Shadowing Practice: MOVERS SAMPLE TEST 2 PART 4 - Learn English Speaking with Video
Creating lesson...
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Part 4 Look at the pictures.
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Listen and look.
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There is one example.
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Where did Jim see the film?
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I saw a good film last week.
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Oh?
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Did your mum take you to the cinema?
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No. Oh, was it at your school then?
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No, it was at my birthday party.
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I see.
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It was a DVD.
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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. Where did the rabbits in the film go?
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The film was about some rabbits.
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Oh, I know the one.
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They have to find a new home.
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Did they go to live with the animals in a zoo?
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No, they didn't do that.
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Oh.
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Well, did they go to a farm then?
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No, they went to live in a big forest.
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Two.
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Where did the children have their lunch?
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What did you do after the film?
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We all had lunch.
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In a cafe?
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No, we had a picnic. Where?
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In the park?
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No, we had it in my garden.
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3. What did the children eat?
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What did you have for your lunch?
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Sandwiches?
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No, we had burgers.
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And ice cream?
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No, we had some grapes.
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4. What did the children do after lunch?
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What did you do after lunch?
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Did you have the birthday cake?
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No, we played ball games in my garden.
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Oh, it's better to play quiet games after a big lunch.
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Not on my birthday.
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Five.
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What did Jim's friends give him?
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What did your friends give you for your birthday?
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Oh, a lot of things.
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Some of them gave me CDs.
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Did they give you any new books?
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No, but my best friend gave me something very good.
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What is it?
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It's a little kitten.
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Wow!
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Now listen to part four again.
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One.
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Where did the rabbits in the film go?
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The film was about some rabbits.
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Oh, I know the one.
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They have to find a new home.
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Did they go to live with the animals in a zoo?
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No, they didn't do that.
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Oh.
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Well, did they go to a farm then?
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No, they went to live in a big forest.
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2. Where did the children have their lunch?
65
What did you do after the film?
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We all had lunch.
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In a cafe?
68
No, we had a picnic. Where?
69
In the park?
70
No, we had it in my garden.
71
3. What did the children eat?
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What did you have for your lunch?
73
Sandwiches?
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No, we had burgers.
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And ice cream?
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No, we had some grapes.
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4. What did the children do after lunch?
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What did you do after lunch?
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Did you have the birthday cake?
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No, we played ball games in my garden.
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Oh, it's better to play quiet games after a big lunch.
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Not on my birthday.
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5. What did Jim's friends give him?
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What did your friends give you for your birthday?
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Oh, a lot of things.
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Some of them gave me CDs.
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Did they give you any new books?
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No, but my best friend gave me something very good.
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What is it?
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It's a little kitten.
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Wow!
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That is the end of part four.
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That is the end of part four.
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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 “MOVERS SAMPLE TEST 2 PART 4”. The speaker keeps coming back to these words: lunch, film, birthday, rabbits, garden. This video has 94 sentences and 522 words to shadow. The speech runs for 5:32. The speaker talks slowly, about 94 words per minute, so there is time to copy every sound. 90% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow. 43 of its 94 sentences are questions, so it is good practice for question intonation and short answers.
Key vocabulary in this video
13 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| rabbit noun | /ˈɹæbɪt/ | A mammal of most genera of the family Leporidae, with long ears, long hind legs and a short, fluffy tail. (Those of the larger kind are instead called hares) |
| sandwich noun | /ˈsæn(d).wɪd͡ʒ/ | A dish or foodstuff where at least one piece, but typically two or more pieces, of bread serves as the wrapper or container of some other food. |
| burger noun | /ˈbɝ.ɡɚ/ | A hamburger. |
| picnic noun | /ˈpɪknɪk/ | An informal social gathering, usually in a natural outdoor setting, to which the participants bring their own food and drink. |
| tick noun | /tɪk/ | A tiny woodland arachnid of the suborder Ixodida. |
| grape noun | /ɡɹeɪp/ | A small, round, smooth-skinned edible fruit, usually purple, red, or green, that grows in bunches on female vines of most species of genus Vitis and the… |
| kitten noun | /ˈkɪtən̩/ | A young rabbit, rat, hedgehog, squirrel, fox, beaver, badger, etc. |
| cinema noun | /ˈsɪn.ə.mə/ | A movie theatre, a movie house. |
| café noun | /ˌkæˈfeɪ/ | A coffee shop; an establishment selling coffee and sometimes other non-alcoholic beverages, simple meals or snacks, with a facility to consume them on the… |
| lunch noun | /lʌnt͡ʃ/ | A light meal usually eaten around midday, notably when not as main meal of the day. |
| quiet adjective | /ˈkwaɪ̯.ət/ | With little or no sound; free of disturbing noise. |
| cream noun | /kɹiːm/ | The butterfat or milkfat part of milk which rises to the top; this part when separated from the remainder. |
| cake noun | /keɪk/ | A rich, sweet dessert food, typically made of flour, sugar, and eggs and baked in an oven, and often covered in icing. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- Did your mum take you to the cinema?
- Can you see the tick?
- What did you do after the film?
- What did you have for your lunch?
- What did you do after lunch?
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 rabbit, sandwich, burger.
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.