Shadowing Practice: 'So Much Slime' read by June Squibb - Learn English Speaking with Video

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Welcome to Storyline Online Brought to you by the SAG-AFTRA Foundation I’m June Squibb And today I’m going to read So Much Slime Written by Jason Lefebvre And illustrated by Zac Retz My family loves to make slime.
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My dad says slime is stretchy.
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My mom says slime is scientific.
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But I say slime is super squishy.
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“Oooh!” I shout.
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“I can show my class how to make slime!” “With your teacher’s permission,” Mom cautions.
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“Remember, Matty, slime is simple.
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Just three ingredients: glue, baking soda, and saline.” And Dad adds, “Everything else is just pizzazz!” That night, I stuff my backpack with ALL the slime-making supplies I’ll need.
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The next day, my art teacher agrees to a demonstration, so I set out everything I brought.
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“Slime is simple,” I explain to the class.
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“Just three ingredients.
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First is glue.
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At home we use ONE bottle.
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But I want enough slime for everyone, so I’m using SIX!” “Seems like a lot, Matty,” my teacher warns.
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“Don’t worry,” I reassure her.
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“I know EXACTLY what I’m doing.” Plooooop!
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“Next is baking soda,” I say.
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“One teaspoon for each bottle of glue.” “Then what?” my teacher asks.
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“Slime is simple,” I repeat.
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“Just three ingredients: glue, baking soda, and um….” I scan my supplies trying to remember the third.
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“Oh, yeah! Pizzazz!” I squeeze in food coloring while Julia stirs.
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“Now comes the best part.
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We’ll knead this with our hands – like dough.” So I pour a waterfall of slime onto the table and shout, “COWABUNGA” My teacher shudders.
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“Matty, is it supposed to spread like that?!” “Oh, no!” I shout.
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“I forgot to bring saline!
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That’s what turns this stuff into slime!
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I can’t make slime without saline!” “You forgot the saline?!” my teacher squawks.
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“I don’t have any saline!” This is bad.
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My demo is doomed.
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Instead of squishy slime, I’m up to my wrists in an icky, sticky swamp!
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“How will I ever clean this up?” I groan.
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“Something from the art closet might help,” Grace suggests.
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“Pompoms look like little mops!” Izzy hollers.
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“Maybe these can sop it up!” Izzy, Julia, and Noah lob fuzzy pompoms onto the table.
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But they just land – plip!
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plop! plip!
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– and sink into the spreading sludge.
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Now I’m up to my elbows in the icky, sticky swamp!
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“Sand might solidify it!” Luke shouts, dumping in a bagful.
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Noah, Kaitlyn, and Julia dump sand too, enough to turn a swamp into a desert.
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But the sand creates a wave – SWOOOOOOSH – and soon I’m surfing in the icky, sticky swamp.
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“Look!” Owen says.
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“Felt letters are like tiny towels.
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Maybe these could soak up the swamp.
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A, B… where’s the C?” “There’s no time for A-B-C order!” Noah yells.
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He flings felt letters at me until I’m in the eye of an alphabet storm.
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The letters float for a few seconds but soon start to slip beneath the surface… GLUG GLUG GLUG …and so do I.
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Now I’m up to my shoulders in the icky, sticky swamp.
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“Hey, everybody,” Kaitlyn calls.
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“Hailey and I wonder if we could WHIP this swamp into slime!” Many arms start mixing, but this only makes bubbles!
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They rise and grow until… …the biggest bubble explodes!
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KABOOM!!! My teacher looks ready to explode now too, because the icky, sticky swamp is landing everywhere!
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Just then, the school nurse bursts in.
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“Is everyone okay?
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What’s going on?” “It’s supposed to be slime,” I splutter, “but I forgot the saline!” “I’m all out of saline,” the nurse says, “but prizes make everything better.” Her prizes add plenty of pizzazz, but I’m still stuck in the icky, sticky swamp.
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My demo is a dud.
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A total disaster.
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“Oh, why did I forget the saline?!” I wail.
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“Oooh!” Owen shouts, running out the door.
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“I know where to find saline in school!” Owen is back in a flash.
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“Saline from the science lab!” he shrieks, squirting a stream across the room.
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My classmates gasp as the swamp magically morphs into spectacular, squishy slime.
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Everyone helps knead.
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“Slime is simple,” the science teacher recites.
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“Just three ingredients: glue, baking soda, and…” “SALINE!” we all shout.
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Just then, I see my parents and the principal at the door.
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“Hi, Matty!” Mom calls.
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“You forgot the saline at home!” “I know,” I say, “but look!
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My friends saved the slime!” “Impressive slime, kiddo,” Dad declares, lifting me into the air.
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“It’s filled with pizzazz – just like you!” Everyone is amazed.
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We roll the slime around.
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The big blobs pick up the extra bits, so cleanup is fast and fun.
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Soon our classroom is spotless.
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As the final bell rings, my teacher hands out containers.
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And just as I planned, there’s enough slime for everyone.
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My slime demo was a SUPER SUCCESS after all!
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When we get home, Dad hands me a package.
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“What’s this?” I ask.
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“Read the card,” Mom says.
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Dear Matty, Use this journal to track your imaginative experiments.
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I glued in one of my favorite slime recipes to get you started.
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Yours truly, Principal Stuckey “Cool,” I say.
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“Now I’ll never forget an ingredient!” We follow Principal Stuckey’s recipe right away to make stretchy… scientific… super squishy… …glow-in-the-dark slime!!
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I love this book ‘cause it tells me that even if I make a mess, I can clean it up and it’ll be beautiful.
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That’s good to know.
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Even if something goes wrong that with help, with friends, with teachers, with mothers and dads, that you can make them all right.
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Thank you for watching Storyline Online.
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Make sure to check out all of our stories.
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Keep watching, and keep reading.
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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación de nivel A1 se basa en el vídeo “'So Much Slime' read by June Squibb”. Las palabras que más se repiten: slime, saline, swamp, teacher, icky. Este vídeo tiene 89 frases y 944 palabras para practicar shadowing. La parte hablada dura 8:25. El hablante mantiene un ritmo constante de unas 112 palabras por minuto, cómodo para el shadowing. El 66 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.

Vocabulario clave de este vídeo

15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:

PalabraPronunciaciónSignificado
swamp sustantivo/ˈswɑmp/embalsadero, pantano
shout verbo/ʃaʊt/gritar, desgañitarse
glue sustantivo/ɡlu/cola, goma
sticky adjetivo/ˈstɪki/pegajoso, pegadizo
ingredient sustantivo/ɪnˈɡɹiːdi.ənt/ingrediente, excipiente
soda sustantivo/ˈsoʊdə/sosa, soda
bake verbo/beɪk/hornear, enhornar
sand sustantivo/sænd/arena
nurse sustantivo/nɝs/enfermera, enfermero
recipe sustantivo/ˈɹɛs.ɪ.pi/receta
bubble sustantivo/ˈbʌbəl/burbuja, pompa
dump verbo/dʌmp/tirar a la basura, arrojar
explode verbo/ɪkˈsploʊd/explosionar, explotar
package sustantivo/ˈpæk.ɪd͡ʒ/paquete, kete
flash verbo/flæʃ/destellar, flashear

Phrasal verbs que vas a escuchar

PalabraPronunciaciónSignificado
check out verboinvestigar, chequear
pick up verbocoger, asir
run out verboagotar, quedarse sin
set out verbo/ˈsɛt‿aʊt/proponerse

Frases que vale la pena repetir

Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:

  • “Don’t worry,” I reassure her.
  • “How will I ever clean this up?” I groan.
  • “Oh, why did I forget the saline?!” I wail.
  • “What’s this?” I ask.

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

EstructuraEn el vídeo
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo haceis doomed · is amazed
Posibilidad con “might / may” might/may + verbo — algo posible pero no seguromight help · might solidify
Superlativos the -est / the most … — lo más alto o lo más bajo de un grupothe best · the biggest
Verbo + -ing enjoy, keep, stop… + -ing — verbos seguidos de la forma en -ingstart mixing · Keep watching

Pronunciación a tener en cuenta

El hablante usa 18 contracciones y formas reducidas, como I'm, don't, I'll. Dilas en su forma corta, tal como las oyes.

  • Los sonidos de “sh” y “zh”: shout /ʃaʊt/, flash /flæʃ/, demonstration /dɛmənˈstɹeɪʃən/, caution /ˈkɔːʃ(ə)n/, squishy /ˈskwɪʃi/
  • Palabras largas — cuida el acento: ingredient /ɪnˈɡɹiːdi.ənt/, experiment /ɪkˈspɛɹ.ə.mənt/, demonstration /dɛmənˈstɹeɪʃən/, spectacular /spɛkˈtæk.jə.lɚ/, imaginative /ɪˈmæd͡ʒɪnətɪv/

Sonidos difíciles para hispanohablantes:

  • s + consonante al inicio — sin añadir una “e” delante: swamp /ˈswɑmp/, sticky /ˈstɪki/, slip /ˈslɪp/, scan /skæn/, spectacular /spɛkˈtæk.jə.lɚ/
  • /z/ — sonora, no /s/: desert /ˈdɛz.ɚt/, disaster /dɪˈzɑːs.təː/, closet /ˈklɑzɪt/, squeeze /skwiːz/, fuzzy /ˈfʌzi/
  • /dʒ/ — no es la “y” ni la “ch”: package /ˈpæk.ɪd͡ʒ/, imaginative /ɪˈmæd͡ʒɪnətɪv/, magically /ˈmæd͡ʒ.ɪ.kli/, sludge /slʌd͡ʒ/

Cómo practicar con este vídeo

  1. Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
  2. Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
  3. Grábate y compara con el original, prestando atención a palabras como swamp, shout, glue.

¿Qué es la Técnica de Shadowing?

Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.

Técnica de shadowing: lee la guía completa paso a paso →