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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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Introduction to Equestrian Therapy

Date of Publication

4th February, 2014

Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This teaching resource available on a reliable and renowned organisation’s website (Dual Professional Training) suits the needs of intermediate and upper-intermediate students who study Hungarian as a foreign language, and native Hungarians in Teacher Education. This video develops their listening skills and at the same time expands students’ technical related vocabulary. It also gives accessible information on the topic. This resource assists both the lecturer, who can use this video with students in the classroom, and students who, rather autonomously, can also explore it. The teaching source is challenging due to the overall information and comprehensive description of the equestrian therapist’s profession. The thorough overview not only describes the profession but denotes the potential participants who can take part in the training.

Case study

The material would either be tested in classroom context or as a take-home project. Students can be instructed to watch the video from different perspectives. They would be asked to collect the technical vocabulary in connection with equestrian therapy concentrating on different viewpoints, i.e. “Who can be an equestrian therapist?” “Who can take part in the training?” By sharing the vocabulary with one-another students complete their own list of technical phrases and expressions, and based on the extended list they would be asked to construct their own text on the professional field of equestrian therapy. As a follow-up exercise they can share their experience about this particular topic or any other form of animal therapy they know about.


Lead-in activity/warmer: Elicit information on animal therapy in general considering the advantages and possible disadvantages of this relatively new way of helping and developing handicapped people. Students answer questions such as “What fields are developed by equestrian therapy?” or “Who can take part in it?” Elicit some known vocabulary that students can also listen to in the video.
Step 1: Pre-watching activity. Tell the students they are going to watch the video on the topic they have just been discussing. The video will allow students to recognise and practise vocabulary, in addition to practising their listening skills students can collect a considerable amount of technical vocabulary. Students do the preparation task first and instructed to collect and write the technical vocabulary from the video.
Step 2: Watching the video. Students solve tasks 1 and 2. Make sure the quality of broadcasting is acceptable and that students can watch the video with no interferences. Allow students to repeat the exercise at least twice. It allows students to concentrate on various aspects of equestrian therapy.
Step 3: Students then give feedback on their answers. At the same time, they answer the questions again presented at the beginning of the lesson, according to what they heard.
Step 4: Divide the class in groups of 4 (two groups will be members of an equestrian therapy team and two are the laymen who enquire about the therapy) and roleplay a discussion on the most useful information shared in the video. While roleplaying this situation, students have to use vocabulary introduced and practiced during the class (e.g. pre-watching and watching activities).


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 innovative and informative for both students and lecturers, since it presents not only useful information but a bulk of technical vocabulary on the topic. It also provides considerable and tangible improvements for its viewers.
The technical and professional language in the video is on a high level therefore to the thorough understanding students need some basic vocabulary.
Scince the idea and practice of equestrian therapy is relatively new, its introduction to Teacher Education can happen in a creative way.
The language of the video is Hungarian, which makes it difficult to use it in other languages. However the basic terminology can be understood in other languages as well and the video helps understanding the context.
Monitoring students’ own progress is not challenging because assessment can be aimed at the vocabulary or the different views of the topic.
It is possible to adopt the contents to students’ need because the video conveys information on a specific field, which can be integrated in the context of teacher education.
Although the video is intended to a larger audience, it is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The video is easily accessed by its key words.
Website of the Teaching Source: