Pratica di Shadowing: IELTS ASMR Podcast #02 - Luyện nghe thụ động | Phụ đề Anh & Việt - Impara a parlare inglese con YouTube
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Section 1 Beechon Festival Office?
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Section 1 Beechon Festival Office?
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Oh, hello.
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I want to check some details about the festival.
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I know tickets are running out fast,
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and I haven't got access to the internet at present.
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My computer's down.
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OK.
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Well, the first activity is on June 19th at 7pm,
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and it's a concert with local musicians performing.
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Oh, lovely.
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Is it in the theatre, like last year?
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Yes, that's right.
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And for the next activity,
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on the 20th, the time's changed.
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Is that the tour?
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Yes.
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Now, it does say on the tickets that it's a 3.40 start,
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but that's an error.
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There wasn't time to update them,
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unfortunately, so it should say 4.30 instead.
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The correct time is on the website, though.
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Oh, right.
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Because one of my friends wants to go on that,
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to see Beechon with an expert and find out about the town and its history.
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Does she need to get a ticket in advance?
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No, just turn up at the station where the guide will be waiting.
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They'll start from there, and I think the plan is to stop for a break in the park.
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And there's no charge for the tour.
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And the tour will finish with a visit to the 16th century mill where they used to make flour.
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It's recently been restored.
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Fine.
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And then on the 21st,
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there's an all-day event for children.
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Oh, that could be good for my visitors.
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They're bringing theirs, you see.
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Right.
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Well, the plan was to have a painting competition for the kids,
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but it's now going to be cooking instead,
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and there'll be prizes for all the different age groups.
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Oh, great.
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And it's in Beechon Community Centre.
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Oh, yes, I know where that is.
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They don't need to bring any ingredients,
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but they'll need to have a plate to put whatever they've made on
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so they can display it and then take it home.
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Sounds good.
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And are they going ahead with the fireworks in the evening,
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or is that cancelled?
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There was an article in the paper after last year's display which suggested it might not be happening again.
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That's right, no, that's still on.
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It's getting more popular each year
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and having it in the town square was starting to be a bit difficult because of the numbers,
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which is why it's next to the river this time.
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It'll be easy for large numbers of people to get to.
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Yes, of course.
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I'm sure there's lots to look forward to.
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OK, now I just want to check how it's going to impact on me as a local resident.
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I mean, some people last year thought it was too noisy at night.
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Yes, I know.
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And that's why this year,
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evening events won't go on beyond 11.15.
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I know previously some activities lasted until 11.45,
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and the new time applies now to all the events, every evening.
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OK.
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And another change, perhaps you know about this already,
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is that because of high visitor numbers,
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parking in the town centre isn't going to be allowed.
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It'll be outside town.
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Oh, yes, to keep the streets clear,
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I suppose, for all the visitors.
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I did know, actually, and it's not really going to be a problem for me.
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Right.
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I mean, I could just walk into town from my home.
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OK.
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Well, anyway, if you want to check any more details about the festival,
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once you're back online, you can look at www.events.com.
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And you'll be able to comment on what activities you enjoyed.
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And what would really help the organisers would be
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if people could use the website to give feedback about what they enjoyed and that kind of thing.
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This will help them plan for next year.
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That's probably a good idea.
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Section 2 Well, good evening, everyone.
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My name's Gary Payne, and I'll be the leader for your walking holiday in Spain.
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And the purpose of this evening's meeting is for us all to get to know each other in advance,
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and for you to ask any questions you may have about the holiday.
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So I'll begin by telling you a little bit about what to expect.
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Now, the ferry crossing from England to Santander in Spain takes about 24 hours.
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We'll be sailing on the Prince Regent,
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which was first launched in the 1980s.
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As well as the crew of 160,
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it can accommodate about 2,000 people and 600 cars,
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and it sails at an average speed of 37 km an hour.
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There'll be an on-board map on one of the decks,
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which charts the ship's progress during the voyage.
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Although our mini-bus will be on one of the vehicle decks in the boat,
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access to these decks is prohibited during the crossing,
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so when you leave our bus you'll have to take everything that you're likely to need with you,
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like toiletries or books and magazines.
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In fact, it's probably a good idea to put these things in a separate bag beforehand.
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You shouldn't need snacks on board as meals are provided,
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and they're quite substantial.
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And if you don't feel well or get a headache,
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you can get tablets from me.
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I always carry an adequate supply.
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Now once we're in Spain,
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we'll be based at a hostel in a small village called La Vega de Libana,
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about 120 kilometres from Santander.
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It's a very picturesque area that's retained a lot of its traditional industry and culture.
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The hostel accommodation's fairly simple.
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There are bunk beds and each room holds four to eight people.
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But the bathrooms and showers are of a high standard.
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The hostel residents have the use of tennis courts nearby,
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if you feel like a game.
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We'll be given breakfast and an evening meal at the hostel.
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In general, the hostel is relaxed,
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but there are a few rules which the owners enforce strictly.
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Smoking is not allowed anywhere inside the building,
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and food and drink is banned in the dormitories.
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Any chairs or tables which you take outside into the gardens must be returned every evening to their original place.
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Finally, the doors are locked after midnight out of consideration for other guests who are trying to sleep.
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Now that's enough about travel and accommodation.
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But before I move on,
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I should say something briefly about equipment.
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There's a list in the guidebook you've been sent,
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but I'll just elaborate on one or two items.
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First, boots.
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Make sure that the ones you bring have thick soles.
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That's the most important thing.
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Don't bring trainers for walking in.
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Apart from anything else, they're dangerous because they slip.
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It's important to bring spare socks.
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Then, about waterproofs, I'd strongly advise you not to come with anything heavy,
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you know, with a thick lining.
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The ideal things are those lightweight ones,
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because they fold up small,
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and although they do keep the wind out,
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they don't make you too hot.
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Right?
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Next, sun cream.
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This is absolutely essential.
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And regarding the strength, make sure you get what's known as total block.
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Even factor 25 isn't good enough for those latitudes in July.
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Then, let's see, bring a folder to keep your map and other papers in,
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you know, one of those plastic ones.
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It's not very likely to rain,
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but if it does, you'll find it soaks everything.
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So, that's the practicalities over.
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Now let me tell you a little bit about the area
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in Spain where we'll be walking the picos de europa it's a very popular area for tourists
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because of its spectacular peaks
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although they're only 25 kilometers from the sea the highest peaks are more than 2 600 meters high
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and have year-round snow caps on the highest peaks you've got alpine plants
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that are only free of their snow cover for a few months a year then you've got meadows
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that are full of wild flowers at certain times of the year.
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Then the northern slopes are covered by woodlands,
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giving homes to rare species such as wolves and bears.
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Section 3 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 skeptical 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,
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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
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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,
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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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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,
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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,
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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.
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It's only a small sample.
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But significantly, the results showed that when women marked other women,
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this didn't affect the grades they gave.
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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,
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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,
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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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Section 4 Good morning and welcome back to this series of linguistics lectures.
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Today, I will be talking about the language Bishlama,
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which is a form of pidgin English.
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Linguists use the term pidgin to describe new languages that are created by combining two or more existing languages,
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often in a simplified form.
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The study of pidgin languages is important because it provides us with information about language change and modification.
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The pidgin English known as Bishlama is used in the South Pacific nation of Vanuatu,
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a group of islands where 81 first languages are still regularly used by the local people people.
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There are a further 17 local languages that are in danger of dying out and 8 that have been identified as extinct.
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This gives a total of 106 first languages in all,
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a very high number for a small country with a population of just 200,000 people.
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Then thinking about foreign languages,
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English is the most important and has official status largely because it is the medium for all education purposes.
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However, it is Bishlama that is the most widely spoken language in the country,
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used regularly by more than 90% of the population.
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We should note here that in earlier times some people had negative feelings towards the language.
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In fact, for many years it was commonly referred to as a broken language and its use was discouraged.
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But attitudes have changed dramatically and today the people of Vanuatu are very proud of this unique language.
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It is only when we understand the historical context that we can comprehend just why Bishlama developed in Vanuatu.
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The first form of pidgin English in this region can be traced to around 1800
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when foreign traders arrived and local people were recruited to work as sailors.
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On board multilingual ships, there was an obvious need for a common tongue and Pigeon English was born.
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This early form of Bishlama continued to spread as trade in the Pacific developed in sandalwood and other local commodities.
