Check your introductions of the two speakers, which you based on the recordings entitled 'Introduce yourself!" by listening to this recording. Teachers can expand on these introductions by prompting the students to provide more information about themselves. This recording can also be used together with the handouts entitled "Basic Introductions and Language to Work with in the Classroom" and "Adjectives: an Introduction".

Listen to the introductions and make notes on the following: the people's name, occupation, nationality, where they are based, etc. Try to collect as many pieces of information about them as you can. Then try to introduce them to someone else. You can check your solution from the audio material posted under the title "Introducing people to each other". Teachers can expand on these introductions by prompting the students to provide more information about themselves. This recording can also be used together with the handouts entitled "Basic Introductions and Language to Work with in the Classroom" and "Adjectives: an Introduction".

This list of minimal pairs, read by Rita Seregélyi and Attila Veress, is taken from the course book Concise Introduction to Hungarian by Peter Sherwood. These minimal pairs provide excellent practice in all vowels and consonants of Hungarian, and especially vowel and consonant length. It contrasts discrete examples for both. The teacher can use it as a starting point for a gap-fill spelling exercise (e.g. students have to fill in the vowels in words, or long v. short consonants) but they can just simply play the recording while students repeat the words. Students can also be asked to write down the words before they are given the list.

This list of minimal pairs, read by Rita Seregélyi and Attila Veress, is taken from the course book Concise Introduction to Hungarian by Peter Sherwood. These minimal pairs provide excellent practice in all vowels and consonants of Hungarian, and especially vowel and consonant length. It contrasts discrete examples for both. The teacher can use it as a starting point for a gap-fill spelling exercise (e.g. students have to fill in the vowels in words, or long v. short consonants) but they can just simply play the recording while students repeat the words. Students can also be asked to write down the words before they are given the list.

The words are read by Rita Seregély. Teachers can ask students to try to write them down or repeat them after the recording, while determining the vowel harmony class of the words in question. Suitable for beginners.

This is a set of popular tongue twisters in Hungarian to practise reading and pronunciation. They are read by Rita Seregélyi and Attila Veress.

The poem Bőrönd Ödön by Tamkó Sirató Károly is read by Rita Seregélyi. This is particularly good practice for front rounded vowels and all consonants at beginner level.

A report on the FAVOR Project at the UCL School of Slavonic and East European Studies

A Finnish listening exercise inspired by chapter 4 in the book Suomen mestari 1. Jenni talks about herself. Students can listen to the audio file after studying chapter 4 in Suomen mestari 1 and a) write down five facts about Jenni or b) try to understand as much as possible.

A Finnish listening exercise inspired by chapter 5 in the book Suomen mestari 1. Krista Virtanen talks about her family and her average day. The PDF file contains a set of listening comprehension questions and a transcript. The exercise is suitable for level A1.

An interview with Leon who has been studying Finnish for 6-7 years in the evening course programme at the University of Westminster. In the interview, Leon tells about his studies, why he likes Finland and how dyslexia affects his learning. The interview is useful for prospective students, new students and students with dyslexia.

This is an English translation of the one-minute story 'Prestige', which was adapted from the original by István Örkény. The Hungarian and English texts can be used on their own or with the material entitled 'Why study Hungarian?', especially part 2.

This one-minute story was adapted from the original by István Örkény. It can be used on its own, with its English translation, and with the material entitled 'Why study Hungarian?', especially part 2.

An interview with Francesca who studied Finnish and French at UCL. Fran graduated in 2011 and did an internship at fashion magazine Wonderland where she now works. In the interview, Fran talks about her work, her degree, her language skills and what she likes about Finland. The interview is useful for prospective students, students attending tasters and new students.

A set of basic conversation questions for practising Finnish local cases. Suitable for level A1. Students can prepare answers to the questions at home in advance.

Contains two exercises: 1) complete a table with nationality adjectives, and 2) work in pairs and ask each other what nationality the famous people are. The exercise is suitable for complete beginners or level A1.

A PowerPoint presentation with photos of things that are important in Finnish culture, such as forest, lakes, sauna and salty liquorice. The presentation can be used at tasters to introduce Finnish culture to students and to teach them a few Finnish words. It can also be adapted to A1/A2 learners replacing the words with longer sentences.

A talk written and delivered by Eszter Tarsoly and Riitta-Liisa Valijarvi at Sustaining a Global Society: Languages of the Wider World, SOAS 29-30 March 2012. We discuss the inductive and deductive methods in teaching reading skills. The primary data consists of interviews conducted with students. We intend to turn the presentation into an academic paper.

This material is recommended for students in transition from university (where they studied for a degree in modern languages) to the world of job seekers. It gives ideas about potential career paths and especially the skills gained beyond language skills while studying for a degree in modern languages. It can be used by language teachers advising their students but also by the students independently or by personal tutors. When discussing this material with regards to a particular language, it takes roughly 60 minutes to work through it with a small group of students.

This material is based on a presentation co-authored with Riitta-Liisa Valijärvi for the conference 'Language Futures: Languages in Higher Education Conference 2012' held in Edinburgh on 5 and 6 July 2012.

This material is based on a presentation co-authored with Riitta-Liisa Valijärvi for the conference 'Sustaining a Global Society: Languages of the Wider World', held at the School for Oriental and African Studies on 29 and 30 March 2012.

This work sheet is divided into two parts, focusing on transition to developing writing skills in two different ways in Hungarian. Before starting to work on either of them, learners should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY Below, you will learn more about the writer István Örkény, by whom one of the students in the video recording reads a short prose piece Fűre lépni tilos ‘It is forbidden to step on the grass’. If you want to study this piece, you can go to the Language Box material ‘Why study Hungarian_Part 1’. In 'Why study Hungarian_Part 2' you can study the short story 'Prestige' by the same writer.

This recording of 'Prestige', a one-minute story by István Örkény, can be used on its own or together with the slower recording (see the previous upload for Hungarian). It was created to complement the materials posted under Why study Hungarian_Part 2 but it can be used independently.

This recording of 'Prestige', a one-minute story by István Örkény, can be used on its own or together with the faster recording (see the next upload for Hungarian). It was created to complement the materials posted under Why study Hungarian_Part 2 but it can be used independently.

WHY STUDY HUNGARIAN? AN INTRODUCTION TO LANGUAGE AND CULTURE FOR BEGINNERS AND MORE ADVANCED LEARNERS This work sheet is divided into four different levels and four parts. Before starting to work on either of them, learners should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY The other key source for this work sheet is a short story by István Örkény by whom one of the students in the video recording reads a short prose piece Fűre lépni tilos ‘It is forbidden to step on the grass’. If you want to study this piece, you can go to the Language Box material ‘Why study Hungarian_Part 1’. Students can find the new text and its English translation, as well as two different (a slower and a faster) audio recordings of the text on Language Box under the link to materials entitled ‘Why Hungarian_Prestige’ (slow and fast readings).

This recording of István Örkény's one-minute story 'Fűre lépni tilos' can be used with the material entitled Why study Hungarian_Part 1. Read by Attila Veress.

This video is one of the recordings to be used with the handout titled Why study Hungarian_Part 1. This recording was created and uploaded on YouTube by Másképpmintmások. The students participating were students of Hungarian at the time at UCL/SSEES.

This work sheet is divided into two parts. Before starting to work on either of them, students should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY This material was designed for those thinking of starting to learn a modern language or Hungarian, and/or students in transition from beginner to lower intermediate level.

This material is a taster of not only Hungarian but language learning in general. It can be used with students considering to start learning a new language, especially Hungarian. It takes about 60 minutes to complete in a small group setting (up to 5 people) and 90 minutes in a larger class.

A talk given by Riitta-Liisa Valijarvi and Eszter Tarsoly at Language Futures: Languages in Higher Education Conference 2012 in Edinburgh 7 July 2012. We discuss the possibilities and pitfalls of Google Translate in the language classroom. The talk contains examples from morphologically complex languages Finnish and Hungarian and our suggestions on how to use Google Translate in teaching and learning languages. We are in the process of writing an academic paper about the topic.

A Skype interview with Christina who studied Classics and Finnish at UCL. Christina graduated in 2011. In the interview, Christina talks about her current job, her studies, her experience of Finland and how it is to study Finnish at university as a heritage speaker. The interview is useful for students attending tasters, prospective students and new students. The interview is conducted in English.

A Skype interview with Claire, who studied Scandinavian Studies, Swedish and Finnish at UCL. Claire graduated in 2011 and she is currently doing an internship at the Finnish Literature Exchange in Helsinki. In the interview, Claire talks about her degree, the internship, Finland and Finns. Claire also shares her experience of learning Finnish and Swedish. The interview is useful for students attending tasters, prospective students and new students. The interview is conducted in English.

A nine-part quiz that features words that have been borrowed into the Finnish language before the 20th century. The quiz helps students to learn to recognise loanwords. Students will also acquire new vocabulary and have fun. The quiz is suitable for students attending tasters, complete beginners or A1/A2 learners.

A template how to write emails. The exercise may be used for A1, A2, B2 levels.

A short phone interview with Marie, a former student of Finnish. Marie just finished a four-year BA degree in Finnish and East European Studies at the School of Slavonic and East European Studies, University College London. In the interview Marie tells us about her degree, why she likes Finland and how she learns languages. The interview is useful for prospective or new students of Finnish. The interview is conducted in English.

Vocabulary building exercise in Latvian

Counting exercise in Latvian

Lesson on telling the time in Latvian

Exercise using Estonian cooking vocabulary

An introduction to - and an invitation to visit - the Language Repository set up by the Centre for East European Language Based Area Studies (CEELBAS), hosting teaching resources and other materials for Bulgarian, Croatian, Czech, Estonian, Finnish, Hungarian, Polish, Romanian, Russian, Serbian, Slovak and Ukrainian.

A text about a famous Serbian sportsman provides vocabulary related to sports and leisure. Students write questions to interview someone famous and then role play the interview. Aimed at B1 level students.

A reading text about Nikola Tesla which provides vocabulary related to biographies of famous people which can be used to talk about people in general. A vocabulary exercise provides character adjectives and provides controlled written practise. Aimed at B1 level students.

A reading text about the Exit Festival in Novi Sad which focuses on vocabulary related to music. A set of questions enables the students to talk about music and music festivals in Serbia or Europe and to personalise the topic and engage in a conversation about music and music festivals. Aimed at B1 level students.

A reading text with a set of questions which focuses on vocabulary related to cinema. Questions are personalised by students in order to talk about Serbian and European cinema. Grammar exercises focus on common collocation and enable the students to practise forming questions and use these in conversation. Aimed at B1 level students.

Two reading texts with sets of questions to develop vocabulary and grammar and stimulate conversation in Serbian. Grammar exercise to focus on cases in Serbian and speaking activities to put these into practice. Aimed at B2 level students

"A Taste of Ukrainian" is a collection of resources giving potential learners a taste of the Ukrainian language, and basic information about Ukraine - in Ukrainian. The materials can be used either for independent study, by sixth-formers hoping to study Ukrainian as part of a university degree, or by those thinking of learning the language for communication with friends and family. Each set of resources consists of one or more slide shows (in ppt format) and supporting notes. The resources can also be used by teachers to supplement class materials (at A1/A2 level).

Together with slide shows 2.2 and 2.3, this resource enables learners who know the alphabet to start reading and understanding words in Ukrainian. The notes contain some basic grammar explanations and a list of vocabulary used in the slides(A1).

A slide show, to be used in conjunction with 2.1 (Notes), encouraging learners of Ukrainian to start understanding and using easy words and phrases (A1).

A slide show, to be used in conjunction with 2.1 (Notes), helping learners of Ukrainian to understand words and phrases by associating them with words in other languages they may know (A1).

Together with slide shows 3.2 and 3.3, this resource gives learners an introduction to Ukraine - in Ukrainian. The notes provide brief explanations and a list of vocabulary (A1).

Together with Notes 3.1 and slide show 3.3, this resource gives learners an introduction to Ukraine - in Ukrainian. The illustrations ane accompanied by brief descriptions of the country, its national symbols and neighbours (A1). Vocabulary used in the slides is listed in Notes 3.1.

Together with Notes 3.1 and slide show 3.2, this resource gives learners an introduction to Ukraine - in Ukrainian. This is a version of slide show 3.2, with illustrations but no text, for use in class as a listening exercise and to elicit simple descriptions (A1/A2). A text which can be read out by the teacher is given in the Notes (3.1).

Together with slide show 4.2, these notes provide an introduction to interesting places in Ukraine - in Ukrainian. The notes briefly discuss the locative case (enabling learners to say where a place is) and contain a list of vocabulary from the slides (A1).

This slide show shows interesting places in Ukraine, with text in Ukrainian. The slides are animated, allowing them to be used both by students wanting to learn the vocabulary, or in class, to present new material (including the locative case), or revise words and grammar covered previously. Suggestions for use are provided in the notes (4.1). The level is A1 for independent study, but could be extended to A2 in class, to elicit more complex language.

Together with slide show 5.2, these notes provide an introduction to Ukrainian Easter customs and food - in Ukrainian. The notes contain a brief introduction to the present tense(enabling learners to say what they do and eat on special occasions) and a list of vocabulary from the slides (A1/A2).

A slide show, with texts in Ukrainian, describing Easter customs and food, using the 1st person plural of the present tense. A transcript and English translation of the text, as well as a list of vocabulary, is provided in the accompanying notes (5.1). The text can be used for reading (A1/A2) or for classwork, eliciting descriptions of students' own festivals, food and customs (A2).

High frequency conjunctions in Slovak with English equivalents and examples. The list can be used for reference or self-learning.

Background information about the 3rd edition of the UNESCO Atlas of the World's Languages in Danger, in print and on-line formats, edited by Christopher Moseley

Introduction to the Latvian alphabet and spelling rules

This a word-matching game to practise vocabulary.

Vocabulary-building exercise in Latvian vocabulary with visual prompts

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Vocabulary-building exercise based on activities on a holiday in Estonia

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This material can be used with lower intermediate classes, once all the local case suffixes and most other suffixes have been encountered. A two-page work sheet shows how these suffixes are used in time expressions, it expands on the knowledge of numbers, and it also gives an opportunity to check the understanding of this area.

This material can be used after roughly 40 contact hours to generate conversation in class, to help students practice spelling, or to test their understanding of a variety of questions.

This handout is a short list of examples of the use of the possessive suffixes in the singular, the dative case suffix in possessive construction, and the 'have' construction.

This material shows a table of the demonstrative pronouns and the assimilation patterns in the case-suffixed forms. It also gives many examples and exercises. It is suitable, although challenging, for beginners.

This material will help students consolidate their vocabulary and grammar after they have participated in 20 contact hours. There is a variety of exercises, including multiple choice, gap-fill, and sentence generator.

This material contains five exercises for intermediate learners of Hungarian. It tests, or helps students practice, a thorough understanding of a variety of case suffixes through gap-fill exercises.

Introduction to the Estonian alphabet, spelling, and pronunciation

20 questions in Finnish about home and housing to inspire and stimulate conversation. The questions are suitable for intermediate learners. It is a good idea to give the questions to students in advance and let them look up words and prepare answers before the class. (FAVOR project.)

20 questions about art and culture in Finnish to inspire and stimulate conversation. The questions are suitable intermediate learners. It is a good idea to give the questions to the students in advance and let them look up words and prepare answers to the questions at home. (FAVOR project.)

20 questions about school and education in Finnish to stimulate and inspire conversation. Suitable for upper intermediate and advanced students. It is a good idea to give students the questions in advance and let them look up words and prepare answers to the questions at home. (FAVOR project.)

Exercise on the form and use of the perfect and plupefect tensens in Finnish language followed by conversation questions in Finnish that focus on the perfect tense. The exercise is good for revision. It is a good idea to let the students to have a look at the handout before class and prepare. (FAVOR project.)

Kacsa-e az álhír? is a reading comprehension exercise for upper intermediate learners. Students are encouraged to write a similar item of news to the one they have read.

This handout allows students to expand their vocabulary and learn to describe a city centre and their favourite place or town. It is also suitable for summary and revision material on local cases and especially postpositions.

This material is best used as a follow-up after the completion of the exercises and conversation practice centred on the accusative. Students will have a chance to gain further practice in the definite conjugation -- form and function. The last two pages offer two short poetry readings by two of Hungary's most prominent mid-twentieth century poets. This material can be introduced after approximately 30 taught hours.

The dialogues which serve as a basis of the exercises on these handouts will help students to go shopping independently in bookstores and clothes shops. While the knowledge of the form and function of the accusative is consolidated, the students' vocabulary improves to include parts of the body, items of clothing, and types of books and publications.

With the help of these exercises students can consolidate their knowledge of the form of the accusative, and improve their understanding of the function of this suffix. The dialogue helps students to acquire communicative skills.

This material will help you to learn days of the week and months, and other useful time expressions. It it will also unveil a geeky little detail about the cultural historical background of these words.

This error correction test will be helpful if students want to check their progress after about 60 taught hours of Hungarian.

To check how you are getting on after about 12 taught hours of Hungarian.

This handout helps to put in practice what has been learnt about the use of 'van' and 'vannak'. Students can practise these short dialogues in pairs or in groups, using the adjectives that they previously learnt.

The exercises presented here contribute grammar to the teaching of adjectives. You can practice when to use 'van' and 'vannak' (the 3SG and 3PL form of the verb) in existential sentences. You will also learn to identify equational sentences.

This material allows students to acquire vocabulary which comes handy when describing oneself or others, and talking about how we feel. The use of 'is' and 'nem' is also illustrated here. This handout can be used together with the two others on Equational and Existential sentences; in the teaching of the verb 'van'.

The Slovak words that look the same, or very simular in other languages, but they do not mean the same thing. Have a fun.

This teaching material sample is about: the basic pronouns in nominative, the A-Conjugation in present form and the rhythmic law in Slovak.

This sample provides basic information how to translate the expression "Slovak" into English when using nouns,adjectives and adverbs. It gives examples when to spell capital "S" in the translated versions of the word "Slovak" and when to write the small "s".

Photos are presented just for an illustration. The recommended text books talk about these places in Slovakia.

What is Direct and Indirect Speech? This grammatical chapter compare differences between English and Slovak. It explains the structures that are likely to cause problems for students of Slovak and other Slavonic languages, when someone does not quote someone else`s words, but he repeats and reports them. This text can be usefull for the Levels A2,B1. Any dialogue can be retold into Indirect speech.

This transcript of audio material is a revision excersise about liking and disliking, recycling vocabulary about family, sport, culture and reinforcing the use of the accusative, conjugation of the verbs relevant to those topics. Text can be additional help or it can be used for reading and comprehension or as a template to stimulate conversation.

The audio material is a revision exercise about liking and disliking, recycling vocabulary about family, sport, culture and reinforcing the use of the accusative, conjugation of the verbs relevant to those topics. There is a transcript of the text too. It is for listening and comprehension; text can be additional help or it can be used for reading and comprehension. It can be a template to stimulate speaking.

A reading text with true/false questions, followed by a grammar overview of reflexive verbs. There is also a gap fill exercise, followed by a speaking task. 75 minutes of class time. Part of the Favor Project

A short text with comprehension questions, followed by a grammar overview of personal pronouns in the accusative case. A controlled practice exercise is provided, followed by a free(er) speaking practice. 60 minutes of class time. Part of the Favor Project

Little quiz for fun, refering to the personalities from Slovak history, arts, sport, politics: testing and recycling vocabulary and grammar of nominative singular, especially, masculine animate nouns.

Four revision excercises, referring to: basic conjugations, possesive adjectives, possessive pronouns, vocabulary about the family and introductions.

BACKGROUND INFORMATION about the Slovak language as a member of the Slavonic language family. Other official languages spoken in the Slovak territory during historical times. The text is in English. It will provide a basic introduction to the history and will place the Slovak language in context.

The text in Slovak is suitable for level B2, C1, C2. It can be used to stimulate and inspire students to talk or write about cross-cultural differences or similarities in culinary art, attitudes and/or traditions.(FAVOR project)

20 questions about studying and student life in Finnish to stimulate classroom conversation. Suitable for B1/B2 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions about neighbourhoods and areas in Finnish to stimulate classroom conversation. Suitable for B1 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions about likes and dislikes in Finnish to stimulate class room conversation. Suitable for A2 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Students are given jumbled sentences and they need to put them in the correct order to make a coherent text. Then, they focus on the comparative forms in the text and compare them with a grammar section which provides them with an overview of comparatives and superlatives. As a final exercise, students talk to each other, trying to use some comparatives forms. 75 minutes of class time. Part of the Favor project

This exercise enables the students to put into practice the Instrumental case. They work in groups of three and share information about their homes in order to find out who lives closest to their work. 60 minutes of class time. Part of the Favor project.

This is a table showing the main ways of forming the plural of nouns. It can be used with beginners on Hungarian courses. Form and function are explained and a few exercises are given at the end.

This handout contains dialogue patters for basic introductions, talking about jobs, nationalities, and language skills. It also teaches vocabulary related to the classroom environment, while the main grammar points are to introduce some plural forms and differenciate between equative and existential sentences.

20 questions in Finnish to practice the conditional mood. The questions are suitable A2/B1 learners. It is a good idea to let students prepare answers to the questions at home before class. (FAVOR project.)

Activities to help students develop reading and speaking skills. Students work in two different groups and read different texts. Once they have read their text, they regroup and tell someone from the other group what their text was about. They, then, discuss the problem/issue by using the target language, i.e. giving advice. This exercise is aimed at intermediate students. 60 minutes of class time. Part of Favor project.

Activities to practise the past tense in Serbian. Students are given twelve questions and have to talk to as many classmates as possible and find out about their past experiences. 45 minutes of class time. Part of the Favor project.

20 questions in Finnish about science for B1/B2/C1 learners. The questions can be used by teachers or students to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions in Finnish about health and wellbeing. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

The text provides some examples of the Dative case in Serbian while the speaking exercises enable the students to put into practise different ways of using the Dative case in Serbian. 60 minutes of class time. Part of the Favor project.

20 questions in Finnish about friends. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions in Finnish about religion and values. The questions are suitable for level B1/B2/C1. They can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Give advice to a friend in Finnish using the sinun taytyy 'you have to' construction. Contains 21 situations that can be used in class to stimulate conversation and consolidate learning. The exercise is suitable for levels A2 and B1. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

30 questions in Finnish about Finland and Finns. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Students have an opportunity to practise the accusative case by trying to arrange a day out. 45 minutes of class time. Part of the Favor Project

The listening exercise focuses the students on the locative form. The gap fill serves as a controlled-practise activity which re-inforces the rules of the locative case while the role play provides a personalised speaking opportunity. 60 minutes of class time. Part of Favor Project.

This is an exercise to help students with possessive adejectives. It personalises the learning process as it enables students to talk about their own family. 60 minutes of class time. Part of the Favor Project.

20 questions in Finnish about hobbies. The questions are suitable for level A2 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)