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Word games 2: Civil law

Date of Publication

February, 2002 – January, 2012

Target Group


Domain Area


Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This teaching resource is available on a website for learners of Hungarian as a Foreign Language. There are teaching resources, listening activities, texts, task sheets with exercises available here. They are organized according to type and language knowledge. 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 law in Hungarian for students of Hungarian as a FL. This task sheet is a matching exercise; international expressions and their Hungarian equivalents are to be matched. This exercise supports mainly visual type of learners.

Case study

This task sheet is ideal both for practising and assessing the special vocabulary of civil law. 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 law 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 create a gap-filling exercises; sentences into which the expressions of the task sheet to be fit. This lead-in exercise supports the meaning making mechanism of the learners, and lets them predict what topic of law 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 use the very same sentences as in the lead-in part, and now make learners fill in the gaps with the newly learnt expressions.


The special legal terms that are defined by their Hungarian equivalents; 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. The matching task of words could be used first, then the learners could see how they are actually used in real context; or the learners could compare these samples with ones in their native language. Matching tasks would be ideal to match abbreviations with their meanings.


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


This webpage is for learners of Hungarian language as a second language. This pdf activity sheet comes with key. This way of teaching special vocabulary is not the most innovative one, however, very easy to handle both for lecturers and learners. The task sheet is very good to drill certain vocabulary items, it is not designed for reflection.
Website of the Teaching Source: