HURRA PO POLSKU 2 PDF

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Melissa Madero Blanco. pdf. Uploaded by. Melissa Madero Blanco HURRA!!! Po polsku 1-Podrecznik Studenta. Uploaded by. LesyaSvyatyuk. 2. M. Małolepsza, A. Szymkiewicz, Hurra!!! Po Polsku 1,. Zeszyt ćwiczeń + CD, Kraków 3. Burkat, A. Jasińska, Hurra!!! Po Polsku 2, Podręcznik. Hurra!!! Po Polsku: Student Textbook v. 2 Free Audio CD [Agnieszka Jasinska, Malgorzata Malolepsza Agnieszka Burkat] on bestthing.info *FREE* shipping on .


Hurra Po Polsku 2 Pdf

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Hurra!!! Po Polsku: Student's Textbook Volume 1 (English and Multilingual Edition) [Aneta Szymkiewicz Malgorzata Malolepsza] on See all 2 images. Zeszyt pdf. MB. Hurra po polsku 2. Zeszyt pdf. MB. bestthing.info MB. Hurra po polsku 3 bestthing.info MB. The HURRA!!! series is the most popular course book series for learning Polish as a foreign language, Po Polsku 2 Podręcznik Studenta (Polish course book).

Ali veste, da imamo novega. Salaries, conditions, hours, times of the day 2. Praca Human life, dates.

hurra po polsku 2

Juha, krompir, meso in solata Marriage, family, feelings, expectations, family duties 8. Contentment, complaints, inventions Technika i wynalazki Health, expressing feelings Katarzyna Bednarska Samopoczucie 5.

Zdrav ali bolan? Travelling, free time 7. Po opravkih Turystyka 8. Kam bi na izlet?

Wishes, expressing sadness, compassion. Internet 7. Po opravkih Preferences, protesting, expressing opinions. Kino czy telewizja Description of a country and its inhabitants, stereutypes 9. Zgodbe iz Slovenije Table 2. Topics in coursebooks.

Language Proficiency and Cultural Identity as Two Facets of the Acculturation Process

The table above shows that Slovenian coursebooks contain less classes. Moreover, each class contains less content. However, it does not mean that Slovenia and its small homelands in Slovenian publications are described in a less detailed way than in Polish books. Actually, it is the opposite — some topics were not discussed, which could be a mistake, but it allowed to include more exercises related to Slovenia, Slovenians, their culture, etc.

It is possible to discover, based on titles of classes and basic date regarding their content that during some of the classes, the topics of small homelands will be discussed.

What may be surprising is the choice of content in particular exercises. As it has been mentioned earlier, the most common place occurring in Polish coursebooks is Cracow.

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It is not only about the texts and tasks related to the city itself, placed in e. Po polsku 1, pg. The coursebook Hurra!!!

Po Polsku 1 also includes names of smaller locations, but in most cases, they were introduced only to make the exercises more interesting, a not in order to share information about small homelands e. Furthermore, it is easy to notice that there is no domination of one particular city in Slovenian coursebooks, which is the case in Polish ones.

Obviously, Ljubljana occurs quite often but it is not as common Small homelands vs. The students using books from both series can learn about the administrative and geographical division of Poland and Slovenia. One cannot resist the feeling that the Polish division has been introduced only to practice giving phone numbers.

Its presence in the book does not adds any additional content. The other map, later on, presents dishes characteristic of a particular region e. During the first classes in Hurra!!!

Po Polsku 1 students are given a lot of information regarding Cracow and its surroundings pg. Even the quiz on the 7 th lesson, Czy wiesz, umiesz, znasz is only about this region of Poland — the questions are about the number of voivodeships in Poland, the location of Zakopane and whether the students knows Cracow.

The Polish coursebook offers similar information not as detailed as in the Slovenian one which can be found only on 12th lesson whose topic is Where are you? Unfortunately, even at this lesson, the students are not able to get to know other Polish small homelands because the main text and the exercises to it are about Lesser Poland.

The exercises about giving and asking for directions are also focused on Cracow — students liste to a dialogue E use e, ho a I get to? Obviously, giving directions based on the real maps and cities is and advantage of the coursebook Hurra!!!

Po Polsku, although choosing only Cracow for this purpose is arguable. The Slovenian coursebook at the third lesson also teachers how to ask and answer questions about directions. However, it does so use a fictional city map. They list the banks of the river Ljubljanica, Tivoli Park, car parks in front of City Park shopping centre, music equipment shop, railway station and the campus. Those texts were created for the purpose of the book and they reflect the personal relationship towards Ljubljana of their inhabitants well, who see it as their small homeland.

In both series of coursebooks, the topic of travelling appears at some point of teaching. This subject is a perfect opportunity to get the foreigners familiar with small homelands, although, they take the approach of a tourist and not the inhabitant who identifies with a small homeland.

They also ask about other natural and cultural attractions of Slovenia, and by doing so encourage students to discover this interesting country by themselves. The next stage of the lesson takes the students for a trip to Bled — a tourist destination.

It is the only one, typical tourist destination that is described in a detailed way in the coursebooks. The remaining places of such kind, e. Piran located by the sea or mountain Kranjska gora, are only mentioned in the book, which is something that rarely happens.

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The authors assumed that foreigners learning Slovene will take an interest in Slovenia themselves and it is not necessary to get them familiar with obvious tourist attractions. In comparison, the Polish series Hurra!!! They can get to know something about the places, e. Students are asked to write a similar postcard as homework, which encourages to look for information about Poland on their own.

The second part of Hurra!!! Po polsku coursebook contains the lesson about Poland and tourism. Students do not learn about small homelands of the Poles. It starts with the quiz about Polish culture and history — the questions are about Penderecki, pierogi ruskie and Solidarity.

However, the exercise is not about relics, interesting places or people, etc. Their task is to decide which place they would choose for holidays, so such exercise is about tourism in its nature. Beginning from 15th lesson and continuing until the end of the book, there is no information about Polish cities and places. We can find exercises built around advertisements, but they are not about specific places and we can learn what place is discussed due to area codes.

Apart from the fact that all the lessons introduce specific places e. Students are to study the map with regions marked and then match the names and the capitals of the regions, as well as look for stereotypes regarding particular inhabitants.

Later on, students get to know about a typical Slovene and the stereotype perception of people living in different regions. Conclusions Small homelands vs. Classes that do not include such content become empty and students quickly notice that learning is not put into real context. The role of the teacher is to present a particular country as a whole, not partially. This could be helped by a coursebook. The first analysis shows that both Polish and Slovenian publications complete this task, although to a different degree.

Bibliography Burkat A. Lublana, Herling, G. A world apart: imprisonment in a soviet labor camp during World War II.

Kashima, E. Culture and language: The case of cultural dimensions and personal pronoun use. Journal of Cross-Cultural Psychology, 29 3 , Culture and language as factors in learning and education. Young Eds. Laskowski, R. Ethnic identity of young Polish diaspora in a multicultural society]. LingVaria, 16 2 , Malakoff, M. Translation skill and metalinguistic awareness in bilinguals.

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Bialystok Ed , Language processing in bilingual children. Culture and the Self: Implications for cognition, emotion, and motivation.

Psychological Review, 98 2 , Matczak, E.Cambridge: Cambridge University Press. Practice Makes Perfect: Complete French All-in-One covers all facets of a language to give you a solid foundation of verbs, vocabulary, grammar, and conversational structures. Turystyka 8. Moja ulica Asking for information, holidays, stations, airport, hotel Education, courses, trainings, expressing opinion.

Juha, krompir, meso in solata Marriage, family, feelings, expectations, family duties 8.

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