natgillin/translations-raw huggingface dataset:
Some of them may have already had or continue to have di cul-ties with juvenile delinquency.
Nekateri dijaki so v preteklosti že imeli težave z mladoletnim prestopništvom ali pa so te še trajale.
For many of the students, the programme provided a unique opportunity to travel abroad and learn about other nations and cultures.
Za številne dijake je bil program edinstvena priložnost za pot v tujino ter spoznavanje drugih narodov in kultur.
In preparation, the students learned about their partners’ culture, history and language.
V pripravah so dijaki spoznavali kulturo, zgodovino in jezik partnerske države.
They wrote to each other in English, created a website and started the technical dictionary to facilitate communication between each other during the first visit to France.
Med sabo so si dopisovali v angleščini, oblikovali spletno stran in začeli urejati tehnični slovar, ki jim je olajšal sporazumevanje na prvem srečanju v Franciji.
Most of the participants warmly welcomed their friends and wrote emails ahead of the exchange, surprising the teachers.
Večina udeležencev je svoje prijatelje prisrčno sprejela in si dopisovala z njimi po elektronski pošti še pred izmenjavami, kar je učitelje presenetilo.
In addition, one of the especially gifted Polish students continued his studies at the French school after completing his final school exams.
Med prvo izmenjavo so bili francoski dijaki v vlogi mentorja, ko so nadzorovali uvajanje v kamnoseštvo in oblikovali nekaj elementov portala. Dijaki so skupaj
CONTACT DETAILSMaria Śliwińska teacher coordinator Andrzej Jachnik , Head Master Phone: +058 341 64 61Al. Grunwaldzka 238 PL-80-266 Gdańsk
KONTAKTNI PODATKIMaria Śliwińska – učiteljica, koordinatorka Andrzej Jachnik – ravnatelj Tel.: +48 58 341 64 61Al. Grunwaldzka 238 PL-80-266 Gdańsk
Following the exchanges, a CD and DVD were produced and are being used by music teachers in the schools.
Po izmenjavah sta izšla zgoščenka in DVD, ki ju zdaj uporabljajo učitelji glasbe v šolah.
A song book including all of the songs was published.
Objavljena je bila tudi knjižica z vsemi pesmimi.
The projects were presented to both schools and students received copies of the song books, CDs and DVDs.
Projekt je bil predstavljen na obeh šolah in dijaki so dobili izvode pesmaric, zgoščenk in DVD-jev.
Although the project is finished, the pupils continue to enjoy translating songs from different languages.
Čeprav je projekt zaključen, dijaki še vedno radi prevajajo pesmi iz različnih jezikov.
In this project, pupils translated songs into their partner’s language and then rehearsed joint performances.
V okviru tega projekta so dijaki besedila pesmi prevedli v jezik svojih partnerjev, nato pa jih vadili za skupne nastope.
Their goal was to sing their entire repertoire to three separate audiences during each exchange – the pupils and parents from the host school, the embassy staff and representatives from both the town council and the board of education.
Njihov cilj je bil v okviru vsake izmenjave odpeti celotni repertoar pred tremi različnimi občinstvi – dijaki s šole gostiteljice in njihovimi starši, osebjem veleposlaništva ter predstavniki mestne občine in odbora za izobraževanje.
An evaluation proves that the project motivated the students to learn foreign languages.
Ovrednotenje je potrdilo, da je projekt spodbudil dijake k učenju tujih jezikov.
Preparing and performing the shows also broadened their knowledge of their partners’ culture through personal interaction.
Medsebojni stiki dijakov med pripravo in izvedbo nastopov so razširili tudi njihovo znanje o kulturi partnerske države.
In turn, this deepened their European thinking and strengthened inter-European relations.
To je nadalje poglobilo njihovo evropsko razmišljanje in okrepilo medevropske odnose.
The class exchange also reinforced the social and computer skills of the pupils while strengthening their motivation and confidence. dence.
Izmenjava razredov je izboljšala tudi socialne in računalniške spretnosti dijakov, hkrati pa okrepila njihovo motiviranost in samozavest.
In this unique project, Latvian and Czech participants selected a number of songs, which they then together translated into their native languages as well as German.
Latvijski in češki udeleženci tega edinstvenega projekta so izbrali vrsto pesmi, ki so jih nato skupaj prevedli v materna jezika in v nemščino.
The school accepted volunteers for the project and then adopted a cooperative approach, assigning students to tasks according to their strengths.
Na šolah so sprejemali prostovoljce za ta projekt, nato pa med njih v skladu s kooperativnim pristopom razdelili naloge glede na to, v čem se je kateri izmed njih odlikoval.
Translators translated the songs and compiled a relevant dictionary. Artists illustrated the songs and designed the logo for the project while designers created webpages.
Prevajalci so tako pesmi prevedli in sestavili ustrezen slovarček, umetniki so jih ilustrirali in oblikovali logotip projekta, oblikovalci pa so poskrbeli za spletne strani.
The singers in the groups learned and rehearsed their own songs as well as those from their partner school.
Pevci v skupini so se naučili tako lastnih pesmi kot pesmi partnerske šole in jih vadili za nastop.
The concerts proved to be a big success during both exchanges.
Koncerti, izvedeni v okviru obeh izmenjav, so bili izjemno uspešni.
Two of the shows were attended by the respective ambassadors and all shows enjoyed wide media coverage.
Dveh izmed njih sta se udeležila tudi pristojna veleposlanika, vsi pa so bili medijsko dobro pokriti.
Studentcreated posters advertised the events and the groups compiled a calendar of related activities.
Prireditve so napovedovali plakati, ki so jih oblikovali dijaki, skupini pa sta sestavili tudi koledar prireditev.
The final concert was attended by newspaper reporters and filmed and recorded by regional television stations.
Na sklepnem koncertu so bili navzoči časopisni novinarji, posnele pa so ga tudi regionalne televizijske postaje.
In a studio, engineers touched up the recording and added several new songs.
V studiu so tonski mojstri obdelali posnetke in dodali nekaj novih pesmi.
Bilateral School Partnership:… As the Songs Unite
Dvostransko šolsko partnerstvo:… As the Songs Unite
This project had two objectives: Belgian students were to develop an organ that could be operated over the Internet and then discuss it with students from their partner school in several languages.
Ta projekt je imel dva cilja: belgijski študentje so nameravali izdelati orgle, s katerimi se lahko upravlja prek svetovnega spleta, nato pa o tem razpravljati z dijaki s partnerske šole v več jezikih.
The bilateral project fulfilled both its objectives.
V okviru dvostranskega projekta sta bila uspešno izvedena oba cilja.
Another important element was the multilingual website (http://orgel.vti-torhout.be).
Še ena pomembna prvina projekta je bila večjezična spletna stran (http://orgel.vti-torhout.be).
The students used the site to explain who they are and discuss their goals.
Dijaki so prek nje pojasnjevali, kdo so in kakšni so njihovi cilji.
They also documented the whole process of designing and building the organ as well as their experiences in Spain and Belgium.
Dokumentirali so tudi celotni postopek načrtovanja in izdelave orgel ter svoje izkušnje v Španiji in Belgiji.
You can find the dictionary, a photo album and the media coverage of the project on the website.
Na spletni strani najdete slovar, foto album in medijske prispevke o projektu.
During the exchanges the schools organised cultural activities, city tours and treasure hunts.
V okviru izmenjav sta šoli pripravili kulturne dejavnosti, oglede mest in iskanje zakladov.
Workshops, lessons and presentations in English prepared by the host students helped participants further increase their language skills.
Delavnice, pouk in predstavitve v angleščini, ki so jih izvedli dijaki gostitelji, so še poglobili jezikovno znanje udeležencev.
Living with guest families also gave both groups of students a real-life view of their partner school’s culture.
Bivanje pri družinah gostiteljicah je obema skupinama dijakov omogočilo resničnostni vpogled v kulturno okolje partnerske šole.
Before any of the pupils in the exchange could begin providing or understanding technical explanations, the participants had to translate all the related vocabulary.
Preden je kdo od dijakov v izmenjavi lahko priskrbel tehnična navodila ali se poglobil vanje, so morali udeleženci prevesti ves besednjak s tega področja.
They created an online technical dictionary in Dutch, Spanish and English.
Izdelali so spletni tehnični slovar v nizozemskem, španskem in angleškem jeziku.
The online reference book included specialised terms relating to music, mechanics, electronics and physics.
Spletni priročnik je vključeval strokovne izraze s področij glasbe, mehanike, elektronike in fizike.
The dictionary was programmed in PHP and based on a MySQL database.
Slovar je napisan v programskem jeziku PHP in se povezuje s podatkovno zbirko MySQL.
The Belgian students surprised their teachers by suggesting the programming languages themselves.
Belgijski dijaki so presenetili svoje učitelje, ko so programa predlagali sami.
The confidence and autonomy of the Belgian participants increased as they designed and built the organ.
Samozavest in neodvisnost belgijskih udeležencev sta se povečali, ko so naredili načrte za orgle in jih izdelali.
The pupils also learned leadership skills and became mentors to students, in both their Spanish partner school and their own school, as they discussed the design, built the organ and explained the project.
Dijaki so se naučili tudi vodstvenih spretnosti in postali mentorji tako dijakom španske partnerske šole kot svojim sošolcem, ko so razpravljali o načrtih, izdelali orgle in pojasnjevali projekt.
All the participants learned a great deal more about the technical aspects of the project than they would have in traditional teachercentred classes.
Vsi udeleženci so se o tehnični plati projekta naučili precej več, kot bi se pri klasičnem frontalnem pouku.
This peer-to-peer learning experience also helped them develop their social skills.
Ta izkušnja vzajemnega učenja jim je pomagala tudi pri razvijanju socialnih spretnosti.
E-mail:miranda.delaere@sint-rembert.be dirkverhaeghe@hotmail.comjoke.boeyden@sint-rembert.be
E-naslov:miranda.delaere@sint-rembert.be dirkverhaeghe@hotmail.comjoke.boeyden@sint-rembert.be
Staying with host families in their homes was vital to the exchange and gave students a glimpse of the culture and customs of the host country.
Bivanje na domu družin gostiteljic je bilo ključno za izmenjavo in je dijakom omogočilo vpogled v kulturo in običaje države gostiteljice.
The objective of this project was to improve the foreign language and entrepreneurial skills of pupils as well as their knowledge of each other’s culture.
Cilj tega projekta je bil izboljšati znanje tujih jezikov in podjetniške sposobnosti dijakov ter izpopolniti medsebojno poznavanje kultur.
This was achieved through virtual communication, two exchanges and the creation of a full-colour, trilingual magazine in English, Icelandic and Slovak.
Dosežen je bil s pomočjo virtualnega sporazumevanja, dveh izmenjav in izdelave barvne, trijezične revije v angleškem, islandskem in slovaškem jeziku.
During the exchanges, thousands of pictures documenting the project were uploaded every other day to www.idnskolinn.info.
V času izmenjav je bilo vsak dan na spletno stran: www.idnskolinn.info naloženih na ducate fotografij, ki dokumentirajo projekt.
This gave students not taking part in the exchange as well as teachers and families of the participating students a first-hand look at the project.
To je omogočilo dijakom, ki se niso udeležili izmenjav, ter učiteljem in družinam sodelujočih dijakov izkušnjo projekta iz prve roke.
Both the web page and the magazine continue to serve as educational tools.
Tako spletna stran kot revija se še vedno uporabljata kot učni orodji.
To produce Icevakia, the students and teachers communicated frequently through email, Internet chats, bulletin boards, web cameras and social networks like MySpace.
Da je revija Icevakia lahko izšla, so dijaki in učitelji pogosto komunicirali s pomočjo e-pošte, spletnih klepetalnic, forumov, spletne kamere in spletnih skupnosti, kot je MySpace.
Communication was particularly important when preparing the exchanges and when working on the joint magazine.
Sporazumevanje je bilo še posebej pomembno pri pripravi izmenjav in delu na skupni reviji.
Constant interaction accompanying the exchanges was a key factor in increasing the language skills of the participating students.
Stalni medsebojni stiki, ki so spremljali izmenjavi, so bili ključni dejavnik za razvijanje jezikovnih spretnosti udeležencev.
After the exchanges, pupils wrote articles about their experiences.
Po izmenjavah so dijaki svoje izkušnje opisali v člankih.
These articles were written in their native language and then translated by students and teachers into English and the partner language.
Napisani so bili v maternem jeziku, nato pa s pomočjo učiteljev prevedeni v angleščino in v jezik partnerske države.
Both exchanges were organised to give the students maximum exposure to the culture and history of their partner country.
Icevakia je kar najbolj otipljiv dokaz uspeha tega dvostranskega projekta.
During the many carefully planned excursions, the students were always in close contact with each other.
To je že sama po sebi impresivna revija in v obeh državah so jo po natisu razgrabili.
Workshops were also held at the Icelandic school to teach the Slovakian students about the various vocational disciplines practiced at the school. The students
Objavljena je bila tudi na spletni strani v formatu pdf in je še na voljo za prenos prek spletne strani: www.idnskolinn.info/icevakia.pdf.
Icevakia is the most tangible proof of the success of this bilateral project.
Izmenjavi sta bili pripravljeni tako, da so bili dijaki kar najbolj izpostavljeni kulturi in zgodovini partnerske države.
It is an impressive magazine in its own right and was printed and widely distributed in both countries.
Med številnimi skrbno pripravljenimi ekskurzijami so bili dijaki nenehno v tesnih stikih.
It was also published on the web in pdf format and is still available for download at www.idnskolinn.info/icevakia.pdf.
Dijaki so predstavili svojo kulturo in jezik tudi tistim učiteljem in dijakom na partnerski šoli, ki niso sodelovali v izmenjavi.
CONTACT DETAILSJ. Bryndís Helgadóttir E-mail: bryndis.helgadottir@idnskolinn.is
KONTAKTNI PODATKIJ. Bryndís Helgadóttir E-naslov: bryndis.helgadottir@idnskolinn.is
The main objective of the project was to increase awareness of environmental protection and the issues leading to the exploitation of the natural environment.
Osnovni namen projekta je bil povečati osveščenost dijakov o varstvu okolja in vprašanjih, povezanih z izkoriščanjem naravnega okolja.
A cross-curricular approach was used to create a trilingual herbarium of selected plants.
S pomočjo medpredmetnega pristopa so dijaki ustvarili trijezični herbarij izbranih rastlin.
The project gave pupils an opportunity to use English as their main form of communication.
Projekt je udeležencem omogočil, da so uporabljali angleški jezik kot osnovno obliko sporazumevanja.
However, organising the exchanges was no easy task. The Italian school ran into some difficulties while preparing for the trip to Wroclaw.
Med izmenjavami so dijaki in učitelji s Poljske in iz Italije izkusili evropsko sodelovanje iz prve roke.
Several Italian parents were hesitant to send their children abroad and four students who had played an active role in preparing for the exchange were ultimately not allowed to travel to Poland.
Udeleženci so ustvarjali v skupinah in morali pri sodelovanju in izvajanju predpisanih nalog uporabljati znanje tujih jezikov.
Their reports were so enthusiastic that even the most hesitant parents changed their opinion of the programme.
Osebni stiki so jim omogočili, da vzpostavijo tesne, trajne odnose z dijaki iz tujine.
Now, both schools have numerous requests from parents as well as students asking to be involved in future Comenius partnerships.
To je izboljšalo njihove socialne spretnosti, jim okrepilo samozavest, prispevalo k oblikovanju medkulturnega razumevanja in povečalo njihovo samostojnost pri učenju.
During the programme, pupils studied wild plants, visited national parks and botanic gardens, attended workshops in scientific and educational institutions, learned to classify plants and studied the use of the plants they chose for their own herbarium.
V okviru projekta so dijaki preučevali divje rastline, obiskali narodne parke in botanične vrtove, se udeleževali delavnic v znanstvenih in izobraževalnih ustanovah, se učili razvrščati rastline in spoznavali uporabo tistih rastlin, ki so jih izbrali za svoj herbarij.
The project expanded their scien-tifi c knowledge and practical skills, helped them acquire basic foreign language skills from other participants and fostered fluency in English as a second language.
Projekt je povečal strokovno znanje in praktične spretnosti dijakov, prispeval k učenju osnov tujega jezika drugih udeležencev in osvežil njihovo znanje angleščine kot tujega jezika.
Students also increased their computer skills by using the latest information and communication technology to plan, develop, realise and record their work.
Dijaki so izboljšali svoje računalniške spretnosti z uporabo najnovejših informacijsko-komunikacijskih tehnologij pri načrtovanju, pripravljanju, izvajanju in vrednotenju svojega dela.
They also documented the project using digital photographs, CD presentations, videos and a project website.
Projekt so tudi dokumentirali s pomočjo digitalne fotografije, predstavitev na zgoščenki, videoposnetkov in spletne strani projekta.
During the exchanges, pupils and teachers from Poland and Italy experienced European cooperation first-hand.
Toda izvesti izmenjavi ni bila lahka naloga. Italijanska šola je med pripravami na potovanje v Wrocław naletela na težave.
Students worked together in groups and had to use their foreign language skills to cooperate and carry out the assigned tasks.
Nekateri starši so oklevali, ali naj svoje otroke pustijo v tujino, in štirim dijakom, ki so aktivno sodelovali pri pripravah na izmenjavo, na koncu ni bilo dovoljeno, da bi odpotovali na Poljsko.
Face-to-face contact also allowed them to establish close, lasting relationships with foreign students.
Dijaki so o potovanju pripovedovali s takim navdušenjem, da so tudi najbolj omahljivi starši spremenili svoje mnenje o projektu.
This increased their social skills, instilled self-confi dence, developed intercultural understanding and promoted their autonomy as learners.
Obe šoli se zdaj kar utapljata v prošnjah staršev in dijakov, ki bi želeli biti vključeni v nadaljnje partnerske projekte v programu Comenius.
CONTACT DETAILSJoanna Stefańskaul. Kłodnicka 36PL-54-207 Wrocław E-mail: asiastefa@poczta.fm
KONTAKTNI PODATKIJoanna Stefańskaul. Kłodnicka 36PL-54-207 Wrocław E-naslov: asiastefa@poczta.fm
To successfully write and perform plays in a new language requires an impressive mastery of the foreign language.
Da bi lahko uspešno pisali in izvajali dramska dela v tujem jeziku, je treba ta jezik izjemno dobro obvladati.
This ambitious, bilateral educational project went one step further by folding in a multilingual aspect, including pupils with behavioural problems and implementing it at two separate European schools.
Ta ambiciozni dvostranski izobraževalni projekt je šel še korak dlje z vpetostjo večjezičnega vidika, z vključitvijo dijakov z vedenjskimi motnjami ter implementacijo na dveh različnih evropskih šol.
The students contacted each other before the exchanges, piquing their interest in each other’s countries and motivating the pupils to prepare for being both visitor and host.
Dijaki so medsebojno komunicirali že pred izmenjavami, zbujali zanimanje drug drugega za svoji državi in se spodbujali za priprave na to, da bodo tako gosti kot gostitelji.
The successful performances helped the students with behavioural problems focus on succeeding.
Uspešne gledališke predstave so dijakom z vedenjskimi motnjami pomagale osredotočiti se na uspeh.
All of the students in the exchanges learnt the importance of tolerance and felt integrated.
Vsi dijaki v izmenjavi so se naučili pomena strpnosti in občutili vključenost v skupino.
The programme fostered a European spirit by showcasing cooperation between different cultures and schools.
Program je krepil evropskega duha, saj je predstavljal zgled sodelovanja različnih kultur in šol.
At the same time, the students learned about creativity, common initiative, joys, success and failure, responsibility and integration.
Ob tem so dijaki spoznavali tudi ustvarjalnost, skupno pobudo, radost, uspeh in neuspeh, odgovornost in vključenost.
The project increased the participants’ ability to communicate via new technologies.
Projekt je izboljšal sposobnost udeležencev sporazumevati se s pomočjo novih tehnologij.
They also became significantly more competent in a foreign language.
Izjemno so napredovali tudi v znanju tujega jezika.
The Czech school won many awards and some of the pupils participating in the exchange passed the Diplôme Approfondi de Langue Française (French as a foreign language) exams.
Češka šola je prejela številna priznanja in nekaj dijakov, ki se je udeležilo izmenjav, je opravilo tudi izpit iz francoščine kot tujega jezika Diplôme Approfondi de Langue Française ali DALF.
This exchange’s main goal was to conduct public performances of different plays for large audiences.
Osnovni cilj te izmenjave je bil izvedba različnih gledaliških iger pred številnim občinstvom.
This meant that pupils not only had to rehearse the plays, but also create leaflets and posters to advertise them.
To pomeni, da so morali dijaki ne le vaditi za predstave, temveč zanje tudi oblikovati letake in plakate.
Pupils penned their own plays – creating both Czech and French parts – before rehearsing and performing them as a team.
Dijaki so igre napisali sami – in sicer češke in francoske dele ločeno, preden so začeli z vajami in predstavami celotnega ansambla.
In keeping with the spirit of the exchange, the French pupils performed their parts in Czech while the Czech pupils did their best to speak French.
V duhu izmenjave so francoski dijaki izvedli dele v češčini, njihovi češki prijatelji pa se so potrudili z vlogami v francoščini.
The French pupils attended an intensive course in Czech and relied on their Czech partners to help with pronunciation.
Francoski dijaki so pred tem opravili intenzivni tečaj češčine, za pomoč pri izgovorjavi pa so se lahko obrnili na češke partnerje.
Both exchanges included visits to places of natural, industrial and cultural interest.
Obe izmenjavi sta vključevali tudi obiske naravnih, gospodarskih in kulturnih znamenitosti.
During the visit to the Czech Republic, Czech students acted as interpreters and guides to their visitors, giving them additional motivation to improve their language skills.
Med obiskom Francozov na Češkem so bili češki dijaki njihovi prevajalci in vodiči, kar jih je še bolj spodbudilo k izboljšanju jezikovnega znanja.
Traditional meals also enhanced the event.
Prireditve so popestrile tudi tradicionalne jedi.
During those evenings, students performed typical dances and gave presentations about their local customs and traditions.
Ob teh večerih so dijaki izvedli ljudske plese ter predstavili lokalne običaje in tradicije.
They even devised quizzes for their guests.
Za svoje goste so pripravili tudi kvize.
PROJECT COORDINATORGYMNÁZIUM BOŽENY NĚMCOVÉCZECH REPUBLIC
NOSILEC PROJEKTA GYMNÁZIUM BOŽENY NĚMCOVÉČEŠKA
This bilateral project was aimed at helping pupils in Finland and Austria understand the importance of forests while discovering the similarities and differences between their two variations of woodlands.
Namen tega dvostranskega projekta je bil pomagati dijakom na Finskem in v Avstriji pri spoznavanju pomena gozdov ob odkrivanju podobnosti in razlik med gozdovi ene in druge države.