Pratica di Shadowing: Peer Assessment: Đề thi thật IELTS LISTENING - Impara a parlare inglese con i 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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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Peer Assessment: Đề thi thật IELTS LISTENING”. Le parole che ritornano più spesso: student, marking, assessment, tutor, peer. Questo video contiene 71 frasi e 756 parole da ripetere con lo shadowing. Il parlato dura 8:00. Chi parla lo fa lentamente, circa 95 parole al minuto, quindi c’è tempo per imitare ogni suono. Solo il 81% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è impegnativo. 13 delle sue 71 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| assessment sostantivo | /əˈsɛsmənt/ | accertamento |
| peer sostantivo | /pɪɹ/ | pari, uguale |
| tutor sostantivo | /ˈtjuːtəː/ | istitutore, istitutrice |
| reliable aggettivo | /ɹɪˈlaɪəbl̩/ | affidabile, sicuro |
| assess verbo | /əˈsɛs/ | valutare, stimare |
| presenter sostantivo | /pɹɪˈzɛntə(ɹ)/ | presentatore |
| lecturer sostantivo | /ˈlɛkt͡ʃəɹə/ | conferenziere |
| invite verbo | /ɪnˈvaɪt/ | invitare |
| generous aggettivo | /ˈd͡ʒɛn(ə)ɹəs/ | magnanimo |
| variation sostantivo | /ˌvɛəɹiˈeɪʃn̩/ | variazione |
| carefully avverbio | /ˈkɛɹf(ə)li/ | minuziosamente, accuratamente |
| encourage verbo | /ɪnˈkʌɹ.ɪd͡ʒ/ | incoraggiare, raccomandare |
| conclusion sostantivo | /kənˈkluːʒən/ | conclusione |
| nowhere avverbio | /ˈnoʊ.(h)wɛɹ/ | da nessuna parte, in nessun posto |
| reflect verbo | /ɹɪˈflɛkt/ | riflettere |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| go through verbo | attraversare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- 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.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | be marked · is needed · was assessed |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | You've been · I've done |
Pronuncia a cui fare attenzione
Chi parla usa 21 contrazioni e forme ridotte, come I'm, didn't, I've. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Parole lunghe — attenzione all’accento: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: assessment /əˈsɛsmənt/, assignment /əˈsaɪn.mənt/, assess /əˈsɛs/, invite /ɪnˈvaɪt/, generous /ˈd͡ʒɛn(ə)ɹəs/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come assessment, peer, tutor.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.