Pratique du Shadowing: McGraw Hill.Wonders 3.Gary The Dreamer - Apprendre l'anglais à l'oral avec la vidéo
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127 phrases
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau A2 s’appuie sur la vidéo « McGraw Hill.Wonders 3.Gary The Dreamer ». Les mots qui reviennent le plus souvent : liked, tree, played, ants, bubble. Cette vidéo contient 127 phrases et 1065 mots à répéter en shadowing. La partie parlée dure 8:08. Le locuteur parle à un rythme régulier d’environ 131 mots par minute, confortable pour le shadowing. 71 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| bubble nom | /ˈbʌbəl/ | bulle |
| ant nom | /ænt/ | fourmi |
| seed nom | /siːd/ | semence, graine |
| penny nom | /ˈpɛni/ | penny |
| finger nom | /ˈfɪŋɡɚ/ | doigt |
| collect verbe | /ˈkɑlɪkt/ | rassembler, recueillir |
| climb verbe | /ˈklaɪ̯m/ | grimper, monter |
| toss verbe | /tɔs/ | lancer |
| bark nom | /bɑɹk/ | écorce |
| spit verbe | /spɪt/ | cracher |
| curb nom | /kɝb/ | bordure, bordure du trottoir |
| guitar nom | /ɡɪˈtɑɹ/ | guitare |
| naturally adverbe | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturellement |
| rescue verbe | /ˈɹɛs.kjuː/ | délivrer, secourir |
| soccer nom | /ˈsɑk.ɚ/ | football, soccer |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| check out verbe | mater, regarder | |
| go back verbe | rentrer, retourner | |
| look around verbe | regarder autour de soi | |
| wake up verbe | /ˌweɪk ˈʌp/ | se réveiller |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- 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.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was born · was left |
| Passé continu was/were + -ing — une action en cours à un moment du passé | was giving · was doing · was running |
Prononciation à surveiller
Le locuteur utilise 5 contractions et formes réduites, comme couldn't, didn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: bath /bɑːθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thumb /ˈθʌm/, thump /θʌmp/
- Les sons « sh » et « zh »: shadow /ˈʃædəʊ̯/, shoe /ˈʃu/, shaker /ˈʃeɪkɚ/
- Mots longs — placez bien l’accent: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/, kindergarten /ˈkɪndəɹˌɡɑːɹt(ə)n/, mariachi /ˌmɑɹ.iˈɑ.t͡ʃi/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hungry /ˈhʌŋ.ɡɹi/, nowhere /ˈnoʊ.(h)wɛɹ/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, couch /ˈkaʊ̯t͡ʃ/, cage /keɪd͡ʒ/, sandwich /ˈsæn(d).wɪd͡ʒ/, touchdown /ˈtʌt͡ʃ.daʊn/
- /r/ anglais — langue recourbée, sans frotter la gorge: bark /bɑɹk/, recess /ˈɹiˌsɛs/, guitar /ɡɪˈtɑɹ/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, rescue /ˈɹɛs.kjuː/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme bubble, ant, seed.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.