This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO
Login
Register

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Bezsenność/ Insomnia

Date of Publication

2.07.2020

Target Group

Lecturers
Students

Domain Area

Bioscience
Medicine & Nursing

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Polish

Language of Instruction

Any language

CEFR level

B2

Type of Material

Audio
Test

Linguistic Features

Vocabulary
Grammar

Skills

Listening
Speaking
Reading

Description

HelloPolish! is a podcast for learning Polish at different levels of study, from A1 to C2. The authors upload new material every two weeks. The podcast uses authentic Polish language, provides information about Polish culture, customs, movies, books, tourist attractions.
The site contains complex resources (audio, texts and activities) and allows students to develop their vocabulary, listening, reading and conversation skills. The audio (MP3) and text (pdf) can be downloaded to any device, so students can also work offline.
Phrases and expressions to be explained at the end of the text are marked (in bold).
The vocabulary presented includes both specialist and colloquial terms used in everyday communication by young people.
The list of terms explained also includes collocations.
Each unit also provides a series of exercises (in a downloadable PDF document), together with the exercise key.

Case study

Awaiting validation

Guidelines

The teacher introduces the topic of the unit and gives the internet address. Explains the course sequence.

1. The teacher invites the students to listen to the podcast (6 minutes).
2. Students will read aloud the transcript of the podcast. The teacher will suggest phonetics exercises (reading - listening again in sequence).
3. Together with the students the teacher explains unfamiliar terms and phrases, pointing out the differences in register between medical terms and those used in ordinary language. The teacher draws attention to the importance of using common, accessible, and empathetic language when communicating with patients.
4. Using online PWN dictionaries, students identify 5 specialist terms each for symptoms, disorders created by insomnia, overwork, impaired cognitive function.
5. Students are challenged to construct, in teams, small dialogues in two stylistic registers: a) communication in a medical environment, b) communication with ordinary patients.
6. Students solve the exercises proposed at the end of the podcast transcript and check the results using the exercise key.

Other activities

A second practical course can be devoted to guided conversation on sleep disorders and their consequences, based on medical observations.
The teacher suggests that students draw up a short list of medical terms to use in conversation.
They are also encouraged to read medical material in Polish on the subject.

https://zdrowysen.info/aktualnosci/24_bezsennosc---przyczyny-objawy-skutki?gclid=CjwKCAjwoZWHBhBgEiwAiMN66fMAEpVt7OqUryi9EN3NlICKkyu01Y04wiSodrYRf-fvrb-GsW0CUhoC1uoQAvD_BwE

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

4

Added value
The provided tangible improvements

4

Motivation enhancement
The capacity to motivate students to improve their language skills

4

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

3

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

4

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

3

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

4

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

4

Comments:
The units can be accessed very easily from the address given. In the menu, users find the sections and the podcast library, where the units are presented according to the level of study specified. For better orientation on the site, section names are translated into English.
In materials and exercises, the authors use only Polish, without translating terms or phrases. If students have difficulties, the teacher recommends that they check terms using the available online dictionaries. The audio recordings are about 5 minutes each and are of fairly good quality. A minus is that there are not several readers of the material (different voices, accents, different tones and vocal timbres).
The podcast presents the topic of insomnia in the form of a dialogue between two friends. The audio is 6 minutes long and can be downloaded to any device. It is accompanied by a presentation on the platform and a downloadable PDF transcript, which includes vocabulary explanations and three exercises.
The dialogue describes the health consequences of insomnia (tiredness, exhaustion, inability to concentrate and cope with daily obligations, etc.) Students could learn some specialist terms as well as colloquial expressions. The material is useful for those who may come to the doctor with chronic fatigue and other problems created by insomnia, but also for medical students to be able to communicate better with patients in a more colloquial register.
Website of the Teaching Source:
Visit