シャドーイング練習: Peer Assessment: Đề thi thật IELTS LISTENING - 動画で英語スピーキングを学ぶ

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Section 3.
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You will hear two students called Sally and Steve discussing
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Sally's project on peer assessment, a system where students mark each other's work.
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First, you have some time to look at questions 21 to 24 on page 5.
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Thank you.
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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,
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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 each student gave
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a short presentation on a project of their choice each of
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these presentations was assessed individually by all the participants both students
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and lecturers 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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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
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that there were some variations in the way different groups marked 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 they were harder on the female presenters than on the males
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which wasn't what I'd expected either did female students show any bias towards male presenters?
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interestingly not 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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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 decades.
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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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Now turn to section 4 on page 7.
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Thank you.
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Thank you.
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Thank you.

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このレッスンの語彙とスピーキングのポイント

このスピーキングレッスンは、動画「Peer Assessment: Đề thi thật IELTS LISTENING」を教材にしています。 繰り返し出てくる語は次のとおりです：student, marking, assessment, tutor, peer。 この動画には、シャドーイング用の文が71文、単語が756語あります。 音声の長さは8:00です。 話す速さはゆっくりで、1分あたり約95語です。一つ一つの音をまねる余裕があります。 英語の頻出3,000語に含まれる単語は81%だけなので、語彙は難しめです。 全71文のうち13文が疑問文なので、疑問文のイントネーションや短い受け答えの練習に向いています。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語発音意味
assessment 名詞/əˈsɛsmənt/評価
peer 名詞/pɪɹ/同輩
tutor 名詞/ˈtjuːtəː/家庭教師
presentation 名詞/ˌpɹɛzn̩ˈteɪʃn̩/贈呈
reliable 形容詞/ɹɪˈlaɪəbl̩/頼もしい
lecturer 名詞/ˈlɛkt͡ʃəɹə/講師
invite 動詞/ɪnˈvaɪt/誘う, 招待する
generous 形容詞/ˈd͡ʒɛn(ə)ɹəs/気の大きい, 気前の良い
variation 名詞/ˌvɛəɹiˈeɪʃn̩/変動, 変化
carefully 副詞/ˈkɛɹf(ə)li/じっくり, 慎重に
encourage 動詞/ɪnˈkʌɹ.ɪd͡ʒ/勇気付ける, 奨励する
conclusion 名詞/kənˈkluːʒən/終わり, 結び
nowhere 副詞/ˈnoʊ.(h)wɛɹ/どこにも, どこへも
reflect 動詞/ɹɪˈflɛkt/跳ね返す, 反射する
mature 形容詞/məˈt͡ʃʊ(ə)ɹ/成熟, 成熟した

繰り返し練習したい文

動画に出てくる短く完結した文です。日常会話でそのまま使えます。

  • 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 decades.

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型動画での表現
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てるbe marked · is needed · was assessed
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係しているYou've been · I've done

注意したい発音

話し手はI'm, didn't, I'veなど、短縮形や弱形を21回使っています。聞こえたとおりの短い形で発音しましょう。

  • 「sh」と「zh」の音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • 長い単語（アクセントの位置に注意）: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/

日本語話者が苦手な音：

  • /r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: reliable /ɹɪˈlaɪəbl̩/, lecturer /ˈlɛkt͡ʃəɹə/, carefully /ˈkɛɹf(ə)li/, reflect /ɹɪˈflɛkt/
  • /v/ — /b/ にならないように、上の歯を下唇に当てる: invite /ɪnˈvaɪt/, variation /ˌvɛəɹiˈeɪʃn̩/, reverse /ɹɪˈvɝs/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, devise /dɪˈvaɪz/
  • /f/ — 「フ」ではなく、上の歯と下唇で出す: carefully /ˈkɛɹf(ə)li/, reflect /ɹɪˈflɛkt/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/

この動画での練習方法

  1. まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
  2. 通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
  3. 自分の声を録音して元の音声と比べます。assessment, peer, tutorなどの単語に特に注意しましょう。

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。

シャドーイングのやり方: ステップ別の完全ガイドを読む →