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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.

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Slovak Language – Slovak Greetings

Date of Publication

26 February 2021

Target Group

Lecturers
Students

Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Slovakian

Language of Instruction

Slovakian

CEFR level

A1

Type of Material

Video

Linguistic Features

Vocabulary
Pragmatics
Prosody

Skills

Listening
Speaking
Critical Thinking
Writing
Reading
Mediation

Description

This teaching resource suits the needs of beginner university students who study in Teacher Education, Pedagogy, or Slovak major and aspire to acquire or teach Slovak as a foreign language. They need to develop their listening skills and at the same time they need to expand their vocabulary. This resource assists both the lecturer, who can use this video with students in the classroom, and students who, rather autonomously, can explore it as well.

Case study

The target students are primarily the ones attending teacher training, pedagogy, or Slovak major programmes of any level (Bachelor, Master, PhD, or even Post-Graduate). The teaching resource is ideal to be used in small seminar groups (up to 15 students). The employed method should incorporate clear instructions from the teacher who is to guide the activities in which he or she gradually takes on a facilitator role from the initial one of an instructor. Cooperative project work is also essential for an effective discussion of the topic. As a result, students will practice the Slovak language by developing their listening and speaking skills while widening their vocabulary. To avoid any risks, students are to be in a safe distance to see and hear the video well. The resource can be used in subject-specific intracurricular or extracurricular university seminars.

Guidelines

Warm-up activity: Ask the students to collect as many greetings in their native language as they can. Give them sufficient time for preparation. When they have finished, discuss questions related to the different greetings the students have collected, like “Who can you greet this way?”, “Is it a formal or informal greeting?”, “Is it related to a specific time of the day?”, “is it used for specific occasions?”, or “Is it commonly used or has it become archaic?”, etc.
Step 1: Pre-watching activity. Tell the students they are going to watch a video on Slovak greetings. Ask the students to pay special attention to the way of writing and pronouncing the respective greetings. Ask them to write down the greetings mentioned. The video will allow students to recognise and practise vocabulary, in addition to practising their listening skills. Watch the video till 4:38. Alternatively, more advanced students can watch the whole content.
Step 2: Watching the video. Students watch the video once or twice and do their task. Make sure the quality of it is acceptable and that students can hear the video with no interference, and also that they can see it well.
Step 3: Students asked go to the blackboard and write one Slovak greeting on it. Afterwards, all the students practice the pronunciation of the respective greetings with the help and guidance of the teacher. In the end, the teacher wipes the board.
Follow-up activity: Make pairs of students. Ask the students to make up as many different situations for different greetings in Slovak as they can. Give the students sufficient time for preparation. When they are all ready, ask different pairs to act out one situation in front of the class until all of them have been mentioned.

Review

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

5

Added value
The provided tangible improvements

5

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

5

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

5

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

5

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

5

Comments:
This video is useful for students who learn Slovak at a beginner level. While watching the video, they can study Slovak greetings together with their pronunciation, and simultaneously they can learn vocabulary. Lecturers can incorporate the video in their lessons to cover subject-related activities with its help.
With the accompanying activities, students study Slovak greetings in writing and speaking alike, learn vocabulary and build their Slovak skills by listening, reading, writing, and speaking. Different activities and types of student work make this compulsory part of language dynamic and interesting. Knowing different greetings is a must when it comes to learning any language. Even if the study material is fixed, the variability potential of accompanying activities can make the students discover the importance of autonomous, indirect, passive, and subliminal learning and skill development what they can extrapolate to other fields of studies, making the whole learning process closer, more natural, and enjoyable to them and their future students.
The language of the resource is Slovak, therefore it cannot be used in classes of teaching other languages. However, the accompanying activities can fit any other language.
The students’ understanding, and acquisition of the video’s material can easily be monitored before, during and after watching it. Although the video represents a fixed content, it can be played once or twice, altogether or interrupted while the accompanying activities are variable. The essential language topic of greetings in the video, its length, accompanying activities, and little technical requirements makes this resource easily usable. The video is usable in classrooms with computers with internet, speakers, and projectors. Students can also watch it at home.
Website of the Teaching Source:
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