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Appendices Appendix 1: eLearning Appendix 1: eLearning eLearning projects in Austria in the secondary and tertiary sectors Secondary sector Notebook Classes at Austrian Upper Secondary Schools In many subject fields and at numerous school locations, eLearning concepts are realized by pupils´ notebooks. These notebooks have to be obtained by pupils (or their parents) themselves; sponsoring opportunities can be taken. This voluntary notebook project was started in the year 2000. Results of the first year: 33 school locations with a total number of 55 classes and 1400 students were provided with notebooks by January 2001. By December 2001 there were already 62 schools (96 classes and 2700 students). In the school year 2002/2003 95 schools, that is more than 140 classes, provide their pupils with notebooks. Advanced schools have joined in eLearning clusters and will put an emphasis on electronic learning facilities within their learning culture and school programmes. Web lessons will soon be part of everyday school life, especially at over 30 locations attended by employed students. 1 e-Lisa LehrerInnenakademie (teacher academy) e-Lisa internet Training is a special eLearning facility for teachers. It offers selected online courses of the e-Lisa summer academy in which 1400 people participated in 2001. In online courses knowledge is provided from internet basics up to advanced level, that is to say everything required to use the internet in class in the most efficient way. For teachers employed by the federal state, e-Lisa internet Training courses count for Tätigkeitsbereich C (official professional status) throughout Austria. Efit CD-Rom – Alle Lehrer/innen gehen ins internet (all teachers will use the internet) All teachers were equipped with the eFit CD-Rom which provided them with internet knowledge and the chance to improve their skills. The CD offers free access to the internet and contains concrete suggestions concerning the use of the internet in class. It also includes a selection of links to websites relevant to educational subjects. Within a public–private partnership programme this CD-Rom was put at the teachers’ disposal for free. ECDL – IT-basics certificate The European Computer Driving Licence shows basic IT knowledge, including elementary knowledge of hardware, office standard software and simple subject-related application. Its dissemination is an important basis of educational and professional success in the knowledge society. There have been remarkable results: at the end of October 2001, only one year after its introduction, 6000 students had actually finished ECDL courses. Intel – teaching with new media One part of the programme ‘Lehren mit neuen Medien’ (teaching with new media) is continuing education for teachers, focusing on specific problem solutions. This is carried out in cooperation with representatives from the fields of economy and industry. The project ‘Intel – Lehren für die Zukunft’ (teaching for the future) will improve the competence of applying IT-skills in classrooms. It was started in January 2001; by the following year 1880 people had already passed through it. Industry certificates – proof of detailed IT knowledge In addition to basic IT knowledge and IT skills serving to solve problems it is, above all, detailed knowledge of special IT subjects that is an important condition for Austria to become competitive in IT. Therefore eFit-Austria supports measures for qualifying teachers, pupils and students. Exams can be 1 Further information see: http://www.e-lisa.at taken at certified institutions. There were encouraging results after the first year: more than 600 Austrian students and teachers have passed through the Cisco-network academy, more than 200 have passed a Microsoft Certified Professional (MCP) exam, and another 200 could acquire an SAP- certificate. Tertiary sector Within the framework of supporting programmes the BMBWK (Ministry of Education, Science and Arts) has been promoting the development of multimedia material for the provision of knowledge and information since 1998. In this way several eContent products have been made for the sectors of upper secondary level, universities and further education. New media at universities and Fachhochschulen This initiative by the Ministry of Education, Science and Arts is meant to encourage the improvement of knowledge provision and organisational processes in teaching, learning and research by using new media. Within a process of discussion with universities and Fachhochschulen the ministry has developed a framework concept for the period of 2000–2003. The following aims have been set for this period: • New multimedia and interactivity possibilities will lead to quality improvements in teaching and will also result in internationalizing teaching programmes. • Innovative initiatives presently taking place will be coordinated, cooperation between different subjects will be facilitated and exchange platforms will be installed. • There will be more and more offers of online studies to make it easier for students and any others interested in further education to do their studies irrespective of time and place. Within this initiative projects will be supported that develop software applications for teaching at universities and Fachhochschulen. Selection of these projects has been completed in a two-phase online procedure under international examination. 25 projects from different subject fields are now supported (to the tune of €8 million). Developments of these supported projects will establish online offers for 44,000 students, 4500 teachers and 38,500 graduates and will be used at Austrian universities and Fachhochschulen. List of e-learning projects in Italy • For the year 2002–2003 the Ministry of Education has set up a pilot project involving 250 schools over the country. The distance training programme will be managed by the National Documentation Institute for Educational Innovation and Research (INDIRE) and will support all teachers in the schools involved. • The project of realising a virtual community of teachers began at the end of September 2002; called ‘Posta docente’ (teacher mail), it exists largely thanks to the efforts of the Miur. Every teacher has a personal email (firstname.lastname@example.org) through which he or she can make contact with the rest of the community from home or school and discuss education in general. • The Miur and the CNR (National Research Council) are collaborating on the WISH Project (Web for teachers working with disabled people) to create a virtual environment to supply courses to improve teachers abilities to support disabled pupils. The pilot project is currently involving secondary school teachers in the Lombardia Region. • The ‘scuola in ospedale’ (hospital school) is a project started in September 2002 by the Miur organisation which has created a website for improving collaboration between Italian and European schools in exchanging experience of teaching in the hospital environment. The aim is to create a virtual laboratory focusing on the pedagogic and organisational innovations necessary to co-ordinate the interventions and the participation of teachers, educators and students. The aim is to create a telematic link between all the Italian and European schools in order both to share information, experiences and news and to create multimedia and interactive tools to support and to integrate teaching within hospitals. • A three-year project called ‘Campus one’ for improving University reform began in 2001 and aims to deliver technological and pedagogic innovations to support the new triennial degree courses. The stakeholders involved in this project are: Miur, Italian Universities – with a more important role played by the ones located in South Italy – Crui (the national council of Italian university rectors), individual regions, Cnel (the national council of economy and labour), Confindustria, Trades Unions and Chambers of Commerce. • The first virtual room for training immigrants has been created in Padova by the Training Consortium of Unindustria Padova thanks to the European project Migratools. Funded by the Leonardo da Vinci Programme, its aim is both preventing the exclusion of non-European people from the current labour policy and supporting their social integration. An eLearning platform will be organised to deliver innovative methods, including a virtual class and multimedia interactive products to train operators and immigrants. See http://www.migratools.net/index_ing.htm. • The increasing use of eLearning in Italy has also been tested in other institutions such as the Poste Italiane Group and Postecom, which created a new eLearning platform called Postelearning, a virtual space for communication between all Italian employees. The platform operates in ASP (Application Server Providing) modality and promotes the integration of blended learning solutions with traditional training provision. Videoconferencing and other both online and offline learning tools are included. • Since June 2002 the new National Citizen portal www.italia.gov.it, adapted with the most recent access technologies for disadvantaged people, has been accessible. It delivers free online training focusing on two main subjects: ECDL and the use of ICT. • The ‘Libro bianco sull’innovazione nella scuola e nell’università’ action plan was presented in November 2002 by the Technology Innovation Council (TIC), a consortium born in 2001 from an initiative of 28 main ICT companies (including Alcatel, Unisys, Apple, HP, IBM, Oracle, Sap, Sapient, Sun and Deutsche Telekom) in collaboration with the Miur. The main objectives of this plan are the creation of three new Centres of Excellence, some online communities and other virtual areas dedicated to students and schools. • A collaboration between the French AFPA (the national association for adult education) and the Italian Consorzio Nettuno (a network of 38 Italian universities and companies and the British open universities) has been put into effect. AFPA is now broadcasting its programme on the Italian television channel Rai Nettuno Sat 1. AFPA has already programmed almost 150 hours in 5 domains: general education, practical skills of several professions, pedagogy, help in finding a job, social problems. The virtual training programme is supported by online services through the AFPA website. • In October 2002 the Municipality of Rome launched the Carta di credito formativo (Training Credit Card) for the development of ICT skills. This initiative, addressed to youngsters aged from 18 to 29 years and designed in collaboration with the Consortium of Digital Youth, envisages funding of about €3500 per participant to attend training courses. Appendix 2: Basic skills software competition Appendix 2: Basic skills software competition Austria Title Price Platform for Strengths Weaknesses Usage Accessibility Evaluation delivery 1 Reading, writing and arithmetic exercises UNIWORT - Universelles €94 (licence CD-ROM limited usability of LRS- no information Contents: *** Worttraining for 5) the programme due Fördereinrichtungen Pedagogics: ***** to its restriction to (supporting education Performance: ***** word training measures), Alpha- courses, basic education courses, courses for German as a foreign language, vocational training Satzbaustein Prädikat €40.39 CD-ROM suitable for courses for German as Pentium PC, 16 MB Content: *** individual and a foreign language RAM, Win95/98 or Pedagogics: *** pair work (Deutsch für NT/2000, resolution: Performance: *** Ausländer), 640 x 480, German for native High Color (16-Bit) speakers (Deutsch für CD-ROM-drive Deutsche) spelling courses vocational training Lesenlernen durch €50.11 CD-ROM good practice Alpha-courses 486 PC 33 DX, Contents: ***** Schreiben (single programme LRS-Einzelförderung Win95/NT Pedagogics: ****** licence) for this 8 MB RAM, 40 MB free Performance: ****** €4.09 elementary hard disk capacity, (demo learning level VGA-graphics version) 256 colours, 800 x 600, CD-pedagogics: ROM-drive, sound card, active boxes Adaptations of Target Skills for BSOLE Lübecker Lernprogramme €47.34 each CD-ROM Reduced usability in Alpha-courses, special Pentium PC, 16 MB Contents: **** adult education due educational measures RAM, Win95/98 or Pedagogics: ***** to restriction to basic for disabled people, NT/2000, resolution: 640 Performance: **** vocabulary for LRS-Einzelförderung x 480, children (supporting measures High Color (16-Bit) for single people) CD-ROM-drive Diktat Deutsch €34.90 CD-ROM suitable self- Alpha-courses, German from Win 31 /Win95 und Contents: *** learning as a foreign language, better, 486 PC Pedagogics: ***** programme, basic education and SVGA-graphic card with Performance: ***** positive: vocational training 256 colours, 16 MB-RAM different (from Win95), levels of at least 8 MB free hard difficulty disk capacity, CD-ROM, sound card, active boxes Das neue €25 CD-ROM negative: has been vocational school, 486 PC, 66 MHz, 16 MB Contents: ***** Rechtschreibspiel developed for (further) education, RAM, Pedagogics: **** children job related continuing Win95/NT (also Win31), Performance: ***** education within 640 x 480 or better, companies sound card, 2-fold CD-ROM-drive, active boxes Mathe Workshop €15.50 CD-ROM not very suitable for courses for reading and 486 PC, 8 MB RAM, Contents: *** adults (e.g. colouring writing, Win95/98/ME Pedagogics: *** geometrical forms) basic arithmetic 1 MB hard disk capacity, Performance: ****** SVGA (640 x 480 / 256 colours) CD-ROM-drive, Windows-compatible, soundcard Adaptations of Target Skills for BSOLE 2 Creative writing and everyday language practice Wort im Bild – Deutsch €25 CD-ROM technically Courses for reading Pentium 133, 64 MB- Contents: ****** lesen und schreiben problematic, since and writing, courses for RAM, Pedagogics: ***** videos and trailers do subsequent secondary 340 MB free hard disk Performance: *** not work on any PC school certificates, capacity on C:\ (special programmes courses for German as SB-compatible sound required) a foreign language, card, loudspeakers or vocational school and headphones, 800 x 600 training CD-Rom-LW, from IE 40, Win 95/98/NT, MS Mediaplayer: from Vers.6x Restaurant Venezia €38 CD-ROM juveniles can Alpha-courses, basic Multimedia PC, 144 MHz Contents: ***** identify with education, or faster 16 MB RAM Pedagogics: ***** it vocational training, (32 MB recommended), Performance: ***** vocational school, SVGA German as a foreign 256 colours, Win95, NT language or better, CD-ROM-drive, 8-Bit- transformance; soundcard (SB- compatible) 3 IT and internet use Der Klick mit der Maus on request CD-ROM suitable for courses for reading and Pentium I, 16 MB RAM, Contents: **** IT beginners writing, 6-fold CD-ROM-drive, Pedagogics: ** basic education graphic resolution 600 x Performance: * 800, 256 colours, Windows 95/98/2000, Soundcard internet effektiv nutzen €1.54 CD-ROM Requires vocational school and PC with internet access, Contents: ***** basic text training E-mail-address, Intern Pedagogics: *** comprehensi basic education Explorer 55 or 60 Performance: *** on and (IE 55 provided on CD), interest in CD-ROM-drive, the medium soundcard and active itself boxes Adaptations of Target Skills for BSOLE Asterisks below the criteria Contents **** Pedagogics **** Performance **** show the following assessment categories: ****** = excellent ***** = good **** = satisfactory *** = unsatisfactory ** = inadequate * = not recommended Adaptations of Target Skills for BSOLE Italy 2 Below is a table of the most commonly used software for people with learning difficulties that are also used in the basic skills teaching classes. Title Distributor Producer Contents FUN123 Share Devasoft Pre-school mathematical games. Various Programmes P.D Ivana Sacchi Various programmes (level Cl.1-5). MERLINO P.D Rouame - Canedi Entry level spatial-perception. CONCETTO P.D. Micelli Exercises on the concept of quantity. FUNWN Demo Wescott Beginners calculations with cartoon characters. MSAMPLER Share First Magnitude Calculating with animation. MATELAND pagam. Troggio The Cuisinaire-Gattegno rules in colour. AMYPRIME Share Robinson Labyrinths, beginning to count, spatial orientation, recognition of forms and colours. MULTI pagam Compedia Swissoft Times tables ,maths games. AVVENTURE pagam Compedia Swissoft Multi-level calculation. Nel castello PALESTRA P.D. V.Bellentani L.Nanetti Exercises include numbers, calculation, problems, pairs, fractions, geometry, probability, graphics, measures. QUANTOFA pagam Casamenti-Bortolotti Times tables. MEMORY P.D Various authors Memory games. CUBIK P.D. Planchestainer Construction of 3-D shapes. LOGO pagam SISCO-Olivetti Programming language for young people. CONTARE E pagam Bruno Mondadori Pre-calculation. ORDINARE Glossary: P.D. = public domain Share= shareware: it is possible to copy it freely, but users must register and pay a small fee after one month if they intend to use the materials Pagam = programme covered by the rights of the author, obtained and registered at a fixed cost Free = free of charge Title Distributor Author Contents Word Gallery Share Kinderware Inc. Beginners’ reading and writing. 2 http://csa.scuole.bo.it/provvbo/cd-rom/ Adaptations of Target Skills for BSOLE Progr. Vari P.D. Ivana Sacchi Italian language (level Cl.1-5). LEGGI Free Bortolotti-Casamenti Beginners’ reading. BABELE pagam Bortolotti-Casamenti Beginners’ reading and writing in ten languages. FUNLW Share Wescott Beginners’ reading and writing. GIOCA CON pagam Laramera - A.R.S. Introduction to the written word for blind people. LE LETTERE NASCONDO P.D. Bortolotti-Casamenti Authorable Programme "cloze". SCRIVI Free Bortolotti -Casamenti Beginners’ writing. RIDELOMINO P.D. Bellentani -Nanetti Orthography. PALESTRA P.D. Bellentani - Nanetti Includes orthography, grammatical and logical analysis, sounds and signs, the variable and invariable parts of sentences. LECTRA Share Brun Michel - Francia Logico-linguistic analysis of texts (reconstruction of words and sentences, reordering words, cloze, intrusive words, etc.) CREATIVE WRITER Pagam Microsoft (out of print) Interactive, multimedia videowriting. IL LIBRO Pagam Giunti Multimedia Interactive, multimedia language games. PARLANTE WORD Share Kinderware Inc. Introduction to the written word. GALLERY Adaptations of Target Skills for BSOLE 3 All products listed below are published by Anastasis . Product name For whom For what Requirements Price Features C.A.R.L.O. II Different kinds of Writing and text Windows 95, 98, ME, Software of vocal synthesis TTS engine by IBM €135 Vat disabilities processing 2000, XP ViaVoice™. It functions as a player for all excluded (basic (dyslexics, - Intel Pentium or sup. inserted documents, digitalised text, but also product) dysgraphics, motoric - 32 Mb Ram memory texts taken from internet (with a simple disability…) - Video VGA or sup. copy/paste) or texts taken from books. To do this - CD-ROM player and operation it needs a scanner and OCR software, Floppy-Disk which translates the paper text into a file read by -Sound card Carlo. One of the best trading OCRs is -Mono-bitkey supported FineReader, easy to use. FineReader 60 -Windows 95, 98, ME, OCR software required to translate text via 2000, XP scanner. Finereader 60 Pro includes important -Intel Pentium 200 or sup. functions: recognition of texts, tables, images, -64 Mb Ram memory maintenance of layouts, saving in -Video SVGA or sup. DOC/XLS/HTML/PDF. Easy to use. - CD-ROM player -Scanner Twain compatibile Combina le Parole 2 Aphasics and people Reading and - Windows 95, 98, ME, €79 Vat Five different exercise programs: terms, Win. who want to have writing 2000, XP excluded (basic sentences, dictionary, images, clock and training in basic - Intel 486 or sup. product) crosswords. reading and writing - 16 Mb Ram memory skills - Video SVGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional 3 www.anastasis.it Adaptations of Target Skills for BSOLE Bachi Spaziali Children and adults Reading and - Windows 95, 98, ME, €79 Vat Multimedia games for children and no graphics writing 2000, XP excluded (basic for adults. Possibility of personalisation. - Intel 486 or sup. product) - 16 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk - Sound card optional Il pescatore Children who want to Literacy and -Windows 95, 98, ME, €79 Vat Increases the speed of the exercise and learn basic skills and phonetics 2000, XP excluded (basic assesses improvements and the score of each adults having - Intel 486 or sup. product) student. orthographic - 8 Mb Ram memory difficulties - Video VGA o sup. - CD-ROM player and Floppy-Disk Il Jolly Children who want to Literacy and - Windows 95, 98, ME, €69 Vat Increases the speed of the exercise and learn basic skills and phonetics 2000, XP excluded (basic assesses improvements and the score of each adults having - Intel 486 o sup. product) student. orthographic - 8 Mb Ram memory difficulties - Video VGA o sup. - CD-ROM player and Floppy-Disk Corso di Lettura Deaf children Literacy and - Windows 95, 98, ME, €79 Vat Exercises and pedagogic games. Possibility to writing 2000, XP excluded (basic record the data of each student in order to - Intel 486 or sup. product) assess the improvements. - 8 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk Articoli Deaf children Literacy and - Windows 95, 98, ME, €79 Vat Creates a profile of the student in order to have writing 2000, XP excluded (basic personalised exercises and record activity. - Intel 486 or sup. product) - 8 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk Adaptations of Target Skills for BSOLE La retta dei numeri Young people with Numeracy - Windows 95, 98, ME, €99 Vat Different levels of exercise difficulty and difficulties in counting 2000, XP excluded (basic possibilities of doing exercises directly or with - Intel 486 or sup. product) scanner, with the keyboard or the joystick. - 8 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional Indiana Jeans Young people with Numeracy - Windows 95, 98, ME, €79 Vat Different levels of using this pedagogic play and difficulties in counting 2000, XP excluded (basic possibilities of doing exercises directly or with - Intel 486 or sup. product) scanner, with the keyboard or the joystick. - 8 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional Alla ricerca della Young people with Numeracy - Windows 95, 98, ME, €99 Vat Allows a student’s profile to be created in order scimmia bianca difficulties in problem 2000, XP excluded (basic to have personalised exercises and to record solving - Intel Pentium or product) student activities. Possibilities of doing exercises equivalent directly or with scanner, with the keyboard or the - 16 Mb Ram memory joystick. - Video VGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional PagoPago Young people with Numeracy - Windows 95, 98, ME, €99 Vat Different levels of difficulty and possibility of difficulties in problem 2000, XP excluded (basic online help. posing and solving - Intel Pentium or sup. product) - 8 Mb Ram memory - Video VGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional Adaptations of Target Skills for BSOLE Il Club di Pitagora Children and people Numeracy - Windows 95, 98, ME, €115 Vat Automatic designer. with difficulty in 2000, XP excluded (basic learning - Intel Pentium or sup. product) - 16 Mb Ram memory - Video SVGA or sup. - CD-ROM player and Floppy-Disk - Optional Soundcard - supports mono bi-key MAX & MARTI nella Young people with Numeracy - Windows 95, 98, ME, €79 Vat Very big choice of pedagogic games. Giungla difficulties in counting 2000, XP excluded (basic - Intel 486 or sup. product) - 16 Mb Ram memory - Video SVGA or sup. - CD-ROM player and Floppy-Disk - Soundcard optional Adaptations of Target Skills for BSOLE Appendix 3: Recommendations for a localised version Adaptations of Target Skills for BSOLE Appendix 3: Recommendations for a localised version What follows is a description of design and content changes for a localised version in German. We have focused primarily on literacy, since there are more changes needed to suit cultural and pedagogical relevance. We have not made a comprehensive analysis of all Target Skills products but have simply picked out specific levels so that readers get an understanding of what needs changing and adapting, and this will hold true for the rest of Target Skills literacy products. The recommendations may also have an impact on the Italian language. For a specific Italian example, see the last table on recommendations for customising the SCREENER product. Within the product of Target skills, there are modules. Each module is divided into three sections: 1. Find out more – an explanation of the concept or skill 2. Try it out – a chance to practise the skill 3. Check your skills – a chance to test your skills Target Skills: Literacy Entry Level 1 Module or object title Design changes Reasons and comments Content changes Reasons and comments Everyday texts Existing features can be used as they are, just translate and use relevant graphics and pictures, use Austrian/ German phrases for the birthday card etc. Writing cards is not as common in Austria/Germany as in the UK. 1 What is the text? change pictures adapt to German examples Writing it down change the graphics --- according to translation (4 times + 1) Write a card 1 adapt instructions and text* Writing cards is not as common in Austria/Germany as in the UK. Adaptations of Target Skills for BSOLE 2 Everyday texts 1 change 3 graphics --- 2 change picture --- 3 change pictures --- 4 change pictures --- 5 change pictures --- 2 Write a card 1 change pictures --- Writing cards is not as common 2 change text to speed --- in Austria/Germany as in the UK. 3 Texts 1 change picture --- 2 adapt from above --- 3 change pictures --- 4 change pictures --- 5 change pictures --- Read a text Existing features can be used as they are, with people from minority groups who are part of the population (e.g. immigrants from Turkey, Former Yugoslavia etc.) 1 Reading: Kusum Change 1 picture Adapt text Instead of an Indian immigrant take an immigrant from Turkey, Former Yugoslavia etc. Reading: Kevin Translate the text Existing features can be used as they are. 2 Read a text Adapt text – see 1 Reading: Here use adapted text from 1 Kusum Reading: Kusum. 3 Read a text Translate – see 1 Reading: Kevin Here use translated text from 1 Reading: Kevin. Full stops, capital letters Further examples using capital letters might be useful – there are more aspects concerning full capital letters in German than in English. 1 Greetings cards Change 3 pictures Adaptation and translation Adapt text according to Austrian/German phrases and idioms for birth announcement, birthday card, recovery wishes Adaptations of Target Skills for BSOLE What is a sentence? Translate Existing features can be used as they are 2 Full stops capital letters Translate 5 screens ( 4–5 Existing features can be used sentences per screen) as they are. Further examples using capital letters might be useful – there are more aspects concerning full capital letters in German than in English. Write a card Use different pictures from above (birth announcement, birthday card etc.) 3 Full stops capital letters Adapt text according to German There are more aspects use of capital letters concerning full capital letters in German than in English, further examples might be useful. Everyday words Days of the week and numbers to ten can be used as they are, they just need to be translated, there is no cultural difference. The way of learning vocabulary is the same. 1 Look, say, cover, write, Change 5–6 graphics Graphics need to have Translate Existing features can be used, check German words instead of the way of learning vocabulary English is the same – no cultural difference. 2 Days of the week Translate Existing features can be used, days of the week are the same. Numbers to ten Translate Existing features can be used, numbers to ten are the same. 3 Everyday words Change 5 graphics Graphics need to have Translate Existing features can be used, German words instead of the days of the week and English numbers to ten just need to be translated. Adaptations of Target Skills for BSOLE Words and signs Majority of existing features can be used as they are, pictograms can easily be understood everywhere, some of them need to be adapted concerning national standards (take EU- standards), so they just need to be translated. 1 Words and pictures Change whole graphics from German examples Translate Existing features can be used, English into German; pictograms are easily pictograms are fine understood everywhere 1. – 2. Graphics from English into German 3. Graphics from English into German 2 Signs and symbols 1. Change graphics from 1. Translate Existing features can be used, English into German, some pictograms need to be adapt pictograms for changed Stop, Go, Open, Closed 2. Take pictograms 3. see example 1 2. Translate Text 4. 4 pictograms, change 3. see example 1 2 (fire exit, fragile) 4. Translate words translate 4 words 5. see example 1 5 Translate words Common words 4 graphics need to be According to translation Translate examples Existing features can be used. changed Adaptations of Target Skills for BSOLE 3 Words and signs 1- According to translation 1. Translate Existing features can be used. 2 Change 1 picture according 2. Translate to translation 3 Change 3 graphics 3 Translate according to translation The alphabet Existing features can be used as they are, just translated, change some British names into Austrian/German. 1 The alphabet 1. – According to translation 1. Translate Existing features can be used. 2. Change graphics 3 2. Translate Change graphics 3. Translate Alphabetical order Change 4 graphics According to translation Adapt 4 German/Austrian names Existing features can be used. instead of English names 2 Upper and lower case - - Translate 5 screens Existing features can be used. Alphabetical order 1 – 5 Change 2 graphics (Ja and Nein instead of Yes 1 – 5 Translate Existing features can be used. and No) Matching letters - - Existing features can be used. 3 The alphabet 1 – 5 Change 5 graphics According to translation Translate Existing features can be used. Letters and sounds 1 Short vowel sounds Change graphics According to adapted Adapt examples Existing features can be used, examples with German examples for spelling of “a”, “e”, “i”, “o”, “u” Letter blends with S Change graphics According to adapted Find German examples There need to be other examples examples for “s” and consonants, e.g. “sch”, “st”, “sp” etc. 2 Words that rhyme - - Adapt German examples Linguistic changes. Sounds the same --- - adapt words Linguistic changes. Spelling S words --- adapt words (6) Linguistic changes. 3 Read and spell 1 change pictures 1 change examples Adapt German examples for 2 change pictures 2 change examples linguistic reasons. 3 --- 3 change words 4 --- 4 change words 5 change 2 pictures 5 change 2 words Adaptations of Target Skills for BSOLE Integrated tasks Existing features can be used, 1 The Weather just need to be translated Words 1. --- --- 2. --- --- 3. --- --- 4. --- --- 5. --- --- Web weather change link --- Weather wise --- --- More web weather change links --- 2 e-cards - show me how --- --- - send a card now change the link --- Adaptations of Target Skills for BSOLE Entry Level two Module Design changes Reasons and comments Content changes Reasons and comments 1 Texts: The module can be used, but it is important to use German/Austrian standards of writing formal letters and to take care about German/Austrian phrases for writing formal letters. 1 What texts are for 1 change pictures into German and Austrian --- These modules on texts are 2 change pictures equivalents: telephone --- quite useful and very important 3 change pictures directory, recipe, instruction --- at this level. 4 change pictures manual… --- A good selection of topics. 5 change pictures --- Reading texts 1 change pictures into a German book --- Good and useful explanations of 2 change pictures teletext page in German --- the function of texts. 3 change pictures recipe --- 4 change pictures German/Austrian magazines --- 5 change pictures instruction manual --- 6 change pictures web page --- 2 Building instructions change picture change ‘poison’ to German --- Useful exercises that help to equivalent --- realise the importance of - pizza --- --- --- instructions and following them. - fire adapt pictures 2 to 5 adapt with the corresponding --- telephone numbers - poison change 3 pictures: 2,3,5 the number of black white man instead of black immigrants is much smaller than from Turkey or the former Yugoslavia; use one of these poison symbol nationalities accident and emergency find the equivalent in German find the equivalent in German Writing instructions All these information and - pizza --- --- instruction exercises are well - fire change 4 pictures same as above --- chosen and very helpful. - poison change 3 pictures --- Find information change 3 pictures find equivalents of teletext, --- change 4 pictures dictionary, magazine, web --- change 4 pictures page, newspaper, medical --- handbook Adaptations of Target Skills for BSOLE 3 Texts 1 change picture business index --- 2 change picture recipe --- 3 change pictures 3 new equivalents (+newspaper) --- 4 change picture 4 German advertisements --- 2 Punctuation 1 Ending Sentences 1. --- text can be translated into --- These bits of explanation of the 2. change picture German and adapted for the six --- function of punctuation signs are 3. the same examples --- quite useful and important at this 4. … --- level. 5. … --- 6. … --- 2 Punctuate sentences 1. --- 2. --- 3. --- 4. --- 5. --- 6. --- 3 Punctuation 1. --- This exercise is good for ESL, and 2. --- in the adaptation it would be good 3. --- for GSL, as it is designed to 4. --- practise intonation. It may be a 5. --- funny exercise for Level 1 6. --- speakers, who can compare the 7. --- standard to their own use. Adaptations of Target Skills for BSOLE Adjectives 1 What is an adjective? 1 --- Funny exercises, good for literacy 2 change 2 pictures the driver of the car looking at the students at this level. ‘map’ = put in the word ‘Plan’ 3 --- 2 Use adjectives --- --- 3 Adjectives --- --- I like these exercises on adjectives. 3 Common words 1 Ways to spell - translate: speak+write = ‘sprechen’, ‘schreiben’ - change 3 pictures look, cover, check change these verbs ‘Look’ is different in Austria and in find new items Germany. ‘Cover’ is very long in German and ‘check’ (abhaken) has several connotations in German. Months of the year Doesn’t work on PC 2 Common words 1 --- --- Just use a German version. 2 change the pictures with can be adapted to German --- text in it ‘stop when the light shows’ 3 --- find German equivalents --- Choose a German internet site; 4 change 4 pictures find German equivalents good examples. 5 change 4 pictures Alphabetical order 1 Use a dictionary 1. --- --- 2. --- --- 3. --- --- Find a German equivalent. 2 Use Alphabetical order --- --- --- change names Adapt to local names and immigrant --- --- groups. 3 Alphabetical order 1. --- 1 --- 2. --- 2 --- 3. --- 3 adapt the names 4. --- 4 find equivalent words Words must be adapted to the 5. --- 5 find equivalent words exercise. 4 An invitation An invitation --- --- Adaptations of Target Skills for BSOLE The postman comes 1 change picture Letters are delivered to a post It will be necessary to change the box at the entrance of the house scene. find equivalent 2 change picture change names and places Find equivalent names and places. Work on words 1 --- --- 5 + 6: these exercises do not make 2 --- --- sense in German as all nouns are 3 --- --- written with capital letters; create 4 --- --- equivalent exercises. 5 + 6 change of issue change type of exercise Reading an invitation 1 change picture 1 find an equivalent example with --- All five items are good for German 2 --- German names and places --- as well, with equivalent names and 3 --- 4 adapt names adapt names and places places. 4 change picture 5 adapt street names and --- 5 change picture location --- Can you go change picture choose one of the earlier series --- RSVP --- adapt the names A well designed exercise. A day out Plan the day change picture (text) adapt name of city (Birmingham --- All these are good exercises for both to Salzburg or München…) Austrian and German learners. Web travel info adapt the page (time) Use 24-hour clock Choose alternatives: German and adapt the link Austrian links would be good. Tell them about it --- adapt the times (8.40, 9.05) More web travel info adapt the links find equivalent links in German Make a short presentation Leroy - change picture adapt name 1 change picture 1 immigrant from Turkey or former Yugoslavia 2 choose a German city or 2 change picture Vienna - change name of city 3 --- 3 --- 4 equivalent (baby) 4 change picture Karen --- she could be German as well, - change ‘home’ She could live in Austria or in I. Her name - change nationality Germany. Adaptations of Target Skills for BSOLE Entry Level 3 Module or object title Design changes Reasons and comments Content changes Reasons and comments Longer texts Change graphics The concept of the module is according to texts interesting, the process of writing texts is the same, as is the organising of longer texts. 1 Write longer texts Change graphics According to translated Translation Existing feature can be used, the texts process of writing texts is the same everywhere (planning, drafting, editing, proofreading). Organise longer texts Change graphics According to translated Translation Existing feature can be used, it just texts needs to be translated. This concept of explaining how longer texts are organised is good (titles, paragraphs, topic sentences, linking words). 1 2 Accident report Change 2 graphics According to translated Translation At this step the student can texts choose between writing the text on his/her own or taking the suggested text. That might be helpful for taking the next step (writing accident report). 1 Write accident report Change 2 graphics According to translated Translation – but please no digital voice! Clicking on the loudspeaker to get texts (at this point the voice cannot be hints from the voice is a good understood) support and also interesting from a pedagogical point of view. 1 3 Make sense of texts Change 2 graphics According to translated Translate All 4 features can be used, they texts just need to be translated. 1 – they are all the same Proofreading Change graphics For this module there needs to according to translation be adapted examples which are “typical” of the German language (in which mistakes can be made in the German language – linguistic changes). Adaptations of Target Skills for BSOLE 1 What is proofreading? 1. take translated example The concept of this feature is fine, from accident report but there needs to be further 2. – examples because of the more 3. use examples that are common mistakes in German, typical of the German e.g. different endings of verbs in language the persons and tenses. 4. forgetting past tense ending is no problem in German; find a similar problem 5. Translate 6. Translate 2 Proofreading Adapt a German text that suits this Adapt a German example because example with “typical” mistakes in the of linguistic changes. German language ( see description “what is proofreading”) 3 Proofreading 1. translate As this is a repetition of examples 2. take text from example mentioned above, changes do not “proofreading” have to be made in this example, 3. Translate just take them from above. 4. take text from “accident report” 5. take text from “accident report” Scanning Change graphics The concept of scanning is according to translation, interesting (information society); change some pictures of this module can be used, see houses because they look comments on “skimming” module “typically” British 1 What is scanning? 1– 3 Change 1. – 5 Translate The concept of “scanning” texts is graphics according to 6 Translate (football is a good good from a pedagogic point of translation example) view. 4 + 5 Change pictures of houses as they show “typically” British architecture Adaptations of Target Skills for BSOLE 2 Scanning 1 – 5 Translate examples The checkbox gives good support in terms of giving the right key words for scanning. It seems to be part of the concept that all adverts look the same, so it is not that easy to recognize a typical film advert etc. So the only way to solve this task is to think about key words and scan the text by this method – interesting from the point of view of the pedagogical concept. 3 Scanning 1 – 5 Translate All examples used are already translated or adapted at step 1 or 2 (adverts, report, adverts from film etc.): for comments see above. Skim reading Most examples used in this module have already been scanned in the module above. It is easy to skim them once they have been scanned. 1 About skim reading 1– 1– 1– 5 Translate Translate and change graphics 2 change graphics 2 for cultural reasons and pictures for cultural reasons (German, Austrian (newspapers, adverts). 1 see 2 newspapers instead of 2– British) 3 change pictures 3 see 2 and graphics 4– 5 for reasons of translation (adverts) or culture (newspapers) 2 Skim reading 1 – 5 Change some 1 – 5 Translate (all the examples are See comments for the whole graphics according to taken from above, so they are already module. translation translated) 3 Skim reading 1 – 5 Change some 1 – 5 Translate (all examples are taken See comments for the whole graphics according to from above, so they are already module. translation translated) Adaptations of Target Skills for BSOLE Verbs Translate the module, change some pictures, use an adapted story (see 2). 1 Verbs and tenses 1, 2 – 1, 2 – 1 – 5 Translate Take the example, translate and 3 – 5 Change pictures 3– 5 “Typical” British change some pictures. street, left-hand traffic, Changes for cultural aspects (people from Turkey, Yugoslavia etc.) 2 Spot the verb - - 1 – 5 Translate Use verb tenses - - 4 examples can be translated, 1 Change story from: “I am from example needs to be adapted India, I live in Wales now …” to “I am from Romania, I live in Styria now …” 3 Verbs - - 1 – 4 Translate Silent letters Find equivalent German examples For this module there needs to be found an equivalent German example, e.g. “st”, “sp”. The whole curriculum should be examined to find out how and when this should be done! (Antje) 1 Silent letters Find equivalent German examples In the German language there is no silent “w” or silent “k”; the example can be replaced by spelling “st” and “sp”. 2 Silent letters Find equivalent German examples Letter sounds Find equivalent German examples Spell kn- words Find equivalent German examples (Why does the man in the graphics have no head?) Spell wr- words Find equivalent German examples 3 Silent letters Find equivalent German examples Key words Existing feature can be used; the concept of writing down key words is interesting, but we need German/Austrian forms. 1 Key words - Graphics are changed Adapt German words Existing feature can be used; the Adaptations of Target Skills for BSOLE according to adaptation concept of writing down key words in order to read and spell them is interesting. Words on forms - Graphics changed Take German/Austrian forms Existing feature can be used with according to adaptation German/Austrian forms. 2 Words on forms - - All examples can be translated - st 3 Words on forms Change graphics According to German 1 learning object needs to be adapted, - translation/adaptation next three objects can be translated Integrated Tasks Applying for a job Existing feature can be used, besides translation, the graphics and pictures need to be changed. Get a paper Change pictures Take photos of Translate Existing feature can be used as it German/Austrian is. newspapers and magazines Find a job Change graphics and According to translation Translate - pictures Read an advert Change graphics According to translation Translate - Apply for a job Change pictures Translate - Write instructions Maybe change recipe Existing feature can be used. Forms online Existing feature can be used with Austrian/German links. About online forms Change graphics Use German/Austrian forms - according to translation Forms on the web Use German/Austrian links - Adaptations of Target Skills for BSOLE Module Design changes Reasons and comments Content changes Reasons and Comments Persuasive All these exercises are important and descriptions adaptable ; good approach to the subject of advertising. 1 Descriptive language 1. change picture find equivalent books and texts, adapt the texts, find An important issue, and a very good 2. change texts one for Germany, one for equivalents exercise. Austria 2 Recognizing 1 --- --- persuasive description 2 change the picture ? this sort of cake is not known --- here 3 --- --- 4 --- --- Appeal for help --- --- Work for us! 1 change picture use equivalent brochures and books 2 change picture adapt the texts 3 change picture to an equivalent 3 Descriptions 1 adapt texts translate the texts 2 adapt texts change the city and region 3 change the picture find equivalent 4 adapt the prices to € Planning and writing A very useful suite of exercises to work on planning and structuring texts. 1 Getting ready to write --- adapt the name of the In Austria we have no sea (change to hotel ‘lake’) Right way to write 1 change picture adapt the mind map to German 2 --- adapt name and region 3 --- adapt name 4 --- --- 2 Write in style – 1 change picture to equivalent with German name adapt places and persuasion adapt prices to €, change places locations of speaker 2 change picture and locations Adaptations of Target Skills for BSOLE Write in style - advice 1 change picture find equivalent 2 change mind map adapt the mind map names, places, the ‘what to does’ 3 --- adapt places,.. of speaker Write in style – a moan 1 change the text put in Berlin, Vienna, Munich, all --- 2 change the name of the city cities with underground systems --- 3 --- --- 3 Planning and writing 1 --- --- 2 --- --- 3 change pictures find equivalents or translate --- 4 --- --- 5 --- --- Proofreading 1 Proofreading makes 1 --- find equivalent examples Levels of difficulty must be taken into sense account. 2 adapt to German spelling checker 3 --- adapt the examples Equivalents must fit into the concept of Level 1 4 --- adapt the examples Working with a dictionary is essential. 5 change pictures find equivalent examples adapt to equivalent examples 6 change picture adapt the text with the equivalent examples 2 Spell check 1 adapt words words that fit into the A fine exercise! context must be found 2 adapt dictionaries and links find equivalent examples in the dictionaries Proofreading 1 --- adapt the example Find an equivalent mistake. 2 --- adapt the example 3 --- adapt the example 4 --- adapt the example Change to German or Austrian Unions. find equivalent mistake 5 --- adapt the example 3 Proofreading 1 --- adapt the examples Adapt the mistakes. Adaptations of Target Skills for BSOLE 2 --- 3 --- 4 --- 5 --- Finding information 1 Reading to find 1 change the picture change the book --- The 3 situations are well chosen. We information 2 --- women at the PC is OK --- can discuss changing the pictures if 3 change the picture change the magazine, adapt --- necessary. Reader’s Digest is well 4 adapt with changed pictures this page known in Germany, but the magazine is 11 --- not. 12 --- the index can be kept 13 adapt the examples 14 change the pages adapt the examples (R) It is embarrassing that when clicking on find equivalent pages give the information the paragraph you get back to the index, th 21 adapt the website 22 adapt looked for! and with ‘next’ back to the 4 page. the website find a German equivalent A good exercise, the international 23 adapt the site find an equivalent context is fine. find an equivalent 31 change the picture 32 change the picture find equivalent content pages of 33 adapt with a changed a magazine picture 34 change the picture adapt with changed pictures 2 Around the world in 80 --- --- seconds 1 – 5 --- just translate Practical information --- --- 1 change envelope subject to be adapted adapt the exercise, find We would not write a letter for a licence. an equivalent situation In Austria you would phone or go there personally. There is a useful link in Austria for this 2 change phone numbers adapt exercise kind of information: email@example.com. 3 change cities find equivalents in Austria and this issue must be Germany checked, then adapted or 4 --- changed Adapt the exercise with terms used in adapt terms Austria and Germany Adaptations of Target Skills for BSOLE 3 Finding information --- 1 change/adapt item change/adapt item The procedure for getting a passport is 2 --- different in Austria; find an equivalent 3 change address adapt the example issue. 4 --- just translate 4 + 5 5 --- Longer sentences 1 Linking ideas --- (conjunctions) just needs to be translated --- The use of conjunctions is similar in German. Just find equivalent examples. If … change the pictures, adapt to immigrants like above adapt examples This can easily be adapted, the use of ‘if’ adapt prices to € in German is similar. Good exercises! 2 Conjunctions --- translate/adapt examples Punctuating longer adapt text (child using --- The content is interesting, good sentences internet) information for parents. 3 Using conjunctions in adapt sentences adapt information longer sentences Apostrophes This aspect does not have the same relevance in German as it has in English. Apostrophes are sometimes used in colloquial writing and recently in email communication on an informal level. So the whole unit might be omitted (or replaced?) Missing letters Understanding contractions Formal Letter Which are the same? What’s it short for? Apostrophes in contractions Homophones This module does not correspond to German issues. We have phonemes as homophones (sch, ie-ieh; aa- ah;…), but fewer complete words that differ in meaning. Adaptations of Target Skills for BSOLE 1 Homophones change or adapt content 2 They’re, their or change or adapt content there ? Two, too or to? change or adapt content What does it mean? This should be omitted or replaced. What word fits could be adapted to the above exercises adapt content 3 Homophones 1-5: replace examples corresponding to exercises adapt content Word building 1 Building words with 1 change picture (ship) adapt to example find equivalent words, A very good illustration; equivalent prefixes and suffixes 2 change picture (truck) adapt to example examples examples must be found. 3 change prefixes and bricks can be kept, nice suffixes arrangement to clarify their meaning 2 Understanding prefixes --- adapt to content change words, find These exercises make sense in and suffixes equivalent examples German, too. Exploring prefixes and --- find equivalent examples Nice, good exercise. suffixes Words to win change picture find equivalent words It is not clear how the machine works, or in which way it can be influenced. What’s the word? --- find equivalent examples A good exercise, also useful in German. 3 Prefixes and suffixes --- find equivalent examples This will not be very easy, but possible. Money Current account Cash machines change picture to equivalent in German adapt information In Austria we do not always get a receipt. Words at the bank change picture to equivalent cash machine adapt examples Banking words change picture to equivalent change pounds to € adapt the examples Integrated tasks Hotel misdescription Good exercises, realistic situation. What the brochure said --- translate text/voice What went wrong --- translate text/voice Letter of complaint translate ‘TIP’ translate text/voice Want more information? change links find equivalents adapt text to links NHSDirect A good and useful example/situation. Adaptations of Target Skills for BSOLE NHSDirect 1 change picture choose an immigrant from adapt the content to usual It should be checked which tests are Turkey/Former Yugoslavia tests in Germany/Austria necessary in our countries. translate texts translate texts 2 --- adapt link of NHS find equivalent link Review a website change pictures find equivalents translate text Questionnaire --- translate text Find a website change links find equivalent links Website review --- translate text End Target Skills – Literacy: level 1 Adaptations of Target Skills for BSOLE Level 2 Module Design changes Reasons and comments Content changes Reasons and comments Text - Formal letters This module can be used, but it is important to use German/Austrian standards and phrases for formal letters. 1 About formal letters Change graphics According to translation Translate example, but German/Austrian standards of letter use German/Austrian writing need to be used. standards for writing letters (e.g. date on the right side) Change links to German/Austrian websites 2 Job reference Change picture Use a picture of an Translate The concept of “writing your own text or Austrian/German, Bosnian, Turk choose from given text or click on the etc. button for hints” is interesting (see examples above, entry level) from a pedagogical point of view. Letter of complaint - - Translate and use an equivalent receiver of the letter 3 Write to the council - - Translate Formal letters - - 1. Translate, use Austrian/German phrases in formal letters 2. Translate + see example mentioned above (1) 3. Adapt German/Austrian examples 4. Is there an equivalent example in German? 5. Translate Adaptations of Target Skills for BSOLE Text – Points of view Most features of this module can be used, as they are also relevant to Austria and Germany. “The Monarchy” needs to be changed, for some other subjects you might choose more relevant learning objects, e.g. domestic waste, recycling of electronic goods. 1 Identify opinions Change text according to - Translate All features can be used as they are. translation Express your opinion Change texts according to - Translate All features can be used as they are. translation 2 Waste not, want not Change texts according to 1. domestic waste Maybe use other subjects. translation 2. recycling of electronic goods 3. recycling of electronic goods 4. translate 5. translate A king size argument - - The Monarchy is not a Try another subject with a political subject for angle, e.g. social partnership. Austria/Germany 3 Life and death Translate Maybe use other relevant examples (more learning elements about other subjects). Argue YOUR case Change graphics/pictures 1. Britain’s airports – according to relevant subjects 2. ID cards - 3. refuse incinerator 4. Violent crime & death penalty Text – summarise Change pictures and graphics This module can be used as it is; information according to translation, for take care that there is enough some pictures take people from summary practice. Austria, Germany, Turkey etc. 1 Select and summarise Change pictures Use pictures of people from 1 – 5 translate Good basic information about colours Austria, Germany, Turkey etc. and light. Adaptations of Target Skills for BSOLE 2 Summary practice - - 1. – 4 Translate Translate and see comment on content 5 Translate but take change. care that the job of environmental health officer is done by “Lebensmittelpolizei” in Austria (and check for Germany) Fractures Change graphics According to translation Translate - 3 Summary Test Change graphics According to translation Translate - Food Poisoning Change graphics According to translation Translate - Sentences – There are no apostrophes that have a Possessive grammatical function – this module apostrophes needs to be replaced. 1 Key words Adapt German examples according to this subject Processing apostrophes Animation is really nice – entertainment aspect – content needs to be changed, adapt German examples according to the subject. 2 Apostrophe practice Adapt German examples. Getting all possessive! Adapt German examples. 3 Apostrophe test Adapt German examples. Sentences – Pronouns Graphics and pictures need to Some of the examples can be be changed according to translated, some need to be adapted adaptation and translation for linguistic reasons. 1 Using pronouns Some of the examples can be translated, some need to be adapted. 2 Pronoun problems Some of the examples can be translated, some need to be adapted. Pronoun practice Some of the examples can be translated, some need to be adapted. 3 Use pronouns clearly Some of the examples can be translated, some need to be adapted. Word – synonyms Graphics need to be changed Examples need to be adapted for according to adaptation linguistic reasons. Adaptations of Target Skills for BSOLE 1 Get a job Adapt German examples. 2 Writing a reference Adapt German examples. Match synonyms Adapt German examples. Use a thesaurus Adapt German examples. 3 Synonyms Adapt German examples. Word – tricky words Graphics need to be changed Adapt and translate German according to adaptation examples for linguistic reasons. 1 Read tricky words Translate Spell tricky words Adapt German examples 2 Technical words Translate Spell tricky words Adapt German examples Spelling demolition Adapt German examples 3 Technical words Translate and adapt examples Spelling check Adapt examples Listen and respond – See comments for point no. 3, the Listen and take notes rest of the module can be translated. 1 Focused listening Change pictures Use pictures of people from Translate - Austria, Germany, Turkey etc. 2 Using a library Change pictures (as already Graphics according to Translate - changed at point 1) and translation graphics Exam procedures Change picture Use pictures of people from Translate - Austria, Germany, Turkey etc. 3 Student services There is no similar Student Service in Basic Skills Teaching in Austria/Germany so far. Speak to communicate Change graphics according to The whole module can be used as it - Make a presentation translation is, just needs to be translated. 1 Introduce some order Change graphics According to translation Translate Jargon Change graphics According to translation translate 2 Greener travel Change graphics According to translation Translate Learning at work Change graphics According to translation Translate 3 Make a presentation Change graphics According to translation Translate Adaptations of Target Skills for BSOLE Integrated tasks Change graphics according to Think about a similar campaign translation (Plain English Campaign) or relevant subject (Forced marriage in Britain) for Austria/Germany. Plain English Campaign Is there a similar campaign in Germany or Austria? If yes, use it, otherwise translate the example. What’s your opinion Translate, use relevant German/Austrian links Get ready for the test Adapt a more relevant subject for Austria/Germany Review of Screener for Italian version of BSOLE Recommendations for customising the SCREENER product. Question number Content/design change Reasons/comments Q.1 – Q.6 Rewrite all 6 questions with new sentences and new wrong alternatives The grammar of the sentence gives the clue as to which of the words should be selected and this would not translate literally. Q.7 – Q.12 Reduce the spelling options from 6 to 3 and select new words. Concentrate on Spelling is not such an issue for people learning to different language issues write Italian as for English, e.g. there are only two ways of writing ‘station’ in Italian phonetically, one correct and one incorrect. Q.13 – 16 Need to include the misuse of accents in this section In written Italian there are fewer words that use apostrophes to replace missing