Shadowing Practice: Oxford Discover 2 - Unit 8: Bandar, the Greedy Monkey - Learn English Speaking with Video
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123 sentences
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Let go.
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Steal.
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Dig up.
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Hide.
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jar greedy board baker cook
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let go steal dig up hide jar
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greedy Board.
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Baker.
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Cook.
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Page 78.
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Read.
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Bandar, the Greedy Monkey.
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A monkey called Bandar lived in the woods near a small town.
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One day, Bandar was bored and decided to go into the town.
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Bandar went to a bakery and saw thirty beautiful cookies.
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He stole a cookie and ate it.
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It was good.
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He ate more and more cookies.
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The baker saw Bandar and chased him.
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You greedy little monkey, he cried.
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Now there are only fifteen cookies.
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Bandar ran up a tree and hid in the leaves.
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When he looked down, he saw sixty small carrots in a garden.
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When the gardener wasn't looking, Bandar ran down the tree, dug up a carrot, and ate it.
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It was good.
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He ate more and more carrots.
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The gardener saw Bandar and chased him.
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You greedy little monkey!
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Now there are only 44 carrots!
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Bandar went to a restaurant and saw 42 sausages.
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He stole a sausage and ate it.
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It was good.
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He ate more and more sausages.
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The cook saw Bandar and chased him.
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You greedy little monkey!
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Now there are only thirty sausages!
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Bandar stole food all over town.
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Everyone was angry.
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They tried to catch Bandar, but he was too fast.
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Then the candy maker had an idea.
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The next day, Bandar went to the candy store.
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He saw two big jars of candy in every color, and it all looked good.
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Bandar put his hands in the jars and grabbed twenty pieces of candy.
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But he couldn't get the candy out of the jars.
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The candy maker ran in.
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You greedy little monkey, let go of the candy and you can run away.
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So did Bandar let go of the candy?
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No, he didn't, and the candy maker caught him.
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He took him back to the woods and told him never to come to town again.
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Page 81.
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Grammar in Use.
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D. Listen and sing along.
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Where are my toys?
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Where's my kite and where's my ball?
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Did I leave them in the hall?
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What did I do with my toy train?
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Did I leave it out again?
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Where's my robot?
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Where's my car?
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I don't know where my toys are Did I have them yesterday?
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Did I have them yesterday?
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I put them all away.
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Here's my kite and here's my ball.
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I didn't lose them after all.
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Mom put all my toys away.
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Here they are, it's time to play.
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page 82 communicate words a listen
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and point to the words listen again
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and say the words knee nose foot arm face hand
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knee nose foot arm face
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Hand Page 82
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Communicate Listening See Listen What animals do you hear about?
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One Fifty monkeys jumped in the street.
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Twenty monkeys hurt their feet.
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How many monkeys with good feet were left in the street?
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2. 35 monkeys smelled some roses.
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Honeybees bit 10 monkeys' noses.
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How many monkeys with good noses were left near the roses?
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3. 45 monkeys sat in trees.
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Fifteen fell down and hurt their knees.
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How many monkeys with good knees were left in the trees?
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Four.
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Seventy monkeys ran around on farms.
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Twenty monkeys hurt their arms.
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How many monkeys with good arms were left on the farms?
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Five.
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Thirty monkeys walked around town.
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Ten hurt their hands when they fell down.
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How many monkeys with good hands were left in town?
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Six Sixty monkeys played in fun places.
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Fifty -five monkeys got very dirty faces.
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How many monkeys with clean faces were left in fun places?
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D. Listen again and complete the subtraction problem.
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Write the answer.
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1. Fifty monkeys jumped in the street.
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Twenty monkeys hurt their feet.
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How many monkeys with good feet were left in the street?
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2. 35 monkeys smelled some roses.
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Honeybees bit 10 monkeys' noses.
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How many monkeys with good noses were left near the roses?
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3. 45 monkeys sat in trees.
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Fifteen fell down and hurt their knees.
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How many monkeys with good knees were left in the trees?
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Four.
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Seventy monkeys ran around on farms.
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Twenty monkeys hurt their arms.
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How many monkeys with good arms were left on the farms?
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Five.
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Thirty monkeys walked around town.
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Ten hurt their hands when they fell down.
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How many monkeys with good hands were left in town?
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Six Sixty monkeys played in fun places.
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Fifty -five monkeys got very dirty faces.
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How many monkeys with clean faces were left in fun places?
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Communicate.
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Speaking.
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E. Make a crazy subtraction problem poem by replacing the colored words with your own.
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Tell your partner.
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Use the words in the boxes to help.
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Twenty cows sat in some trees.
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Five fell down and hurt their knees.
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How many cows were left in the trees?
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Fifteen cows were left in the trees.
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Vocabulary and speaking notes for this lesson
This speaking lesson is built on the video “Oxford Discover 2 - Unit 8: Bandar, the Greedy Monkey”. The speaker keeps coming back to these words: monkey, Bandar, candy, tree, hurt. This video has 123 sentences and 799 words to shadow. The speech runs for 10:16. The speaker talks slowly, about 78 words per minute, so there is time to copy every sound. Only 74% of the words are among the 3,000 most common in English, so the vocabulary is demanding. 24 of its 123 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 |
|---|---|---|
| monkey noun | /ˈmʌŋki/ | A member of the clade Simiiformes other than those in the clade Hominoidea containing apes, generally (but not universally) distinguished by small size, tails… |
| candy noun | /ˈkæn.di/ | Crystallized sugar formed by boiling down sugar syrup. |
| knee noun | /ni/ | In humans, the joint or the region of the joint in the middle part of the leg between the thigh and the shank. |
| greedy adjective | /ˈɡɹiːdi/ | Having greed; consumed by selfish desires. |
| steal verb | /stiːl/ | To take illegally, or without the owner's permission, something owned by someone else without intending to return it. |
| thirty noun | /ˈθɝti/ | A commercial lasting 30 seconds. |
| fifteen noun | /ˈfɪf.tiːn/ | An Irish traybake made with crushed digestive biscuits, marshmallows and glacé cherries combined with condensed milk and desiccated coconut. |
| cookie noun | /ˈkʊki/ | A small, flat, baked good which is either crisp or soft but firm. |
| sausage noun | /ˈsɔsɪd͡ʒ/ | A food made of ground meat (or meat substitute) and seasoning, packed in a section of the animal's intestine, or in a similarly cylindrical shaped synthetic… |
| carrot noun | /ˈkæɹət/ | A vegetable with a nutritious, juicy, sweet root that is often orange in colour, Daucus carota, family Apiaceae, especially the subspecies sativus. |
| chase verb | /t͡ʃeɪs/ | To follow at speed. |
| toy noun | /tɔɪ/ | Something to play with, especially as intended for use by a child. |
| baker noun | /ˈbeɪ.kɚ/ | A person who bakes and sells bread, cakes and similar items. |
| maker noun | /ˈmeɪk.ɚ/ | Someone who makes; a person or thing that makes or produces something. |
| communicate verb | /kəˈmjuːnɪkeɪt/ | To impart or transmit (information or knowledge) to someone; to make known, to tell. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| fall down verb | /fɔl ˈdaʊn/ | To fall to the ground. To collapse. |
| dig up verb | To excavate something. | |
| walk around verb | To walk with no planned destination; to meander. | |
| look down verb | To lower one's eyes; to direct one's look downwards. | |
| run away verb | To flee by running. | |
| run down verb | To hit someone with a car or other vehicle and injure or kill them. | |
| run up verb | To run (towards someone or something); to hasten to a destination. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- Where's my kite and where's my ball?
- Did I leave them in the hall?
- What did I do with my toy train?
- Did I leave it out again?
- Did I have them yesterday?
Pronunciation to watch
The speaker uses 5 contractions and reduced forms, such as didn't, couldn't, don't. Say them the short way, as you hear them.
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 monkey, candy, knee.
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.