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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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Navigate B2 Vox Pops Unit 1- Communication

Date of Publication


Target Group


Domain Area

Business & Communication
International Relations

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features



Critical Thinking


In this case, the video was played by the lecturer for the whole class to watch it at the same time. However, another solution might be for each student to watch it individually on their portable devices. By doing this, each student would be able to access the material at their own pace, pausing and/replaying the video if necessary. Through the link given, you do not get immediate access to the video. You nees to follow these steps: select video: vox pop unit 1, and then you need to download the video. The video has the duration of 2:21 minutes.

Case study

The resource was used in a class of about 20 students attending the first year of a degree course in Languages for International Relations.

The activity was part of the first unit approached with the class, and since it was the beginning of the school year, a number of students were a bit reluctant to speak and interact with the class. Also, understanding some of the speakers in the video can be challenging for some students, but being exposed to different accents is important for them to develop their listening skills in the target language and to make them more comfortable to speak as well.
This was a multicultural class itself, composed of people from diverse countries as well as locals who have already lived abroad. For this reason, the students were able to relate to the topic, and the video not only provided some vocabulary on the topic, but also boosted their motivation towards sharing their own experiences and opinions, both orally and by writing.
If using it with the whole class:
Make sure the internet connection is good; download and save the resource on your device in case there is no internet connection; make sure all the students have access to the worksheet; make sure the sound system is appropriate and if it isn’t, take good quality speakers to the classroom; make sure all students can see and hear well the content of the video from where they are sitting.
If students watch the video individually in the classroom:
Make sure they can all access the link; make sure all students have earphones; make sure all students have access to the worksheet; allow enough time for all students to watch the video at least twice and answer the questions in the worksheet.


Within the context of a unit on society and customs and traditions, in which the topic of multiculturalism was being approached,
Step 1: the students did the pre-watching and watching exercises 1 and 2 in the worksheet.
Step 2: After this, the same questions, as well as the questions in exercise 3, were asked to the whole class.
Step 3: Following this activity, there was a discussion with the whole class on the advantages and disadvantages of living in a multicultural society.
Step 4: Finally, as a consolidation and written practice activity, students wrote an essay commenting on the statement ‘Living in a multicultural society may have its benefits but it can also bring about some problems’.


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 video is directly connected to international relations since it deals with intercultural (mis)communication. Since it is a video, different activities can be done in order to match the teacher and students’ needs. It could even be used as an example for students to make a similar video, which would be more innovative, creative and motivating while also helping them develop their digital skills. The video is very easy to access, but accessing the worksheet that goes with it requires having the coursebook. Another disadvantage is that since it is a video and not an interactive resource, it does not provide immediate feedback to students. Therefore, the assessment and feedback on the skills acquired must be provided by the lecturer.
Website of the Teaching Source: