Prática de Shadowing: Peer Assessment PART 3 Actual IELTS listening test - Aprenda a falar inglês com vídeo
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67 frases
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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.
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.
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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.
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?
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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.
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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?
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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
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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.
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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.
67
Thank you.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “Peer Assessment PART 3 Actual IELTS listening test”. As palavras que mais se repetem: student, marking, tutor, assessment, answer. Este vídeo tem 67 frases e 716 palavras para praticar shadowing. A fala dura 5:28. O falante mantém um ritmo estável de cerca de 131 palavras por minuto, confortável para o shadowing. Apenas 81% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é exigente. 13 das 67 frases são perguntas, por isso é um bom treino para a entonação de perguntas e respostas curtas.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| tutor substantivo | /ˈtjuːtəː/ | tutor |
| marker substantivo | /ˈmɑː(ɹ)kə(ɹ)/ | marcador |
| peer substantivo | /pɪɹ/ | par |
| assignment substantivo | /əˈsaɪn.mənt/ | designação |
| lecturer substantivo | /ˈlɛkt͡ʃəɹə/ | palestrante |
| presenter substantivo | /pɹɪˈzɛntə(ɹ)/ | apresentador, apresentadora |
| assess verbo | /əˈsɛs/ | estimar, avaliar |
| criterion substantivo | /kɹaɪˈtɪɹ.i.ən/ | critério |
| variation substantivo | /ˌvɛəɹiˈeɪʃn̩/ | variação |
| generous adjetivo | /ˈd͡ʒɛn(ə)ɹəs/ | magnânimo, grande |
| devise verbo | /dɪˈvaɪz/ | inventar, tramar |
| guideline substantivo | /ˈɡaɪdˌlaɪn/ | diretriz, diretiva |
| objectively advérbio | /əbˈd͡ʒɛktɪvli/ | objetivamente |
| objectivity substantivo | /ˌɒbd͡ʒɛkˈtɪvɪti/ | objetividade |
| interestingly advérbio | interessantemente |
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...
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”: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Palavras longas — acerte a sílaba tônica: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/
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 tutor, marker, peer.
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.