Pratica di Shadowing: Peer Assessment PART 3 Actual IELTS listening test - Impara a parlare inglese con i video

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67 frasi
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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.
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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.
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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.
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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.
36
Thanks.
37
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.
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.
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Did female students show any bias towards male presenters?
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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.
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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.
59
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.
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.
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Thank you.

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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione di livello B2 si basa sul video “Peer Assessment PART 3 Actual IELTS listening test”. Le parole che ritornano più spesso: student, marking, tutor, assessment, answer. Questo video contiene 67 frasi e 716 parole da ripetere con lo shadowing. Il parlato dura 5:28. Chi parla mantiene un ritmo costante di circa 131 parole al minuto, comodo per lo shadowing. Solo il 81% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è impegnativo. 13 delle sue 67 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.

Vocaboli chiave di questo video

Le 15 parole più avanzate del video, con pronuncia e significato:

ParolaPronunciaSignificato
tutor sostantivo/ˈtjuːtəː/istitutore, istitutrice
peer sostantivo/pɪɹ/pari, uguale
lecturer sostantivo/ˈlɛkt͡ʃəɹə/conferenziere
presenter sostantivo/pɹɪˈzɛntə(ɹ)/presentatore
assess verbo/əˈsɛs/valutare, stimare
criterion sostantivo/kɹaɪˈtɪɹ.i.ən/criterio
variation sostantivo/ˌvɛəɹiˈeɪʃn̩/variazione
generous aggettivo/ˈd͡ʒɛn(ə)ɹəs/magnanimo
devise verbo/dɪˈvaɪz/architettare, congegnare
guideline sostantivo/ˈɡaɪdˌlaɪn/linea guida, direttiva
objectively avverbio/əbˈd͡ʒɛktɪvli/oggettivamente
interestingly avverbioè interessante che…
participant sostantivo/pɑːɹˈtɪsəpənt/partecipante, che partecipa
consume verbo/kənˈsum/consumare
individually avverbio/ˌɪndɪˈvɪd͡ʒ(u)əli/individualmente

I phrasal verb che sentirai

ParolaSignificato
go through verboattraversare

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...

La grammatica di questo video

Le strutture che chi parla usa di più, con le parole esatte del video:

StrutturaNel video
Forma passiva be + participio passato — conta ciò che accade, non chi lo fabe marked · is needed · was assessed
Present perfect have/has + participio passato — un’azione passata che conta ancora adessoYou'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”: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • Parole lunghe — attenzione all’accento: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

Come esercitarsi con questo video

  1. Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
  2. Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
  3. Registrati e confronta con l’originale, facendo attenzione a parole come tutor, peer, lecturer.

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.

Tecnica dello shadowing: leggi la guida completa passo dopo passo →