跟读练习: Peer Assessment PART 3 Actual IELTS listening test - 通过视频学习英语口语

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67 句
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1
Now listen carefully and answer questions 21 to 24.
2
I can't believe you're still in the library, Sally.
3
You've been here all day.
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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.
8
I'm interested to see if students marking each other's work is beneficial.
9
I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance.
10
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.
12
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.
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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?
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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.
29
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.
37
Now listen and answer questions 25 to 30.
38
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?
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?
52
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.
57
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.
61
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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本课的词汇与口语要点

这节 B2 级别的口语课以视频“Peer Assessment PART 3 Actual IELTS listening test”为素材。 视频中反复出现的词有：student, marking, tutor, assessment, answer。 这段视频共有 67 个句子、716 个单词可供跟读。 讲话部分时长为 5:28。 说话人语速平稳，每分钟约 131 个词，很适合跟读。 只有 81% 的单词属于英语最常用的 3,000 词，词汇难度较高。 全部 67 个句子中有 13 个是问句，适合练习疑问语调和简短回答。

视频中的重点词汇

视频中最难的 15 个单词，附发音和释义：

单词发音释义
tutor 名词/ˈtjuːtəː/私人教師 /私人教师, 家庭教師 /家庭教师
peer 名词/pɪɹ/同輩 /同辈, 同齡人 /同龄人
assignment 名词/əˈsaɪn.mənt/分配, 布置
lecturer 名词/ˈlɛkt͡ʃəɹə/講師 /讲师, 演講者 /演讲者
criterion 名词/kɹaɪˈtɪɹ.i.ən/標準 /标准, 尺度
variation 名词/ˌvɛəɹiˈeɪʃn̩/變化 /变化, 變動 /变动
generous 形容词/ˈd͡ʒɛn(ə)ɹəs/慷慨, 大方
guideline 名词/ˈɡaɪdˌlaɪn/指導 /指导, 指示
objectivity 名词/ˌɒbd͡ʒɛkˈtɪvɪti/客觀性 /客观性
rapport 名词/ɹæˈpɔɹ/互信, 和睦關係 /和睦关系
participant 名词/pɑːɹˈtɪsəpənt/參加者 /参加者, 參與者 /参与者
consume 动词/kənˈsum/耗費 /耗费, 消耗
researcher 名词/ˈɹiˌsɝ.t͡ʃɚ/研究員 /研究员, 研究者
beneficial 形容词/ˌbɛn.ɪˈfɪʃ.əl/有益的, 有利的
disagree 动词/dɪsəˈɡɹi/不同意, 反對 /反对

视频中出现的短语动词

单词释义
go through 动词通過 /通过
stand back 动词保持距離 /保持距离

值得反复跟读的句子

视频中简短而完整的句子，可以直接用在日常对话里：

  • 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...

视频中的语法

说话人最常用的结构，并附上视频中的原话：

结构视频中的用法
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的be marked · is needed · was assessed
现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事You've been · I've done

需要注意的发音

说话人用了 21 次缩略和弱读形式，例如 I'm, didn't, I've。请按听到的简短形式来说。

  • “sh” 和 “zh” 音: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • 长单词——注意重音位置: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

如何用这段视频练习

  1. 先完整听一遍视频，不要开口，记下不认识的单词。
  2. 用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
  3. 录下自己的声音并与原声对比，特别注意 tutor, peer, assignment 这类单词。

什么是跟读法？

跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。

影子跟读法: 阅读完整分步指南 →