Introduction

The Hungarian national curriculum and the curriculum frameworks of 2020 state that Hungarian
culture has to be dealt with during the English lessons. This has to include Hungarian geography,
history, culture, customs and traditions. The aims are the following:

• Students are able to talk about Hungary in English

• Students understand cultural differences by comparing Hungary with English-speaking
countries

This topic is ideal for project work, which is something that is strongly emphasised in the national
curriculum as well. These projects don’t feature in the coursebook, but are made available to
teachers. This allows teachers to do projects in a way most suitable for their students, based on the
local situation.

When working on projects, the following key competencies should be developed:

• cooperation
• communication
• autonomous learning
• critical thinking
• cultural awareness
• creativity
• ICT literacy (if computers are used)

Me and my country projects

There is a project available for each module of the coursebook, so six projects per year. The topics
of these projects are aligned with the suggested activities mentioned in the curriculum
frameworks. As much as possible, they are connected to the coursebook.

Each project consists of:

• Teacher’s notes
• Worksheets (not necessary for all projects)
• Vocabulary list (if suitable for the project)

Many projects contain different options, allowing teachers to decide on the best way to do the
project work, depending on the motivation and abilities of the students as well as the time and
resources available. Teachers are free to make changes and deal with the projects in a way they
feel is most suitable for their students.

Work form
There are different ways of doing project work:

individually: One of the aims for doing project work is to develop the key competencies of
cooperation and communication. Since these aren’t present with individual work, this isn’t
recommended.

in pairs: There are different ways to form pairs: own choice, random, based on ability or reversed
ability (stronger students matched with weaker students). They all have their advantages and
disadvantages.

in small groups: This is the most common work form. Students should discuss, plan the project
together and assign tasks to each member of the group. Teachers should make sure that all
students contribute to the project and it isn’t done by one or two students.
with the whole class: Although this is a great way of working, it does have its own challenges.
Students should plan this together, rather than the teacher doing this. Tasks are usually assigned to
small groups, rather than individually.

School work or home work

Ideally, projects are part of school work, where the teacher can assist students and make sure
everybody participates. However, there isn’t always time for this (especially if project work is done
for several lessons). For many projects, some internet research might be required and if students
can’t do this at school, this should be done at home.

Set-up
Each project has three clear phases:

• Input phase
• Project work
• Output phase

Input phase
The input phase introduces the topic of the project. This is usually a text in the coursebook or a
worksheet. This can also be done (or extended) with a class discussion, a song or a video. Many of
the texts can also be used as a sample for students’ own work.

Project work
This is the phase where students will do their work. It’s a good idea to refer to the ‘Project skills’
section which can be found at the back of the student’s book. As much as possible, students
should be responsible for planning the project and assigning the tasks. Throughout the project, the
teacher should be available to assist (planning, ideas, advise on how to proceed, vocabulary),
but the bulk of the work needs to be done by students.

Output phase
At the end of a project, students need to present their work. Each project contains an idea on
how this can be presented, though there are many more options. You could consider any of the
following:

• Poster
• Leaflet/booklet
• Text in digital format
• PowerPoint presentation
• Question and answer session
• Quiz
• Webpage
• Video

A lot depends on the ability and creativity of the students and the resources available.
Module 1 – Sports Quiz
Aims

• Students do a sports quiz about Hungary

• Students write a sports quiz
• Students can talk about sports in Hungary in English

Lesson Plan

Part A:

Divide the class into pairs or small groups and hand out copies of the Hungarian sports quiz. Check
the answers and see who has answered most questions correct.

Part B:

Ask students if any of the questions were too difficult (probably question 4) and why. Tell students
that in their pairs/groups they have to create a similar sports quiz, but they should be careful not to
make this too difficult. You can decide whether this should be just about Hungary, or whether
some groups/pairs can create a quiz about English-speaking countries. Play the different quizzes.

Key

1C, 2B, 3C, 4A, 5B, 6A, 7A, 8B, 9A, 10C
1. Which Hungarian has won the most Olympic gold medals?
A. Egerszegi Krisztina
B. Benedek Tibor
C. Gerevich Aladár

2. How many times did Hungary reach the final of the world cup in football?
A. one
B. two
C. three

3. What is the home team of the Groupama Arena?

A. Puskas Akadémia FC
B. Újpest FC
C. Ferencváros TC

4. Which sport has its Hungarian base in Sződliget?

A. Cricket
B. Rugby
C. American football

5. Which sport can you see at the Alfred Hajós stadium?

A. Football
B. Swimming
C. Handball

6. Which sport is Szilágyi Áron famous for?

A. fencing
B. water polo
C. canoeing

7. In which winter sport did Hungary win an Olympic gold medal?

A. Short track speed skating
B. Skiing
C. Figure skating

8. Which football team plays in blue and red?

A. Újpest FC
B. Fehérvár FC
C. MTK Budapest FC

9.Where can you find the Hungarian Formula 1 race?

A. Hungaroring
B. Red Bull Ring
C. Puskás Aréna

10. In which Olympic team sport has Hungary won more gold medals than any other country?
A. Handball
B. Basketball
C. Water polo
Module 2 – Events in Hungarian history
Aims

Students can say some sentences in English about Hungarian historical events

Lesson Plan

Hand out the worksheets and ask students what they can see in the pictures and which historical
events they are related to. Write the names of the events on the board. You can ask them to talk
about the event if they can.

Divide the class into five groups and assign each group one of the events. Tell them that they
need to talk about the event for 3 minutes. Although they are probably familiar with the events,
they need some time to prepare to prepare the talk in English

Picture 1: Castle of Eger

Picture 2: Petőfi

Picture 3: Arrival of the Hungarians (Feszty Panorama)

Picture 4: Count Széchenyi István

Picture 5: King Stephen

Module 3 – School rules
Aims

• Students will write some of the school rules in English.

• Students will compare rules between their school and a British school

Lesson Plan

Hand out worksheets of the school rules. Explain that the first set of rules is typical for an English
school. Read them one by one, making sure they are understood. Ask students about their opinion
of these rules and if the rules are the same at their own school. Ask students what are some of the
rules at their school, and write them on the board.

Ask students why we have rules at school. (make sure that students can learn without any
problems or disturbances, and feel safe)

Tell students to create a set of school rules that they would introduce if they were the
headteacher (individually or in pairs).

Ask some of the students to read out their rules. It’s likely that some students would write rules
giving them a lot of freedom, so if necessary, ask them what school would be like if these were the
real school rules.

Extension

If there is time, you can also ask students to think about proper punishment if somebody breaks
one of the rules.

The following are some punishments (sanctions) that are used at British schools:

• Expulsion: Student has to leave the school and isn’t allowed to return
• Suspension: Students aren’t allowed to enter the school building or attend lessons, though
they usually get work to do at home.
• Detention: Students need to stay at school during a break, at the end of the school day or
on a free day.
• Lines: Students need to write a sentence many times (though this is usually seen as old-
fashioned and not useful)
• Extra work: Students are told to do some extra work
• A telling-off: Teacher or headteacher explains why behaviour is unacceptable
• A letter home: A letter informing the parents of what happened, with the parents expected
to deal with the problem
 School rules

Students must arrive at school on time

Students must always be friendly, helpful and polite to all people

Students must walk quietly on the corridors and staircases. Students mustn’t run.

Students must wear full and correct school uniform. Students mustn’t wear jewellery.

Students must behave well when travelling to and from school.

Students must follow instructions from an adult in charge.

Students must take care of books, equipment and the school building

Students must work quietly, making sure they don’t disturb anybody

Students must never harm another child.

Students can’t use mobile phones.

Our school rules

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
Module 4 – Lake Balaton
Aims

• Students write texts about Lake Balaton

Lesson Plan

With this project allow the class to plan and organise the whole project as much as possible. Use
the Project skills (net page) if necessary.

Explain students that they have to create a guide book with information about Lake Balaton. This
means different texts about different topics. Explain that we aren’t just thinking about different
towns, but more about traditions, for example what people eat, how they spend a holiday at the
lake, activities you can do, differences between the north and south.

Tell them that for this project, they need to plan and organise everything themselves. You just
want to see the travel guide ready by the deadline.

Allow students to do the planning, but help if you feel they aren’t progressing. If everything goes
well, they should be taking the following steps:

Brainstorm – find ideas for different topics that they can write about. Remember that we want to
pay special attention to the holiday traditions

Plan – The class needs to choose the topics that they want to write about and assign them to
different groups/pairs

Research – Students might need additional information. You might allow them to use the internet
or visit the school library.

Create – Students write the texts. Make sure that they don’t copy texts from the internet and
explain plagiarism if necessary.

Proofread – The texts need to be proofread before they create the final version. Students are likely
to forget this, so remind them if necessary.

Present – Allow students to think about how they want to put the guidebook together. The easiest
way would be A5-sized sheets of paper, with a folded A4-sized sheet as the cover, but the class
could decide on formatting this in Word instead.
Module 5 – Presentation about Hungary
Aims

• Students will learn to talk about Hungarian culture, according to their personal interest
• Students will present a topic they have researched

Lesson Plan

Quickly revise the different steps of a project (see previous project). Divide the class into small
groups and tell them that they need to create a short (5-minute) presentation about something
connected to Hungary. Give them a few minutes to decide on a topic within the group. Help
groups who find it difficult to choose a topic and make sure that each group has a different topic.
Some ideas:

• A famous building
• A sports team or person
• A Hungarian food
• A Hungarian town (if possible, not Budapest)
• A Hungarian celebration
• A Hungarian festival
• A famous Hungarian person
• A special Hungarian area
• An event from Hungarian history

You can provide students with the ‘guidance sheets’ if you think they need this. You can also use
these questions to ask your students to help them.

It is likely that students will want to make a PowerPoint presentation and have to do some
research, for which computers with internet are needed. Depending on the facilities available at
school, this might have to be set as homework.

When the groups have finished, ask them to present their topic to the rest of the class.
A famous building
Examples: Hungarian Parliament, St Stephen’s Basilica, Matthias Church, Eger Castle, Aquincum,
Festetics Palace, Dohány Street Synagogue, Tihany Abbey, Esztergom Castle & Basilica
Guiding questions
Where is the building?
Who designed / built it?
When did they build it?
What do we use the building for? / Who lives here?
What is the history of the building?
Are there any special rooms / areas?
Why did you choose this building?

A sports team or person

Examples: Krisztina Egerszegi, László Cseh, Tibor Benedek, Ferencvárosi TC, Újpest FC
Guiding questions
What sports do they do?
Where is the team/person from?
Where do they do the sport (home stadium)?
What did they win?
How popular is this team/person?
How did they become successful?
Are there any interesting facts?

A Hungarian food
Examples: Fisherman’s soup, goulash, Hungarian Lecsó, Lángos, lentil stew, chicken paprikash,
stuffed cabbage, vadas, cholent, cottage cheese noodles
Guiding questions
What is this food?
When do people eat this?
Is it popular?
What are the ingredients?
How do you make it?
Do you like this food?
Is this food well-known in other countries?

A Hungarian town
Examples: Eger, Szeged, Esztergom, Szentendre, Pécs, Tapolca, Tihany, Sopron, Vác, Miskolc,
Debrecen
Guiding questions
Where is this town?
How many people live here?
What famous buildings are there?
What do you know about the history?
What is the town known for?
Are there any famous people from this town?
What can visitors do here?
A Hungarian celebration
Examples: National day (15th March, 23rd October), Easter, Labour Day, St. Stephen’s Day (20th
August), All Saints Day, Christmas, Women’s Day, Mother’s Day, Saint Nicholas’ Day
Guiding questions
When do we celebrate this?
What do we celebrate?
Is there any special food on this day?
How do we celebrate this?
What are the traditions?
How was it celebrated in the past?
Do we celebrate this in the UK? (Is it different?)

A Hungarian festival
Examples: Balaton Sound, Hollókő Easter Festival, Bosójárás, Sziget Festival, Budapest Festival of
Folk Arts, Tihany Lavender Festival, Paprika Festival,
Guiding questions
When and how often is the festival held?
Where is the festival held?
What is the festival about?
What can people do at the festival?
What kind of people visit the festival?

A famous Hungarian person

Examples: Ernő Rubik, Ferenc Liszt, Imre Kertész, Béla Bartók, Judit Polgár, Harry Houdini, Sándor
Petőfi, Mór Jókai, Ignác Semmelweis
Guiding questions
When did this person live? / When was he/she born?
Why is he/she famous?
What do you know about his/her life?
What do you know about his/her family?
What are some interesting periods in his/her life?

A Hungarian area
Examples: Hortobágy National Park, Bükk National Park, Őrség, Tihany
Guiding questions
Where is the area?
What are the biggest towns?
What is the area like?
What is the area used for?
What can visitors do here?
What is the history of the area?

An event from Hungarian history

Examples: Roman Empire, Hungarian conquest of the Carpathian Basin, Coronation of St
Stephen, Ottoman (Turkish) occupation, The Hungarian Revolution of 1848
Guiding questions
When did this happen?
What happened?
Who are the famous people connected to the event?
How did people live at the time?
Why is this period important?
Is there a similar period in the UK?
Unit 6 – Geography quiz
Aims

• Students do a geography quiz about the UK

• Students create a geography quiz about Hungary in English

Lesson Plan

Divide students into teams and explain that they will do a geography quiz about the UK.

Part A: Hand out one worksheet for each team and make sure everybody understands the
questions. Tell students that they have 10 minutes to answer the questions. If you feel the quiz is too
difficult for your students, allow them to use the internet to find the answers.

Check the answers and add a point for each correct answer. You can provide additional
information if students are interested.

Part B: Tell the teams to create similar questions about Hungary. Explain that the best quiz
questions can be answered by most students, but not all. Very difficult quiz questions that nobody
can answer aren’t fun and should be avoided. They should also think about what they have learnt
in the Geography lessons.

Assign somebody from a team as the quiz master and do the quizzes about Hungary.

Optional: Together, decide on the best 10 questions. Write them on a sheet of paper and stick
them to the wall, so that other groups can see them.

England, Scotland, Wales, Northern

1 What are the four countries of the UK?
Ireland
2 In which country can you find Stonehenge? England

3 What is the currency used in the UK? Pound (sterling)

4 Which river flows through London? The Thames

5 In which lake can you find Nessie, the monster? Loch Ness
On which coast can you find the white cliffs of
6 South
Dover? (North, South, East, West)
7 In which city can you find Buckingham Palace? London

8 What is the capital of Scotland? Edinburgh

9 On which continent can you find the UK? Europe

10 What is the biggest city in Wales? Cardiff

Quiz about the UK
1 What are the four countries of the UK?

2 In which country can you find Stonehenge?

3 What is the currency used in the UK?

4 Which river flows through London?

5 In which lake can you find Nessie, the monster?

6 On which coast can you find the white cliffs of

Dover? (North, South, East, West)
7 In which city can you find Buckingham Palace?

8 What is the capital of Scotland?

9 On which continent can you find the UK?

10 What is the biggest city in Wales?

Quiz about Hungary

1

10