Appendix 1: Students evaluations. Appendix 2: Multilingual Visual Dictionary ( found in the printed version of the thesis )

Transcription

1 THE CONCLUSION The theoretical part of my diploma work deals with language as a mean of communication. It issues from the profession of a language teacher who is aware of the importance of the ability to communicate for his or her students and is trying to find means and methods how to teach the foreign language effectively. This part concentrates on sources crucial to support communicative competence and is trying to analyse them. It starts with message as a basic unit of communication. People send and receive messages and are not even aware of it at that particular moment. The further chapters of the theoretical part are devoted to competences communication is based on. These competences make up a layout not only for the use of language means itself but also for intercultural communication and interpersonal communication. Of course the teacher is supposed to prepare the students for communication in context of the whole cultural and social environment of the target cultures. This aim also appears as a key element of the General Educational Programmes. The goals given here are high and demanding and become a strong motivation for the teachers. The practical part introduces a suggestion for reaching the goals explored in the theoretical part. It deals with the description of Socrates project organised for secondary school students to enhance their language learning. Besides this its goal was to mediate an intercultural experience for the students and to teach them to work in team. Based on the evaluations given by the participating students the results of the project show that the action supported the language process of the students and their ability to communicate in a different cultural environment. Most of the students made a very good relationship with their partners and a large part of them visit each other during holidays. In this sense the project established for the students their first contact with a different culture which can now be widened and developed. At the same time, in their evaluations the students point out that for many of them the project represented the very first occasion to make themselves understand in the foreign language, and it is obvious that the natural communicative environment helped them in acquiring the language.

2 Appendix 1: Students evaluations Appendix 2: Multilingual Visual Dictionary ( found in the printed version of the thesis )

3 In the autumn they arrived to Czech Republic. We all visited many interesting places as Skoda Mladá Boleslav, the capital Prague, three caves in Moravian Carst, some towns and cities. I saw several interesting places Ihad not seen before. In the spring term Czech students arrived to Italy. My partner Alberto was very good boy and his family too. I liked his sister she was able to speak with me more and she taught me lots of new things. In Italy I saw lots of interesting historical towns like Ferrara, Verona, Bologna... Garda Lake, Ducati factory. We had the great possibility to compare everything, you know, life style, school organisation, environment, factories... I think the time I spent in Italy was really fantastic. I learnt many useful activities including my ability to speak English. I want to realise another exchange and I want to visit France, Great Britain... Jitka Nováková, 2 C We visited a lot of places in the Czech Republic when the Italians were in our country, We have worked on our Project for three days. Otherwise we saw many towns and factories. Czechs went to Italy in the Spring term. I have to say that Italian people are really friendly. They have taken me to San Marino. It was fine to see this republic. This exchange had a big contribution for me, I made new friends. I hope that that the exchanges will go on and that I will have another chance to take part again. Eliška Boudová, 2 C Italian students arrived to the Czech Republic for burter sojourn this year in the autumn. Our main task was to create a multilingual dictionary using Czech, Italian, English and German languages. The Czech students arrived to Italy in the spring. We worked on the project, too. We had compared our environment and we took our partners to Blansko. This practice brought me many new experiences. I know more about Italian school life and way of studying. I learnt a lot of new phrases and words, because we had to speak either English or German. Marcela Boudová, 2 C I enjoy, that I was selected to represent our school in class exchange with Italian school IPSIA. This action was a big contribution for me, because I improved English language. I now know new people and more about Italian culture. I liked this action. I hope I will be able to take part next year, too. I think that the best programme was to see Lamborghini museum and Ducati factori where the famous motorcycles are produced. We visited well known historical towns like Verona, Bologna and Ferrara where we could see e.g. Juliet s balcony, or one of the oldest university in Europe and so on. We were working several days on project to prepare the multilingual dictionary. Tomáš Gotz, 3 D

4 Our exchange can be divided into two parts. The first part Italian boys stayed in the Czech Republic. This part was easier for me, because I could speak in my own language and only when I wanted to say something to my partner, I used English. But a really interesting thing was to work on the project especially drawing the pictures for our dictionary. Now the second part of the exchange it took place in Italy. It was much more difficult but more instructive for me and I think that it was the same for everybody. I n Italy we only could use English or German. If we wanted to speak Czech we only could do so among ourselves. In Italy we saw many interesting things like historical buildings, reservations, car and motorbike museums, but for mr the most interseting place was the visit of river Po valley. It was an unussual experience for me since I had never seen how the mussels are grown before and how they are born. We also spent much time working on the Socrates project. Thanks to this class exchange I got a big experience for my life, I met many interesting people. I am very pleased that I could take part in the exchange and I am looking forward to see my Italian partner again in summer because we are going to see each other during the following holiday. Michal Navrátil, 3 B The Italian students come from the North of Italy from town named Rovigo. We worked on the project together, it was based on enginering mainly. We made a dictionary in several languages. We aw many interesting places: Moravian Karst, Brno, Prague. We went to Italy in Spring. This was the second part of the exchange. We could see the local protected area of Delta Po that can be compared with Moravian Karst and other places in our coutry. At school we worked on the multilingual dictionary. We also prepared some posters, charts and slogans. Then we arranged an exhibition showing our own experience both in Italy and the Czech Republic. The exchange influenced me a lot. I especially improved my English and I made new friends and we want to see each other in future again. Thanks to Socrates we could take part in this unusual action and I hope I will have some more opportunities like this in future. Pavel Petrák, 2C I believe the idea was great. This project was very good for learning English and I could find new friends, too. I know mor about how to improve my foreign language. It is better if students live with the families and if they have a good time with them. The exchange was only for two weeks but after that I am sure that the quality of my English got much better. This is very important for me. Workingon the project was great and I learnt many things mainly to understand the foreign culture and I got into contact with the people of the country. Martin Šindler, 3 D

5 Thanks to this project I have ascertained that I am able to communicate in English without problems. I and my friends got to know new interesting places which we were not able to see before. For example Verona, Bologna, Lamborgini and Ducati factory. I have got acquainted with new people and therefore I have been able to see their lifestyles. As to my opinion the most important thing is my new form of partnership, I mean making new friends from another culture environment. Ondřej Šíbl, 3 D Iwas in Italy from 1.4 to 15.4 this year. We visited a lot of historical towns for example Bologna, Ferrara, Verona. We visited a Diamant s Palace in Ferrara. There is a museum of Picaso there. We were able to see Juliet s balcony and amfitheatre in Verona. We also visited Lamborghini museum and the Ducati factory. It was great. We worked on the Socrates project together with our partners. In the Czech Republic we saw the Moravian Karst, Špilberk, Škoda factory and also Prague. I especially appreciate the time spent in Italian family with my partner and the friendships I made in Italy. Libor Matys, 2 B SPŠ Jedovnice and IPSIA Rovigo concluded the friendship. This friendship took place within two terms. The first term was in autumn and the second one in Spring. In this term Italian students visited the Czech Republic. In this exchange we all worked on the project of multilingual dictionary. This work helped us very much as we learned many new words in English and we were pushed to talk to our partners in the foreign language. The dictionary contains many pictures. These pictures are signed in four languages: Czech, English, German and Italian. When the Italian students visited our country we made an effort to show them the most interesting places in the Czech Republic, our nature and towns. When we visited Italy we visited for example Verona, Romeo s house and Arena, Ducati factory, Lamborghini and many others. We learnt about curriculum and study methods at Italian secondary schools. I gained new knowledge, ability to speak foreign languages and lots of new friends during this exchange. Renata Šíblová, 3 C