Shadowing Practice: Our Solar System Lost Two Planets! - Learn English Speaking with Video
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1
We may have lost two planets.
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And no, I don't mean astrophysicists have another disagreement about what we're allowed to call a planet.
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I mean the result of a recent study which found that the solar system used to have six giant planets,
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not four, but we lost two of them billions of years ago.
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That's relatable.
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I mean, who hasn't lost a planet or two?
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But seriously, what the hell happened there?
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I have a brief summary.
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The solar system was not born as the neat diagram you find in schoolbooks with the planets all in place.
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It formed from a huge cloud of gas and dust.
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The cloud contracted under the pore of its own gravity and began to spin.
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The center became so dense and hot that nuclear fusion ignited it.
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That became our sun.
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The leftover material formed a flat disk around the young sun.
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Inside that disk, tiny grains began to stick together
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and slowly build larger and larger objects which became the planets and their moons.
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So far, so clear.
18
The devil is in the details, and it's the details that the authors of the new paper have now put together and compared with evidence.
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What we do know is that in the early solar system, it was so hot close to the sun that only rock could clump and form planets.
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That's why the inner planets, Mercury, Venus, Earth, and Mars are small and rocky.
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Further out, it was coal enough for ice to also clump that gave the young planets out there much more building material.
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Jupiter and Saturn grew quickly and became massive enough to pull in huge amounts of gas.
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Uranus and Neptune also grew large but not large enough to collect as much gas before the disk disappeared.
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These four planets are called gas giants and they're fascinating.
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If Jupiter were hollow, about 1000 Earths could fit inside.
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Saturn has such a low density that it'll float in water if you could find a bathtub to fit it in.
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But here's the thing.
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If physicists try to reproduce the formation of our solar system on a computer, it doesn't work if there are only these planets.
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The way that they do this is to start with the initial distribution of matter and let it form a solar system.
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Then they keep only cases which result in something that looks similar to what we in fact observe.
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The thing is now that to match our observations, they need at least one, but better two, large extra planets.
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Otherwise, the solar system does not come out correctly.
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The idea is not entirely new.
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The biggest hint that something dramatic must have happened in the young solar system is Uranus
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because its axis is tilted a lot to the side and is not aligned with the overall axis of the solar system.
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This doesn't naturally come about during the formation of the solar system.
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It seems that something hit Uranus hard.
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The new paper now looked at Uranus's moons and finds that these fit the picture as well.
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The moons also orbit around the tilted axis, and these moons, especially one by the name of Miranda, have more ice than one would expect.
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The authors now say this all fits together like this.
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The early solar system had not four, but probably six of these ice giants.
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They were much closer together than the ice giants are now.
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If these giant planets are close together, this makes their orbits very unstable.
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Solar systems are naturally chaotic, and in a case like this, the chaos sets in very quickly.
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So two of the giant planets didn't stay on regular orbits, but instead began to wander around.
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And one of them hit Uranus and tilted its axis.
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In the aftermath, Uranus' moons got shaken out of their orbit and collided, which created multiple smaller moons, which then put on extra ice.
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The two extra planets eventually ended up on a path that took them out of the solar system entirely.
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This would have happened billions of years ago, so they'd be far away from us now.
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They may still exist somewhere, but by now they'd be wandering between the stars, cold and dark, alone, and probably not subscribed to my channel.
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I give this paper a 3 out of 10 on the bullshit meter.
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Not because of the paper, but because of the general difficulty of the subject.
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We're trying to patch together what happened in the distant past from what we see today, so all the evidence we can ever have is indirect.
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The problem is not so different from trying to understand the origin of life, but it's more dominated by physics, so I think it's more doable.
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I couldn't think of a closing joke, so I asked Chad GPT, and here's what he came up with.
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Six ice giants close together.
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This is not a solar system.
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This is the physics department after the coffee machine breaks.
59
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So go and check this out.
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Thanks for watching.
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See you tomorrow.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C1 se basa en el vídeo “Our Solar System Lost Two Planets!”. Las palabras que más se repiten: planet, solar, giant, moons, Nordvpn. Este vídeo tiene 75 frases y 1057 palabras para practicar shadowing. La parte hablada dura 6:14. El hablante habla a un ritmo natural de unas 169 palabras por minuto, cercano a una conversación cotidiana. El 82 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| axis sustantivo | /ˈæksɪs/ | eje |
| orbit sustantivo | /ˈɔɹ.bɪt/ | órbita |
| tilt verbo | /tɪlt/ | ladear, ladearse |
| disk sustantivo | /dɪsk/ | disco |
| clump sustantivo | /klʌmp/ | grumo |
| wander verbo | /ˈwɑndɚ/ | vagar, divagar |
| astrophysicist sustantivo | /ˌæstɹəʊˈfɪzɪsɪst/ | astrofísico, astrofísica |
| bathtub sustantivo | /ˈbæθtʌb/ | bañera, bañadera |
| collide verbo | /kəˈlaɪd/ | colisionar, colidir |
| doable adjetivo | /ˈduː.ə.bəl/ | hacedero |
| fascinate verbo | /ˈfæsɪneɪt/ | fascinar |
| ignite verbo | /ɪɡˈnaɪt/ | encender, incendiar |
| leftover adjetivo | sobrante | |
| malware sustantivo | /ˈmæl.wɛəɹ/ | malware, programa malicioso |
| physicist sustantivo | /ˈfɪzɪsɪst/ | físico, física |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| come out verbo | /ˌkʌm ˈaʊt/ | revelarse, salir a la luz |
| come up with verbo | ingeniar, ingeniarse | |
| put together verbo | construir, elaborar |
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | was not born · are called · is tilted |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | hasn't lost · have now put |
Pronunciación a tener en cuenta
El hablante usa 13 contracciones y formas reducidas, como doesn't, they'd, we're. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: bathtub /ˈbæθtʌb/, aftermath /ˈæf.tɚˌmæθ/
- Los sonidos de “sh” y “zh”: encryption /ɪnˈkɹɪpʃən/, fusion /ˈfjuː.ʒən/
- Palabras largas — cuida el acento: astrophysicist /ˌæstɹəʊˈfɪzɪsɪst/, disagreement /dɪsəˈɡɹiːmənt/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como axis, orbit, tilt.
¿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.