Pratique du Shadowing: KS3 Chemistry - The periodic Table - Apprendre l'anglais à l'oral avec la vidéo
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In this video we're going to learn about the periodic table.
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So we'll cover what the periodic table tells us about the structure of atoms in different elements, how the table organises elements into metals and non-metals,
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what groups and periods are, and then also how patterns in reactions can be predicted using the periodic table.
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Let's begin by looking at what the periodic table tells us about different elements.
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Now the periodic table organises all of the known elements, and everything in the universe is created from different combinations of the elements in this table.
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Each element is shown in a separate box, so for instance this box shows copper and this one shows oxygen.
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If we use sodium as an example, we can see that every box contains three pieces of key information.
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Firstly we can see the one or two letter symbol for each element, in this case it's Na which stands for sodium.
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Next we can also see the number of protons each atom of that element has.
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Then lastly we can see this larger number here
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which tells us the total number of protons plus neutrons in an atom of that element.
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So now let's move on to see how the periodic table organises elements.
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Just like a book the periodic table is read from left to right and from top to bottom, with the elements arranged in order of an increasing number of protons.
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Sometimes you might see a zigzag line running along here, and this line separates the metals, shown here in orange, from the non-netals here on the right, shown in blue.
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Now the table's organised into vertical columns called groups and horizontal rows called periods.
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So starting on the far left, we have group 1, then groups 2, 3, 4, 5, 6, and 7.
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And then at the end, rather than group 8, it goes to group 0.
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Group 1 elements are known as the alkali metals, whilst group 7 are the halogens, and group 0 are the noble gases.
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This block in the middle here are all metals, but you don't need to worry about their group numbers, so just remember to skip them when you're counting your groups.
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Then to finish up, let's take a look at how patterns in reactions can be predicted using the periodic table.
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The first thing to know is that the elements within a group usually all have similar chemical properties.
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As an example, all the elements in group 1 here react strongly with water, and they're all soft and shiny.
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Meanwhile, all the elements in group 0 are really unreactive, which basically means that they're very unlikely to react with anything else.
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There are also patterns within groups though.
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In the case of group 1, they become more reactive as you go down the group.
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What this means is that even though all the elements are reactive, the elements lower down in group 1 react much more strongly than those higher up in the group.
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For instance, when lithium reacts with water it just fizzes a bit, but when rubidium reacts with water it explodes violently.
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On the other hand, if we look at group 7, the elements become less reactive as you go down the group.
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So fluorine is the most reactive while astartine is the least reactive.
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If you haven't heard yet you can find all of our videos on our website cognito.org.
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You'll also find questions, flashcards, exam style questions and past papers.
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And we track all of your progress so that you always know what to study next.
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sign up for free by clicking here or browse our playlist here on YouTube.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « KS3 Chemistry - The periodic Table ». Les mots qui reviennent le plus souvent : element, table, periodic, reactive, metals. Cette vidéo contient 33 phrases et 599 mots à répéter en shadowing. La partie parlée dure 3:42. Le locuteur parle à un rythme naturel d’environ 162 mots par minute, proche d’une conversation courante. 84 % 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
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| periodic adjectif | /ˌpɪɹiˈɑdɪk/ | périodique |
| proton nom | /ˈpɹoʊ.tɑn/ | proton |
| atom nom | /ˈætəm/ | atome |
| sodium nom | /ˈsəʊ.di.əm/ | sodium |
| predict verbe | /pɹɪˈdɪkt/ | prédire |
| alkali nom | /ˈæl.kəˌlaɪ/ | alcali |
| flashcard nom | /ˈflæʃˌkɑɹd/ | carte mémoire, flashcard |
| fluorine nom | /ˈflʊ(ə)ɹˌin | fluor, phthore |
| halogen nom | /ˈhæl.ə.d͡ʒən/ | halogène |
| neutron nom | /ˈnu.tɹɑn/ | neutron |
| rubidium nom | /ˌɹuːˈbɪd.i.əm/ | rubidium |
| zigzag nom | /ˈzɪɡ.zæɡ/ | zigzag |
| lithium nom | /ˈlɪθi.əm/ | lithium |
| browse verbe | /bɹaʊz/ | feuilleter, parcourir |
| playlist nom | /ˈpleɪˌlɪst/ | playlist, liste de lecture |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go down verbe | descendre |
| finish up verbe | fignoler |
| run along verbe | partir |
Prononciation à surveiller
Le locuteur utilise 8 contractions et formes réduites, comme they're, don't, haven't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: flashcard /ˈflæʃˌkɑɹd/, combinations /kɑmbɪˈneɪʃənz/
- Mots longs — placez bien l’accent: periodic /ˌpɪɹiˈɑdɪk/, rubidium /ˌɹuːˈbɪd.i.əm/, violently /ˈvaɪ(ə)ləntli/, combinations /kɑmbɪˈneɪʃənz/, horizontal /ˌhoɹəˈzɑn.təl/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme periodic, proton, atom.
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.