Hungarobox: Playful activities No. 3.1

2015, available on 28/10/2021

Lecturers
Students

Business & Communication

Autonomous learning
Classroom Context

Hungarian

Hungarian

B1

Activity/task

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 contains 8 words of jumbled letters. The task sheet comes with the key.

This task sheet is ideal both for practising and assessing the special vocabulary of ICT. The task sheet can be used for deepening the knowledge. This task sheet is a jumbled words-exercise. It contains eight basic IT words of which letters are jumbled. The task is to complete the unjumble the letters to find out what words they can form. Students are supported by the glossary on ICT terms that is available on the website and that can be used in case it is necessary.
The first task can be make students collect IT words they already know in order to activate their background knowledge on the topic. Then the learners are asked to unjumble the letters to form meaningful words. In order to promote social learning, learners can be put in pairs so that they could compare their solutions. The last activity could be to make learners play with the sentences; it could be either Pictionary (drawing/illustrating the words) or giving definitions of the words in the target language. This way pragmatic aspects of learning can be included, as well.

There are eight IT words in Hungarian in the task sheet. The lead-in task could be to activate students’ background knowledge by making them collect IT words they already know. Then they unjumble the letters, read the words. Reading aloud can also be used as a method to experience the prosody of the language. As students may have previous knowledge on these terms, they can build on this knowledge while doing the task. The final step could be the gamification of the task: making students play Pictionary (drawing/illustrating the instructions) or giving definitions of the words in the target language. This way both the kynesthetic and auditive types of learners get extra support.