A projektben résztvevő diákok: Árpási Balázs, Bécs Katalin, Bolla Boglárak, Bostan Patrícia Izabella, Daróczi Napsugár, Doktorics Réka Eszter, Egyed Laura, Fenyvesi Zsuzsanna Sára, Gerák Zsófia, György Brigitta, Horváth Eszter Lili, Horváth Petra Teréz, Kacsó-Kovács Hajnalka Ágnes, Kállai Norbert, Karancz Imre, Károlyi Villő Csilla, Király Enikő, Kosztán Kitti, Kovács Borbála Mária, Kupcsulák Gréta Mercédesz, Lentulai Martin, Mentes Laura, Müller Tímea, Páder Zsófia, Pallag Sára, Palócz Ivett, Pap Eszter Nóra, Polyák Violette, Rábai Barna, Sári Helga, Süle Dóra, Szabó Anna Veronika, Szabó Anna, Szabó Klaudia, Szabó Márk, Szabó Viktória, Szakál Dorka, Szántó Anna, Száraz-Szabó Emese, Szeri Viktória, Szollár Réka, Szűcs István, Szűcs-Nagy Liza, Tóth Regina Petra, Tóth Zoltán, Török Luca Kyra, Unger Aliz Júlia, Varga Laura, Veszteg mErcédesz, Vidra Boglárka, Zsigmond Flóra Anna, Zsuppán Viola

Témák szerinti keresés:

Cultural awareness	Health	Language focus
Environmental sustainability	History	Mysteries and puzzles
Food and cooking	Holidays and events	School life
Games and shows	Computers and technology	Travel

CULTURAL AWARENESS

ANALYSING SONG LYRICS


time frame (how long it takes to complete it)	90 minutes
proficiency level	B1-B2
age group	14-17 years old
“the problem”	Students must analyse the lyrics of a song in English to explore it; at last, creating a presentation that connects the song’s message to real-life issues
unfocused/focused (define focus)	vocabulary
cognitive skills	Critical thinking, analysis, creativity, collaboration
mode of communication (online, offline, (a)synchronous)	Synchronous/asynchronous
type of participation (individual, pair, group)	Groups of 3-4
goal	To extend understanding of English language through music and its cultural implications, enhancing vocabular and analytical skills.
input	Selected song lyrics, background information about the artist and the song, vocabulary lists, and examples of literary devices
output	A group presentation analysing the song’s lyrics, themes, and language use, along with a discussion of its cultural relevance
procedures	Introduction Group creation Analysis Creating a presentation Presentation
materials needed	Technical tools, ppt, poster board
task creator’s name	Lentulai Martin

Introduction: The lesson begins with a brief explanation of the activity. The task is to analyse the lyrics of a song to uncover its themes and cultural relevance. To inspire engagement, the teacher plays a selected song and asks students to share their initial impressions. Key vocabulary such as metaphor and tone is introduced. Students are divided into groups of 3–4, and each group is assigned a different song. The teacher provides background information about the artist and the cultural context of the song to help students understand its significance.

Songs: Count on Me by Bruno Mars; What a Wonderful World by Louis Armstrong; Shake It Off by Taylor Swift; Here Comes the Sun by The Beatles

Grouping up: Groups are formed, and different roles (like reader, presenter) are assigned. Each group receives a printed copy of the lyrics, along with a worksheet that includes guiding questions (e.g., What is the main theme of the song? What emotions or messages are conveyed?)
Analysis: Groups work through the guiding questions and identify key literary devices. They research the song’s background and its connection to societal or cultural issues. The teacher circulates during this stage, offering support, clarifying vocabulary, and encouraging deeper analysis.
Creating presentation: The groups organize their findings into a presentation using ppt, poster boards, or other tools.
Presentation and feedback: Each group presents their findings to the class. The teacher and peers provide constructive feedback.

CATCHPHRASE


time frame (how long it takes to complete it)	20 minutes
proficiency level	A2+
age group	15+
“the problem”	Students are given famous idioms and catchphrases of companies, or even quotes from famous people. They have to create a “tribe”, and they must characterize their tribe using the given catchphrases, changing only one word/phrase.
focus	The focus is on language use and building
cognitive skills	Creative and critical thinking, cooperation
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork
goal	Each group manages to make their tribe’s characteristics, using the given phrases.
input	Given catchphrases
output	Students are able to remake the phrases, changing only one word to match the ideology of their created tribe
procedures	Students are put into groups. Students come up with a tribe. They are given certain catchphrases (e.g. quotes, mottos, slogens, etc.) They rewrite the catchphrases, changing one word/phrase to match the characteristics of their tribe. The students present their tribes and their new phrases
materials needed	Catchphrases printed
learner feedback	during the piloting, students seemed to enjoy the creative part of the task. The “story” of the tribes can be changed easily, tailoring it to the given group or class.
task creator’s name	Páder Zsófi

Task description
This task can be used during the topics of marketing, catchphrases, quotes or even sightseeing. It is easy to tailor to the different levels and ages, making it possible to reuse in new circumstances as well. Students can be involved in the selection of the phrases, as a zero step, they can be asked to collect famous quotes or catchphrases they know, or they can be even sent out to the city to explore and gather phrases they see on the streets or interesting phrases they find in the school.
The tribes
Students are put into groups. Preferably no group has more than four members. The students are given freedom in designing their tribes. They can come up with a name, an ideology, a routine of life, etc. It can be helpful if the teacher prepares a list of requirements for the groups, so they can discuss each item and touch up on every criterion in the given time to design the tribe.
The catchphrases
The groups are given the catchphrases randomly. These are famous quotes or slogens of companies (e.g. Make America Great Again, Redbull gives you wings, etc.), that are also known by the students. It is beneficial if the students are already familiar with the phrases they have to work with.
The language work
Students incorporate the given phrases into the ideology of their tribe. For example, a cannibalistic tribe might change a catchphrase in a way that it reflects the main idea of their tribe. Very important, that only one word can be changed in each phrase they are given.
Presentation
Once everyone is finished, each groups presents their tribes and phrases to the others. if each group has been given different phrases, at this stage they can play a guessing game if they can catch the original phrase behind the changed one.

CREATING A MULTILINGUAL CULTURAL MAGAZINE


time frame (how long it takes to complete it)	several classes
proficiency level	intermediate
age group	14-18
“the problem”	raising cultural awareness
language skills	reading, writing, speaking, listening
unfocused/focused (define focus)	unfocused
cognitive skills	critical thinking, synthesising
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	create a magazine
input	whatever students find (on the internet)
output	magazine
procedures	see below
materials needed	internet access
task creator’s name	Török Luca Kyra

Creating a Multilingual Cultural Magazine
Our community has many people speaking different languages and having rich cultural backgrounds. Unfortunately, there is not much understanding and appreciation of this cultural diversity. Our task will be to create a cultural magazine that will help and encourage people to understand and celebrate cultural diversity. With this magazine, we would like to improve language skills among community members as well.
Task:
Form groups depending on the number of the whole group and then students will be responsible for researching various cultures within the community. They have to create a magazine that includes articles, stories, and artworks created by community members. The magazine should be designed for a wide audience, to both native and non-native English speakers.
Implementation:
Orientation: Introduce the problem and emphasize the importance of promoting cultural understanding and language skills.
Research: Students research various cultural aspects and maybe make some interviews with community members.
Analysis: Teams evaluate the collected materials and decide on magazine content, including articles, stories, and artworks.
Creation: Students design the magazine considering all elements, such as translations or language learning tips.
Presentation and Distribution: Teams present the magazine to the community, discussing their creative choices.
Reflection: Students reflect on the project's impact on their language skills, cultural awareness, and community engagement.
Key Principles:
Real-World Problem: Addressing the need for cultural understanding and language skills in a diverse community.
Student-Driven Inquiry: Actively researching and creating content for the magazine.
Collaboration: Working in teams to integrate diverse perspectives and skills.
Reflection: Evaluating the impact of the project on language skills and cultural awareness.
Sustained Inquiry: A multi-day process for in-depth understanding and magazine creation, promoting language development and cultural appreciation.

CROSS-CULTURAL TRANSLATION CHALLENGE


time frame (how long it takes to complete it)	2 sessions
proficiency level	B2
age group	High school students (14-17 years old
“the problem”	Students will translate culturally significant texts, such as advertisements, movie posters, or short stories, from one language to another, considering cultural references, idioms, and metaphors that may not have direct equivalents in the target language.
unfocused/focused (define focus)	Focused on language use in translation, specifically on overcoming cultural and linguistic challenges.
cognitive skills	Critical thinking, problem-solving, research, cross-cultural analysis, and creativity.
mode of communication (online, offline, (a)synchronous)	Offline, (synchronous) classroom activity, with potential online research.
type of participation (individual, pair, group)	Pair or group work (students work together to analyze and translate the text).
goal	To practice translation skills, enhance understanding of cross-cultural communication, and explore the role of language in reflecting cultural identity.
input	Culturally significant texts (advertisements, movie posters, short stories), research materials on cultural references and idioms
output	Translated texts with explanations of chosen strategies, including a presentation of the translation process and discussion on how the translation might be understood by different audiences.
task creator’s name	Zsigmond Flóra

Students will translate culturally significant texts, such as advertisements, movie posters, or short stories, from one language to another, considering cultural references, idioms, and metaphors that may not have direct equivalents in the target language.

CULTURAL EXCHANGE POST


time frame (how long it takes to complete it)	around 90-120 minutes
proficiency level	above B2
age group	above 15 years old
“the problem”	Engage students in a cross-cultural exploration by creating an Instagram post about a specific cultural aspect or tradition from a country different from their own. Students are tasked with exploring and presenting this information in a post format. Students need to make sure that their post is convincing for the others. Students need to make sure they can gather all the information that they need in a short form.
language skills	Writing, speaking, reading
unfocused/focused (define focus)	Focus on the meaning
cognitive skills	Problem-solving, critical thinking, reasoning, analysis
mode of communication (online, offline, (a)synchronous)	Offline, synchronous
type of participation (individual, pair, group)	pair
goal	Having the students to realize how unique different traditions are. Making them use their critical thinking, making them to be able to get through their ideas.
input	Reading specific articles/books/online forums
output	writing an Instagram post
procedures	pair discussion
materials needed	articles, books, online forums (laptops, internet connection)
task creator’s name	Viktória Szabó

Detailed description of the task:
The objective of this task is to promote cultural understanding and awareness among students by exploring and presenting a specific cultural aspect or tradition from a country different from their own. Students will create an Instagram post that educates and engages their peers while also encouraging them to consider the importance and significance of cultural diversity. Students will first select a country they are interested in exploring. They should choose a cultural aspect or tradition unique to that country. Examples of cultural aspects or traditions could include festivals, traditional clothing, cuisine, music, dance, folklore, customs, or celebrations. Students will conduct research to gather relevant information about the chosen cultural aspect or tradition.
They should consider the historical background, significance, symbolism, rituals, and any associated stories or legends. Encourage students to use reputable sources such as books, academic articles, cultural websites, and first-hand accounts. Students will craft an informative Instagram post that captures the essence of the cultural aspect or tradition. The post should include visually appealing images or graphics related to the topic. Encourage creativity in the caption and use of hashtags to attract attention and generate interest. After posting their content, students should engage with their peers by liking, commenting, and sharing each other's posts. Encourage constructive feedback and discussions about the cultural aspects or traditions presented. This interaction fosters a sense of community and encourages students to learn from each other's perspectives. Assessment criteria may include the depth of research, the creativity of presentation, the accuracy of information, the engagement with peers, and the overall impact of the Instagram post.

A CULTURAL SURVIVAL GUIDE


time frame (how long it takes to complete it)	2 weeks (4–5 lessons + homework tasks)
proficiency level	B2 (upper-intermediate)
age group	16–18 years old (secondary school students)
“the problem”	A group of international students will arrive at your school next semester. Many of them speak English but are unfamiliar with Hungarian culture and school life.
unfocused/focused (define focus)	unfocused
cognitive skills	critical thinking, cultural comparison, synthesis, problem solving, decision making, planning and structuring, reflection
mode of communication (online, offline, (a)synchronous)	offline (in class), optional: online collaboration tools (Padlet, Google Docs etc.)
type of participation (individual, pair, group)	group work (3-4 students) clear roles: researcher, writer, editor, presenter
goal	To apply English in a real-life communication scenario, while reflecting on cultural differences and improving teamwork, writing and presentation skills.
input	example texts (English-language welcome brochures, tourist info, online student forums) short teacher presentation on intercultural communication brainstorming class session: What would you want to know if you were new? interviews or surveys with exchange students (optional)
output	one "Student survival guide" in English per group (digital or printed) 1 short oral presentation to introduce the guide 1 group self-assessment sheet + peer feedback form
procedures	See below
materials needed	laptops/tablets or paper for writing+ pencil dictionaries or internet access for research projector sample guides templates for peer feedback and self-assessment
task creator’s name	Kupcsulák Gréta

The problem: A group of international students will arrive at your school next semester. Many of them speak English but are unfamiliar with Hungarian culture and school life.
Your task is to create a short “survival guide” to help them understand the cultural rules, school expectations, and everyday challenges – in clear, accessible English. You’ll need to decide:

What does someone new to your country/school need to know?
What cultural habits or expectations might be confusing?
How can you explain Hungarian school life or cultural norms in a way that makes sense across cultures?

How do we explain cultural things that don’t exist in their context?

Procedures:

Lesson 1: the teacher introduces the task+show examples, class brainstorming, ideas in group (what do international students need to know?), groups choose their guide's focus topics
Lesson 2-3: research phase: students collect information, compare cultures, begin drafting guide in groups, teacher offers guidance and checks direction (facilitator role)

Lesson 4: editing, visuals, layout, finalization, practice presentation
Lesson 5: group presentations, peer feedback, self-assessment

BRINGING HUNGARIAN MUSIC TO THE WORLD


time frame (how long it takes to complete it)	2x45 minutes
proficiency level	B2+
age group	14+
“the problem”	Introducing a Hungarian musical artist to a foreign audience
unfocused/focused (define focus)	Focused – translation skills
cognitive skills	Creative skills, translation skills
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	group
goal	to develop students writing and translation skills by having them introduce a Hungarian artist in English
input	Instructions
output	English Instagram fan page for the artist/band
procedures	See below
materials needed	phones
task creator’s name	Karancz Imre (GE2LL3)

Ss choose a Hungarian band/singer/artist to introduce; two groups cannot choose the same artist

If students cannot think of anything some examples can be provided, (Azariah, Pixa, Krúbi, Carson Coma, Korda Gyuri and Balázs Klári etc.) but preferably they should choose who they want to introduce

The group needs to create an Instagram fan page in English
They need to put up the following info:

A post with the brief history of the band/artist
A post about the introduction of the member(s)
3 songs which are originally in Hungarian translated to English
A post about why they would recommend the artist to the others

The group needs to present their page to the others during the second lesson
Ss discuss whether the others knew the artist or not and give feedback
Optional: they can send the finished product to the artist for feedback

IT'S RAINING CATS AND DOGS


proficiency level	B1+
age group	14+
language skills	speaking and listening comprehension mainly
unfocused/focused (define focus)	focus: literal and figurative meaning
cognitive skills	problem solving, abstract thinking, creative thinking
mode of communication	unmoderated
type of participation	work in small groups, the active participation is encouraged, since the students rely on each other to solve the problems
goal	to learn the difference between literal and figurative meanings, to amplify the vocabulary and to improve proficiency
input	AI generated images
output	a reproduction of a hypothetical scenario
procedures	see below
task creator’s name	Tóth Regina

„It’s raining cats and dogs!” - PBL task in an EFL classroom
Step 1 - Interpretation
Students in groups receive AI generated pictures based on the literal meaning of frequently used idioms in English. The groups must come up with an expression that describes the image – see, if any group guesses the idiom!
Step 2 – Learning phase
The groups must look for the idioms in context on the web and create scenarios in which they think the idioms can be used correctly. Each group presents their contextualized idioms and the others decide to what extent it was accurate.
Step 3 – Teach it!
The groups should choose 3-5 idioms that they will include in a dialogue between a native English speaker and a Hungarian EFL learner who doesn’t know them yet. The students should focus on the misunderstandings that can occur and their possible explanations and solutions. The dialogues can be presented live or as TikTok videos. They should provide subtitles in Hungarian for the dialogues.

INTERCULTURAL KALEIDOSCOPE


time frame (how long it takes to complete it)	45-135 min
proficiency level	B1-B2
age group	15-18
“the problem”	designing a poster presenting a certain culture
language skills	writing, speaking, reading, presentation
unfocused/focused (define focus)	interculturalism, graphic designing program usage (IT skills)
cognitive skills	problem-solving, decision-making, critical thinking, creativity, team work, presentation skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	The goal is for students to create a poster related to a country and its culture, thereby getting to know their own, and recognizing the differences and similarities. The task encourages understanding and acceptance. Furthermore, the aim of the task is for students to learn how to use an online program, which can be highly beneficial for them in their future lives.
input	role cards, names of given countries on pieces of paper (examples: Japan, Russia, Australia, South Africa, India, Mexico, etc.)
output	a poster with a presentation
procedures	research - collecting information, planning, creative work, using canva, presentation
materials needed	The task is optional regarding the inclusion of technology; posters can be created either with or without technology. If technology is involved, each team will need a laptop, and occasionally, their phones. The task still works if they only need to put the content on paper. In this case, they will need wrapping paper or A3 pieces of paper and colored pens, markers.
task creator’s name	Pallag Sára

Your school is organizing an Intercultural Awareness Week. The organizing committee has identified a need for visually striking posters that not only showcase the unique aspects of various cultures but also emphasize the importance of unity, respect, and understanding among students. In groups of 4, your task is to design a poster about a given country that will be displayed during the Intercultural Awareness Week.
Ideas for the topics: culture, traditions, customs, holidays, and daily life.
You can use your phone for research about the given country.
At the end, each group should present their poster to the class. They can explain what they've learned about the culture, the challenges they faced during the research, and the importance of intercultural understanding.
After the presentations, classmates should provide constructive feedback on the content, organization, and presentation skills of the documentaries.
Exhibition: The posters could be a part of an exhibition in the school, then the whole community could see the results. This event can serve as a platform for discussing the importance of intercultural education.

MEMORY LANE


time frame (how long it takes to complete it)	45 min
proficiency level	B1-B2
age group	13-16
“the problem”	creating a collage representing the students’ generation
unfocused/focused (define focus)	unfocused
cognitive skills	problem-solving, decision-making, critical thinking, creativity, team work, presentation skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	The goal of the "Memory Lane Collage" task is to encourage high school students to collaboratively create a visual representation of their generation. Through the process of selecting a theme, curating images and words related to that theme, and presenting their collages to the class, the students are expected to achieve critical thinking, collaboration, communication, and creativity.
input	-
output	an art-craft collage
procedures	research - collecting information, planning, creative work, presentation
materials needed	magazines, newspapers, colourful pencils, pens, stickers, glue, (A3) sheets of paper
task creator’s name	Pallag Sára

This task is designed to encourage high school students to collaborate and create a visual representation of their generation using a "Memory Lane”.
Description:
Imagine that you are participating in an art project for teenagers, named ‘Memory Lane’, in which you have to create a collage that represents your generation. The goal is to capture what makes your time unique.
Plan:
Introduction and brainstorm (5 minutes): Divide students into small groups (3-4 people) and provide a list of themes (e.g., technology, hobbies, fashion). Ask each group to choose one theme for their collage.
Collage creation (20 minutes): Students, within their groups, gather magazines, newspapers, or printouts and cut out images or words that relate to their chosen theme. They arrange these on a large sheet of paper(A3) to create a collage.
Group presentation (10 minutes): Each group presents their collage to the class, briefly explaining the theme and the choices they made. This encourages public speaking and sharing of ideas.
Class discussion and reflection (10 minutes): Open the floor for a brief discussion. Ask students what they found interesting in other groups' collages and if they noticed any common trends or differences.
Have each student write down a quick reflection on what they learned from the activity. What surprised them? What did they learn about their peers' perspectives?
Gallery Walk - afterwards
Allow students to do a gallery walk to view all the collages. This provides an opportunity for them to appreciate the diversity of ideas and themes across the class.

Assessment:
Assess students based on their participation, creativity in creating the collage, and their ability to communicate their choices during the presentation.

MENU PLANNING


time frame (how long it takes to complete it)	40-45 min
proficiency level	A2-B1
age group	13-14 yrs
“the problem”	Creating a menu which consists of typical English or American dishes and is personalized for the class, giving a short description for each dish, listing the ingredients and creating a shopping list.
language skills	Speaking, listening, reading, writing skills
unfocused/focused (define focus)	Developing vocabulary in the topic of food and ingredients, incorporating culture, developing researching skills
cognitive skills	Problem-solving skills, socio-emotional and ethical skills (collaborations, communication, etc.), creative thinking, researching skills
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	Small groups (4-5 people)
goal	To produce as much spoken language as possible, to make students look for specific information on the internet, to promote collaboration, to practice food-related words in context and with a purpose
input	Blank, printed menus; the explanation of the teacher
output	Produced spoken language, filled out menu, list of ingredients and written shopping list
procedures	Group discussion
materials needed	Printed blank menus
learner feedback	No feedback yet, the task hasn’t been tested
task creator’s name	Anna Szántó

Detailed description of the task:

Students form groups of 4-5. Every group is asked to do 3 main tasks: find an English or American starter, main course, dessert and a drink. They need to be traditional food/drink. The second task is to write down their chosen dishes on the blank menu; write a brief, 1-2 sentence long description about them and list their ingredients. The third task is to write a shopping list for the menu, using measurement units (for example: one tablespoon of vanilla sugar). In order to complete all the tasks, they need to share the tasks, so that everybody is looking for some different information. They have to make decisions, for example if they want it to be an English or an American menu, or the style of the restaurant (they can create a fancy menu or a fast restaurant’s menu). They need to research a lot, which develops their researching skills and problem-solving skills. There is no correct solution to the task, every group’s outcome will be different. It is lifelike, they could use the learnt vocabulary items in real life. I think it is challenging, because they have to read a lot, find the right measurement units for each ingredient, multiply the amount with the number of people in the class and they have to decide on the distribution of the tasks. I would use this task when the class already knows the basic words in the topic of food and I want them to learn about traditional food of the target language’s regions. After the task, each group could introduce their menu and the teacher could ask the class to choose one that they liked the most

WHAT DO YOU MEAN?

title of task	What do you mean?
time frame (how long it takes to complete it)	15 minutes-
proficiency level	B1-
age group	7th grade-
“the problem”	You are travelling with your English friend in Hungary, and he does not understand some things.
language skills	Speaking
unfocused/focused (define focus)	focused: vocabulary and definitions
cognitive skills	attention, logic & reasoning
mode of communication (online, offline, (a)synchronous)	offline (but can be online too)
type of participation (individual, pair, group)	groupwork / pairwork
goal	to practice speaking skills
input	mistranslations
output	a spoken text
procedures	Students work in groups and they try to find descriptions for the mistranslated words given.
materials needed	Mistranslated words
task creator’s name	Gerák Zsófia

The problem described to learners:
One of your English friends came to Hungary and you are walking around the city. You pass by signs with mistranslated words and your friend does not understand these.
Example:
Come up with a description of the word / expression that was mistranslated.
1. You are travelling with your English friend in Hungary. Suddenly you pass by this:
KORMÁNYABLAK
…and your friend asks you what a ‘government window’ is. Come up with an explanation.

DECODING MULTILINGUAL MENUS: A CULINARY LANGUAGE CHALLENGE


time frame (how long it takes to complete it)	3-5 sessions
proficiency level	B2 - C1
age group	15-16-17 yo students
“the problem”	Many restaurants offer multilingual menus, but non-native speakers struggle to understand them due to translation issues, unclear dish descriptions, or cultural references. How can we improve these menus to make them more accessible while retaining cultural integrity?
unfocused/focused (define focus)	Focused: The task is centered on language and cultural translation challenges, specifically how to translate restaurant menus in ways that maintain both clarity and cultural meaning.
cognitive skills	1: Critical thinking (analyzing and solving translation challenges) 2: Problem-solving (developing strategies to make menus clearer) 3: Metalinguistic awareness (reflecting on how language choices impact meaning) 4: Creativity (designing improved versions of menus)
mode of communication (online, offline, (a)synchronous)	online, but printed materials can also be used (mostly in the presentation part)
type of participation (individual, pair, group)	group work (3-4 students working on a shared menu)
goal	To analyze, critique, and improve multilingual restaurant menus so that they are more accessible to non-native English speakers while maintaining cultural significance.
input	1: Real-life multilingual restaurant menus (students collect or access menus online) 2: Classroom discussion on translation, cultural significance, and menu design 3: Teacher-guided examples of successful and unsuccessful translations
output	1: Group presentation of improved, clearer menus with explanations for their translation choices 2: Visual aids like redesigned menu layouts or additional footnotes for culturally specific dishes
procedures	1: Introduction to the linguistic and cultural challenges of multilingual menus. 2: Menu collection: Students gather menus from local or online sources. 3: Group analysis: Examine and discuss unclear translations or cultural references. 4: Group translation: Rewrite portions of the menu to improve clarity. 5: Presentation: Groups present their revised menus and explain their translation choices. (6: Reflection: Students individually reflect on how language and culture impact communication on menus.)
materials needed	Copies of multilingual menus (physical or digital) Computers/tablets/phones for research Presentation materials (slides, posters)
task creator’s name	Horváth Petra

Decoding multilingual menus: A culinary language challenge
Task title: Menu Matters: How Can We Make Restaurant Menus Accessible to Non-Native Speakers?
Problem to solve:
The task focuses on improving restaurant menus for non-native speakers. Students are tasked with analyzing multilingual restaurant menus and developing strategies to make them more understandable for English-speaking customers unfamiliar with the local languages and cuisine.
Steps:

Introduction (Understanding the Problem)

Start by introducing the idea of linguistic accessibility in public spaces, particularly in restaurants where multilingual menus might pose a challenge for tourists or expatriates.
Present the problem: “Many restaurants offer multilingual menus, but non-native speakers still struggle to understand the dishes or cultural references. How can we make these menus more accessible while maintaining the cultural integrity of the food?”
Highlight the connection between food culture and language, explaining how translation challenges often arise when describing dishes that don’t have direct equivalents in English.

Exploration and data collection (research phase)

Students will collect menus from local restaurants (online or in-person) that feature both the Hungarian language and English translations. They can also look at international restaurant menus (e.g., Chinese, Italian, and Indian restaurants).
Focus on identifying common issues in the translations, such as unclear dish descriptions, incorrect grammar, or cultural references that might be confusing for non-native speakers.

Analysis (metalinguistic focus)

Analyze the linguistic features of the menu items: pay attention to grammar, word choice, syntax, and cultural references that don’t translate well.
Engage in metalinguistic reflection: Discuss how translating certain dish names or cultural terms can alter the meaning or fail to capture the essence of the cuisine.
Compare literal translations to more adaptive ones that might help convey the meaning more effectively for English speakers.

Problem-solving (solution design)

Students will rewrite selected portions of the menu to make them more accessible while retaining cultural context. This could involve adding descriptive explanations, visual aids, or using simpler language.
Introduce metalinguistic elements by encouraging students to explain why certain phrases or translations don’t work directly and how they adapted them for clarity.
Have students suggest new translation strategies for difficult-to-translate dishes, considering audience knowledge and cultural sensitivity.

Presentation (Sharing Solutions)

Students will present their improved menus, either digitally or through physical mock-ups, along with a rationale explaining their choices.
They should highlight any creative solutions they developed, such as visual aids (icons, pictures of dishes) or descriptive footnotes for dishes that have no direct English equivalent.

Reflection and assessment:

After the presentation, have students reflect on the role of translation in cross-cultural communication and how it affects customer experiences in restaurants.
Ask them to consider how food descriptions carry cultural significance and how misinterpretation might lead to misunderstandings or cultural disconnects.

Learning goals:

Develop skills in analyzing language in real-world contexts (menus) and improve translation strategies.
Gain insight into how metalinguistic awareness helps clarify meaning when direct translations aren’t possible.
Understand the relationship between language and cultural identity, especially in the context of food.
Foster creativity in making language accessible to diverse audiences while retaining cultural significance.

EXPLORING ENGLISH THROUGH IDIOMS


time frame (how long it takes to complete it)	3 lessons
proficiency level	B2-C1
age group	16-18 year olds
“the problem”	Advanced learners often struggle with idiomatic expressions, which require understanding cultural context and non-literal meanings. This task challenges students to explore and accurately use idioms, improving fluency and understanding of English culture.
unfocused/focused (define focus)	Focused on deepening knowledge of idiomatic language, including nuanced meanings, cultural relevance, and appropriate usage in different contexts.
cognitive skills	Analytical thinking for idiom selection and interpretation Research skills for investigating idiom origins and cultural connotations Creative thinking for designing engaging and informative presentations
mode of communication (online, offline, (a)synchronous)	Offline/Online (flexible); could be synchronous or asynchronous based on presentation format
type of participation (individual, pair, group)	pairwork
goal	To advance students’ understanding of English idioms, encouraging fluency and cultural literacy in conversational and written contexts
input	Access to idiom reference materials, dictionaries, and academic articles on the origins and uses of idioms
output	Students will produce a video, presentation, or interactive game on six chosen idioms, explaining: Idiom’s historical origin and cultural significance Literal and figurative meanings Contextual usage (optional: include situational role-play to showcase appropriate usage)
procedures	Introduction – Discussing the importance of idioms in advanced English, showing examples and engaging students with quick meaning-guessing exercises. Research & Selection – Students work in pairs or small groups to select six idioms, with an emphasis on less common ones or those with interesting cultural stories. Preparation – Groups create their presentations, focusing on clear explanations and creative formats, such as role-plays or interactive games. Presentations & Peer Interaction – Students present to the class, using role-play to illustrate idioms’ real-life applications. (but they can include drawing task as well for example) Discussion – After each presentation, comparing idioms in students’ native languages, getting feedback and practicing idioms
materials needed	laptops/tablets and internet access,
task creator’s name	Egyed Laura

Description:
This task focuses on helping advanced learners better understand and use idiomatic expressions in English. By researching, analysing, and creatively presenting idioms, students enhance their cultural awareness and language fluency. Working in pairs, they explore idioms’ origins, meanings, and usage in real-life contexts.
The task integrates language learning with creative skills, allowing students to make engaging presentations. The final step involves comparing idioms to their native languages and practicing their use through interactive activities, fostering both linguistic competence and cultural exchange.
This task focuses on helping advanced learners better understand and use idiomatic expressions in English. By researching, analyzing, and creatively presenting idioms, students enhance their cultural awareness and language fluency. Working in pairs, they explore idioms’ origins, meanings, and usage in real-life contexts.
Execution:

Lesson 1: Introduction and Research

Beginning the lesson with a short discussion on why idioms are important for fluency and cultural understanding.
Showing examples of idioms in action (e.g., short clips from movies or idioms in famous quotes) and conducting a quick meaning-guessing activity.
Assigning students into pairs and explain the task. Providing them with access to idiom reference materials (e.g., dictionaries, online resources).
Guiding pairs to select six idioms

Lesson 2: Preparation

Instructing students to research the origins, meanings, and contexts of their chosen idioms.
Encouraging creativity in their presentations by suggesting formats such as role-plays, drawings, videos, or interactive games.
Providing class time for pairs to plan and prepare their presentations, offering support where needed.

Lesson 3: Presentations and Discussion

Each pair presents their idioms to the class, using their chosen creative format to explain meanings and usage.
Encouraging the audience to ask questions or participate in short activities related to the idioms (e.g., guessing idioms’ meanings or creating sentences or drawing their literal meaning).
After all presentations, having a class discussion comparing idioms from English to those in students’ native languages.
Wrap up: feedback for each pair and highlighting key takeaways about idioms.

CREATING SUBTITLES FOR A SHORT FILM


time frame (how long it takes to complete it)	2 classes, 90 minutes
proficiency level	B2-C1
age group	15-18 years old
“the problem”	Many films in your native language are not available with English subtitles. Your task is to choose a short film or series clip in your native language and create accurate English subtitles for it.
unfocused/focused (define focus)	Focused: language: the task focuses on listening comprehension, translation, and writing skills
cognitive skills	Listening comprehension, translation, writing, problem-solving
mode of communication (online, offline, (a)synchronous)	Online + Offline
type of participation (individual, pair, group)	Pair work
goal	Students will translate a short film or series clip into English and create subtitles that capture the meaning, tone, and cultural context of the original.
input	A film or series clip in the native language
output	A set of English subtitles for a 2–3-minute film or clip
procedures	Introduction Group Formation/Clip Selection Translation Phase Presentation Feedback
materials needed	Film or series clips in the native language +computer for writing subtitles
task creator’s name	Palócz Ivett

Task description:

Introduction: The teacher explains the task and the importance of accurate subtitle translation in films and series: Today, we’re going to work on something exciting, creating subtitles. You’ll be translating a short clip from a movie or series in our native language into English. The goal is to create subtitles that will help English speakers understand the clip.
Group Formation/Clip Selection: You will work in pairs. Each group must select a 2–3-minute clip from a film or series. I will also incorporate Kitti’s suggestion: students can choose a film or series they prefer. However, if they cannot agree or are unsure what to use, I will provide some recommendations:

B2+:

Pál utcai fiúk
A mi kis falunk
Magyar népmesék

Lower level:

Frakk, a macskák réme
Mesék Mátyás királyról
Vízipók-csodapók
Süsü, a sárkány kalandjai

Translation Phase: Groups carefully translate the dialogue into English, focusing on maintaining the meaning, tone, and cultural references.
Presentation: The students will show the clip with the English subtitles and explain any challenges they faced while translating, especially if there were any difficult idioms or cultural references. They will also teach any new vocabulary they encountered.
Feedback: The teacher and peers will provide feedback on accuracy, creativity, and how well the subtitles capture the original meaning. Additionally, I will incorporate Balu’s suggestion by including a self-assessment component. Students will reflect on their performance verbally and comment on how effectively they worked as a team.

ENVIRONMENTAL SUSTAINABILITY

CITY IN CRISIS


time frame (how long it takes to complete it)	at least 45 minutes
proficiency level	B2
age group	14-18
“the problem”	An environmental disaster has hit the city and life gets more and more difficult each day. The residents are worried, shops are closing, some residents have already left and the future is uncertain.
unfocused/focused (define focus)	focused- groups address five specific issue and propose practical solutions
cognitive skills	critical thinking, collaboration, problem-solving
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork
goal	to come up with realistic solutions for each issue
input	the five scenario description
output	presentation of solutions for each problem
procedures	1.read and analyze the crisis scenario 2.assign roles 3.discuss and develop at least 1 solution for each issue 4.analyze pros and cons for each solution 5.decide who is responsible for implementing each solution 6.discuss whether the group members would live in the city 7.prepare and deliver group presentation
materials needed	scenario handout, role cards
task creator’s name	György Brigitta

An imaginary city is in crisis, the mayor of the city called a group of experts to find a solution.

The problem:
An environmental disaster has hit the city and life gets more and more difficult each day. The residents are worried, shops are closing, some residents have already left and the future is uncertain.

Your task is to analyze the situation, come up with realistic solutions and present a plan to save the city.

Description of the scenario:

water crisis- the main water source is drying up due to climate change and overuse
air pollution- factories and cars which can lead to health problems
deforestation- lot of trees had been cut out which can lead to extreme weather condition and loss of biodiversity
waste management- trash is everywhere, no system for proper disposal
energy crisis- power shortage, they are relying on fossil fuels

The task:

come up with at least 1 solution for each problem
consider the advantage and disadvantage of each solution
how these solutions would work, who would be responsible for it
each group have to present their solutions to the other groups

Assessment:

self-assessment
peer-assessment
group discussion about

which group had the greatest idea
which problem is the most serious problem
what can we do to prevent these scenarios from happening

Roles:
Students can get roles such as:

mayor: leads the discussion
scientist: responsible for bring attention of the impacts of each solution regarding nature
economist: financial impact, cost effective solutions
engineer: think of ways to make solutions doable and effective
journalist: takes notes, writes the final report
citizens: expresses how citizens feel about it

Skills:

critical thinking
collaboration
problem-solving
group discussion

ADDRESSING CLIMATE CHANGE IN A LOCAL COMMUNITY


proficiency level	B2
age group	above 15
language skills	writing
unfocused/focused (define focus)	Focusing on the meaning
cognitive skills	Problem-solving, critical thinking, reasoning
mode of communication	in class, offline and online
type of participation	individual
goal	Students find solutions to real life problems using specific language. Students write a letter to the local government to try and make them withdraw their decision.
input	poster: building a plaza by cutting down a forest
output	convincing letter to the local government
procedures	gathering information, using specific words, interviewing locals
task creator’s name	Szabó Viktória

Description of the task
Task: Writing a letter: Addressing A Big Change in a Local Community
Students receive a poster from the local government that a shopping mall will be built in the city, which will require clearing a wooded area. The city's air is already polluted due to the presence of many factories. The student's task is to write a persuasive essay arguing why the trees should be preserved and the shopping mall should be built elsewhere. Students should use specific words such as climate change, sustainability, mitigation, and ecosystem degradation. This task not only enhances students' writing skills but also encourages critical thinking and problem-solving as they address real-life environmental concerns in their community. By using specific language related to climate change and sustainability, students learn to articulate their arguments effectively, contributing to meaningful civic engagement.
Feedback: Providing specific feedback on different aspects of their letter, such as content, language use, organization, and persuasiveness. Pointing out strengths and areas for improvement in each of these areas. Highlighting how well students have demonstrated critical thinking, problem-solving, and language proficiency in their letters. Encouraging students to revise their letters based on your feedback.
Providing additional resources or support materials, such as vocabulary lists, examples of persuasive writing, or guidance on conducting research, if needed.

DESIGNING A SCHOOL GARDEN


time frame (how long it takes to complete it)	3 x 45 minutes
proficiency level	minimum B2
age group	15+
“the problem”	designing a school garden while considering different factors
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, cooperative skills, digital competence, social skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group work
goal	to improve group cohesion and research skills, spread environmental awareness
input	research, discussion, creative thinking, problem solving
output	a garden design
procedures	individual research, whole class discussion, group discussion and research, presentation
materials needed	smartphones or laptops, papers, pens
task creator’s name	Szakál Dorka

Procedure
The students are going to work in groups (3-4 person per group) and together, they have to design a new school garden area. It could include a zone where students can relax in their free time between lessons, a vegetable garden, flowers, fruit trees, etc. The whole activity can be a collaboration with the biology teacher, they could research different useful and native plants, flower, and trees during a biology class. As homework before the English class itself they could look up the English names of the plants that they want to work with in their garden. On the first lesson, we would discuss what they have gathered and talk about the environmental awareness topic together, like what eco-friendly structures could be included in such a garden. Then, on the next lesson, they would have to find a potential location for their garden, considering factors like the available space, sunlight, etc. After this, they have to design the layout of their garden, the placement of the plants, the seating areas. Each group would have to include at least one eco-friendly structures, like a composting area, rainwater collection system, etc. Lastly, they would have to collect what kind of materials and tools are needed to construct their garden. On the final lesson, every group would present their dream garden. The students could also make mini mock-ups of their gardens, draw them, or create them virtually.

DESIGNING A SUSTAINABLE CITY FOR THE FUTURE


time frame (how long it takes to complete it)	2 sessions of 90 minutes lessons
proficiency level	B1-B2
age group	14-18 years
“the problem”	How can we design a sustainable city that addresses the environmental, social, and economic needs of our community?
unfocused/focused (define focus)	Focused – Students will specifically explore sustainability in urban planning, but the solutions they propose will be open-ended with multiple possible approaches.
cognitive skills	Critical thinking, problem-solving, creative thinking, cooperative work
mode of communication (online, offline, (a)synchronous)	Offline, in-class work
type of participation (individual, pair, group)	Group work
goal	Today sustainability is a crucial topic so students work on real-life problem while practicing English language skills including the comprehension, speaking, writing, and presenting.
input	Videos, diagrams, statistics, case studies, articles
output	A written report outlining the group’s design choices and justifications. A presentation of a sustainable city model, including descriptions of key elements such as transportation, housing, energy use, and community services.
procedures	1. Introduction: Teacher introduces the problem – students are asked to think about their own cities and what makes them liveable. They brainstorm in groups what they think a sustainable city should include. 2. Research: Groups begin researching sustainable urban practices (guided by teacher-suggested resources and questions). They should focus on areas such as transportation, housing, energy, waste management, and public spaces. 3. Design: Using their research, students collaborate to design their sustainable city. They will create a visual representation (using PowerPoint, Prezi or Canva) and prepare a presentation. 4. Presentation: Groups present their city designs to the class, explaining the choices they made. 5. Reflection: Students reflect on the task and assess their own group’s performance in a short written reflection. They also receive peer (anonimously on paper by filling out a template) and teacher (in person) feedback on their presentations.
materials needed	Internet, articles, videos (provided by the teacher), platform for the presentation (e.g PowerPoint), peer feedback templates
task creator’s name	Szabó Klaudia

Task description:
In this two-week project, students aged 14-18 (B1-B2 level) will work in groups to design a sustainable city that addresses environmental, social, and economic needs. The task encourages collaboration, critical thinking, creative problem-solving, and language development in comprehension, speaking, writing, and presenting.
Students will explore sustainability in urban planning by researching, designing, and presenting a city model that incorporates sustainable solutions. They will work on real-life challenges, apply research findings, and use English to communicate their ideas.
1. Introduction and Brainstorming (Day 1, 20 minutes)
The teacher introduces the problem: How can we design a sustainable city?
Students discuss what makes their own cities livable, identifying strengths and areas for improvement.
In groups, students brainstorm essential features of a sustainable city.

2. Research Phase (Day 1, 70 minutes)
Groups research sustainable urban practices using teacher-provided resources (videos, diagrams, statistics, case studies, and articles).
They focus on key aspects such as transportation, housing, energy use, waste management, and public spaces.
The teacher provides guidance and formative feedback to support comprehension and organization.

3. Design and Development (Day 2, 60 minutes)
Using their research, students collaborate to design their sustainable city.
They create a visual representation (using tools like PowerPoint, Prezi, or Canva) that highlights critical elements such as transportation, housing, energy sources, and community services.
Students prepare a written report that outlines their design choices and justifications.

4. Presentations (Day 2, 30 minutes)
Each group presents their city design to the class, explaining the rationale behind their choices.
The teacher and peers provide feedback on the presentation.

5. Reflection and Feedback
Students write a short reflection on the task, evaluating their learning about sustainability, group work, and their language skills.
They receive anonymous peer feedback using templates focused on clarity and design effectiveness.
The teacher provides in-person feedback on their performance and language use.

This project combines real-world relevance with language learning, fostering creativity and problem-solving while addressing critical global challenges.

GREEN SCHOOL


time frame (how long it takes to complete it)	45 min.
proficiency level	B1-B2
age group	9-12th grade
“the problem”	Our school wants to become more environmentally friendly, but there are certain challenges. The principal has asked students to come up with practical solutions the school can implement to become a ‘Green School’.
unfocused/focused (define focus)	the focus is on language use (vocabulary) in a creative context
cognitive skills	creative and critical thinking, collaborative and communication skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork (3 students)
goal	students will be able to identify environmental issues in their school and suggest possible solutions to make their school eco-friendlier
input	useful vocab in connection with environmental issues
output	poster
procedures	Students are put into groups of 3 Students identify current environmental issues in their school (like pollution, lack of recycle bins, energy waste, water waste, food waste etc.) 3. students brainstorm practical solutions for these issues designing a project by - describing the problem - a proposed solution - they should include a design of a special eco-friendly object - responsibilities and concrete roles- for carrying out the solution - the expected outcome of their solution à poster
materials needed	A3 papers
task creator’s name	Szabó Anna Veronika

Procedure

Form Groups:

Students are put into groups of 3 during a warmer activity ( they get different small objects- shells, leaves, stones and they must find their groupmates based on the matching objects

Identify Issues:

Students walk around the school or reflect on their daily experiences to identify significant environmental issues within the school grounds.
Examples may include waste management, energy inefficiency, or water conservation.

(After checking the problems they gathered)

Brainstorm Solutions:

Students work together to propose a practical, creative solution to the identified problem.
Ensuring their solution is realistic and impactful.

Project design components- poster- should include:
- Problem Description: Students clearly describe the environmental issue they have identified.

- Proposed Solution: Outline of their solution, explaining why it is effective and sustainable.
- Eco-Friendly Object Design: They have to include a sketch or description of a special eco-friendly object that could support their solution. This could be a recycling station, a water conservation tool, or a smart energy-saving device.
- Roles and Responsibilities: Students assign specific roles to each group member (e.g., researcher, designer, presenter) and define the responsibilities for carrying out the project.
- Expected Outcome: Describe the anticipated impact of your solution on the school environment.

Poster presentation

Evaluation: - Creativity and innovation, team collaboration, presentation

REDUCING PLASTIC WASTE


time frame (how long it takes to complete it)	2x45mins
proficiency level	intermediate
age group	15-
“the problem”	design a poster for your environmental friendly community event
language skills	reading and writing
unfocused/focused (define focus)	focused: vocabulary, creativity
cognitive skills	explaining
mode of communication (online, offline, (a)synchronous)	in person and online
type of participation (individual, pair, group)	pair work or group
goal	collaboration, expanding vocabulary, creativity
input	reading
output	speaking (presenting)
procedures	in and out of the class
materials needed	poster
task creator’s name	Varga Laura

Title: Reducing Plastic Waste
Problem Statement:
You and your classmates joined in a community that fights against the problem of plastic pollution. You can see plastic waste around the cities, at the beaches, in the parks or forests. The community organises a poster presentation exhibition to reduce plastic pollution around the previously mentioned areas. Your task is to design a poster with pictures and main statements to convince people about how important to reduce plastic waste in your community, promoting sustainable resources and environmentally friendly solutions.
Aim of the activity: To come up with a poster that encourages people to pay more attention to reducing plastic pollution. in a creative way.
Tasks:

choosing a specific topic for your poster
agreed on main statements and choosing title / headlines
discuss what can be environmentally friendly solutions
you can use the internet as a source of searching ideas and pictures

Outcome:
By the end of this task, students will have gained practical skills in environment advocacy. Learners will collaborate with each other to design the poster that must contains the listed information above. They can gain some important ideas and information about plastic pollution, and they can learn a new vocabulary in connection with the topic. Moreover, they are talking about a real-life problem that can come up in any kind of situation, because nowadays people more likely to pay attention to the environment especially to plastic waste.
When would I use this task and with which class:
I would use this task in high school / secondary school with intermediate or advanced learners, who already have the ability to talk about topics and share ideas with the others. This task requires creativity and critical thinking to reach the goal of the task. They have to work together to complete all the requirements and have basic knowledge about plastic pollution. They can express and use their experiences for the poster. The poster can be presented more ways that is depending on the class (they can draw it or do it on laptop) the teacher can give the opportunity
to the class to choose the implementation of the task. For this task the required level would be B2 or C1. They can prove their vocabulary by searching phrases and idioms that can connected to plastic pollution. Moreover, through presentation they can practice speaking skill by presenting the poster in front of the class.

STOPPING PLASTIC POLLUTION IN YOUR SCHOOL


time frame (how long it takes to complete it)	1 or 2 (45 min) classes
proficiency level	it can be used with different group levels, but a minimum level could be B1-B2
age group	14+
“the problem”	finding a solution plastic pollution in the school
language skills	communication
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, cooperative skills, digital competence, social skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	individual, group
goal	to improve group cohesion and research skills, having fun 😊
input	discussion, searching, creative thinking, problem solving, group discussion(s)
output	ideas to prevent plastic pollution
procedures	research, discussion
materials needed	Whiteboard or projector for displaying the task Markers Paper and markers Printed images or data related to plastic pollution
task creator’s name	Száraz Szabó Emese

Aim: To challenge high school students to identify and propose solutions to a real-world problem - plastic pollution in their school.

Materials Needed:

Whiteboard or projector for displaying the task
Markers
Paper and markers
Printed images or data related to plastic pollution

1: Introduction

Start by explaining the problem: the issue of plastic pollution within the school premises.
Discuss the environmental impact of plastic pollution and its effects on the local community.

2: Problem identification

Instruct the students to identify specific areas or instances of plastic pollution within the school (like disposable plastic bottles, cafeteria waste, plastic wrappers).
They should write these issues on the paper.

3: Solution ideas

Divide the students into small groups and assign each group a specific plastic pollution issue.
Give them time to brainstorm solutions to the issue they've been assigned.

4: Solution Presentation

Each group presents their solutions for the assigned problem to the whole class.

5: Class Discussion

Encourage a class discussion after each presentation to evaluate the effectiveness of the solutions.
Discuss potential challenges and opportunities.

6: Select the most effective solution

After all groups have presented their solutions, hold a brief class vote to choose the most effective solution based on the discussions.

7: Action plan

Conclude by discussing the next steps. Ask the class how they can collectively stop or reduce the chosen solution within the school.
Assign roles or responsibilities for initial implementation.
8: Debrief

Conclude the task with a brief debriefing session where students can share their thoughts on problem-solving, collaboration, and the importance of addressing real-world issues.

This problem-based task challenges high school students to identify and propose solutions to a real issue, encouraging critical thinking and teamwork. It also raises awareness about environmental concerns and empowers them to take action within their school community.

FASHION REVOLUTION


time frame (how long it takes to complete it)	30 min.
proficiency level	C1
age group	18+
“the problem”	Nowadays, overconsumerism and the industry of fast fashion is putting a huge pressure on our environment. This task empowers students to explore and understand the problems of overconsumerism and fast fashion. This PBL task challenges students to examine the economic, social and environmental effect of the fashion industry and help them develop sustainable solutions and alternatives. Discuss the concept and the issues of overconsumerism and fast fashion, fast fashion. Talk about their consequences, like as waste, labour work and exploitation and environmental effects.
unfocused/focused (define focus)	unfocused
cognitive skills	problem-solving, creativity
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	pair work, group work
goal	Encouraging students to be more conscious about buying clothes
input	video, websites
output	creating a sustainable fashion product
procedures	Presenting the problem, orientation, research, analysis, creation, presentation
materials needed	Internet, video, projector, smartphones, notebook
task creator’s name	Szűcs-Nagy Liza, Vidra Boglárka

Research
Duration: 10 minutes
Mode: In plenum
Materials: Video (https://www.youtube.com/watch?v=YOA0D0i5-fA&fbclid=IwAR00ZkUJwIVw9ay7E3NX-VC3EweRYGC9jt4apsXY14Tq8bj6l8UcFKugle0)
Students are shown a video regarding fast fashion. After the video, we discuss in plenum the major points we have seen in an open group discussion. Students are also asked what could be done differently in order to stop or at least slow down the damages fast fashion is causing in our environment.

Research and Analysis
Duration: 15 minutes
Mode: Individually, in small groups
Materials: Internet
Students are out in small groups of 4 or 5. They will have to create their own sustainable brand. In order to do that, they first make research. For that, each student in the group has field that they have to do research on:
-use of water
-quality of the materials
-expected lifetime of a clothing item bought in fast fashion stores
-employment problems in the countries where clothes are made by fast fashion brands
+1: sustainable clothing
Students will have 7-8 minutes to do their research, and 7-8 other minutes to present their findings to their teammates.

Creation
Duration: 20 minutes
Mode: In groups
Materials: Pencils, Pens, paper
Each group creates their own brand. For that, they will get papers and colourful pencils. They have to create a sustainable brand that an average university student would be able to buy. Each group presents their brands to the others.

SUSTAINABLE TRAVELLING


proficiency level	B2
age group	16-17-year-old students, 11th graders
language skills	Speaking, listening, reading
unfocused/focused (define focus)	The focus of the exercise is on creating a sustainable travel plan including the hotels and the mode of travelling.
cognitive skills	The cognitive skills improved here are logical reasoning, effective communicational skills and creative thinking.
mode of communication	The mode of communication is verbal.
type of participation	Work in groups.
goal	To find the most sustainable version of travelling.
input	Teacher talk, pictures, audios
output	Dialogues, presentation
procedures	Teacher explanation, using the given materials, presentation
task creator’s name	Süle Dóra

Travelling

Description of the task: The students have to work in groups, and they are given different visuals and audios that they can use to decide which is the most sustainable form of travelling including the hotels and travelling. They have to discuss the following points: hotels, modes of travelling, eating out and the different groups focus on the different things. Before handing the materials out, they have to decide which aspects/details they are going to focus on and have to come up with a budge and present their ideas to the class. It is up to them which place they want to visit. It will be 2x45 minutes long.

The materials:

https://foodprint.org/dining-out-sustainably/ - Dining out sustainably for the group dealing with eating out
https://www.youtube.com/watch?v=SeCPd3oBXOU for the group dealing with travelling
https://luxiders.com/what-is-sustainable-hotel/ for the group dealing with hotels
The level and the age group:
The students have to be at B2-level in order to make the group work and understand the materials. The students have to be around 16-17-year-olds in order to fully comprehend the exercise.

Type of participation
They have to work in groups and try to find the best sustainable solutions for all three aspects by the help of the materials.

Skills
The task develops speaking, listening and reading skills and creative thinking and logical reasoning.

THREE PLASTIC BOTTLES

time frame (how long it takes to complete it)	1 lesson for research, another one for presentations
proficiency level	intermediate
age group	14-18
“the problem”	reducing plastic waste
language skills	speaking, listening
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, critical thinking
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	find a solution to reducing plastic waste
input	video internet sources about plastic pollution
output	presentation
procedures	see below
materials needed	laptop, projector, speakers, role cards Three plastic bottles video https://www.youtube.com/watch?v=c8f3ZPbF6Gw
task creator’s name	Sári Helga

Procedure:

The teacher explains the rules and aim of the groupwork
In groups of fours, students have to come up with a ground-breaking innovation that helps to reduce the use of plastic bottles OR come up with a rule/innovation for the school that helps to reduce the use of plastic
groups have to prepare a 5-10 minute long presentation for the next lesson
students need to take on roles in their groups, the roles are the following:

leader
creative director
researcher
supporter

The teacher explains the meaning of each role and hands out the assigned role card to each student.

Each group receives a the list of criteria for the presentation as well.

Groups start working on their presentations, based on the criteria
The teacher monitors the groups, answers the questions and helps out if necessary.

The teacher evaluates students as groups AND individuals (based on their role cards).

Roles:

leader: makes sure that everyone takes part according to their role, is responsible for the overall outcome
creative director: focuses on visuals and is responsible for putting together an entertaining, attention-grabbing presentation
researcher: looks up information, takes notes
supporter: is responsible for recognising when someone is behind with their part/task and has to help them, is responsible for time-management

Criteria:

the presentation cannot be shorter than 5 and or longer than 10 minutes
everyone has to speak, even if only a couple of sentences
the presentation has to include at least two, DIFFERENT kind of visuals (picture, diagram, graph, logo, etc.)
students have to share the following: the main idea (theory); explanation of their idea, putting it into practise, why is it unique
they have to present their ideas in an entertaining, attention-grabbing, convincing way

FOOD AND COOKING

BAKE OFF


time frame (how long it takes to complete it)	2/3x45 minutes
proficiency level	it can be used with different group levels, but a minimum level should be B1-B2
age group	14+
“the problem”	creating/founding a recipe that everyone likes and able to eat (allergies and diets) in your group
language skills	communication
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, cooperative skills, digital competence, social skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	individual, group
goal	to improve group cohesion and research skills, having fun 😊
input	discussion, searching, creative thinking, problem solving, group discussion(s)
output	recipes, experience
procedures	research, Kahoot!, discussion
materials needed	teacher: Kahoot! students: pen and paper, smartphones
task creator’s name	Kovács Borbála

Time frame for 2 lessons:

Time	Activity
3 min.	Introduction and Explanation	Welcome them in the show of Bake Them Off and telling them the main steps and the time limits in advance. Creation of groups.
15 min.	Collaborative Criteria and Point System Creation	Have students work together to define the criteria and establish a point-giving system. Also allocate a brief amount of time for each group to brainstorm and agree on a quick and efficient strategy for gathering information about each other's food preferences. (F.e.: if they should ask the questions in a circle/pairs/etc.)
15 min.	Mingling and Information Gathering	Allow students to gather information about their partners. They do not have the time to think in advance about their own strategy (mainly the questions), they have to come up with it along the way.
12 min.	Recipe Search	Students access the internet to find or create a recipe that fits the criteria.
next class:
30 min.	Recipe Sharing and Evaluation	Each group member presents their recipe (they can even make it at home and give the others a taste test) and receives evaluations from their peers.
15 min.	Scoring and Determining the Winner	Tally up the points using the collaboratively established system and determine the winning person. After this the groups can share the winning recipe of their group.

Time frame for 3 lessons:

Time	Activity
6 min.	Introduction and Explanation	Tell them that we’ll create a baking show together which they have to come up with completely. Set some examples but truly different ones so they can be creative.
24 min.	Creating the whole show for themselves	In this version they could create a whole show as a class with logo and rules, etc.
15 min	Collaborative Criteria and Point System Creation	Have students work together to define the criteria and establish a point-giving system. Also allocate a brief amount of time for each group to brainstorm and agree on a quick and efficient strategy for gathering information about each other's food preferences. (F.e.: if they should ask the questions in a circle/pairs/etc.)
Next class:
27 min.	Mingling and Information Gathering	Allow students to gather information about their partners. They do not have the time to think in advance about their own strategy (mainly the questions), they have to come up with it along the way.
18 min.	Recipe Search	Students access the internet to find or create a recipe that fits the criteria.
next class:
30 min.	Recipe Sharing and Evaluation	Each group member presents their recipe (they can even make it at home and give the others a taste test) and receives evaluations from their peers.
15 min.	Scoring and Determining the Winner	Tally up the points using the collaboratively established system and determine the winning person. After this the groups can share the winning recipe of their group.

HEALTHY LUNCH


time frame (how long it takes to complete it)	45min.
proficiency level	B2
age group	16+
“the problem”	Nowadays, school lunches and most of the food we consume became very unhealthy. This task empowers students to explore and understand the problems of eating unhealthy foods. This PBL task challenges students to examine the effect of fast food, processed foods, additives, sugar etc. and helps them to make healthier food choices in the future. Discuss the concept and the issues of eating processed foods, fast foods, additives, sugar etc. Talk about their consequences and effects on health.
language skills	Listening, speaking, writing
unfocused/focused (define focus)	unfocused
cognitive skills	problem-solving, creativity
mode of communication (online, offline, (a)synchronous)	offline
type of participation(individual, pair, group)	pair work, group work
goal	Encouraging students to be more conscious about the food choices they make
input	video, websites
output	creating a sustainable fashion product
procedures	Presenting the problem, orientation, research, analysis, creation, presentation
materials needed	Internet, video, projector, smartphones, notebook
task creator’s name	Vidra Boglárka

Problem statement:
Nowadays, school lunches and most of the food we consume became very unhealthy. This task empowers students to explore and understand the problems of eating unhealthy foods. This PBL task challenges students to examine the effect of fast food, processed foods, additives, sugar etc. on their brain (and therefore their whole body) and helps them to make healthier food choices in the future.

Steps of the lesson:

Research

Duration:10 min.
Mode: Individual + whole class discussion
Materials: Video
https://www.youtube.com/watch?v=xyQY8a-ng6g
T shows the SS a video (How the food you eat affects your brain - Mia Nacamulli) about healthy eating. After the video, the T and the SS discuss in a whole class discussion the most important points of the video. SS are also asked that based on the video, what do they think, how a balanced meal looks like? What are the crucial components of it?
Important words to expect: micronutrients, fibre, protein, starch, low glycemic food, grains, legumes, omega-rich foods

Research & Analysis

Duration:15 min.
Mode: Individual work
Materials: Mobile phones, internet connection
SS are divided into groups of 4 or 5. Each group member has to do research on their phones about a food which they think would be a delicious lunch. However, it must meet the ‘balanced meal criteria’ they have come up during the class discussion. SS have 7-8 minutes to do this.
In the remaining 7-8 minutes they present their findings to their teammates.

Creation

Duration: 20 min.
Mode: Group work
Materials: paper, pens, pencils, stickers etc.
Each group has to come up with a recipe of a healthy lunch. They have to choose the ‘perfect lunch’ from the meals which were presented by their groupmates in the previous step of the task. For the final recipe they get a piece of paper, pencils, pens etc. After they are done, they present their meal to the others.

MENU PLANNING


time frame (how long it takes to complete it)	40-45 min
proficiency level	A2-B1
age group	13-14 yrs
“the problem”	Creating a menu which consists of typical English or American dishes and is personalized for the class, giving a short description for each dish, listing the ingredients and creating a shopping list.
language skills	Speaking, listening, reading, writing skills
unfocused/focused (define focus)	Developing vocabulary in the topic of food and ingredients, incorporating culture, developing researching skills
cognitive skills	Problem-solving skills, socio-emotional and ethical skills (collaborations, communication, etc.), creative thinking, researching skills
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	Small groups (4-5 people)
goal	To produce as much spoken language as possible, to make students look for specific information on the internet, to promote collaboration, to practice food-related words in context and with a purpose
input	Blank, printed menus; the explanation of the teacher
output	Produced spoken language, filled out menu, list of ingredients and written shopping list
procedures	Group discussion
materials needed	Printed blank menus
learner feedback	No feedback yet, the task hasn’t been tested
task creator’s name	Anna Szántó

Detailed description of the task:

DECODING MULTILINGUAL MENUS


time frame (how long it takes to complete it)	3 classes
proficiency level	B2 - C1
age group	15-16-17 yo students
“the problem”	Many restaurants offer multilingual menus, but non-native speakers struggle to understand them due to translation issues, unclear dish descriptions, or cultural references. How can we improve these menus to make them more accessible while retaining cultural integrity?
unfocused/focused (define focus)	Focused: The task is centered on language and cultural translation challenges, specifically how to translate restaurant menus in ways that maintain both clarity and cultural meaning.
cognitive skills	1: Critical thinking (analyzing and solving translation challenges) 2: Problem-solving (developing strategies to make menus clearer) 3: Metalinguistic awareness (reflecting on how language choices impact meaning) 4: Creativity (designing improved versions of menus)
mode of communication (online, offline, (a)synchronous)	online, but printed materials can also be used (mostly in the presentation part)
type of participation (individual, pair, group)	group work (3-4 students working on a shared menu)
goal	To analyze, critique, and improve multilingual restaurant menus so that they are more accessible to non-native English speakers while maintaining cultural significance.
input	1: Real-life multilingual restaurant menus (students collect or access menus online) 2: Classroom discussion on translation, cultural significance, and menu design 3: Teacher-guided examples of successful and unsuccessful translations
output	1: Group presentation of improved, clearer menus with explanations for their translation choices 2: Visual aids like redesigned menu layouts or additional footnotes for culturally specific dishes
procedures	1: Introduction to the linguistic and cultural challenges of multilingual menus. 2: Menu collection: Students gather menus from local or online sources. 3: Group analysis: Examine and discuss unclear translations or cultural references. 4: Group translation: Rewrite portions of the menu to improve clarity. 5: Presentation: Groups present their revised menus and explain their translation choices. (6: Reflection: Students individually reflect on how language and culture impact communication on menus.)
materials needed	Copies of multilingual menus (physical or digital) Computers/tablets/phones for research Presentation materials (slides, posters)
task creator’s name	Horváth Petra

Introduction (Understanding the Problem)

Start by introducing the idea of linguistic accessibility in public spaces, particularly in restaurants where multilingual menus might pose a challenge for tourists or expatriates.
Present the problem: “Many restaurants offer multilingual menus, but non-native speakers still struggle to understand the dishes or cultural references. How can we make these menus more accessible while maintaining the cultural integrity of the food?”
Highlight the connection between food culture and language, explaining how translation challenges often arise when describing dishes that don’t have direct equivalents in English.

Exploration and data collection (research phase)

Students will collect menus from local restaurants (online or in-person) that feature both the Hungarian language and English translations. They can also look at international restaurant menus (e.g., Chinese, Italian, and Indian restaurants).
Focus on identifying common issues in the translations, such as unclear dish descriptions, incorrect grammar, or cultural references that might be confusing for non-native speakers.

Analysis (metalinguistic focus)

Analyze the linguistic features of the menu items: pay attention to grammar, word choice, syntax, and cultural references that don’t translate well.
Engage in metalinguistic reflection: Discuss how translating certain dish names or cultural terms can alter the meaning or fail to capture the essence of the cuisine.
Compare literal translations to more adaptive ones that might help convey the meaning more effectively for English speakers.

Problem-solving (solution design)

Students will rewrite selected portions of the menu to make them more accessible while retaining cultural context. This could involve adding descriptive explanations, visual aids, or using simpler language.
Introduce metalinguistic elements by encouraging students to explain why certain phrases or translations don’t work directly and how they adapted them for clarity.
Have students suggest new translation strategies for difficult-to-translate dishes, considering audience knowledge and cultural sensitivity.

Presentation (Sharing Solutions)

Students will present their improved menus, either digitally or through physical mock-ups, along with a rationale explaining their choices.
They should highlight any creative solutions they developed, such as visual aids (icons, pictures of dishes) or descriptive footnotes for dishes that have no direct English equivalent.

Reflection and assessment:

After the presentation, have students reflect on the role of translation in cross-cultural communication and how it affects customer experiences in restaurants.
Ask them to consider how food descriptions carry cultural significance and how misinterpretation might lead to misunderstandings or cultural disconnects.

Learning goals:

Develop skills in analyzing language in real-world contexts (menus) and improve translation strategies.
Gain insight into how metalinguistic awareness helps clarify meaning when direct translations aren’t possible.
Understand the relationship between language and cultural identity, especially in the context of food.
Foster creativity in making language accessible to diverse audiences while retaining cultural significance.

GAMES AND SHOWS

CREATE A BOARD GAME


time frame (how long it takes to complete it)	2 weeks /2 sessions
proficiency level	Intermediate to advanced
age group	High school students (ages 14-18)
“the problem”	Design an engaging, educational, and fun board game that inspired by already existing ones.
unfocused/focused (define focus)	Focused (Designing a board game with specific educational or entertainment objectives)
cognitive skills	• Creative thinking • Problem-solving • Collaboration • Critical thinking • Research skills
mode of communication (online, offline, (a)synchronous)	Offline (with optional online collaboration tools)
type of participation (individual, pair, group)	Group work (3-4 students/group)
goal	To create a unique board game that is both enjoyable and educational, and to develop teamwork and project management skills.
input	•Research on existing board games •Brainstorming sessions •Feedback from peers and teachers
output	•A prototype of the board game •A presentation including the game's concept, rules, and target audience •Visual materials such as a logo, game board design, and promotional posters
procedures	see below
materials needed	•Art supplies (paper, markers, cardboard, etc.) •Computer with design software (optional) •Research materials (books, internet access) •Presentation tools (poster board, projector, etc.)
task creator’s name	Izabella Bostan

Procedures:

Warmup: Discuss and analyze popular board games to identify potential improvements.
Brainstorming: In groups, come up with a theme or concept for the board game.
Design: Develop the rules, objectives, and materials needed for the game.
Prototype: Create a physical or digital prototype of the board game.
Presentation: Prepare and deliver a presentation showcasing the board game, including its name, logo, rules, and target audience.
Feedback: Receive and incorporate feedback from peers and teachers.
Finalization: Make final adjustments to the board game based on feedback.

Intro and Task Description:

We are going to embark on an exciting project called ‘Create a Board Game’.
In this project, you will work in groups to design an engaging, educational, and fun board game inspired by existing ones.
Your task is to find existing board games that you could modify to suit your preferences. You will brainstorm ideas, develop the game's objectives, rules, and materials, and create a prototype.
Then, you will present your board game to the class, explaining its concept, rules, and target audience.
Share your ideas and receive feedback from your peers and teachers.

Follow-ups:

Collect as many ideas and elements from existing board games as you can, then write them down.
Try to find similar or innovative ideas to those you collected in the brainstorming session.
Imagine you are presenting your game to a board game company. Write a pitch letter using some of the ideas and elements you have developed.

Variations:
For Advanced Level (C1):

Create a game with more complex rules and objectives.
Include more detailed and intricate game components.
Provide less time for each task to increase the challenge.

For Beginners (A1/A2):

Simplify the rules and objectives of the game.
Use fewer and simpler game components.
Provide more guidance and support throughout the process.

SHARK TANK


time frame (how long it takes to complete it)	1 class
proficiency level	intermediate
age group	14-18
“the problem”	making the world a better place
language skills	speaking, listening
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, critical thinking
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	present an idea in a convincing manner
input	internet resources
output	presentation
procedures	see below
materials needed	internet access, ICT devices
task creator’s name	Sári Helga

Based on the American television series.
Students work in groups of fours. Their task is to come up with a „business idea” and present it to the class.
The teacher emphasises that all business ideas have to do something with making today’s modern world a better place.
Ideas, problems students can try to deal with:

internet, social media
protecting the environment
war refugees
etc.

The presentation cannot be longer than 3 minutes.

everyone in the group has to say at least a few sentences
they need to talk about the idea itself, why is it unique, what’s the goal
they need to present visuals (pictures, diagrams, etc.)

While one group is presenting, the others are taking notes. There is one „judge” in each group – their job is to make sure to carefully listen to the other students, take notes and then give feedback. The teacher is a „judge” too and gives constructive criticism at the end.
Goals:

cooperation, improving communication skills
picking up vocabulary connected to a specific topic
improving presentation skills

ESCAPE ROOM


time frame (how long it takes to complete it)	2-4 lessons, deadline: on the 5th lesson the groups have to present it to the group
proficiency level	B1-B2
age group	9-10th graders
“the problem”	You are working in an escape room where you have to create a new room with the theme you pick. Decide on the theme together and then create the room in google forms with 5-6 stages at least. It worth plus points if you create tasks which are connected to other subjects such as history or math.
unfocused/focused (define focus)	planning an escape room
cognitive skills	Students need to use their creativity and logic to create the room step-by-step, and create the stages to build up the escape room.
mode of communication (online, offline, (a)synchronous)	hybrid-the escape room with google forms, the thinking process designing is offline
type of participation (individual, pair, group)	in groups (4-6 people in one group)
goal	Develop their cooperation skills, develop their creativity and also their logical thinking.
input	Previous examples, input from their groupmate’s ideas.
output	use of the language, learning how to discuss, how they can plan the presentation together and also the Google Forms escape room
procedures	Small brainstorming about escape rooms, showing them ideas about existing escape rooms, put them into groups,
materials needed	Some escape rooms description to give them some ideas, a description how they can create the escape room within google forms.
task creator’s name	Szollár Réka

I would give students a video which I have used to create my escape room to get ideas and see how to create an escape room with this platform.
https://www.youtube.com/watch?v=yc78ImOoY_w&ab_channel=JoSzoke-ShortandSimpleEnglish
After this I would ask them to try these out at home, and write down if they have faced any difficulties so on the next class, we can discuss these in person. After this process I would put them into the groups and let them decide on what theme they want to have for their room.
The criterias for the room:

should have at least 10 stations
there should be one hidden code
there should be at least 2 links which takes you to another site
there should be at least 2 tasks connected to a picture
there should be at least 1 alternative branch

After the thinking class where they start their project, I would ask them for the next 2 classes to at least one of them bring a laptop so they can create them at school during class time.
By the time of the next lesson, I would ask them to hand in the link of the escape rooms and on the last lesson they would try out each other’s escape rooms in groups and then we would discuss them together after this.
Evaluation: if they have met all the criterias then I would give them a good mark, if they have not tried to escape with an easy way then I would probably give them higher grade. But of course if they have done what was asked from them properly, the evaluation would be positive for sure.

