Pratique du Shadowing: Peer Assessment PART 3 Actual IELTS listening test - Apprendre l'anglais à l'oral avec la vidéo

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67 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
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.
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.
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.
11
But I disagree.
12
I think we can learn a great deal from it.
13
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.
29
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.
31
Each student gave a short presentation on a project of their choice.
32
Each of these presentations was assessed individually by all the participants, both students and lecturers.
33
To support their marking, they used a set of assessment guidelines
34
that had been prepared the day before by a random selection of students.
35
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.
38
So were the student markers reliable?
39
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?
52
Were you able to come to any conclusions about that?
53
Yes, because we had some mature students presenting
54
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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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Peer Assessment PART 3 Actual IELTS listening test ». Les mots qui reviennent le plus souvent : student, marking, tutor, assessment, answer. Cette vidéo contient 67 phrases et 716 mots à répéter en shadowing. La partie parlée dure 5:28. Le locuteur parle à un rythme régulier d’environ 131 mots par minute, confortable pour le shadowing. Seuls 81 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant. 13 de ses 67 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.

Vocabulaire clé de cette vidéo

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

MotPrononciationSens
tutor nom/ˈtjuːtəː/tuteur
marker nom/ˈmɑː(ɹ)kə(ɹ)/marqueur
peer nom/pɪɹ/pair, pareil (pareille f)
assignment nom/əˈsaɪn.mənt/affectation
lecturer nom/ˈlɛkt͡ʃəɹə/conférencier, lecteur
presenter nom/pɹɪˈzɛntə(ɹ)/présentateur, présentatrice
assess verbe/əˈsɛs/estimer, évaluer
criterion nom/kɹaɪˈtɪɹ.i.ən/critère
variation nom/ˌvɛəɹiˈeɪʃn̩/variation
generous adjectif/ˈd͡ʒɛn(ə)ɹəs/généreux
devise verbe/dɪˈvaɪz/concevoir, élaborer
guideline nom/ˈɡaɪdˌlaɪn/directive, grande ligne
objectively adverbe/əbˈd͡ʒɛktɪvli/objectivement
objectivity nom/ˌɒbd͡ʒɛkˈtɪvɪti/objectivité
interestingly adverbede façon intéressante

Les verbes à particule que vous entendrez

MotSens
go through verbetraverser
stand back verbereculer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

  • 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...

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitbe marked · is needed · was assessed
Present perfect have/has + participe passé — une action passée qui compte encore maintenantYou've been · I've done

Prononciation à surveiller

Le locuteur utilise 21 contractions et formes réduites, comme I'm, didn't, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.

  • Les sons « sh » et « zh »: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • Mots longs — placez bien l’accent: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme tutor, marker, peer.

Qu'est-ce que la technique du Shadowing ?

Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.

Technique du shadowing : lire le guide complet étape par étape →