Shadowing Practice: Peer Assessment PART 3 Actual IELTS listening test - Learn English Speaking with Video

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67 cümleler
Cümleler çok kısa veya çok uzun ise, ayarlamak için Düzenle'ye tıklayın.
1
Now listen carefully and answer questions 21 to 24.
2
I can't believe you're still in the library, Sally.
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You've been here all day.
4
Are you still working on your peer assessment project?
5
Hi, Steve.
6
Yes, I'm still here and I'm nowhere near finished.
7
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.
14
Well, initially it doesn't seem to work that way, and it can be quite a time-consuming business,
15
because sometimes things have to be marked again if the tutor thinks the students' assessments aren't reliable.
16
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.
17
Yes, I can see that.
18
It gives them an opportunity to reflect on their own performance.
19
And how do they feel about having another student mark their work?
20
Is that good for rapport?
21
In some cases yes, in some cases no. I think more research is needed to answer that question.
22
What happens if a tutor notices that the marks for a particular assignment seem wrong?
23
Should the students mark them again?
24
That might not make any difference.
25
So in that case, the tutor would have to remark all those assignments
26
and then go through the marking criteria really carefully with the students on the next assignment with some sample answers.
27
Right.
28
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.
30
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.
36
Thanks.
37
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.
40
The findings showed that there were some variations in the way different groups marked.
41
Gender did come into play, for example.
42
I expect the male students were more generous when marking female presenters, were they?
43
Quite the reverse, actually.
44
They were harder on the female presenters than on the males, which wasn't what I'd expected either.
45
Did female students show any bias towards male presenters?
46
Interestingly not.
47
So, does that suggest women are fairer and more reliable markers than men?
48
Well, I wouldn't go that far it's only a small sample.
49
But significantly, the results showed that when women marked other women, this didn't affect the grades they gave.
50
Hmm.
51
What about age?
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Were you able to come to any conclusions about that?
53
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.
55
Oh, I wonder why that is.
56
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?
58
It didn't seem to influence marking one way or the other, which is quite encouraging.
59
We'd been interested to see if students' personal relationships affected their objectivity.
60
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.
62
Really?
63
Well, it sounds as if it's generated lots of useful data.
64
I expect you'll be here for...
65
That is the end of Section 3.
66
You now have half a minute to check your answers.
67
Thank you.

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Bu dersin kelimeleri ve konuşma notları

Bu B2 seviyesindeki konuşma dersi “Peer Assessment PART 3 Actual IELTS listening test” videosuna dayanıyor. En çok tekrarlanan kelimeler: student, marking, tutor, assessment, answer. Bu videoda gölgeleme çalışması için 67 cümle ve 716 kelime var. Konuşma bölümü 5:28 sürüyor. Konuşmacı dakikada yaklaşık 131 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin yalnızca %81’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığı zorlayıcı. 67 cümlenin 13 tanesi soru; soru tonlaması ve kısa cevaplar için iyi bir alıştırma.

Bu videodaki önemli kelimeler

Videodaki en ileri düzey 14 kelime, telaffuzu ve anlamıyla:

KelimeTelaffuzAnlam
tutor isim/ˈtjuːtəː/lala
peer isim/pɪɹ/akran, emsâl
lecturer isim/ˈlɛkt͡ʃəɹə/lektör, öğretim görevlisi
presenter isim/pɹɪˈzɛntə(ɹ)/sunucu, takdimci
assess fiil/əˈsɛs/değerlendirmek
criterion isim/kɹaɪˈtɪɹ.i.ən/ölçüt, kriter
variation isim/ˌvɛəɹiˈeɪʃn̩/varyasyon, çeşitleme
generous sıfat/ˈd͡ʒɛn(ə)ɹəs/cömert, eli açık
devise fiil/dɪˈvaɪz/tasarlamak
objectivity isim/ˌɒbd͡ʒɛkˈtɪvɪti/nesnellik
participant isim/pɑːɹˈtɪsəpənt/katılımcı, iştirakçı
consume fiil/kənˈsum/kullanmak, harcamak
researcher isim/ˈɹiˌsɝ.t͡ʃɚ/araştırmacı, araştırıcı
bias isim/ˈbaɪ.əs/yanlılık, ön yargı

Tekrar etmeye değer cümleler

Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:

  • 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...

Bu videodaki dil bilgisi

Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:

YapıVideoda
Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemlibe marked · is needed · was assessed
Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylemYou've been · I've done

Dikkat edilecek telaffuzlar

Konuşmacı I'm, didn't, I've gibi kısaltılmış biçimleri 21 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.

  • “sh” ve “zh” sesleri: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • Uzun kelimeler — vurguyu doğru yere koyun: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

Bu videoyla nasıl çalışılır

  1. Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
  2. Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
  3. Kendinizi kaydedin ve orijinaliyle karşılaştırın; tutor, peer, lecturer gibi kelimelere özellikle dikkat edin.

Gölgeleme Tekniği Nedir?

Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.

Shadowing tekniği: adım adım eksiksiz rehberi okuyun →