The candidate reads two short, opposing opinions, presents his/her own point of view, asks his/her interlocutor for his/her opinion and then discusses his/her position with the interlocutor, supported by arguments.

Independent topic development using verbal and/or visual aids (about 5 minutes)

Candidates are asked to develop their own ideas on a given topic on the basis of three given guiding criteria. He/she will have a choice of two different topics and will be given verbal and/or visual aids to stimulate his/her thinking. If the candidate gets stuck, the examiner may ask predetermined questions to help.

Problem solving / Consensus search

(approx. 2.5 minutes per candidate)

The candidates have to plan something together. Only the situation is given (e.g. organising a trip or a party), the details of the plan are left to the candidates. They have to think about what they have to consider when making the plan, and come up with ideas, suggestions and advice.



Grades 4-8

Objectives and tasks based on the framework curriculum for the end of year 8

The basic aim of early foreign language teaching in the fourth grade is online hungarian tuition both psychological and linguistic: to stimulate an interest in learning languages and to give pupils a sense of achievement, and to lay the foundations for later language learning, in particular by developing receptive skills and laying the foundations for the development of language learning strategies. At this age, children are eager to participate in interesting, meaningful, self-motivating activities and progress - slowly - by understanding the target language in context and situation.

In lessons, they interpret what they hear in a foreign language on the basis of their knowledge of the world, so the curriculum is based on known content, which is partly achieved by integrating known subject content.


The curriculum for the fourth year is based on topics, activities and concepts learned in the mother tongue. The most important of the skills is listening comprehension. Speaking ranges from one-word answers to the use of memorised, unanalysed units. The Hungarian response is still a natural accompaniment to the lessons. The requirements range from word to simple sentence level. Reading and writing are introduced gradually, taking into account the needs and abilities of the pupils. By the fifth grade, they understand the teacher's guidance and are familiar with the tasks. Maintaining motivation and developing receptive skills, which indirectly develop productive skills, remain a priority. An essential educational objective is to develop students' reading skills. The cross-curricular approach continues to be applied to the choice of content. Familiar topics are treated in a different and interesting way. hungarian teacher district 9 In grades 5-8, the recognition and application of regularities is reinforced, but there is still a need to automate key structures. The aim is for them to spot and correct their mistakes themselves, thus helping them to develop learner autonomy. By the end of Year 8, they should have reached the stage where they can make use of non-instructional language influences (film, music, etc.) and are able to understand and give simple information in a foreign language on a familiar topic, and to engage in simple interactions.

Developmental requirements based on the framework curriculum by the end of Year 8

The learner is able to understand and give information in a foreign language on a familiar topic and to interact successfully. Ability to interact with the teacher and peers in language class. Language learning strategies are emerging and he/she is able to make use of extra-curricular foreign language influences.

Suggested topics:

Me and my family (introductions, personal details, activities, chores, family holidays)

Relationships (friendship, describing people inside and out) My home (introduction to my home, living room, favourite animals, toys)

Wider environment (village, town, country, place of residence)

Weather, our natural environment (seasons, famous landscapes, conservation, animals)

School (classroom objects, introduction to school, timetable) Health, illness (most common illnesses, injuries) Food (favourite foods, eating habits at home, abroad, recipes) Dressing (winter and summer clothes, body parts) Shopping (everyday shopping, gifts) Travelling (preparations, ágostonfavourite means of transport) Leisure and entertainment (sports, TV, video, computer, reading, etc.)

This is linked to a reflection on individual experiences of work and school work, which enables the further development of one's own teaching. The film footage from Germany provides participants with a wealth of information on the country, which encourages them to make intercultural comparisons.


Each part conveys important information about the German elementary school and current pedagogical tendencies with different emphases, offers language opportunities in a variety of ways (specialized vocabulary, idioms, conversation starters, etc.), and provides inexhaustible opportunities for professional reflection.

In the first part, German primary school teachers talk about ágoston their professional and private everyday life. The authenticity and freshness of the interviews whet the appetite and encourage comparison in many ways with the living and working conditions of the primary teachers who work with this material.

The second part focuses on teaching itself: it is not only about the linguistic management of everyday and unusual teaching situations; rather, the sequences contained on the DVD and the suggested activities encourage the discussion of pedagogical questions and decisions of everyday teaching practice.

The third part contains current snapshots from German elementary schools. They reflect pedagogical responses to challenges to schools in recent years. This kaleidoscope of different projects and concepts also documents the innovative spirit and professional passion with which the colleagues from the schools represented in our book face the challenges and problems in their profession.

The material in the three parts is arranged in such a way that different content links are possible. It is not necessary to work through the individual components in order. Rather, the available material offers the opportunity to select the passages ágoston that are most useful according to pedagogical interest and linguistic competence. This selection will be made by both the instructor and the course participants.


On the one hand, the open nature of the present course makes it possible to use it in training seminars: there the advantage of the discussion possibilities can be best exploited. On the other hand, the package contains enough material relevancia: fordítóiroda for 'private' reading and reflection. The target groups are primarily colleagues who cannot benefit from further training and are looking for possibilities to update their professional, regional and linguistic knowledge, as well as students who want to qualify themselves for teaching German as a foreign language.