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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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My memories of Erasmus

Date of Publication


Target Group

Domain Area

Business & Communication
Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction

Any language

CEFR level


Type of Material


Linguistic Features



Critical Thinking


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

The materials are on interesting topic, very close to modern students. The recording is read by three people, thanks to which the student has the opportunity to hear different pronunciations. All texts are read clearly, not too fast, not too slowly. In the glossary prepared in Polish there is a tendency to translate some words into English as well. These are usually words for which providing Polish synonyms is not always helpful. This is a very good solution. It’s a great idea as well to mark in the text the words and phrases that will appear in the glossary below. Words in the glossary appear in the order they appear in the text, which can make work easier. Diversifying the memories of the characters also allows students to learn more words. The exercise part could be a bit more elaborate (more exercises), but it's not a serious problem. An important element is also a key that allows for self-correction by people working without the help of a teacher.


1. The teacher introduces the topic of the unit and gives information about the site, how to use it.
2. Students listen twice to the audio recording.
3. Teacher invites students to read the text and explains the vocabulary.
4. The teacher provides grammar explanations in context.
5. Students identify the places where the characters in this unit (Hubert, Daria, Iza) have been through the Erasmus programme. What did they study in which countries? What are their impressions of Erasmus scholarships?
6. Using the vocabulary they have learned and their personal experiences, students discuss the advantages and disadvantages of the Erasmus programme.
7. Students solve the exercises in this unit and check the results (using the exercise key).
Other activities:
1. Using the terms learnt, students discuss the Erasmus programme and other academic programmes. Where would they like to study? Have they participated in the Erasmus mobility programme?
2. Each student chooses a university and searches its website for Erasmus offers. The teacher organises a guided conversation about the Erasmus programme, offers, opportunities, etc.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
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 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).
Website of the Teaching Source: