Pratique du Shadowing: 'So Much Slime' read by June Squibb - Apprendre l'anglais à l'oral avec la vidéo

Création de la leçon...
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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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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau A1 s’appuie sur la vidéo « 'So Much Slime' read by June Squibb ». Les mots qui reviennent le plus souvent : slime, saline, swamp, teacher, icky. Cette vidéo contient 89 phrases et 944 mots à répéter en shadowing. La partie parlée dure 8:25. Le locuteur parle à un rythme régulier d’environ 112 mots par minute, confortable pour le shadowing. 66 % 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 :

MotPrononciationSens
swamp nom/ˈswɑmp/marécage, marais
shout verbe/ʃaʊt/crier
glue nom/ɡlu/colle
sticky adjectif/ˈstɪki/collant, gluant
ingredient nom/ɪnˈɡɹiːdi.ənt/ingrédient
soda nom/ˈsoʊdə/carbonate de soude, soude
bake verbe/beɪk/cuire
sand nom/sænd/sable
demo nom/ˈdɛm.oʊ/démo, démonstration
nurse nom/nɝs/infirmière, infirmier
bubble nom/ˈbʌbəl/bulle
dump verbe/dʌmp/se débarrasser de
explode verbe/ɪkˈsploʊd/détoner, exploser
package nom/ˈpæk.ɪd͡ʒ/paquet, paquetage
flash verbe/flæʃ/clignoter

Les verbes à particule que vous entendrez

MotPrononciationSens
check out verbemater, regarder
hand out verbedistribuer
pick up verbesoulever
run out verbeépuiser, être à court
set out verbe/ˈsɛt‿aʊt/expliquer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

  • “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.

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitis doomed · is amazed
Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certainmight help · might solidify
Superlatifs the -est / the most … — le plus haut ou le plus bas d’un groupethe best · the biggest
Verbe + -ing enjoy, keep, stop… + -ing — les verbes suivis de la forme en -ingstart mixing · Keep watching

Prononciation à surveiller

Le locuteur utilise 18 contractions et formes réduites, comme I'm, don't, I'll. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « sh » et « zh »: shout /ʃaʊt/, flash /flæʃ/, demonstration /dɛmənˈstɹeɪʃən/, caution /ˈkɔːʃ(ə)n/, squishy /ˈskwɪʃi/
  • Mots longs — placez bien l’accent: ingredient /ɪnˈɡɹiːdi.ənt/, experiment /ɪkˈspɛɹ.ə.mənt/, demonstration /dɛmənˈstɹeɪʃən/, spectacular /spɛkˈtæk.jə.lɚ/, imaginative /ɪˈmæd͡ʒɪnətɪv/

Les sons difficiles pour les francophones :

  • /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: package /ˈpæk.ɪd͡ʒ/, stretchy /ˈstɹɛt͡ʃi/, imaginative /ɪˈmæd͡ʒɪnətɪv/, magically /ˈmæd͡ʒ.ɪ.kli/, sludge /slʌd͡ʒ/
  • /r/ anglais — langue recourbée, sans frotter la gorge: ingredient /ɪnˈɡɹiːdi.ənt/, recipe /ˈɹɛs.ɪ.pi/, experiment /ɪkˈspɛɹ.ə.mənt/, classroom /ˈklɑːsɹʊm/, pour /poɹ/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme swamp, shout, glue.

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.

Technique du shadowing : lire le guide complet étape par étape →