1. Teacher announces the topic – Romanian words of the Dacian origin.
2. Warm up activity. Teacher asks the following questions: What language family does the Romanian language belong to? What language has it inherited and borrowed words from? What do you know about the Dacian language?
3. Teacher hands out a worksheet with the following questions: When was the Dacian language spoken on the territory of the modern Romania? Why is it complicated to identify which words come from the Dacian language? How many words that exist in Albanian and Romanian cannot be found in the languages around them? Which of the words below, according to the video, come from the Dacian language? Which of them do not have a clear etymology? Biserică, adică, moș, țară, traistă, pălărie, poștă, baltă, miere, balaur, masă, mazăre, fereastră, ban, copil, stâncă, graniță, mânz, afin, podea, muguri, pământm pârâu, burduf, vatră. What percentage from the vocabulary of the Romanian language comes from the Dacian language, according to the video?
4. Students watch the recording 2-3 times. Teacher asks students to answer all questions from the handouts. Teacher checks students’ answers and offers comments in reference to the specialized information contained in the video.
5. Teacher asks the following questions: How can we check the origins of a word? What dictionaries can we use? Teacher asks students to look up the origin of the words from the handout in teams of three in the Etymological online dictionary. Teacher asks students to mark the words whose origin mentioned in the dictionary does not correspond to the information presented in the video. Teacher asks the following question: why do you think there are differences in reference to the etymology of the words of a language?
6. Teacher asks students to prepare and present examples of words from their languages with different origins.
- the use of the specialized vocabulary from the target field
- the development of the skill of listening to a specialized text and extracting the relevant information
- the accumulation of knowledge in the field of linguistics and history.
Risks that have to be taken into account:
- students might face difficulties in understanding the text without any written support; teacher should give them more time to complete the task;
- students could face difficulties in understanding some terms typical of the target field; teacher should offer the necessary explanations.