This podcast about the sharing economy is the 40th episode of the Manadżer Plus series by Mariusz Chrapko, a consultant for team coaching, leadership training and evaluation.
This episode is one of the free episodes on the website and is accompanied by a downloadable pdf transcript of the text.
The audio is 45 minutes long but can be listened to in 7 or 10-minute segments. So this episode can be used for individual study (listening to the podcast plus reading) and for classroom study.
It is useful for students with an advanced level of Polish language skills (B2+, C1, C2) taking courses in economics, sociology, anthropology, tourism.
The discussion between Mariusz Chrapko and his guests allows students to learn specialist terms in a real context. The podcast also highlights how new terms have been constructed or borrowed as society has changed.
1. The teacher introduces the topic of the discussion and describes how the lesson will
2. Suggests that students read the summary of the discussion (from the website), from which they learn more about the people they will listen to, about their occupation.
3. Together with the students, draw up a list of unfamiliar terms and check their meanings in existing dictionaries online.
4. Students listen to the chosen 10-minute sequence with transcription. Unknown terms are noted and explained.
5. The teacher invites students to think about other forms of sharing economy. How has the situation changed since 2016?
6. Students are invited to discuss (using the vocabulary learned) remote working, sharing houses, Airbnb, Uber etc.
7. The teacher suggests that students give three examples of sharing economy that they know from direct experience and search the internet for more information about them.
1. Using the scenario presented and the vocabulary learnt, the teacher proposes that students work in groups of three and discuss the sharing economy (using the vocabulary learnt and specific formulas).
Students are encouraged to present personal experiences of the sharing economy.
2. For students interested in journalism, media, the teacher will also discuss how the discussion is conducted, how the proposed topics are approached. What do they think about podcasts on economic topics?
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 podcast is particularly useful for advanced students in the Polish language who study economics or sociology. It provides a lot of information about sharing economy and contemporary mentalities in Europe. Because it is a long podcast (about 40'), it is adequate for individual study before the activities in the classroom.
Students can download and read the transcript of the podcast.
The podcast proposes a dialogue with Joanna Zaremba (the creator of a school where they offer to the children’s workshops in the field of computer programming and economy) and Mihal Pawelec, Country Manager in a Polish firm BlaBlaCar.
Advanced students in the Polish language can listen to real Polish and see how specialized terms are used in current communication.
The podcast and the transcript of the discussion are accessible at the given address. One advantage is that students can listen and read at almost the same time. They can learn both the specialist terms and the structures used in discussions broadcast on the radio or the internet.
There is also a short presentation of the discussion on the website, which students can read first.
Because students' ability to concentrate decreases after about 10 minutes, the teacher recommends listening and reading in sections in the classroom.
Website of the Teaching Source: