Shadowing-Übung: Peer Assessment: Đề thi thật IELTS LISTENING - Englisch Sprechen Lernen mit Video
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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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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „Peer Assessment: Đề thi thật IELTS LISTENING“. Diese Wörter kommen am häufigsten vor: student, marking, assessment, tutor, peer. Dieses Video enthält 71 Sätze und 756 Wörter zum Nachsprechen. Der gesprochene Teil dauert 8:00. Der Sprecher spricht langsam, etwa 95 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. Nur 81 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also anspruchsvoll. 13 der 71 Sätze sind Fragen – gut, um Frageintonation und kurze Antworten zu üben.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| assessment Substantiv | /əˈsɛsmənt/ | Bewertung, Schätzung |
| peer Substantiv | /pɪɹ/ | Ebenbürtiger, Ebenbürtige |
| tutor Substantiv | /ˈtjuːtəː/ | Lehrer, Nachhilfelehrer |
| assignment Substantiv | /əˈsaɪn.mənt/ | Zuweisung, Übertragung |
| presentation Substantiv | /ˌpɹɛzn̩ˈteɪʃn̩/ | Darstellung, Ausdruck |
| reliable Adjektiv | /ɹɪˈlaɪəbl̩/ | verlässlich, zuverlässig |
| assess Verb | /əˈsɛs/ | schätzen, bewerten |
| presenter Substantiv | /pɹɪˈzɛntə(ɹ)/ | Moderator, Moderatorin |
| lecturer Substantiv | /ˈlɛkt͡ʃəɹə/ | Lektor, Lektorin |
| invite Verb | /ɪnˈvaɪt/ | einladen |
| generous Adjektiv | /ˈd͡ʒɛn(ə)ɹəs/ | großzügig, generös |
| variation Substantiv | /ˌvɛəɹiˈeɪʃn̩/ | Umbildung, Veränderung |
| carefully Adverb | /ˈkɛɹf(ə)li/ | vorsichtig |
| encourage Verb | /ɪnˈkʌɹ.ɪd͡ʒ/ | ermutigen, ermuntern |
| conclusion Substantiv | /kənˈkluːʒən/ | Schluss, Ende |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| stand back Verb | zurückbleiben, zurücktreten |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- 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.
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | be marked · is needed · was assessed |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | You've been · I've done |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 21 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, didn't, I've. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Lange Wörter – auf die Betonung achten: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, devise /dɪˈvaɪz/
- /dʒ/ — stimmhaft, nicht „tsch“: generous /ˈd͡ʒɛn(ə)ɹəs/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, generate /ˈd͡ʒɛn.ə.ɹeɪt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, objectively /əbˈd͡ʒɛktɪvli/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie assessment, peer, tutor.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.