Shadowing-Übung: McGraw Hill.Wonders 3.Gary The Dreamer - Englisch Sprechen Lernen mit Video

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Gary the Dreamer by Gary Soto Illustrated by Elizabeth Gomez I was born in April,
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a month when it rains and rains.
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Maybe this is why when I was three years old, I liked to open my mouth and taste rain.
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Also, April is when flowers bloom, bees arrive out of nowhere.
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I lived in a small white house.
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My dog's name was Blackie.
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My cat's name was Boots.
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I had a canary just bigger than a big person's thumb.
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But my bird flew away when the little door of its cage was left open.
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So sorry, little canary, but I think it was me who left it open.
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I remember my high chair.
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I remember watching my parents and older brother at the dinner table.
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When I got a little bigger, I got to sit with them.
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Most mornings I ate oatmeal sprinkled with brown sugar.
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The sugar was like rocket energy.
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I blasted out of the house, ready to play.
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I played tag with the neighbor kids.
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I played hide-and-seek.
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I played catch with oranges.
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In our backyard we had an orange tree.
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We also had plum, lemon, and apple trees.
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Lucky me!
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Anytime I was hungry for a snack, I just went outside and picked a fruit.
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I didn't have many toys.
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My army men were pinto beans and pebbles.
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I played with them in the dirt.
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I got dirty from playing hard.
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It seemed like a giant pepper shaker had sprinkled me with dust.
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My favorite fruit was watermelon.
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After I ate a slice of watermelon, I ended up with seeds in my mouth.
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These seeds were my ammo to spit at my older brother.
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He would spit some back at me.
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It was sort of like a fun war.
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The seeds flew all over the place.
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In kindergarten, I learned my colors.
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I learned to tie my shoes and to be nice.
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I liked to sing, too.
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My brother said he could hear me from the next classroom.
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I made my first friend, Daryl.
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I made another friend, Jose.
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At recess, we went on the slide.
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It was like a big shiny spoon and slippery.
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Then we went on the swings.
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It was scary but fun going high and jumping out.
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Then we went on the monkey bars.
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If I fell, I never got hurt.
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In first grade, I practiced writing the alphabet.
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The letters were big and blocky.
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I wrote my name, G-A-R-Y.
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Some days my nice teacher would have to tell me, Gary, sit still.
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I wiggled a lot in my chair.
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I dreamed a lot.
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I was busy looking at the floor or my hands or out the window.
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Wow, could that be my canary in the tree?
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I couldn't pronounce some words.
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I couldn't say sandwich.
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I would say Sammy.
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I knew that 2 plus 2 was 4.
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But what was 5 plus 7?
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I counted out my answer on my fingers, sticky from the peanut butter and jam, inside my Sammy.
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In second grade, we collected money to help children in Africa.
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They didn't have anything to eat.
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I collected pennies, lots of pennies.
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I noticed that the pennies were the same as me.
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You see, I was naturally brown, and even browner from running in the sun.
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I felt like I was giving poor Africa a piece of me.
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My classmates got taller, but I seemed to stay the same size.
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I still liked playing at recess.
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I liked dodgeball, kickball, and foursquare.
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I would tumble when I played soccer.
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I was quick.
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I admire people who are quick and who play fair.
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By third grade, I was a good reader.
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I loved picture books.
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The pages were bright and colorful as toucans, those tropical birds with long beaks.
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Every week I went to the public library.
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I checked out mountains of books.
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I was still a dreamer.
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Sometimes I watched ants going in and out of their holes, or I would watch water racing in the curb.
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The river of water carried matchsticks, leaves, gum wrappers, and those poor little ants.
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I rescued some of those ants.
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I put them carefully on my finger and set them on the cement curb.
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They lay for a while like weak little shadows.
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Then they woke up and staggered away.
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It was fun in third grade.
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I still stayed small, like those ants, I guess.
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I was scared of math, poor me.
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But reading was what I really liked.
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I read on the couch, I read in bed with carrot sticks, like pencils in my hands.
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I liked to read in my favorite tree.
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Once when Boots came by, I tossed a piece of bark at him.
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He looked around and meowed.
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I giggled.
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I tossed another piece of bark at him.
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This time Boots saw me and climbed up the tree.
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We sat on a fat limb, the two of us.
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I read him a story about a bird.
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He licked his paws.
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The engine inside him began to purr.
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I guess Boots liked reading too.
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On weekends, my family went to Chinatown.
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We bought groceries there at the Mexican store.
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I remember mariachis roving the street.
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Their sombreros were huge.
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You couldn't see their eyes, only their hanging mustaches.
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Their trumpets blared, the guitars strummed, their violins seemed to weep.
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The guitarrant thumped deeply.
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One time, I saw a dog dance to the mariachi music.
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The dog went back and forth, back and forth, like he was doing the cha-cha.
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Every night I took a bubble bath in our deep tub.
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The water roared from the faucet as I climbed in.
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The bubbles rose like mountains.
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No, like really pretty clouds.
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I scooped up the bubbles and patted them onto my face.
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I pretended that I had a beard.
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I placed some of the bubbles on my head.
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Oh, a sombrero.
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I was a dreamer.
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I was sometimes in another world.
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In bed, I covered myself with two blankets.
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I thought about the day before I fell asleep, so tired.
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My legs kicked.
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As I dreamed I was running for a touchdown, and the whole school was watching me.
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Gary Soto grew up to be an author.
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He dreamed up ideas for more than 40 books for children and grown-ups.
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He shares his Mexican-American culture through his poems and stories.
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Thank you.

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Wortschatz und Sprechhinweise zu dieser Lektion

Diese Sprechübung auf Niveau A2 basiert auf dem Video „McGraw Hill.Wonders 3.Gary The Dreamer“. Diese Wörter kommen am häufigsten vor: liked, tree, played, ants, bubble. Dieses Video enthält 127 Sätze und 1065 Wörter zum Nachsprechen. Der gesprochene Teil dauert 8:08. Der Sprecher spricht gleichmäßig mit etwa 131 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 71 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

WortAusspracheBedeutung
bubble Substantiv/ˈbʌbəl/Blase
ant Substantiv/ænt/Ameise
seed Substantiv/siːd/Samen, Saat
penny Substantiv/ˈpɛni/Penny
finger Substantiv/ˈfɪŋɡɚ/Finger
collect Verb/ˈkɑlɪkt/sammeln, aufsammeln
climb Verb/ˈklaɪ̯m/klettern, steigen
toss Verb/tɔs/werfen
bark Substantiv/bɑɹk/Borke, Rinde
spit Verb/spɪt/spucken
curb Substantiv/kɝb/Bordstein, Randstein
recess Substantiv/ˈɹiˌsɛs/Aushöhlung, Nische
guitar Substantiv/ɡɪˈtɑɹ/Gitarre
naturally Adverb/ˈnæt͡ʃ.(ə.)ɹə.li/natürlich
rescue Verb/ˈɹɛs.kjuː/retten, bergen

Phrasal Verbs, die du hören wirst

WortAusspracheBedeutung
check out Verbüberprüfen
go back Verbzurückgehen, zurückfahren
jump out Verbvorspringen
look around Verbsich umsehen, sich umschauen
wake up Verb/ˌweɪk ˈʌp/aufwachen, erwachen

Sätze zum Wiederholen

Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:

  • I didn't have many toys.
  • Wow, could that be my canary in the tree?
  • I couldn't pronounce some words.
  • You couldn't see their eyes, only their hanging mustaches.

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

StrukturIm Video
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tutwas born · was left
Past Continuous was/were + -ing – eine Handlung, die zu einem Zeitpunkt in der Vergangenheit im Gange warwas giving · was doing · was running

Aussprache, auf die du achten solltest

Der Sprecher verwendet 5 Kurzformen und abgeschwächte Formen, zum Beispiel couldn't, didn't. Sprich sie in der kurzen Form, so wie du sie hörst.

  • Die „th“-Laute: bath /bɑːθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thumb /ˈθʌm/, thump /θʌmp/
  • Die Laute „sh“ und „zh“: shadow /ˈʃædəʊ̯/, shoe /ˈʃu/, shaker /ˈʃeɪkɚ/
  • Lange Wörter – auf die Betonung achten: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/, kindergarten /ˈkɪndəɹˌɡɑːɹt(ə)n/, mariachi /ˌmɑɹ.iˈɑ.t͡ʃi/

Laute, die Deutschsprachigen schwerfallen:

  • /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): nowhere /ˈnoʊ.(h)wɛɹ/, swing /ˈswɪŋ/, sandwich /ˈsæn(d).wɪd͡ʒ/, foursquare /ˈfɔːskwɛː/, weep /ˈwiːp/
  • Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: seed /siːd/, curb /kɝb/, cloud /ˈklaʊ̯d/, arrive /əˈɹaɪv/, pretend /pɹəˈtɛnd/
  • /æ/ — offener als „ä“: ant /ænt/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, shadow /ˈʃædəʊ̯/, blast /blæst/, pat /pæt/

So übst du mit diesem Video

  1. Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
  2. Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
  3. Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie bubble, ant, seed.

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

Shadowing-Technik: die vollständige Schritt-für-Schritt-Anleitung lesen →