Prática de Shadowing: Peer Assessment: Đề thi thật IELTS LISTENING - Aprenda a falar inglês com vídeo
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “Peer Assessment: Đề thi thật IELTS LISTENING”. As palavras que mais se repetem: student, marking, assessment, tutor, peer. Este vídeo tem 71 frases e 756 palavras para praticar shadowing. A fala dura 8:00. O falante fala devagar, cerca de 95 palavras por minuto, o que dá tempo para imitar cada som. Apenas 81% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é exigente. 13 das 71 frases são perguntas, por isso é um bom treino para a entonação de perguntas e respostas curtas.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| assessment substantivo | /əˈsɛsmənt/ | contabilização |
| peer substantivo | /pɪɹ/ | par |
| tutor substantivo | /ˈtjuːtəː/ | tutor |
| assignment substantivo | /əˈsaɪn.mənt/ | designação |
| marker substantivo | /ˈmɑː(ɹ)kə(ɹ)/ | marcador |
| reliable adjetivo | /ɹɪˈlaɪəbl̩/ | fiável |
| assess verbo | /əˈsɛs/ | estimar, avaliar |
| presenter substantivo | /pɹɪˈzɛntə(ɹ)/ | apresentador, apresentadora |
| lecturer substantivo | /ˈlɛkt͡ʃəɹə/ | palestrante |
| invite verbo | /ɪnˈvaɪt/ | convidar |
| generous adjetivo | /ˈd͡ʒɛn(ə)ɹəs/ | magnânimo, grande |
| variation substantivo | /ˌvɛəɹiˈeɪʃn̩/ | variação |
| carefully advérbio | /ˈkɛɹf(ə)li/ | cuidadosamente, cautelosamente |
| encourage verbo | /ɪnˈkʌɹ.ɪd͡ʒ/ | encorajar, incentivar |
| conclusion substantivo | /kənˈkluːʒən/ | conclusão |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| stand back verbo | distanciar-se, ir para trás |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- 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 neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | be marked · is needed · was assessed |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | You've been · I've done |
Pronúncia para ficar de olho
O falante usa 21 contrações e formas reduzidas, como I'm, didn't, I've. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Palavras longas — acerte a sílaba tônica: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: assessment /əˈsɛsmənt/, assignment /əˈsaɪn.mənt/, invite /ɪnˈvaɪt/, reflect /ɹɪˈflɛkt/, generate /ˈd͡ʒɛn.ə.ɹeɪt/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como assessment, peer, tutor.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.