Pratica di Shadowing: McGraw Hill.Wonders 3.Gary The Dreamer - Impara a parlare inglese con i 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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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello A2 si basa sul video “McGraw Hill.Wonders 3.Gary The Dreamer”. Le parole che ritornano più spesso: liked, tree, played, ants, bubble. Questo video contiene 127 frasi e 1065 parole da ripetere con lo shadowing. Il parlato dura 8:08. Chi parla mantiene un ritmo costante di circa 131 parole al minuto, comodo per lo shadowing. Il 71% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| bubble sostantivo | /ˈbʌbəl/ | bolla |
| ant sostantivo | /ænt/ | formica |
| seed sostantivo | /siːd/ | seme |
| finger sostantivo | /ˈfɪŋɡɚ/ | dito, dita |
| collect verbo | /ˈkɑlɪkt/ | raccogliere, bottinare |
| climb verbo | /ˈklaɪ̯m/ | arrampicare, scalare |
| toss verbo | /tɔs/ | tirare un pallonetto, lanciare |
| bark sostantivo | /bɑɹk/ | corteccia, scorza |
| spit verbo | /spɪt/ | sputare |
| curb sostantivo | /kɝb/ | orlo del marciapiede, cordolo |
| recess sostantivo | /ˈɹiˌsɛs/ | incavo |
| guitar sostantivo | /ɡɪˈtɑɹ/ | chitarra |
| naturally avverbio | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturalmente |
| rescue verbo | /ˈɹɛs.kjuː/ | salvare |
| soccer sostantivo | /ˈsɑk.ɚ/ | calcio |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| check out verbo | investigare | |
| go back verbo | tornare | |
| wake up verbo | /ˌweɪk ˈʌp/ | svegliarsi |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- 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 grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | was born · was left |
| Past continuous was/were + -ing — un’azione in corso in un momento del passato | was giving · was doing · was running |
Pronuncia a cui fare attenzione
Chi parla usa 5 contrazioni e forme ridotte, come couldn't, didn't. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: bath /bɑːθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thumb /ˈθʌm/, thump /θʌmp/
- I suoni “sh” e “zh”: shadow /ˈʃædəʊ̯/, shoe /ˈʃu/, shaker /ˈʃeɪkɚ/
- Parole lunghe — attenzione all’accento: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/, kindergarten /ˈkɪndəɹˌɡɑːɹt(ə)n/, mariachi /ˌmɑɹ.iˈɑ.t͡ʃi/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: hungry /ˈhʌŋ.ɡɹi/, nowhere /ˈnoʊ.(h)wɛɹ/
- Consonante finale — senza aggiungere una vocale dopo: ant /ænt/, seed /siːd/, collect /ˈkɑlɪkt/, toss /tɔs/, bark /bɑɹk/
- /æ/ — più aperta della “e”: ant /ænt/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, shadow /ˈʃædəʊ̯/, blast /blæst/, pat /pæt/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come bubble, ant, seed.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.