letter(s). Q.17 Would select different, more typically Italian adverts Q.18 Would change the type of company that is advertising Q.19 Would change the type of event or use a cinema advert Q.20 Could use a different regulation Q.21 - 24 These could probably be translated literally. Adaptations of Target Skills for BSOLE Appendix 4: Adaptations for BSOLE as EFL training material4 4 Refer to D3 report on the section on Adaptation of BSOLE for EFL Adaptations of Target Skills for BSOLE Appendix 4: Adaptations for BSOLE as EFL training material5 Target Skills: Literacy Entry Level 1 Module or object title Design/content change Reasons and comments Everyday texts Simplify the content Absolute beginners would not Include more practice units (examples be able to follow the of writing short notes and different explanations and instructions. It everyday situations) could be used within the context of ‘basic network’ at elementary level, after the teacher has given an introduction. In this way the section ‘Find out more’ could function as a summary/addition demonstration. Read a text Simplify the instructions Students at elementary level would not be able to follow them. Can be used for reading comprehension if tutor-assisted. Full stops and capital Need more practice activities, e.g. in Tutorial assistance would be letters the use of capital letters; rectify the necessary. discrepancy between elementary learning contents and high difficulty level of explanations and instructions Everyday words Take out the ‘Find out more’ section The spoken text is too difficult for elementary students; an otherwise very good module. Words and signs Offers practice in reading and understanding some common words. The alphabet Change (simplify) the content Not suitable for EFL students (e.g. alphabetical order, upper and lower case letters) Letters and sounds Useful for elementary level and basic vocabulary work. The weather, e-cards Suitable for intermediate rather than elementary level, for vocabulary work and practice on how to use the internet. Very good exercises for EFL. 5 Refer to D3 report on the section on Adaptation of BSOLE for EFL Entry Level 2 Module or object title Design/content change Reasons and comments Texts This module does not present any essential structural or grammatical ‘learning steps’ for students of English. Could be used for specific vocabulary work and listening comprehension within the framework of ‘different sorts of texts’. Punctuation Instructions would need to be explained by the tutor. Adjectives Very useful module for elementary level. Tutors should help students with trying out activities. Common words Can be used for vocabulary work, but not essential. Alphabetical order Change (simplify) the content Not relevant for EFL students. Use of dictionary should be explained in a simplified version by a tutor. An invitation, A day out, Make Change (simplify) the content As with Entry Level 1, these a short presentation tasks are more suitable for intermediate level. Can be used for self-study and practice sessions. Entry Level 3 Module or object title Design/content change Reasons and comments Longer texts Provides good reading and writing opportunities. Teacher would need to give an explanation in most cases. The ‘find out more’ section can be used as introductory material within the framework of writing texts. Proofreading Incorporate more exercises in proofreading for spelling and grammar mistakes, at different levels in different contexts Scanning, Skim reading Can be used for reading comprehension and presenting different reading tasks. Verbs Information and exercises need Use of verbs and tenses is a to be more detailed and crucial part of learning English comprehensive as a foreign language. This module would best be used as an additional resource within a wider context provided by the tutor, or as revision material for self-study. Silent letters Very useful module. Tutor assistance essential for pronunciation practice. Key words Very good for vocabulary work within specific contexts. Integrated tasks: Applying for a Same as for levels 1 and 2. job, Forms online. Level 1 Level 1 is no longer suitable for students at elementary level but corresponds to lower and upper intermediate level. According to the European framework of modern languages, this requires effective command of the language in some wider range of situations (routine meetings, exchange of factual information, contribution to discussions on practical matters). As to assessment of Cambridge examinations, lower intermediate level is necessary for the Preliminary English Test (PET), whereas students at upper intermediate level are already able to do the Cambridge First Certificate in English (FCE). In order to follow explanations and instructions given in all modules of Level 1, students do need to have a wide grasp of vocabulary and be able to use and understand different styles for a variety of purposes and situations (for FCE this would include business subjects, which are already presented in the last modules of Level 1, e.g. in the module “Money”). Intermediate students can work on modules of Level 1, which are all very relevant for everyday life in terms of their contents, in both an independent (home/self-study) or tutor-assisted way (classroom/course situation). In many cases it would still be a good idea for the tutor to prepare single modules vocabulary wise, together with and for the students. Module or object title Design/content change Reasons and comments Persuasive descriptions Corresponds to the Cambridge PET requirements (different writing styles and registers for different situations). Planning and writing Very useful for formal and informal text writing. Gives interesting info on London – very fitting for EFL use. Proofreading This module could be done well independently by intermediate students with extensive vocabulary. Very good vocabulary work that includes spelling and meaning. Also focuses on specific subjects, e.g. mobile phones (Business English at lower intermediate level). Finding information EFL students wouldn’t need a lot of practice on finding information or how to use an index; however, it is an ideal reading/comprehension exercise. Using net applies their knowledge of English. Longer sentences Suitable for intermediate students, e.g. the ‘if’ sentences. Grammar exercises could be used by tutor as additional information and practice material. Or for students with good grammar for revision. Apostrophes Nice context of letters using different registers. Homophones Could create larger context Offers nice revision for intermediates. Word building Excellent vocabulary work; tutor might have to support on some exercises. Money Very good presentation and practice of specialist vocabulary (e.g. banking); very suitable for Business English courses at intermediate level, with or without context. Integrated tasks As with Level 1, these tasks would be very suitable for self- study (at home or in class). Listening exercises present a good selection of different English accents. Level 2: some comments This Target Skills CD can be used in class or for home study by students studying at advanced level. This means that they would need a good (or even fully) operational command of the English language at a high level in most situations (comp. Definition by ALTE). These students could possibly prepare for the Cambridge Certificate in Advanced English (CAE), which requires that they reach a standard that is adequate for different business and study purposes: Successful candidates are able to participate in meetings and discussions, expressing opinions clearly and are able to understand and produce texts of various types, including business letters and reports. They will also be aware of the different styles of English appropriate to different situations. (see http://www.cambridge-efl.org) These elements are very well covered by some modules of Level 2: ‘Formal letters’, ‘Points of view’, ‘Summarise information’, ‘Synonyms’, ‘Tricky words’, ‘Listen and take notes’, ‘Make a presentation’ and the integrated tasks all offer excellent information, practice and vocabulary (comprehension exercises) for students training to use their English for professional purposes (including all skills). They are very suitable for advanced Business English courses. The grammar objects ‘Possessive apostrophes’ and ‘Pronouns’ provide explanation at some higher level and could well be used for review/practice purposes.
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