تدريب Shadowing: Peer Assessment PART 3 Actual IELTS listening test - تعلم التحدث بالإنجليزية عبر الفيديو

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Now listen carefully and answer questions 21 to 24.
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I can't believe you're still in the library, Sally.
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You've been here all day.
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Are you still working on your peer assessment project?
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Hi, Steve.
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Yes, I'm still here and I'm nowhere near finished.
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I'm still processing the reading I've done on peer assessment.
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I'm interested to see if students marking each other's work is beneficial.
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I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance.
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They think the tutors are in favour of it because they don't have to spend so long marking.
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But I disagree.
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I think we can learn a great deal from it.
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Yes, I can see one advantage being that it saves time spent going over things in class.
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Well, initially it doesn't seem to work that way, and it can be quite a time-consuming business,
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because sometimes things have to be marked again if the tutor thinks the students' assessments aren't reliable.
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The real gain is the fact that the students learn to stand back and assess their own assignments objectively, because they're much more familiar with the marking system.
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Yes, I can see that.
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It gives them an opportunity to reflect on their own performance.
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And how do they feel about having another student mark their work?
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Is that good for rapport?
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In some cases yes, in some cases no. I think more research is needed to answer that question.
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What happens if a tutor notices that the marks for a particular assignment seem wrong?
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Should the students mark them again?
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That might not make any difference.
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So in that case, the tutor would have to remark all those assignments
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and then go through the marking criteria really carefully with the students on the next assignment with some sample answers.
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Right.
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I've been reading about a research project on peer assessment.
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The researchers invited a group of students from two different universities to attend a one-day conference.
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They also invited some university lecturers to attend.
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Each student gave a short presentation on a project of their choice.
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Each of these presentations was assessed individually by all the participants, both students and lecturers.
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To support their marking, they used a set of assessment guidelines
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that had been prepared the day before by a random selection of students.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page 6.
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Thanks.
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Now listen and answer questions 25 to 30.
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So were the student markers reliable?
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Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers.
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The findings showed that there were some variations in the way different groups marked.
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Gender did come into play, for example.
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I expect the male students were more generous when marking female presenters, were they?
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Quite the reverse, actually.
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They were harder on the female presenters than on the males, which wasn't what I'd expected either.
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Did female students show any bias towards male presenters?
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Interestingly not.
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So, does that suggest women are fairer and more reliable markers than men?
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Well, I wouldn't go that far it's only a small sample.
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But significantly, the results showed that when women marked other women, this didn't affect the grades they gave.
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Hmm.
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What about age?
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Were you able to come to any conclusions about that?
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Yes, because we had some mature students presenting
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and we found the marks awarded to them by their younger peers were rather more generous.
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Oh, I wonder why that is.
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Now, you said there were groups of students from two universities.
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Did they tend to favour students making presentations from their own universities?
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It didn't seem to influence marking one way or the other, which is quite encouraging.
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We'd been interested to see if students' personal relationships affected their objectivity.
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One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme.
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They were actually the toughest markers of all, marking consistently below the tutors.
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Really?
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Well, it sounds as if it's generated lots of useful data.
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I expect you'll be here for...
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.

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المفردات وملاحظات التحدث لهذا الدرس

هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “Peer Assessment PART 3 Actual IELTS listening test”. أكثر الكلمات تكرارًا في الفيديو: student, marking, tutor, assessment, answer. يحتوي هذا الفيديو على 67 جملة و716 كلمة للتدرب على الترديد. مدة الكلام 5:28. يتكلم المتحدث بسرعة ثابتة، نحو 131 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 81% فقط من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات صعبة نسبيًا. 13 من أصل 67 جملة هي أسئلة، لذلك يناسب التدرب على نبرة السؤال والإجابات القصيرة.

أهم المفردات في هذا الفيديو

أصعب 11 كلمة في الفيديو، مع النطق والمعنى:

الكلمةالنطقالمعنى
peer اسم/pɪɹ/تِرْب, قَرِين
lecturer اسم/ˈlɛkt͡ʃəɹə/مُحَاضِر, مُحَاضِرَة
assess فعل/əˈsɛs/يُقَدِّر
criterion اسم/kɹaɪˈtɪɹ.i.ən/مِعْيَار
variation اسم/ˌvɛəɹiˈeɪʃn̩/تَرَاوُح, اِخْتِلَاف
generous صفة/ˈd͡ʒɛn(ə)ɹəs/كَرِيم
guideline اسم/ˈɡaɪdˌlaɪn/تَوْجِيهَات
participant اسم/pɑːɹˈtɪsəpənt/مُشَارِك, مُشَارِكَة
researcher اسم/ˈɹiˌsɝ.t͡ʃɚ/بَاحِث, بَاحِثَة
beneficial صفة/ˌbɛn.ɪˈfɪʃ.əl/مُفِيد
bias اسم/ˈbaɪ.əs/تَحَيُّز

جمل تستحق التكرار

جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:

  • You've been here all day.
  • Yes, I'm still here and I'm nowhere near finished.
  • Were you able to come to any conclusions about that?
  • I expect you'll be here for...

القواعد في هذا الفيديو

أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:

التركيبفي الفيديو
المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعلهbe marked · is needed · was assessed
المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآنYou've been · I've done

نطق يحتاج إلى انتباه

يستخدم المتحدث 21 من الصيغ المختصرة، مثل I'm, didn't, I've. انطقها بصيغتها القصيرة كما تسمعها.

  • أصوات “sh” و“zh”: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • الكلمات الطويلة — انتبه لموضع النبر: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

كيف تتدرب بهذا الفيديو

  1. استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
  2. ردّد جملة جملة بالسرعة العادية، وكرّر كل جملة حتى يتطابق إيقاعك مع المتحدث.
  3. سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل peer, lecturer, assess.

ما هي تقنية التظليل الصوتي؟

التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.

تقنية الشادوينغ: اقرأ الدليل الكامل خطوة بخطوة →