Shadowing Practice: Peer Assessment: Đề thi thật IELTS LISTENING - Learn English Speaking with 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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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación se basa en el vídeo “Peer Assessment: Đề thi thật IELTS LISTENING”. Las palabras que más se repiten: student, marking, assessment, tutor, peer. Este vídeo tiene 71 frases y 756 palabras para practicar shadowing. La parte hablada dura 8:00. El hablante habla despacio, unas 95 palabras por minuto, así que hay tiempo para imitar cada sonido. Solo el 81 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es exigente. 13 de sus 71 frases son preguntas, así que sirve para practicar la entonación de las preguntas y las respuestas cortas.
Vocabulario clave de este vídeo
15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| assessment sustantivo | /əˈsɛsmənt/ | evaluación, expertización |
| peer sustantivo | /pɪɹ/ | par, congénere |
| tutor sustantivo | /ˈtjuːtəː/ | tutor, protutor |
| assignment sustantivo | /əˈsaɪn.mənt/ | asignación |
| presentation sustantivo | /ˌpɹɛzn̩ˈteɪʃn̩/ | presentación, exposición |
| reliable adjetivo | /ɹɪˈlaɪəbl̩/ | fiable, confiable |
| assess verbo | /əˈsɛs/ | evaluar, estimar |
| presenter sustantivo | /pɹɪˈzɛntə(ɹ)/ | presentador, presentadora |
| lecturer sustantivo | /ˈlɛkt͡ʃəɹə/ | docente, aleccionador |
| invite verbo | /ɪnˈvaɪt/ | invitar, convidar |
| generous adjetivo | /ˈd͡ʒɛn(ə)ɹəs/ | generoso |
| variation sustantivo | /ˌvɛəɹiˈeɪʃn̩/ | variación |
| carefully adverbio | /ˈkɛɹf(ə)li/ | cuidadosamente |
| encourage verbo | /ɪnˈkʌɹ.ɪd͡ʒ/ | alentar, arengar |
| conclusion sustantivo | /kənˈkluːʒən/ | conclusión, neta |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| go through verbo | atravesar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- 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.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | be marked · is needed · was assessed |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | You've been · I've done |
Pronunciación a tener en cuenta
El hablante usa 21 contracciones y formas reducidas, como I'm, didn't, I've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Palabras largas — cuida el acento: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: invite /ɪnˈvaɪt/, variation /ˌvɛəɹiˈeɪʃn̩/, reverse /ɹɪˈvɝs/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, devise /dɪˈvaɪz/
- /z/ — sonora, no /s/: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, presenter /pɹɪˈzɛntə(ɹ)/, devise /dɪˈvaɪz/
- /dʒ/ — no es la “y” ni la “ch”: generous /ˈd͡ʒɛn(ə)ɹəs/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, generate /ˈd͡ʒɛn.ə.ɹeɪt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, objectively /əbˈd͡ʒɛktɪvli/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como assessment, peer, tutor.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.