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Database of Teaching Sources

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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39 Intercultural Games

Date of Publication


Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features



Critical Thinking


This teaching resource is available on the website of one of the most well-known and outstanding universities of Hungarian higher education (Eötvös Loránd University of Arts and Sciences, Faculty of Liberal Arts ) and suits the needs of intermediate and upper-intermediate students who study in Teacher Education. They need to develop their listening, speaking, reading, writing and critical thinking skills and at the same time they need to expand technical related vocabulary. This resource assists both the lecturer, who can use this online pedagogical dictionary with students in the classroom, and students who, rather autonomously, can also explore and reflect on their pedagogical and intercultural knowledge which they showed and developed during the project.

Case study

The project based on this teaching resource will be tried out next semester and an end of term test will assess the students’ knowledge. The points from the project can be added to the end of term test result.


Lead-in activity/warmer:
Discuss the need and importance of intercultural communication in the classroom. Elicit known vocabulary concerning the topic.

Step 1. In this project the students work in groups of 4. Every group has to choose 8 games (there are 39+1 games in total).
Step 2. Each student has to write a 300 - word reflection on each of the topic of their group (8 reflections in total). They have to upload their work onto an online bulletin board (e.g. Trello, Padlet, Jamboard ). The deadline is the day before the third lesson. The activity will allow students to recognise and practise vocabulary related to intercultural communication and pedagogy in addition to practising their writing skills.
Step 3. Each group has to teach a 90-minute lesson, from their assigned material. They have to incorporate at least 4 of the chosen games. The other students act as their class in this activity.
Step 4. The students who were the class that day have to write a reflection on the “teachers” and the activities and upload it to the online platform by the next day. While writing about the lesson and the games, students have to use vocabulary introduced and practised during the class activities. They get points for their writings. These points can be added to the end-of-term test result.


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 project matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them.
Since during the project bulk of technical vocabulary on the topics of Intercultural Communication and methodology is being practiced, it provides considerable and tangible improvements for the students.
The interesting and beneficial topics of Intercultural Communication and Teacher Education can motivate the students to learn about their future profession.
Since similar online course books in English are available ( see in the Further Documentation) and the project- based practice based on this topic is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways.
The technical and professional language in the online course book is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since similar online course books in English are available (see in the Further Documentation) it can be easily applied for several other language projects in different countries.
Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself. It is possible to adopt the contents to students’ needs and level of language knowledge. The online course book is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The online course book can be easily accessed by its key words and the name of the institution.
Website of the Teaching Source: