Hungarobox: Vocabulary development exercises No. 1

available on 28/10/2021

Lecturers
Students

Business & Communication

Autonomous learning
Classroom Context

Hungarian

Hungarian

B2

Activity/task
Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Vocabulary

Writing
Reading

The Hungarobox project has compiled an exercise package for learning ICT vocabulary. The exercises promote learning of words and expressions included to the glossary.
The exercises are mostly aimed at the level B1–B2, but there are also some addressed to more advanced students at the level C1.
The exercises, some 100 altogether, can be worked on either online or printed on paper. They are divided into five groups: playful, vocabulary developing, grammatical, text production and text comprehension.
This teaching resource is available on a website for learners of Hungarian as a Foreign Language. The content is produced by highly qualified professionals who are teachers or lecturers of several foreign languages and Hungarian as a foreign language having expertise in the field. Among the task sheets there is a thematic collection of task sheets of language of ICT in Hungarian for students of Hungarian as a FL. This task sheet is about to name certain special terms based on their definitions. The task sheet comes with the key.

This task sheet is ideal both for practising and assessing the special vocabulary of ICT. The vocabulary is pre-taught; then the task sheet can be used for deepening the knowledge. As the sheet is mainly used matching as instruction, it gives confidence to the students. I think the vocabulary of ICT is to be taught first from either a dictionary or a special reading containing these words; then the task sheets can used to drill the new vocabulary items. A warmer activity could be to identify the already known expressions from the definitions and predict the context in which the definition would fit. This lead-in exercise supports the meaning making mechanism of the learners, and lets them predict what area of ICT to be activated in their background knowledge. Then the task sheet can be used both for individual or collaborative work. The final step could be to put the words in sentences so that the new vocabulary could be activated.

There are Hungarian definitions for ICT expression in Hungarian in the task sheet. The lead-in task could be to find photos/pictures on the internet that could be matched with the definitions on the task sheet; this way of teaching supports constructive way of learning. As students have previous knowledge on these terms, they can build on this knowledge when building new information on them. After the matching task, the learners can contextualize the ICT words they have to find out. When learners have come up with the definitions, they can replace the defintions attached to the photos/pictures with the ICT words. This way the visual type of learners get extra support.