The teacher introduces to the video to the students and recommends that they look for other material about Krakow.
1. Students watch the video twice.
2. Teacher explains vocabulary and collocations, gives synonyms.
3. Guided conversation:
a) Have you visited Krakow?
b) What information do you have about this city? What other cities in Poland have you visited or would you like to visit?
c) What are the differences between the image Polish people have of Krakow and that of the foreigner's? Which would interest you more?
d) Are these Polish recommendations convincing?
d) Which city in your country would they recommend to Poles? Why?
The teacher invites the students to search the internet for information about Wawel, the
Kazimierz district, Rynek, etc. Two students will be the interviewers and will ask their colleagues and the teacher questions about the city, monuments, theatres, etc.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
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
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
This episode, filmed in Krakow, shows the highlights of the city in a fast-paced style. The interviewees advise tourists on what is worth visiting in Krakow.
The video has subtitles in Polish and English, as do all the videos in this series.
The video is interesting because it provides tourist information from the point of view of locals. Students can also see the differences between the generations, what the younger people appreciate and what areas the older speaker finds attractive.
The material can be used for tourism students, but also for sociology and journalism students. Students can observe and discuss how Polish self-representations are constructed. Why doesn’t anyone mention Nowa Huta, for example, or Schindler’s factory?
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