Der sichere Umgang mit fremden Sprachen und Kulturen stellt heute ...

INGRID GARSCHALL ibw-Forschungsbericht 143 | Fremdsprachen für die Wirtschaft
Listening/Speaking:
The following listening/speaking situations are sequenced according to the learners’ listening
and speaking needs: training abroad, trade fairs, conversations with colleagues from
other countries, work placement abroad, visits of foreign customers, professional discussions,
business trips
serving customers, telephone calls – customers, suppliers
During their time at vocational school, students of the relevant group should demonstrate
that they...
can express simple requirements or can offer advice to customers within their
opinions within their own job area. own job area on simple matters and
understand instructions.
can express dislikes and likes in the can express opinions in the following
following contexts using simple language: contexts: visits of customers, trade fairs,
visits of customers, trade fairs, business business trips, conversations with colleagues
trips, conversations with colleagues from from other countries and work placement and
other countries and work placement and training abroad.
training abroad.
Adapted ALTE level 1 Adapted ALTE level 2
The testing of language should have the aim of assisting learning in order to evaluate the effectiveness
of language learning and provide information to both the learner and the teacher, so
they can improve and react appropriately.
GUIDELINES FOR METHODOLOGY
Classroom settings promoting language learning are pair work, whole-class activities, group
work, and using the computer. The organisation of exchange programmes and work placements
for students provides additional opportunities for the development of the learners’ personal and
occupational ability to communicate and act.
Insights into grammar structures of the target language and the acquisition of vocabulary should
result in dealing with authentic texts and communicative situations. Activities aiming at raising
the learners’ awareness to language forms help to serve different levels of learners as well as
individual learners’ differences.
The method of task-based learning is recommended to achieve learning-centeredness. The teaching
should be based on the methods described below:
1. The creation of gaps because they create the demand of thinking. Examples for gap activities
are information gaps, where one learner has some information, the other has not; media
83