Підсумкова робота №3 з аудіювання за темою “MY SCHOOL” призначена для учнів 7 класу, які навчаються за підручником Prepare 7 НУШ (Unit 5).
Тест побудований на авторському сценарії аудіозапису “A New Approach to School Life” — інтерв’ю двох учнів про зміни в шкільному розкладі, домашні завдання, позакласні гуртки, самостійність і шкільне оцінювання.
Робота містить 12 запитань із чотирма варіантами відповіді, один із яких правильний.
Перевіряються навички сприймання основного змісту на слух, розуміння деталей, визначення ставлення мовців, розпізнавання непрямої інформації та формулювання висновків.
Оцінювання: 12 завдань × 1 бал = 12 балів.
Рекомендовано дворазове прослуховування. Для проведення тестування необхідно підготувати аудіозапис за сценарієм.
Для вчителя: нижче подано оригінальний сценарій аудіозапису. Учням під час прослуховування показують лише запитання та варіанти відповідей. Сценарій можна озвучити двома голосами або використати для створення аудіофайлу.
Audio Script — A New Approach to School Life
Interviewer: Today we're talking to two students, Olivia and Max, about the changes their school introduced this term. Olivia, what was the biggest surprise?
Olivia: Probably the new timetable. We expected shorter lessons, but instead, the school introduced longer learning blocks twice a week. At first, I thought we'd become exhausted. Surprisingly, the extra time has been useful for science experiments because we no longer have to stop halfway through an activity.
Interviewer: Has everyone welcomed the change?
Max: Not exactly. Some students find it difficult to concentrate for such a long period. Our teachers have started including short breaks and practical tasks, which seems to help. Personally, I prefer the new system for ICT, but I wouldn't want every subject to be taught this way.
Interviewer: What about homework?
Olivia: That's changed too. We still get homework, but teachers now coordinate major deadlines. Last year, we sometimes had three large assignments due on the same day. Now, we usually have more time to plan. However, this doesn't mean we can leave everything until the last minute.
Interviewer: Have these changes affected students' results?
Max: It's too early to say whether exam results have improved. What we've noticed is that more students are handing in assignments on time. Our teachers are collecting feedback, so I expect they'll adjust the system if necessary.
Interviewer: I heard that students are also involved in making decisions.
Olivia: Yes. Our student council proposed a quiet study room for anyone who needs to catch up on missed work or prepare for exams. The school couldn't provide a completely separate room, but the library now has a designated quiet area during lunch breaks.
Interviewer: Has that solved the problem?
Olivia: Not entirely. The space is sometimes crowded, especially before tests. Still, it's a step in the right direction.
Interviewer: Max, tell us about the new extracurricular programme.
Max: Students can now suggest their own clubs, provided they find a teacher willing to supervise them. My friends and I proposed a school podcast club. We thought it would be easy, but we soon discovered how much preparation each episode required. We had to research topics, check facts and learn basic editing skills.
Interviewer: Did you manage to release an episode?
Max: Yes, although it came out a week later than planned. We interviewed the school caretaker about how the building saves energy. The interview was much more interesting than we'd expected, and it gave us an idea for a future environmental project.
Interviewer: Olivia, do you think students are becoming more independent?
Olivia: In some ways, yes. Teachers are giving us more opportunities to make decisions, but that also means taking responsibility when something goes wrong. I used to think independence meant working without help. Now I realise it also involves knowing when to ask questions and listen to other people's advice.
Interviewer: Finally, if you could change one more thing, what would it be?
Max: I'd introduce more opportunities for students from different year groups to work together. Older students could share study strategies, while younger students might bring fresh ideas. It would benefit both groups.
Olivia: I'd improve how we receive feedback. A mark tells you how well you performed, but specific comments help you understand how to make progress.
