Shadowing Practice: Get Ready for FLYERS - UNIT 3 Listening | Lớp Học Thầy Mol - Learn English Speaking with Video
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Listening 11.
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Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 11.
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Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 12.
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Listen and draw lines.
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which meal is not needed.
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Yesterday was Grandma's birthday.
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She was 80 years old.
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We went to this really nice restaurant in town with all the family.
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"'That's nice.' Did your grandma enjoy the meal?
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Yes, she did.
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She had pizza with cheese on top.
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and a bowl of salad, And my Uncle Michael came.
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He ate a lot.
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He had a really large burger with chips.
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And he put a lot of salt on his food too.
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Mum says that's really bad.
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OK.
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And what about the others?
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What did your little sister have?
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Emma?
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She ate sausages.
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She loves them.
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Oh yes, and some chips too.
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I had a bowl of soup and a burger.
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I really liked my meal.
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It tasted great!
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And what did Holly have?
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She had soup like me.
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But then she had two pizzas with cheese on them.
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She ate a lot, and she was a bit ill when she got home.
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Oh dear.
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And our cousin Helen came too.
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She had a very interesting meal.
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She ate chicken and rice.
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And, you know, She ate her meal with chopsticks.
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It looked very difficult.
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Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
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He said he doesn't know what's wrong with knives and forks.
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I agree with him, actually.
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So you didn't try to use chopsticks, then?" No, I was too hungry.
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I wanted to eat my food quickly, so I just used my knife and fork.
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But Mum ate with chopsticks.
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She had chicken and green vegetables.
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And what about your dad?
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Dad?
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Oh, he had chicken.
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But he likes potatoes, so he had them.
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Oh, and some carrots too.
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No chopsticks?
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No. And did you have anything else to eat?
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Yes.
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We took Grandma's cake to the restaurant and we sang happy birthday to her.
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And then we all had a piece of cake and lots of ice cream.
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That sounds like a really lovely time.
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Yes, it was.
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Well, until Holly got ill, that is.
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Listening 12.
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Listen and draw lines.
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Which meal is not needed?
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Yesterday was Grandma's birthday.
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She was 80 years old.
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We went to this really nice restaurant in town with all the family.
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"'That's nice.' Did your grandma enjoy the meal?
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Yes, she did.
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She had pizza with cheese on top.
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and a bowl of salad, And my Uncle Michael came.
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He ate a lot.
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He had a really large burger with chips.
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And he put a lot of salt on his food too.
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Mum says that's really bad.
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OK.
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And what about the others?
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What did your little sister have?
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Emma?
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She ate sausages.
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She loves them.
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Oh yes!
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And some chips too.
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I had a bowl of soup and a burger.
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I really liked my meal.
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It tasted great!
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And what did Holly have?
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She had soup like me.
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But then she had two pizzas with cheese on them.
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She ate a lot, and she was a bit ill when she got home.
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Oh dear!
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And our cousin Helen came too.
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She had a very interesting meal.
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She ate chicken and rice.
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And, you know, She ate her meal with chopsticks.
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It looked very difficult.
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Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
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He said he doesn't know what's wrong with knives and forks.
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I agree with him, actually.
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So, you didn't try to use chopsticks, then?
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No, I was too hungry.
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I wanted to eat my food quickly, so I just used my knife and fork.
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but mum ate with chopsticks she had chicken and green vegetables And what about your dad?
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Dad.
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Oh, he had chicken.
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But he likes potatoes, so he had them.
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Oh, and some carrots too.
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No chopsticks?
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No. And did you have anything else to eat?
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Yes.
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We took Grandma's cake to the restaurant and we sang happy birthday to her.
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And then we all had a piece of cake and lots of ice cream.
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That sounds like a really lovely time.
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Yes, it was.
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Well...
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Until Holly got ill, that is.
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Listening 13.
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Flyers practice test.
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Listening Part 4 Listen and look.
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There is one example.
