Led-in-activity/warmer: the teacher attempts to activate the students’ background knowledge about Montessori Education
Step 1: Pre-listening activity. The teacher discusses and explains the expressions and words in the video that the students may not be familiar with. Students are given worksheets containing questions, or true or false statements, etc. They read them carefully.
Step 2: Listening activity. Students do the given listening task. The teacher has to make sure that the students can hear everything without any interferences. If necessary, they can watch the video twice.
Step 3: Post-listening activity. The answers are discussed and explained while practicing speaking skills. If necessary, the relevant parts can be watched again to clarify misunderstandings.
Step 4: Open discussion. The students have the opportunity to express their own ideas, opinions orally and they can write a comparative essay about traditional kindergartens and Montessori kindergartens based on this discussion.
Capacity to match the needs of lecturers and students
The provided tangible improvements
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
Using online videos is highly effective, innovative in nature and popular among language teachers and language learners as well. It does not require much preparation while most students find carefully selected authentic short films motivating and interesting. The length of the video presented above can help to keep learners focussed on the content and the given tasks. It contains many technical vocabulary items and gives insights into the everyday life of a Montessori kindergarten, so students can benefit a lot from it. It might be challenging to apply this particular resource in different countries as it is in Hungarian – unless it is dubbed or subtitled. Adding subtitles to the film and asking simpler questions can make it possible to use this material with students whose Hungarian is at B1+ level. Assessment can be aimed at the vocabulary, the topic itself (i.e. what students have learnt about the Montessori method), the comparative essay or their oral performance in the open discussion. The present teaching resource is accessible on the Internet and can be downloaded easily.
Website of the Teaching Source: