, why don't you write the word olives on it?
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That's great.
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Five.
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I'd like to color something blue now.
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Okay, then.
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Can you see the scissors?
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The ones at the front?
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No. How about the ones next to the boy on the right?
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Yes, I prefer them.
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Can I color them?
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Yes.
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Thanks.
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We've finished now.
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Good.
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I think the picture looks great.
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Now listen to part five again.
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One.
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Can you see the cup on the shelf? Which one?
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There are two of them.
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The bigger one.
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Can you see it?
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Yes, I can.
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Okay, no problem.
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I'm going to color it red.
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2. I can see some chocolate in the kitchen.
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Oh, yes.
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It's near the small bowl, isn't it?
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Well, there's some on top of the fridge, too.
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It looks nicer.
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Yes, I think it does.
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Can you color it orange?
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What about that?
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Yes, okay.
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I think that's a good idea.
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3. Would you like to write something on the picture?
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Yes, I'm ready.
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Can you see the bag near the cookies?
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Yes, I can.
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Please write sugar on it.
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Okay, I'm writing that now.
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Four.
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And can I write something else in the kitchen?
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What would you like to write?
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Can you see the very big bowl on the shelf?
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Yes, I can.
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Well, why don't you write the word olives on it?
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That's great.
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Five.
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I'd like to color something blue now.
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Okay, then.
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Can you see the scissors?
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The ones at the front?
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No. How about the ones next to the boy on the right?
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Yes, I prefer them.
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Can I color them?
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Yes.
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Thanks.
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We've finished now.
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Good.
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I think the picture looks great.
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That is the end of the Flyers Listening Test.
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Thank you.
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Vocabulary and speaking notes for this lesson
This A2 speaking lesson is built on the video “Flyers 1 TEST 3 - Listening Tests 3”. The speaker keeps coming back to these words: museum, write, listen, color, picture. This video has 492 sentences and 2700 words to shadow. The speech runs for 28:56. The speaker talks slowly, about 93 words per minute, so there is time to copy every sound. 88% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow. 153 of its 492 sentences are questions, so it is good practice for question intonation and short answers.
Key vocabulary in this video
15 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| cave noun | /keɪv/ | A large, naturally-occurring cavity formed underground or in the face of a cliff or a hillside. |
| treasure noun | /ˈtɹɛʒəɹ/ | A collection of valuable things; accumulated wealth; a stock of money, jewels, etc. |
| shelf noun | /ʃɛlf/ | A flat, rigid structure, fixed at right angles to a wall or forming a part of a cabinet, desk, etc., and used to display, store, or support objects. |
| stripe noun | /stɹaɪp/ | A long region of a single colour in a repeating pattern of similar regions. |
| belt noun | /ˈbɛlt/ | A band worn around the waist to hold clothing to one's body (usually pants), hold weapons (such as a gun or sword), or serve as a decorative piece of clothing. |
| cousin noun | /ˈkʌz(ə)n/ | Chiefly with a qualifying word: Any relation (especially a distant one) who is not a direct ancestor or descendant but part of a person's extended family; a… |
| butter noun | /ˈbʌtɚ/ | A soft, fatty foodstuff made by churning the cream of milk (generally cow's milk). |
| desert noun | /ˈdɛz.ɚt/ | A barren area of land or desolate terrain, especially one with little water or vegetation; a wasteland. |
| arrive verb | /əˈɹaɪv/ | To reach; to get to a certain place. |
| collect verb | /ˈkɑlɪkt/ | To gather together; amass. |
| purple noun | /ˈpɝ.pl̩/ | A colour between red and blue; violet, though often closer to magenta. |
| basement noun | /ˈbeɪsmənt/ | A floor of a building below ground level. |
| cinema noun | /ˈsɪn.ə.mə/ | A movie theatre, a movie house. |
| ski noun | /skiː/ | One of a pair of long flat runners designed for gliding over snow or water. |
| drum noun | /ˈdɹʌm/ | A percussive musical instrument spanned with a thin covering on at least one end for striking, forming an acoustic chamber; a membranophone. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| go through verb | To travel from one end of something to the other. |
| go away verb | To depart or leave a place. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- You know that man with the shorts, don't you?
- Do you know him very well?
- Can you see the line?
- Do you know any other people here?
- Can you see that man who's reading the newspaper?
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Present perfect have/has + past participle — a past action that still matters now | you've done · I've bought · I've never been |
| Passive voice be + past participle — the focus is on what happens, not who does it | was made |
| Advice with “should” should + verb — saying what is a good idea | should take |
| Superlatives the -est / the most … — the top or bottom of a group | the best |
Pronunciation to watch
The speaker uses 82 contractions and reduced forms, such as I'm, don't, we'll. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: treasure /ˈtɹɛʒəɹ/, shelf /ʃɛlf/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
- Record yourself and compare with the original, paying attention to words like cave, treasure, shelf.
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.