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What time did the lesson start? So, Betty...
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Why are you late for my lesson?
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Sorry, Mrs. Hall.
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I had to go to the doctor this morning.
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Well, the lesson began at quarter past ten.
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And it's half past ten now.
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I'm sorry, but I had to see the doctor at half past nine, and then I came straight to school.
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Okay, Betty But I'll need a letter from your mother.
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All right, Mrs. Hall.
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Can you see the tick?
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This is an example.
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Now you listen and tick the box.
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1. What is Betty making in her cooking lesson today?
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Now, last week we did some good cooking and you all made some very nice pizza.
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I hope your families enjoyed it.
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What are we going to make this week?
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Wow.
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It's biscuits this week.
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And then next week, we're going to try making bread.
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Can we take them home again, Mrs Hall?
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Yes, Betty, you can.
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2. What should Betty get from the fridge?
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Now then, Betty, the other children have got everything they need in front of them.
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So could you go to the fridge and get some eggs?
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And do we need milk, Mrs Hall?
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No. Not for these biscuits, Betty.
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Oh!
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But you do need a bit of butter.
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You'll find that in the fridge too.
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Bye.
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Okay then.
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3. What does Betty need to do next?
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Before you start, have you washed your hands, Betty?
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It's very important to have clean hands when you're cooking.
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I did that before I came to class, miss.
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Good.
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Now could you get a bowl from that cupboard over there?
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Okay, Mrs. Hall.
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and you need to write all the information about temperature and cooking times in your book.
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but you can do that later.
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All right, Mrs. Hall.
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4. What did Betty forget to do?
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Did you remember to put some sugar in the bowl, Betty?
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Yes, Mrs. Hall.
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And a little bit of salt.
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Yes, I did that too.
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But Mrs. Hall...
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They don't look very brown.
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Well, that's because you didn't turn the cooker on, Betty.
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Oh, no!
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Don't worry, you can cook them now and come and collect them later.
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Thanks, Mrs Hall.
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About This Lesson
In this lesson, you will enhance your listening skills through engaging dialogues centered around common kitchen activities and family interactions. By listening to the transcript from the FLYERS Unit 3 video, you will familiarize yourself with everyday situations such as preparing meals and celebrating family events. This practice will not only improve your listening comprehension but also help you learn how to express thoughts and experiences in English.
Key Vocabulary & Phrases
- I'm ill - A phrase used to express that one feels unwell.
- That smells like pizza - A way to describe a familiar and appealing scent.
- Chocolate biscuits - A sweet treat commonly enjoyed as a snack.
- Tastes like Mum's pizza - A comparison indicating that something is delicious and reminiscent of home.
- What sounds like Mum? - Recognizing familiar voices or sounds in the environment.
- Yesterday was Grandma's birthday - A phrase to talk about past events and celebrations.
Practice Tips
To make the most out of your learning experience, consider using a shadowing app while watching the video. Shadow speech involves mimicking the speaker's pronunciation, intonation, and rhythm, which is especially effective when the dialogue maintains a conversational pace. As you listen to the transcript, gradually pause the video after each line to repeat what you hear. This exercise will help you improve English pronunciation and your overall fluency. Remember to focus on the tone and emotion of the conversation, as this will enhance your expressiveness in English. Engaging with the material in this way will not only make learning English more enjoyable, but it will also increase your confidence in speaking.
By incorporating these techniques into your practice, you will sound more natural and fluent when communicating in English. Shadowing the dialogues in this video serves as a valuable tool to learn English with YouTube, making language acquisition both accessible and fun. Keep practicing, and watch how your listening and speaking abilities improve over time!
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | is not needed |
| Future with “will” will + verb — a decision, promise or prediction | We'll make · I'll need · You'll find |
| Obligation: must / have to / need to saying that something is necessary | had to go · had to see · need to write |
| Future with “going to” be going to + verb — a plan or something you can see coming | are we going to make · we're going to try |
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.