跟讀練習: Peer Assessment: Đề thi thật IELTS LISTENING - 通過影片學習英語口語

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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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本課的詞彙與口語要點

這節口語課以影片“Peer Assessment: Đề thi thật IELTS LISTENING”為素材。 影片中反覆出現的詞有：student, marking, assessment, tutor, peer。 這段影片共有 71 個句子、756 個單詞可供跟讀。 講話部分時長為 8:00。 說話人語速較慢，每分鐘約 95 個詞，你有足夠的時間模仿每一個音。 只有 81% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。 全部 71 個句子中有 13 個是問句，適合練習疑問語調和簡短回答。

影片中的重點詞彙

影片中 15 個值得學習的單詞，附發音和釋義：

單詞發音釋義
assessment 名詞/əˈsɛsmənt/評價 /評價, 評估 /評估
peer 名詞/pɪɹ/同輩 /同輩, 同齡人 /同齡人
tutor 名詞/ˈtjuːtəː/私人教師 /私人教師, 家庭教師 /家庭教師
assignment 名詞/əˈsaɪn.mənt/分配, 佈置
reliable 形容詞/ɹɪˈlaɪəbl̩/可靠, 穩妥 /穩妥
lecturer 名詞/ˈlɛkt͡ʃəɹə/講師 /講師, 演講者 /演講者
invite 動詞/ɪnˈvaɪt/邀請 /邀請, 請 /請
generous 形容詞/ˈd͡ʒɛn(ə)ɹəs/慷慨, 大方
variation 名詞/ˌvɛəɹiˈeɪʃn̩/變化 /變化, 變動 /變動
carefully 副詞/ˈkɛɹf(ə)li/小心地
encourage 動詞/ɪnˈkʌɹ.ɪd͡ʒ/鼓勵 /鼓勵, 激勵 /激勵
conclusion 名詞/kənˈkluːʒən/結束 /結束
nowhere 副詞/ˈnoʊ.(h)wɛɹ/無處 /無處
reflect 動詞/ɹɪˈflɛkt/反映, 反射
mature 形容詞/məˈt͡ʃʊ(ə)ɹ/成熟, 成長 /成長

影片中出現的短語動詞

單詞釋義
go through 動詞通過 /通過
stand back 動詞保持距離 /保持距離

值得反覆跟讀的句子

影片中簡短而完整的句子，可以直接用在日常對話裡：

  • 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.

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構影片中的用法
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的be marked · is needed · was assessed
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事You've been · I've done

需要注意的發音

說話人用了 21 次縮略和弱讀形式，例如 I'm, didn't, I've。請按聽到的簡短形式來說。

  • “sh” 和 “zh” 音: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • 長單詞——注意重音位置: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/

中文母語者容易讀錯的音：

  • /v/ — 不要讀成 /w/，上齒輕觸下唇: invite /ɪnˈvaɪt/, variation /ˌvɛəɹiˈeɪʃn̩/, reverse /ɹɪˈvɝs/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, devise /dɪˈvaɪz/
  • 詞尾子音 — 要讀清楚，後面不要加母音: assessment /əˈsɛsmənt/, assignment /əˈsaɪn.mənt/, assess /əˈsɛs/, invite /ɪnˈvaɪt/, generous /ˈd͡ʒɛn(ə)ɹəs/
  • /r/ 和 /l/ 的區別: reliable /ɹɪˈlaɪəbl̩/, lecturer /ˈlɛkt͡ʃəɹə/, carefully /ˈkɛɹf(ə)li/, reflect /ɹɪˈflɛkt/

如何用這段影片練習

  1. 先完整聽一遍影片，不要開口，記下不認識的單詞。
  2. 用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
  3. 錄下自己的聲音並與原聲對比，特別注意 assessment, peer, tutor 這類單詞。

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →