Shadowing Practice: Little lunch S1 E1 - The Principal’s office - Learn English Speaking with Video
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226 sentences
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Hey, whatcha doin'?
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Everybody's movin'!
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It's time for a little lunch It's time for running, swinging, slides It's time for bounce and sticking high It's time for shedding,
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loving, climbing It's time to skip your feet and start that rhyme Before your class goes back Well,
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you gotta eat your snack Take off the plastic wrap And do a little hand clap Hey, whatcha doin'?
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Everybody's movin' Hey, whatcha doin'?
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What you do a little much Last Tuesday I hurt my hand Actually,
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I didn't hurt my hand, someone else did.
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Someone called Rory.
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Rory has some behavioural issues.
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Meaning that he can't ever behave.
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He doesn't do his homework.
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He eats lollies in class.
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He always swears at the girls.
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Hey!
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Blh Which would be really bad, except sometimes Rory thinks he knows a lot more swear words than he really does.
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Hey!
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F*t ever!
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Minkle!
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I don't know what he thinks he's saying when he says Minkle, but it's meant to be rude.
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Really rude.
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When actually Minkle doesn't sound rude, it sounds like something you'd call your cat.
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I would never call my cat Minkle.
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It's cute.
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It's a swear word.
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A made-up swear word.
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Still, I would always feel like I was being mean to my cat.
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Anyway, Rory's worst behavioural issue is that he bites.
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People.
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Rory bit me on the hand.
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I didn't mean to bite Melanie on the hand.
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I meant to bite her on the elbow.
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But she moved her arm and then all of a sudden her hand was in my mouth.
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So I bit that instead.
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Rory's not fussy about where he bites.
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He'll bite anything.
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Once he even bit someone on the bum.
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He got in big trouble for that because it was Mrs. Gonch's bum.
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Dip that Joe!
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Oh, oh, yeah.
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Ah!
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Flory!
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My dad says Roy bites because he hasn't learned to control his impulses.
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My dad says we all have impulses, but we need to learn to control them.
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Like if I have the impulse to do a foofy at the dinner table, I need to learn to control it.
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But I haven't learned how to do that yet.
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The only people who actually can't control their biting are vampires and vampires are made up.
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Rory's real.
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Rory bit me on the hat!
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What do you say to Melanie?
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I didn't mean to.
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What else do you say to Melanie?
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Sorry?
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That's what I meant.
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I'm going.
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He had to go and sit in the principal's office.
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Rory is always sitting in the principal's office.
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Rory has a special behavioural modification management plan.
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Which mainly involves sitting in the principal's office.
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Rory is always sitting in the principal's office.
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Rory has a special behavioral modification management plan.
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Which mainly involves sitting in the principal's office.
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He even has his own special chair in the corner with a sign that says Rory's spot.
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Me cool.
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Rory had to go to Rory's spot
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and I had to go to sickbay to put cream
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and a bandage on my hand and then I started to feel really bad.
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I feel sick because of your hand no
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because this room smells like all vomit Oh don't be silly Melanie
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that is just your imagination my imagination can't smell This is
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a very clean room look I can take a big deep breath in Are you alright Mrs. Goncha?
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Just need to Want some more bandages and do the find If Mrs. Gonch really wants to punish Rory,
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he should put Rory's bot in sick bay.
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It's funny that Rory's always sitting on that chair, because Rory is the worst in the whole class at sitting still on a chair.
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Mrs. Gonch is always saying, ''Oh, Rory, have you got ants in your pants?'' again, because once he really did, after he stuffed Betty's lamington in his shorts.
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Rory offered to give my lamington back, but I didn't want it after that.
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I wasn't so worried about the ants.
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More Rory shorts.
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Mrs. Gonja said Rory had to have a long, good, hard think about what he did.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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Good, hard, think.
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I wish it was alright to bite someone's fingers.
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My dog Raffy bites all the time when he's playing.
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but my mum says, you're not a dog, Rory.
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And I say, really?
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Let's look at the facts.
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I like biting when I'm playing, I can catch a frisbee in my mouth, and I like eating with no hands.
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I don't think she's paying attention.
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The only time I've ever been to the principal's office is to collect a principal's award.
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Like, three times?
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Eight times.
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Once for the maths competition, then for my Go Green campaign, then for the read-a-thon, then...
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Yep, I believe you.
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Eight times.
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It's a very special office.
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Why?
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It has nice pictures and maps and lots and lots of pens and pads and sticky notes.
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Sometimes I think what it's like you'd have its own special spot there.
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It's really boring.
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There's nothing to do.
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I have to sit in this chair all day and the principal always goes, Rory, back on the chair.
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She wasn't there today.
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She was at this professional development thing.
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I kind of missed her.
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I even started saying, Rory,
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back on the chair to myself.
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So I wouldn't feel so lonely.
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Rory, back on the chair.
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My dad said he's not sure that the school's behavioural modification management plan for Rory is working.
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My dad says when he was a kid a behavioural modification management plan was called a strap.
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Miss Gongcha always sends me to the principal's office because she knows it's my worst thing not being around the other kids.
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I didn't want to make Melanie cry.
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I just wanted to bite her juicy little fingers.
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But I wish I hadn't done it, because now it was Little Lunch.
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The thing is, Rory honestly never means to be naughty.
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He just can't help it, and he probably just...
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And even though Rory's really annoying and disgusting and gross, we felt sorry for Rory sitting and Rory spotted Little Lunch.
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So I decided we should write him a note.
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I think we should write him a note.
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Are you serious?
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Writing a note will only encourage them to keep being naughty.
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But we could probably...
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And we'll get in trouble too.
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But maybe we could...
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We should not write Rory a note.
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Anyway, the important part is that we ended up writing Rory a note.
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I wanted it to land all the way over in Rory's spot, so I thought we should rub the piece of paper around a big chunk of apple.
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So it would make the distance.
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Read the note!
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The note said...
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I'll say what the note said.
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You didn't write the note, I wrote the note.
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I wrote it with you.
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She corrected my spelling.
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His spelling was terrible.
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Like Rory would know.
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The note said, Dear Rory, We're sorry you have impulse control issues.
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We hope your behavioural modification management plan is helping you, even though it doesn't seem to be.
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Hope it's okay in the.. big house?
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But then I made him cross out the big house because no-one knew what that meant.
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It means jail.
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Still nothing.
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I was being funny because I was saying the principal's office was like jail.
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Then why didn't you just say jail?
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So I wrote, Hope's okay in the principal's office, which does not sound cool at all.
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We miss you out here.
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I was so excited when I saw them all together there at the window.
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Even Melanie was there, and she was waving.
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Annika said she was just holding up her sore hand, but I'm pretty sure she was waving.
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For the whole rest of Little Lunch, it was really fun, because we're all writing messages and drawing pictures
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and chucking them into the principal's office on little bits of paper.
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I like chucking stuff into the principal's office.
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I wrote him a joke.
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What do I was like to eat for dinner?
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They like to eat fish and ships.
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That's a really funny joke because a whale could really eat a whole ship and
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Whales do eat fish and it sounds like fish and chips The joke wasn't that funny,
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but he'd been locked up by himself for a long time He would have thought that maths was funny.
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I decided to write an acrostic poem about Rory.
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I wrote R-O-R-Y down the page.
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I don't know why I decided to do that, because I hate acrostic poems.
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Mrs. Guncher is always getting us to write acrostic poems about everything, and I can never think of good words.
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But I used up my paper with writing R-O-R-Y on it, so I was stuck with that stupid acrostic poem.
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I had to think of some words to describe Rory.
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Rabbit, orange, red, yak.
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Hey!
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It spells Rory!
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I drew a beautiful girl from the future flying in space in a rocket.
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It was a really good picture.
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What's that?
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It's a girl from the future in space.
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Why are you making her boobies so big?
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I'm not!
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Yes, you are.
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Look.
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They're not boobies.
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They're her space controls.
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They look like big boobies.
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Anyway, Rory really liked my picture.
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Boobies.
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I really like logic puzzles, so I decided to give Rory a riddle to solve to help pass the time.
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What can travel the world but always stays in the corner?
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There's no answer!
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No, you have to work it out!
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Why?
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It's a puzzle!
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I forgot that it was me who liked logic puzzles, not Rory.
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Rory hates logic puzzles, so I just told him the answer.
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It's a stamp.
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It can travel the world, but always stays in the corner.
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It stays on the corner of an envelope and can go to other countries.
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Atticus really needs to work on his riddles.
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It wasn't nearly as good as a fish and chips joke.
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It also wasn't as good as the last note I unwrapped, because that had a half bagel inside it.
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Dear Rory, hope you like bagels.
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I will see you later, alligator.
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And also because it was from Melanie.
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I knew Rory would be hungry, and also I still felt a bit funny in the tummy after being in the sick bay, so I couldn't finish my little lunch.
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I was super happy Melanie threw me her bagel, even after I bit her juicy little fingers.
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Here's what happened.
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Rory bit me, then I cried.
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Then he said sorry.
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Then Mrs. Gunja got mad at him and sent him to sit in Rory's spot.
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The end.
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Except not the end, because then I threw in my bagel.
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Bye, Rory's here!
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Bye, see ya!
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Bye!
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Bye!
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Bye!
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Bye!
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See ya!
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But they all went back to class and I was all alone in Rory's spot again.
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But not once did I say to myself, Rory, back on the chair.
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But the principal came back from the professional development thing, and she did.
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Rory, back on the chair.
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Uh-huh, uh-huh.
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Hey, whatcha doin'?
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Everybody's movin', hey, whatcha doin'?
226
Little Punch.
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Vocabulary and speaking notes for this lesson
This video has 226 sentences and 1903 words to shadow. The speech runs for 12:46. The speaker talks at a steady 149 words per minute, a comfortable pace for shadowing. 78% of the words are among the 3,000 most common in English; the rest is worth studying before you start.
Key vocabulary in this video
15 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| bite verb | /baɪt/ | To cut into something by clamping the teeth. |
| modification noun | /ˌmɑdɪfɪˈkeɪʃən/ | The change undergone by a word when used in a construction. |
| poem noun | /ˈpoʊ.əm/ | A literary piece written in verse. |
| puzzle noun | /ˈpʌzəl/ | The state of feeling confused or mystified because one cannot understand a complicated matter, a problem, etc.; bewilderment, confusion; (countable) often in… |
| impulse noun | /ˈɪmpʌls/ | A thrust; a push; a sudden force that impels. |
| finger noun | /ˈfɪŋɡɚ/ | A slender jointed extremity of the human hand, (often) exclusive of the thumb, and the corresponding part, irrespective of including a thumb, in many other… |
| rude adjective | /ɹuːd/ | Lacking in refinement or civility; bad-mannered; discourteous. |
| chip noun | /t͡ʃɪp/ | A small piece broken from a larger piece of solid material. |
| involve verb | /ɪnˈvɑlv/ | To have (something) as a component or a related part; to comprise, to include. |
| imagination noun | /ɪˌmæd͡ʒəˈneɪʃən/ | The image-making power of the mind; the act of mentally creating or reproducing an object not previously perceived; the ability to create such images. |
| chuck verb | /t͡ʃʌk/ | To playfully give a light touch, stroke, tap, etc., to someone, especially under the chin. |
| mathematics noun | /mæθ(.ə)ˈmæt.ɪks/ | An abstract representational system studying numbers, shapes, structures, quantitative change and relationships between them. |
| spelling noun | /ˈspɛl.ɪŋ/ | The act, practice, ability, or subject of forming words with letters, or of reading the letters of words; orthography. |
| whale noun | /ˈweɪl/ | Any large cetacean, usually with the exclusion of dolphins and porpoises. |
| ant noun | /ænt/ | Any of various insects in the family Formicidae in the order Hymenoptera, typically living in large colonies composed almost entirely of flightless females. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| make up verb | /ˌmeɪk ˈʌp/ | To constitute, to compose. |
| come back from verb | To become successful, confident or effective again after an injury, setback, failure, embarrassment, etc. | |
| cross out verb | To strike out (something); to draw a line through (something). | |
| end up verb | To bring to a conclusion. | |
| go back verb | To return to a place or state after having been there at a previous time. | |
| go back to verb | To stem from; to originate in. | |
| hold up verb | To wait or delay. | |
| lock up verb | /ˌlɒk ˈʌp/ | To imprison or incarcerate (someone). |
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 | hasn't learned · haven't learned · I've ever been |
| Passive voice be + past participle — the focus is on what happens, not who does it | are made · was called · been locked |
| Advice with “should” should + verb — saying what is a good idea | should put · should write · should not write |
| Past continuous was/were + -ing — an action in progress at a moment in the past | was being · was waving · was just holding |
Pronunciation to watch
The speaker uses 45 contractions and reduced forms, such as didn't, wasn't, can't. Say them the short way, as you hear them.
- The “th” sounds: mathematics /mæθ(.ə)ˈmæt.ɪks/, breathe /bɹiːð/, thon /ðʌn/
- The “sh” and “zh” sounds: modification /ˌmɑdɪfɪˈkeɪʃən/, imagination /ɪˌmæd͡ʒəˈneɪʃən/, punish /ˈpʌnɪʃ/
- Long words — get the stress right: modification /ˌmɑdɪfɪˈkeɪʃən/, imagination /ɪˌmæd͡ʒəˈneɪʃən/, mathematics /mæθ(.ə)ˈmæt.ɪks/, behavioral /bɪˈheɪvjəɹəl/, alligator /ˈæl.ɪ.ɡeɪ.tɚ/
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 bite, modification, poem.
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.