The teacher announces the discussion topic (Self-confidence) to the students and gives them the YouTube address.
1. Students watch the material (about 6 minutes) and write down, using Polish and English subtitles, expressions, difficulties.
2. The teacher invites the students to think about the answers given by the interviewees and to choose the answer which, in their opinion, is the most appropriate.
3. Next, the teacher initiates a guided conversation, asking students to think about: a) the age of the respondents, b) their occupation (as they can guess from the pictures).
4. Students are challenged to think about how the concept of self-confidence is understood in the cultures from which they come and to give an answer each. What cultural differences can they see? Which do they find most important?
1. Students are invited to work in groups of 3 or 4, in the roles of interviewer, respondent and to record material (audio, video) of 5 minutes each.
2. Together with the teacher, students search online and analyse short job advertisements in which the self-confidence requirement appears.
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
The videos are generally 6- 8 minutes long and are made with spontaneity and sometimes with a dose of humour. They have the advantage of allowing learners to listen to the Polish language spoken on the street while showing them images of different towns and people of different ages.
Not all the episodes are equally interesting, some of them show that the interviewees have difficulty expressing themselves in their mother tongue. But even these videos can be interesting for learners of Polish, as they dismantle the stereotype of the linguistically competent "native speaker" and provide students with real-life communication situations.
The filmed episodes can be used from the Polish B2 level for both individual and class study.
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