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Then from about 1860, a lot of people from Vanuatu travelled to Australia to work on the new plantations as labourers.
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Again, because of the multilingual nature of these workplaces,
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it was very important to have a common language.
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Finally, in modern times, there have been other pressures that have maintained the need for a common language.
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Like many other parts of the world from about the 1950s,
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Vanuatu experienced a significant migration of its people from small villages into the city,
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and it has been here that Bishlama has really established itself as the country's first language.
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So then, how can we describe the language itself?
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In general terms, pidgin languages can be defined as extremely simple versions of the original language.
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However, this is not a satisfactory definition in this case,
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and linguists prefer to describe Bishlama as a developed pidgin,
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because it has more rules and ideas than most simple pidgin languages found in other parts of the world.
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Let's think first about the vocabulary.
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Because Britain was the colonial power,
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the majority of Bishlama's vocabulary is derived from English.
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However, some care needs to be taken here.
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For example, the word from in Bishlama can also mean because of,
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so we need to be aware that words can have a wider range of meanings in Bishlama.
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Indeed, there are numerous other potentially misleading terms,
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and English is not the only contributor to the vocabulary.
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Again, because of the region's history there are some words,
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around 5-10% that are derived from French.
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Then, a relatively small number of words have been taken from local, Pacific languages.
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Usually this is the case where there is no English equivalent for naturally occurring phenomena
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or to describe some aspect of the culture that is unique to the country.
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Finally, a word about grammar.
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Although the vocabulary is based largely on English,
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it's important to note that the grammatical structure of Bishlama is derived from patterns common in the local languages of Vanuatu.
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So, for example, there are two distinct pronouns meaning we.
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One means I and you,
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and another means I and some others, but not you.
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confusing in English, but in the local languages such distinctions are common.
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A different example concerns the word long.
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It is almost the only preposition in Bishlama
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and may be used in place of a whole range of English words such as at,
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to, with, on, in and so on.
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Contesto e Contesto
Nel podcast "IELTS ASMR Podcast #02", l'interlocutore discute dettagli relativi al Beechon Festival, un evento locale che include concerti, tour guidati e attività per bambini. La conversazione è interattiva e fornisce informazioni pratiche sull'organizzazione del festival, rendendo il dialogo utile per chi sta imparando l'inglese. Questo tipo di contesto quotidiano è ideale per esercitarsi nella comprensione e nella pratica della lingua.
Top 5 Frasi per la Comunicazione Quotidiana
- “I want to check some details about the festival.” - Voglio controllare alcuni dettagli sul festival.
- “Does she need to get a ticket in advance?” - Deve prenotare un biglietto in anticipo?
- “The correct time is on the website, though.” - Tuttavia, l'orario corretto è sul sito web.
- “They'll start from there.” - Inizieranno da lì.
- “Sounds good.” - Sembra buono.
Guida Passo-passo per lo Shadowing
Per migliorare la tua pronuncia inglese e ottenere il massimo da questo video, segui questi passaggi durante l’ascolto:
- Ascolta attivamente: Fai attenzione alle intonazioni e alla pronuncia. Puoi iniziare ascoltando senza fermarti.
- Pratica lo shadow speak: Ripeti le frasi dopo averle ascoltate. Questo ti aiuterà a sincronizzare la tua pronuncia con quella dei relatori. Usa la tecnica del shadowspeak per migliorare la fluidità.
- Fai delle pause: Non esitare a fermare il video per ripetere frasi più complesse. Concentrati sulle parole che trovi difficili e ristabilisci il tuo ritmo.
- Scrivi le frasi chiave: Annota le frasi che utilizzi più frequentemente. Questo ti permetterà di familiarizzare con il linguaggio quotidiano e di applicare quanto appreso.
- Rivedi e pratica: Riascolta il video più volte. Con il tempo, noterai un miglioramento nella tua pronuncia e nella tua capacità di conversazione.
Utilizzare il metodo dello shadowing in inglese ti aiuterà a raggiungere una maggiore padronanza della lingua e a sentirti più sicuro nelle conversazioni quotidiane. Sperimenta queste pratiche insieme al tuo studio e alla tua pratica del linguaggio per ottenere risultati tangibili.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.
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