Shadowing Practice: 'So Much Slime' read by June Squibb - Learn English Speaking with Video
Les maken...
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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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau A1 is gebaseerd op de video “'So Much Slime' read by June Squibb”. Deze woorden komen het vaakst terug: slime, saline, swamp, teacher, icky. Deze video bevat 89 zinnen en 944 woorden om na te spreken. Het gesproken deel duurt 8:25. De spreker praat in een gelijkmatig tempo van ongeveer 112 woorden per minuut, prettig om te shadowen. 66% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| swamp zelfstandig naamwoord | /ˈswɑmp/ | moeras, broek |
| shout werkwoord | /ʃaʊt/ | schreeuwen |
| glue zelfstandig naamwoord | /ɡlu/ | lijm |
| sticky bijvoeglijk naamwoord | /ˈstɪki/ | kleverig, plakkerig |
| ingredient zelfstandig naamwoord | /ɪnˈɡɹiːdi.ənt/ | ingrediënt |
| soda zelfstandig naamwoord | /ˈsoʊdə/ | natriumcarbonaat |
| bake werkwoord | /beɪk/ | bakken |
| sand zelfstandig naamwoord | /sænd/ | zand, zavel |
| demo zelfstandig naamwoord | /ˈdɛm.oʊ/ | demo, demonstratie |
| nurse zelfstandig naamwoord | /nɝs/ | verpleegkundige |
| bubble zelfstandig naamwoord | /ˈbʌbəl/ | bel |
| dump werkwoord | /dʌmp/ | dumpen |
| explode werkwoord | /ɪkˈsploʊd/ | exploderen, ontploffen |
| package zelfstandig naamwoord | /ˈpæk.ɪd͡ʒ/ | pak |
| desert zelfstandig naamwoord | /ˈdɛz.ɚt/ | woestijn, woestenij |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| check out werkwoord | onderzoeken | |
| pick up werkwoord | oppakken, optillen | |
| run out werkwoord | niet meer hebben | |
| set out werkwoord | /ˈsɛt‿aʊt/ | uitzetten, uiteenzetten |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- “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.
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is doomed · is amazed |
| Mogelijkheid met “might / may” might/may + werkwoord — iets is mogelijk maar niet zeker | might help · might solidify |
| Overtreffende trap the -est / the most … — het hoogste of laagste van een groep | the best · the biggest |
| Werkwoord + -ing enjoy, keep, stop… + -ing — werkwoorden die door de -ing-vorm worden gevolgd | start mixing · Keep watching |
Uitspraak om op te letten
De spreker gebruikt 18 samentrekkingen en verkorte vormen, zoals I'm, don't, I'll. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: shout /ʃaʊt/, flash /flæʃ/, demonstration /dɛmənˈstɹeɪʃən/, caution /ˈkɔːʃ(ə)n/, squishy /ˈskwɪʃi/
- Lange woorden — let op de klemtoon: ingredient /ɪnˈɡɹiːdi.ənt/, experiment /ɪkˈspɛɹ.ə.mənt/, demonstration /dɛmənˈstɹeɪʃən/, spectacular /spɛkˈtæk.jə.lɚ/, imaginative /ɪˈmæd͡ʒɪnətɪv/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: sand /sænd/, explode /ɪkˈsploʊd/, package /ˈpæk.ɪd͡ʒ/, squeeze /skwiːz/, pizzazz /pɪˈzæz/
- /æ/ — opener dan de Nederlandse “e”: sand /sænd/, package /ˈpæk.ɪd͡ʒ/, flash /flæʃ/, scan /skæn/, spectacular /spɛkˈtæk.jə.lɚ/
- /g/ — een harde plofklank, geen Nederlandse “g”: glue /ɡlu/, ingredient /ɪnˈɡɹiːdi.ənt/, glow /ɡloʊ/, bagful [ˈbæɡfʊɫ], groan /ˈɡɹəʊ̯n/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als swamp, shout, glue.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.