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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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Portale społecznościowe/ Social networks

Date of Publication

22.08.2019

Target Group

Lecturers
Students

Domain Area

Business & Communication
Journalism & multimedia

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Polish

Language of Instruction

Any language

CEFR level

B1

Type of Material

Audio

Linguistic Features

Vocabulary
Grammar
Pragmatics

Skills

Listening
Speaking
Writing
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 (bold).
The vocabulary presented includes both specialist and colloquial terms used in everyday communication by young people.
The list of terms explained also provides collocations.
Each unit also includes a series of exercises (in a downloadable PDF document), together with the exercise key.

Case study

Awaiting validation

Guidelines

The teacher presents the platform, the elements on the portal, explains the structure of the units to the students.
The teacher presents the unit theme, On Facebook, Twitter and Instagram.

1. Students listen to the audio recording (8 minutes) from the main menu. They can download the MP3 envelope to their computer.

2. Students read the podcast transcript aloud, pronunciation exercises are done. They can download the text in PDF format to work offline.
3. The teacher provides explanations of vocabulary and grammar, suggest recognising grammatical forms in the text.

(sądzić – myśleć zakładać / założyć – tutaj: zacząć coś, zainicjować, rozpocząć działalność
korzystać / skorzystać z + D. – używać
podtrzymywać / podtrzymać kontakt z + N. – nie tracić z kimś kontaktu, być z kimś w kontakcie
być na bieżąco – mieć aktualne informacje
wrzucać / wrzucić – tutaj: publikować coś na stronie internetowej
epatować – pokazywać coś często i w dużej ilości;
ma negatywne znaczenie z umiarem – bez przesady, w granicach rozsądku
stwierdzenie – zdanie, opinia
istnieć – żyć
być współczesny – aktualny;
taki, jaki jest w danym momencie
załatwiać / załatwić – rozwiązać coś,
skończyć jakąś sprawę w realu – potocznie: w rzeczywistym świecie, nie wirtualnie
móc policzyć na palcach jednej ręki – kiedy kogoś lub czegoś jest mało
kręcić / nakręcić – zrobić film
umieszczać / umieścić – tutaj: publikować,
z nosem utkwionym w ekran – całkowicie skoncentrowany na tym, co jest na ekranie
wyobrażać / wyobrazić sobie – zobaczyć coś w swojej fantazji)

4. Students solve the three exercises proposed by the podcast author and check their answers.
5. The teacher challenges students to discuss (guided conversation) social media. Do they have Facebook or Twitter accounts? What are the advantages and disadvantages of using social media?

Other activities
The teacher suggests that students search on Facebook or other social networks for official pages of cultural institutions (theatres, museums, publishing houses, philharmonic) and write down the most important aspects, discuss the importance of being visible on the internet.

Possible follow-up activity :

1. Using the lexical material, students can be asked to discuss some strategies in marketing in social media;
2. Using facebook or other websites, students can choose and discuss advertising in internet, how the algoritms choose target groups etc.;

Review

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

4

Added value
The provided tangible improvements

3

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

3

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

4

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 with 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, different tones and vocal timbres).
The resource discusses the impact of the social media in the contemporary society, presents arguments for and against facebook and other portals. The debate can increase student interest and motivation.
Website of the Teaching Source:
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