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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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Date of Publication

available on 31 October 2021

Target Group


Domain Area

Arts & Music
Business & Communication
International Relations
Journalism & multimedia
Medicine & Nursing
Teacher Education

Learning Scenario

Autonomous learning

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





The website contains free of charge online courses for beginners, who want to learn Slovakian as a foreign language. All the explanations are bilingual: English and Slovakian. This listening activity is ideal for a self-study course, and it is about an everyday situation. This particular listening activity comes with an illustration which helps the learner to contextualize the situation. The dialogue can be simultaneously listened to and read; and be listened to as many times as the learner wants to.

Case study

The material is ideal for beginners. This listening activity is contextualized with the illustration at the top. A pre-listening activity is to have a look at the picture, and make predictions about the characters and the scenery. The next step is to listen to the conversation; for the first listening it is advisable to read the conversation while listening; for the second listening it is advisable to hide the text, and for the third time the learner can read again during listening. The basic vocabulary of the conversation is illustrated in a separate picture which van be enlarged; it is a very good tool for helping to learn the basic food words. Not only words, but useful expressions are also highlighted; therefore pragmatism is also in the focus of the activity. The final test is a true/false exercises, which can be done as many times as the learner wants to. If the learner does not achieve the highest score, they can redo the exercise until they pass without failures. The learner can go back to the text and the recording to help themselves find the right answers. The learner’s motivation and self-esteem are highly supported by this way of assessing their knowledge.


The pre-listening activity can be to make predictions about the situation by watching the illustration. During the listening the learner can read the conversation to support their understanding. For the second listening the text could be listened to without seeing the text. Then the food words and useful expression should be read by the learner. This step is to be followed by listening to the conversation for the third time. During this phase the learner can read aloud the text along with the recording so that the intonation and the prosody of the language could be practised. The after-listening activity is the true/false statement exercise, which can be done as many times as the learner wants and reaches the highest score.


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 present teaching source satisfies the needs of students who want to learn Slovakian as a foreign language in any field or age to acquire the basics of the language. The layout of the site is very friendly, attractive; well-structured and easy to understand. The site needs very basic ICT skills and knowledge of English. As there is an assessment at the end of the activity, the immediate feedback on the learner’s achievement is provided. As this final true/false test can be done as many times as one wants, learning from failures supports the reflectivity in the resource, and develops learner’s self-esteem.
Website of the Teaching Source: