This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO
Login
Register

Database of Teaching Sources

  1. Home
  2. 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.

Back to Teaching Sources

The meaning of the names Constantin and Elena (Constantine and Hellen)/ Sensul numelor Constantin și Elena

Date of Publication

no

Target Group

Lecturers
Students

Domain Area

Arts & Music

Learning Scenario

Classroom Context

Target Language

Romanian

Language of Instruction

Any language

CEFR level

B2

Type of Material

Activity/task
Audio

Linguistic Features

Vocabulary

Skills

Listening
Speaking
Critical Thinking
Reading

Description

The audio recording (3:01 min) and associated text offer a presentation through images and sound of some cultural data related to a couple of the most frequently used names used in Romania. The content introduces lexical material related to history and literature (mythology) in authentic contemporary Romanian speech, as well as possible etymologies of the two names. It also connects the two names with neologisms formed with neoclassical affixes, thus helping the students identify such affixes and words in which they are present (e.g. helio- heliofobie, helioterapie). It may increase students’ motivation as it opens a window into Romanian anthroponymy, also provides cultural information and possibly provides correlations with their own cultures/history/literature and mythology.

Case study

pending

Guidelines

Reading, specialized vocabulary, level B2.
1. Warming-up activity. Teacher asks the following questions: What Romanian names do you know? Do you know the meaning of these names? What are the most frequent names in your country? What is their meaning? Why do you think they are so popular?
2. Pre-listening activity: Students are provided with a handout or some other form of electronic format with words and definitions/synonyms for matching activities to prepare the vocabulary in the text; a matching activity of names and their hypocoristic forms.
3. Students listen to the recording.
4. Students read the text, checking their answers in the previous activities.
5. After listening / reading activity. Teacher asks the following questions: What names are discussed in this article? What is their history? What variants of these names are there in the Romanian language?
6. Teacher asks each student to choose a name from his/her own culture and prepare a short presentation (about 5 slides) on its history. Students present their projects in front of the group.
The results obtained:
- the expansion of the specialized vocabulary in the field of Humanities (history, mythology);
- the accumulation of knowledge in the field of Humanities
- the development of the skill of reading / listening to a specialized text and extracting the relevant information.
Risks to be considered when using the resource:
- some terms may belong to (sub) domains unknown to students or general language; teacher might introduce these terms before presenting the material during the lesson.

Review

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

4

Added value
The provided tangible improvements

4

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

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

4

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

1

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

3

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The text and the recording can be used especially by students in the field of Humanities in the classroom environment or autonomously. It is easily accessible technically and available to both students and lecturers. Various activities and skills (listening, speaking, writing) can be activated using materials adapted/relying on this text/audio. Overall, this resource meets the needs of both students and lecturers, as students can use it rather autonomously, while lecturers can add this resource to their lesson plans and, based on the video, they can create/adapt other activities/questions/tasks related to the topic. This resource is easily reachable online, for both students and lecturers
Website of the Teaching Source:
Visit
Download
 
Save to PDF