Shadowing Practice: Why Are Elements Arranged This Way? | LESSON 4-The Periodic Table | Science in English - Learn English Speaking with Video
Elige un modo de práctica
Cada modo abre una sala de práctica a pantalla completa.
85 oraciones
Si las oraciones son demasiado cortas o largas, haz clic en Editar para ajustarlas.
1
Why are elements arranged this way?
2
Take a look at the periodic table.
3
There are many chemical elements, but they are not arranged randomly.
4
Look at the horizontal rows, and then look at the vertical columns.
5
What do you notice?
6
Can you see a pattern?
7
Let's find out why elements are arranged this way.
8
Welcome to lesson four, an overview of the periodic table.
9
In this lesson, we'll learn how chemical elements are arranged.
10
We'll also explore element squares, periods, and groups.
11
Finally, we'll use the periodic table to identify metals, non -metals, and noble gases.
12
Alright, let's get started.
13
First, let's look at our learning objectives.
14
By the end of this lesson, you should be able to do three things.
15
First, describe the principles tables used to arrange chemical elements.
16
Second, identify information in an element square, and explain periods and groups.
17
Third, use the periodic table to identify metals, nonmetals, and noble gases.
18
Keep these objectives in mind as we go through the lesson.
19
Now, let's begin.
20
How are elements arranged?
21
Let's take a closer look at the periodic table.
22
The first principle is that elements are arranged in order of increasing nuclear charge.
23
Next, let's look at periods.
24
Elements in the same period have the same number of electron shells.
25
Now, what about groups?
26
Elements in the same group A have similar chemical properties.
27
Notice the pattern.
28
The periodic table helps us understand the relationships between elements.
29
Now, let's look at an element square.
30
Take a look at the element square for oxygen.
31
At the top, we can see the atomic number.
32
It is 8.
33
The chemical symbol is O, and the element name name is oxygen.
34
The atomic mass shown here is 16.
35
So, one element square gives us several important pieces of information.
36
Can you point to the atomic number?
37
What about the chemical symbol?
38
Can you find the element name and the atomic mass?
39
Good job!
40
Now, let's look at periods and groups.
41
Let's start with periods.
42
A period is a horizontal row in the periodic table.
43
The period number tells us the number of electron shells in an atom of an element in that period.
44
Now let's look at groups.
45
A group is a vertical column.
46
For the group A elements studied in this lesson, the group number corresponds to the number of electrons in the outermost shell.
47
Take a look at the diagram.
48
Can you identify a period?
49
Now, can you identify a group?
50
Excellent.
51
Let's move on to the different categories of elements.
52
The periodic table helps us identify different categories of elements.
53
First, let's look at metals.
54
Examples include iron, copper, and aluminium.
55
Next, we have nonmetals.
56
Examples include oxygen, sulfur, and chlorine.
57
Finally, let's look at noble gases.
58
These include helium, neon, and argon.
59
Notice that these categories occupy different regions of the periodic table.
60
Now, let's use the table to classify some elements.
61
Alright, it's your turn.
62
Take a look at these symbols, F -E -O -N -E -C -U -C -L and H -E.
63
First, find each element on the periodic table.
64
Next, identify its period and group.
65
Then, classify it as a metal, a non -metal, or a noble gas.
66
Now, work with a partner and explain your answers.
67
Remember, don't just give the answer.
68
Explain how you used the periodic table.
69
Excellent work.
70
Let's review the key ideas.
71
Finally, let's review what we've learned today.
72
First, elements are arranged in order of increasing nuclear charge.
73
Second, the periodic table has periods and groups.
74
A period is a horizontal row.
75
and a group is a vertical column.
76
Elements in the same period have the same number of electron shells.
77
Elements in the same group A have similar chemical properties.
78
Finally, we can use the periodic table to identify metals, nonmetals, and noble gases.
79
Before we finish, think about this question.
80
Why do elements in the same group have similar chemical properties?
81
Think about the electrons in the outermost shell.
82
Remember, the periodic table is more than a list of elements.
83
It helps us understand patterns and relationships between them.
84
Great job today.
85
Keep practicing your science English, and I'll see you in the next lesson.
Descargar app
Todo lo que necesitas para hablar con fluidez
Pronunciación con IAEvalúa cada oración
Práctica de IPADomina cada sonido
VocabularioConstruye tu banco de palabras
Juego de vocabularioAprende mientras juegas
Mismo canal
C12
What are substances made of ? | Lesson 5: MOLECULES—SIMPLE SUBSTANCES&COMPOUNDS | Science in English
Daily ConversationUniversity Students
B14
Science in English #7 | Properties of Homogeneous Mixtures
Daily ConversationHigh School Students
B16
Science in English #3 | The Periodic Table
Daily ConversationHigh School StudentsUniversity Students
B19
Science in English #2 | ATOMS
IELTS PrepTOEFL PrepHigh School Students
B14
Everything Is Made of Atoms?! | Lesson 2: The Atom | Science in English
TOEFL PrepHigh School StudentsUniversity Students
B15
Do these symbols mean anything to you? | Lesson 3: Chemical Elements | Science in English
Daily ConversationHigh School Students
B16
Science in English #4 | Compounds and chemical formulas
TOEFL PrepUniversity Students
B16
Science in English #6 | Types of Mixtures
TOEFL PrepHigh School StudentsUniversity Students
B113
Science in English #1 | ELEMENTS
IELTS PrepTOEFL PrepHigh School Students
FOR YOU
Recomendar Video
![Unit 2: Humans and the environment - Speaking - English 10 (Global Success) [OLM.VN]](https://img.youtube.com/vi/2fH5Q_9VSNc/mqdefault.jpg)
B11
103 oraciones
Unit 2: Humans and the environment - Speaking - English 10 (Global Success) [OLM.VN]
Daily ConversationHigh School Students
B194 oraciones
States of Matter | Solid Liquid Gas
Daily ConversationHigh School Students
B11
11 oraciones
Lesson 1 - Presentation
Daily ConversationHigh School Students
B12
25 oraciones
What Is An Atom ? | Properties of Matter | Chemistry | FuseSchool
Daily ConversationHigh School Students
B1824
36 oraciones
GRADE 10 UNIT 1 L1
Daily ConversationHigh School Students
A21
814 oraciones
Learn English | Reading for Vocabulary | Level B | Lesson 04 | Brian Stuart (미국교과서)
Daily ConversationHigh School Students
A21
419 oraciones
Flyers 3 - Test 1 (with answer keys) Có kèm đáp án cuối mỗi phần
Daily ConversationHigh School Students
B12
7 oraciones
The Periodic Table Song (2018 Update!) | SCIENCE SONGS
Daily ConversationHigh School StudentsUniversity Students
A21
78 oraciones
EVERYBODY UP 4 UNIT 4 LAST WEEK LESSON 4 ANCIENT ROME
KidsTeensDaily Conversation
B12
21 oraciones
Unit 9.The blue sky
Daily ConversationHigh School StudentsUniversity Students
Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación se basa en el vídeo “Why Are Elements Arranged This Way?”. Las palabras que más se repiten: element, table, periodic, period, identify. Este vídeo tiene 85 frases y 697 palabras para practicar shadowing. La parte hablada dura 5:41. El hablante mantiene un ritmo constante de unas 123 palabras por minuto, cómodo para el shadowing. Solo el 77 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es exigente.
Vocabulario clave de este vídeo
15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| element sustantivo | /ˈɛləmənt/ | elemento |
| periodic adjetivo | /ˌpɪɹiˈɑdɪk/ | periódico |
| arrange verbo | /əˈɹeɪnd͡ʒ/ | arreglar, acotejar |
| lesson sustantivo | /ˈlɛs.ən/ | lección |
| shell sustantivo | /ʃɛl/ | concha, caparazón |
| noble adjetivo | /ˈnoʊbəl/ | noble |
| atomic adjetivo | /əˈtɑː.mɪk/ | atómico |
| symbol sustantivo | /ˈsɪmbəl/ | símbolo |
| oxygen sustantivo | /ˈɑksɪd͡ʒən/ | oxígeno |
| vertical adjetivo | /ˈvɝ.tɪ.kəl/ | vertical |
| horizontal adjetivo | /ˌhoɹəˈzɑn.təl/ | horizontal |
| electron sustantivo | /ɪˈlɛk.tɹɑn/ | electrón, negatrón |
| objective sustantivo | /ɒbˈd͡ʒɛk.tɪv/ | objetivo |
| principle sustantivo | /ˈpɹɪn.sɪ.pəl/ | principio |
| column sustantivo | /ˈkɒləm/ | columna, pilastra |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| find out verbo | averiguar, anoticiarse |
| go through verbo | atravesar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- What do you notice?
- Can you see a pattern?
- Let's find out why elements are arranged this way.
- Can you point to the atomic number?
- Can you identify a period?
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 | are not arranged · are arranged |
| Futuro con “will” will + verbo — una decisión, una promesa o una predicción | we'll learn · We'll also explore · we'll use |
Pronunciación a tener en cuenta
El hablante usa 6 contracciones y formas reducidas, como we'll, don't, I'll. Dilas en su forma corta, tal como las oyes.
- Palabras largas — cuida el acento: periodic /ˌpɪɹiˈɑdɪk/, horizontal /ˌhoɹəˈzɑn.təl/, aluminium /ˌæl.(j)uˈmɪn.i.əm/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: vertical /ˈvɝ.tɪ.kəl/, objective /ɒbˈd͡ʒɛk.tɪv/, overview /ˈoʊ.vɚˌvjuː/
- /z/ — sonora, no /s/: horizontal /ˌhoɹəˈzɑn.təl/, columns /ˈkɑləmz/
- /dʒ/ — no es la “y” ni la “ch”: arrange /əˈɹeɪnd͡ʒ/, oxygen /ˈɑksɪd͡ʒən/, objective /ɒbˈd͡ʒɛk.tɪv/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como element, periodic, arrange.
¿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.