HEALTH

AT THE DOCTOR


proficiency level	B1
age group	14-15-year-old students, 9th graders
language skills	Translating, speaking
unfocused/focused (define focus)	The focus of the exercise is on translating previously learnt expressions and discussing treatment options or reach a certain conclusion regarding the illness.
cognitive skills	The cognitive skills improved here are logical reasoning, effective communicational skills and creative thinking.
mode of communication	The mode of communication is mostly verbal.
type of participation	Work in pairs
goal	To find out the expressions on the pictures and use them effectively in a communicational task.
input	Teacher talk, pictures with the expressions
output	Using the expressions in dialogues, translating them
procedures	Teacher explanation, analysing pictures and figuring out the expressions they represent, creating a dialogue, translating the expressions
task creator’s name	Süle Dóra

Recognizing the symptoms of an illness

Description:
The students take up the role of either a healthcare professional or a patient and they have to discuss a certain mystery illness and its treatment. Before that both students (patients, doctors) get a card with pictures on them that are about idioms featuring illnesses or other health-related expressions and they have to find them out on their own. They get five minutes to find out the expressions presented on the pictures and after that they have to create a dialogue in which these expressions appear and reach a conclusion, but they do not know about each other’s expressions. After the dialogues, they show each other their expressions and give their Hungarian translations. This exercise would be ideal for revision, and it would be 20-25 minutes long.

The expressions: For the patients:
as sick as a dog
splitting headache
shadow of former self
feel blue

For the doctors:
go under the knife
bag of bones
as pale as ghost
fit as a fiddle

The level and the age group:
The students have to be at B1-B1+ level in order to create a proper dialogue. The students have to be around 14-15-year-olds in order to fully comprehend the exercise.

Type of participation
They have to work in pairs and try to find out the solution together and after that they have to give the translation of the idioms.

Skills
The task develops speaking skills and creative thinking and at the end, there is translation as well.

HEALTHY LUNCH


time frame (how long it takes to complete it)	45min.
proficiency level	B2
age group	16+
“the problem”	Nowadays, school lunches and most of the food we consume became very unhealthy. This task empowers students to explore and understand the problems of eating unhealthy foods. This PBL task challenges students to examine the effect of fast food, processed foods, additives, sugar etc. and helps them to make healthier food choices in the future. Discuss the concept and the issues of eating processed foods, fast foods, additives, sugar etc. Talk about their consequences and effects on health.
language skills	Listening, speaking, writing
unfocused/focused (define focus)	unfocused
cognitive skills	problem-solving, creativity
mode of communication (online, offline, (a)synchronous)	offline
type of participation(individual, pair, group)	pair work, group work
goal	Encouraging students to be more conscious about the food choices they make
input	video, websites
output	creating a sustainable fashion product
procedures	Presenting the problem, orientation, research, analysis, creation, presentation
materials needed	Internet, video, projector, smartphones, notebook
task creator’s name	Vidra Boglárka

Steps of the lesson:

Research

Research & Analysis

Creation

PROMOTING A HEALTHY LIFESTYLE AT SCHOOL


time frame (how long it takes to complete it)	4 lessons: 2 lessons: Familiarize with necessary expressions, facts, data etc. 1 lesson: Creating the plan 1 lesson: presenting the plan
proficiency level	B2
age group	16-year-olds
“the problem”	Hungary has the highest obesity rate in the EU: 26.8% of adult women and 31.3% of adult men live with obesity. Diabetes affects 7.3% of adult women and 10.0% of adult men. There are significant issues with people’s eating habits. Creating a healthy lifestyle should start at an early age. How can we promote a healthier lifestyle? What are the most important nutrients people should consume daily, and what other habits should be considered?
unfocused/focused (define focus)	Focused: The task emphasizes learning vocabulary connected to diet and healthy lifestyle and creating a practical plan to promote healthy living in schools.
cognitive skills	Critical thinking Analysing and interpreting data Problem-solving Collaboration Creativity
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	pair work
goal	To learn vocabulary connected to diet and healthy lifestyle. To become more aware of the role of nutrition and sports. To create a practical plan for promoting healthy lifestyles.
input	Videos and articles about unhealthy habits of Hungarians. Photos of snack aisles in shops, customers’ shopping carts, and numerical data about overweight people. Information on unhealthy foods in the school buffet. Facts, data, and materials about healthy eating and sports.
output	A presentation of a plan for promoting healthy lifestyle in the school
procedures	Discussion and vocabulary: Asking students what they know about a healthy lifestyle. What is considered healthy? Teaching students expressions related to sports and diet, such as names of nutrients (e.g., fibre, protein) and related terminology Input Phase: Watching videos or reading articles about the unhealthy habits of Hungarians. Analysing photos of snack aisles, customers’ shopping carts, and numerical data about overweight individuals. Including observations about unhealthy foods available in the school buffet. Task Assignment: In pairs, students create a plan to promote a healthy lifestyle in the school. Each pair divides roles: one student focuses on diet, and the other on sports. Plan Presentation: Students present their plans, providing solutions to make students healthier and identifying healthy habits to be implemented.
materials needed	Pictures, facts, and data Articles about healthy and unhealthy habits Videos about diet and sports
task creator’s name	Egyed Laura

Sources:

Description:
This Problem-Based Learning task focuses on helping students address the public health challenge of obesity and unhealthy habits in Hungary. Students will learn about nutrition and exercise while improving their English language skills.
The task involves analysing real-life examples of unhealthy behaviours, understanding their impact, and creating a practical plan to encourage healthier habits in their school. Students work in pairs, with one focusing on diet and the other on sports, to ensure that students consider the most important aspects of healthy habits. They will present their plans in class using relevant vocabulary and visual aids, providing actionable solutions to promote health in the school community.

Procedure

Lesson 1: Introducing and Exploring

talking about why a healthy lifestyle is important and asking students what they know about healthy habits, like balanced diets or regular exercise.
Presenting key facts about obesity and unhealthy eating habits in Hungary, including statistical data and examples of common dietary patterns.
Showing visual aids, such as pictures of school buffets or snack aisles, and discussing what makes certain foods unhealthy.
Dividing students into pairs and explaining the task, with each pair creating a plan to promote healthy habits in their school. One student is focusing on diet, and the other on exercise.

Lesson 2: Researching and Building Vocabulary

Providing students with resources like articles, videos, and infographics about nutrition and physical activity.
Introducing key vocabulary related to diet, such as protein, fiber, and vitamins, and to sports, like endurance and flexibility.
Having students research their chosen focus area using the provided materials, encouraging them to identify problems in their school environment, such as the lack of healthy snacks or exercise opportunities.
Guiding pairs to brainstorm initial ideas for their plans, making sure they use the newly learned vocabulary.

Lesson 3: Developing the Plan

Giving students time in class to organize their ideas and draft their plans, providing a template or checklist to help them structure their work.
Encouraging creativity by suggesting solutions, like designing posters promoting healthy snacks or proposing new extracurricular sports programs.
Offering feedback as students work, ensuring their ideas are practical and well-supported by their research.

Lesson 4: Presenting and Reviewing

Having each pair present their plan to the class, using visual aids or digital tools to support their ideas.
Encouraging classmates to ask questions or suggest improvements after each presentation.
Leading a class discussion to compare different approaches and highlight the most effective ideas.

Following Up:

Discussing how the class could implement one or more of the proposed plans in their school.
Encouraging students to reflect on what they learned about healthy lifestyles and how they can apply it to their daily routines.

SECRET INGREDIENTS


time frame (how long it takes to complete it)	30-45 minutes
proficiency level	B1+
age group	9-12th grade
“the problem”	Humanity is in desperate need of an elixir that can fully restore health. Each student receives a card with an ingredient on it, however, they can’t look. Their task is to mingle, show their cards to somebody else (one person at a time), and ask for hints. The other person tries to describe the ingredient shown on the card using no more than 10 words. Students are allowed to ask as many people as they like, and once they feel confident enough to guess, they must take a seat – the twist is that as soon as they sit down, they are not allowed to get back up and ask more students. The clock is ticking, and every ingredient is essential. If anybody guesses their ingredient wrong, the game starts over (after mixing the cards). The task is to complete the ingredient list as soon and as precisely as possible.
unfocused/focused (define focus)	Focus on language (vocabulary, meaning)
cognitive skills	Explaining, interpreting
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	Groupwork
goal	To describe words briefly in the target language
input	Written input à keywords
output	Oral output à descriptions/explanations by the students
procedures	Problem identification, discussion, solution development, application
materials needed	Small slips of paper with keywords on them
task creator’s name	Tímea Müller

Humanity is in desperate need of an elixir that can fully restore health. Each student receives a card with an ingredient on it, however, they can’t look. Their task is to mingle, show their cards to somebody else (one person at a time), and ask for hints. The other person tries to describe the ingredient shown on the card using no more than 10 words. Students are allowed to ask as many people as they like, and once they feel confident enough to guess, they must take a seat – the twist is that as soon as they sit down, they are not allowed to get back up and ask more students. The clock is ticking, and every ingredient is essential. If anybody guesses their ingredient wrong, the game starts over (after mixing the cards). The task is to complete the ingredient list as soon and as precisely as possible.

HISTORY

ANCIENT ROMAN LIFE AND ENTERTAINMENT


proficiency level	B2
age group	15-16
language skills	Reading, Researching, Speaking, Writing
unfocused/focused (define focus)	Focused - The task focuses on specific aspects of ancient Roman daily life and entertainment, requiring students to delve deep into their chosen topics and apply their knowledge to plan and execute a reenactment event.
cognitive skills	Critical thinking, Research skills, Collaboration, Creativity, Problem-solving
mode of communication	Verbal (group discussions, presentations), Written (research reports, event planning documents), Visual (posters, props)
type of participation	Active participation in group discussions, collaborative research, planning, and execution of the reenactment event
goal	To deepen students' understanding of ancient Roman daily life and entertainment through immersive research and hands-on reenactment, while also fostering critical thinking, collaboration, and communication skills.
input	Multimedia resources (videos, articles, websites) on ancient Roman life and entertainment, historical texts, archaeological findings, scholarly articles, guidance from the teacher/facilitator
output	Research reports, event planning documents (timeline, budget, division of tasks), promotional materials (posters), participation in the reenactment event, reflections on the experience
procedures	Introduction to Ancient Roman Life and Entertainment: Students explore multimedia resources and engage in group discussions to gain insights into various aspects of ancient Roman daily life and entertainment. Research and Planning: Students form teams, select specific aspects of Roman life and entertainment to research, and collaboratively plan a reenactment event, considering historical accuracy and logistical constraints. Implementation and Reflection: Students work together to execute their reenactment project, assuming different roles and responsibilities. They create promotional materials and actively participate in the event. Finally, they reflect on their experiences and lessons learned.
task creator’s name	Mentes Laura

Introduction to Ancient Roman Life and Entertainment: Students will begin by immersing themselves in the world of ancient Rome. Through multimedia resources such as videos, documentaries, articles, and interactive websites, they will explore various aspects of daily life and entertainment in ancient Rome. Group discussions will provide opportunities for students to share their initial impressions, questions, and areas of interest. Topics covered may include:

Social structure and customs: Students will learn about the hierarchical society of ancient Rome, including the roles of citizens, slaves, and women, as well as social norms and customs.
Daily routines: They will investigate the typical daily activities of different social classes, including work, education, and leisure time.
Leisure and entertainment: Students will explore the various forms of entertainment enjoyed by ancient Romans, such as chariot races, gladiator contests, theatre performances, public baths, and feasts.
Cultural influences: They will discuss how Roman culture was influenced by other civilizations and how it, in turn, influenced later societies.

Research and Planning: Following the introduction, students will form teams and select specific aspects of Roman daily life and entertainment to research in-depth. Each team may focus on a particular theme, such as clothing and fashion, food and dining customs, leisure activities, or public spectacles. Teams will conduct thorough research using a variety of sources, including historical texts, archaeological findings, and scholarly articles. They will also consider practical aspects such as budget, location, props, and costumes. Key tasks include:

Research: Teams will gather information about their chosen aspect of Roman life or entertainment, paying attention to historical accuracy and cultural context.
Planning: Collaboratively, teams will devise a plan for their reenactment event, including a timeline, budget, division of tasks, and strategies for promoting the event to their peers and the wider community. They will brainstorm creative ideas for bringing the ancient Roman world to life, considering how to engage all the senses and create an immersive experience.

Implementation and Reflection: With their research and plans in place, students will work together to execute their reenactment project. Each team member will take on specific roles and responsibilities, such as organizing costumes and props, preparing food and beverages, creating scripts or performances, or managing logistics on the day of the event. Throughout the implementation phase, students will collaborate closely, communicate effectively, and problem-solve as needed to overcome challenges and ensure the success of their project. Additionally, students will create an eye-catching poster to promote their event, using their creativity and design skills to attract attendees. Finally, after the reenactment event has concluded, students will reflect on their experiences, considering what they learned, what worked well, and what they might do differently in the future. They will also discuss the significance of historical reenactment as a method of learning and preserving cultural heritage.

AMERICAN HISTORY


time frame (how long it takes to complete it)	5’
proficiency level	A2
age group	middle school students, age 10-14 or high school students (whose beginner foreign language is English) 15-16
“the problem”	a gap filling task with missing verb forms of the past tense and missing information concerning the American cultural history
language skills	practising past tense
unfocused/focused (define focus)	how the students understand the context and how they search for a missing piece of information
cognitive skills	researching for information
mode of communication (online, offline, (a)synchronous)	in-class task
type of participation (individual, pair, group)	pair work
goal	to widen students’ knowledge about target language culture beside they practice a main tense of speech
input	tense structures
output	-
procedures	warmer – to evoke students’ knowledge what they know about the American history so far pairing – the teacher can make a pair from two students who sit next to each other or can pair up the students with a more creative technique (e.g. when all the students grab one end of strings, and they have to look for the person who is holding the string’s other end) the teacher demonstrates the worksheet, describes what the task is, includes ICQs hand out the task, give a measurable time frame (5 mins) checking together follow-up activity: group discussion or discussing what they studied from the task
materials needed	worksheets
Task creator’s name	Szabó Márk

Students are supposed to complete those with the missing form of the simple past or past continuous tenses
Students have to research for information in this case, there are sentences where multiple solutions are acceptable, but there are a few where there is only a single answer
… (be) … (information nr. 1) the president of the United States?
Do you remember, what … you … (do) during the … (information nb. 2)
in 1972? September 11, 2001, … (be) the day of … (information nb.3).
The Olympic Games … (take) place in … in … (information nb. 4).
During the 20th century McDonalds … (open) in … (information nb. 5).
The AIDS epidemic … (originate) in … (information nb. 6).
… you … (watch) the news of the latest presidential elections in … (information nb. 7).
The war between the US and Mexico … (finish) in … (information nb. 8).
… (information nb. 9.) ... (be) a famous outlaw in the Old West.
The Gateway Arch was … (build) in … (information nb. 10.)

HISTORICAAL INVESTIGATION: UNSOLVED MYSTERIES


time frame (how long it takes to complete it)	4 hours (2-2)
proficiency level	B1-B2
age group	14-18
“the problem”	Students will act as historical detectives tasked with investigating a mysterious historical event. They will create a compelling narrative that explains their findings and presents a theory about what really happened.
language skills	Reading, writing, listening, speaking
unfocused/focused (define focus)	Focused: The task centers on narrative development, critical analysis of sources, and effective communication.
cognitive skills	Critical thinking, collaboration, problem-solving
mode of communication (online, offline, (a)synchronous)	offline, synchronous
type of participation (individual, pair, group)	group
goal	To foster research, narrative-building, and presentation skills while enhancing students’ ability to engage critically with historical sources.
input	Access to online databases, articles, and documentaries, historical mystery
output	A presentation explaining their investigation and theory
procedures	Introduction Group Formation and Topic Selection Research Phase Narrative Development Presentation Phase Feedback and Reflection
materials needed	Research materials, laptops, smartboard, presentation materials
task creator’s name	Árpási Balázs

In this problem-based task titled "Historical Investigation: Unsolved Mysteries," students will act as historical detectives, investigating a mysterious historical event. They will create a presentation that explains their findings and what really happened. This task is designed for students aged 14-18 at a B1-B2 proficiency level and will take approximately four hours to complete, divided into two two-hour sessions.
The problem requires students to choose a historical mystery to investigate and they need to construct a narrative that presents their theory based on thorough research. Throughout this task, students will enhance their language skills, including reading comprehension, writing, speaking, and listening. In terms of cognitive skills, students will develop critical thinking by evaluating different interpretations of historical events, creative problem-solving as they construct narratives based on research, and collaboration while working effectively in groups. The mode of communication will be offline and synchronous, with participation primarily in groups of three to four students.
The goal is to foster research, narrative-building, and presentation skills while enhancing students’ ability to engage critically with historical sources. Students will have access to a selection of historical mysteries, online databases, articles, and documentaries. The expected output includes a creative narrative explaining their investigation and theory, a video, slideshow, or poster, as well as a short reflective piece on the research process and their group dynamics.
The task will unfold in several phases. First, an introduction will set the stage for historical mysteries and outline the investigation goals. Next, students will form groups and select their mystery. If for some reason they would be unable to select a topic for themselves, I would provide them with mysteries such as the disappearance of Amelia Earhart, The Lost Colony of Roanoke, and The Fate of the Library of Alexandria. They will then spend time researching their chosen topic, evaluating sources, and developing their unique theories. Following this, each group will craft a narrative to present their theory and decide on their presentation format. During the presentation phase, groups will present their narratives to the class. Finally, there will be a feedback and reflection session where peers and the instructor provide constructive feedback, and groups reflect on their research process and collaboration.
Materials needed for the task include any type of electronic device with internet access, a projector or smartboard for presentations. Learner feedback will come from peers after presentations, focusing on clarity, creativity, and knowledge about the topic. Additionally, students will engage in self-reflection regarding group dynamics and individual contributions, while the instructor will provide feedback on narrative construction and presentation skills.

AN OLD LETTER


time frame (how long it takes to complete it)	at least 45 minutes
proficiency level	B2
age group	12-18
“the problem”	an old letter is found that needs to be modernized
unfocused/focused (define focus)	focused-learners focus on grammar modernization, vocabulary updating and maintaining tone
cognitive skills	critical thinking, collaboration
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork
goal	to modernize the letter
input	original letter written in 1750
output	revised version of the letter in modern English
procedures	1.read and analyze the original letter 2.identify outdated grammar and vocabulary 3.collaborate in groups to rewrite the letter 4.review and edit the final version 5.present the modernized letter
materials needed	printed copy of the original letter and the glossary
task creator’s name	György Brigitta

Grammar Challenge: An Old Letter
Scenario:
While researching historical documents, you uncover a letter written by Sir William Thornton a linguist from the year 1750. In his letter, he writes about America, the letter unfortunately has outdated phrasing.
Your task is to update and correct her letter so that it follows modern English grammar rules while keeping its meaning intact.

Original Letter (1750):
Dearest Sirs,
I write thee this missive with great fervour, in hopes that it shall reach thine esteemed hands in good health. Verily, I hath encountered much toil and tribulation upon my voyage to the Americas, whereupon I didst meet men of great intellect and discourse. 'Twas indeed a journey most perilous, for the tempest did rage, and the vessel was sorely beset by Neptune's wrath.
Nevertheless, by Providence’s grace, we arriveth upon yonder shore, and I find myself much taken by the manner of these colonists, whose tongue and custom differth from our own. Shouldst thou desire, I shall forthwith dispatch further accounts of mine observations.
I remain, thy humble and most obedient servant,
Sir William Thornton
Your Task:

Modernize the Grammar: Rewrite the letter in contemporary English while keeping the meaning the same.
Update the Vocabulary: Replace old-fashioned words with modern equivalents.
Keep the Formal Tone: The letter should still sound polite and professional, as if it were written today.

Glossary of Outdated Terms and Their Modern Equivalents:

Outdated Term	Modern Equivalent
thee / thou	you
thine	your
missive	letter / message
fervour	enthusiasm
verily	truly / indeed
hath	has / have
didst	did
'twas	it was
perilous	dangerous
tempest	storm
beset	troubled / attacked
Neptune’s wrath	a storm at sea
yonder	that / the
differth	differs
forthwith	immediately / soon
mine	my

HOLIDAY AND EVENTS

A CHARITY EVENT


Time frame	6 classes
Proficiency level	B2+
Age group	16-17
“The problem”	You and your peers are responsible for planning a charity event in your neighbourhood. You have a budget of 150.000 forints. Come up with an at least 2-hour long program for this event.
Unfocused/focused	decision-making and creativity
Cognitive skills	critical thinking, creativity, collaborative skills, decision-making, project management and self-assessment
Mode of communication	Offline communication
Type of participation	group (4 students together)
Goal	The goal is to organise a well-prepared aesthetic charity event with various programs, presenters and performances by using problem solving and critical thinking skills.
Input	A list of charities which they can offer the money to, a list of places to choose from (where they can have the event at.)
Output	A presentation about the plan they have made about the event. (Show the place, the decoration, introduce the guests and the charity.)
Procedures	brainstorming- planning- designing- preparing a presentation- presenting ideas
Materials needed	The detailed description of the task and the list of charities and potential locations.
Creator’s name	Kacsó-Kovács Hajnalka

Charity event
You and your peers are responsible for planning a charity event in your neighbourhood. You have a budget of 150.000 forints.
You should come up with a plan for this event. You have to start from the very beginning. Find a place where the event can be organised and try to come up with an at least 2-hour long program which includes various activities, presenters, performances. Invite well known people from around your neighbourhood, because the goal of this organisation is to raise money for a charity. You should also find the charity you are offering the money to.
Try to get the most out of the budget you have, try to make the whole event as well- prepared and aesthetic as possible. Design an invitation card and think of places where you can put up your poster to promote the event (you can also name social media platforms where you would share this invitation).
You should work in groups of 4 and you have 2 weeks to come up with your plan.
When your project is done you should make a presentation in which you show your findings for the others (it is even better if you can include a finance plan/diagram).
Finally, you must write a short (about 200 words) reflection on your working process. How you started, what was the most difficult part, what was easier than you have expected and what would you do differently next time?

BRING ON THE CHRISTMAS JOY


time frame (how long it takes to complete it)	4-6 weeks
proficiency level	B2
age group	14-18
“the problem”	organize a festivity in order to spread joy and support for underprivileged groups
unfocused/focused (define focus)	unfocused
cognitive skills	critical thinking, empathy, collaboration, and event organizing skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	learn about social issues, community engagement and problem solving
input	what students find via researching their topic
output	an action plan for Christmas festivities
procedures	see below
materials needed	internet access
task creator’s name	Szűcs-Nagy Liza

In this project, students will collaborate to organize a festivity in order to spread joy and support for underprivileged groups or individuals who otherwise would not have the opportunity to get into festive mood. Students will be able to try themselves out as event organizers and community advocates.

Orientation: Discussing societal challenges that certain groups face during the holiday season, such as homelessness, poverty, elderly isolation, or children in need.
Research: Divide students into small teams (3-4 members per team). Each team will focus on organizing a festivity giving initiative to support a specific group within the community.
Analysis: Students make research on the needs and preferences of their chosen group during the festive season. They explore existing initiatives, resources available, and potential partnerships with local organizations or businesses, such as canteens or restaurants, craftsmen, social care groups, etc.
Creation:

Each team designs a plan for their festive initiative. The plans should include fundraising, event logistics, volunteer recruitment, and ways to engage the chosen group in the activities the students came up with. We would discuss these plans beforehand during the class.
The teams execute their plans by organizing fundraising events, collecting donations, preparing gifts or care packages, and coordinating the festive event for their chosen group.

Presentation: The teams present to each other their initiatives during the class, sharing their strategies, the challenges they faced, and successes they achieved. After that, the other students provide feedback on how each team could develop their strategy and project.
Reflection: Based on feedback received, the teams can identify their strengths and find out what they need to improve. With that, they can maximize the effectiveness of their plan.
Final product: Each team hosts a festive community event for the chosen group. After the event, the groups present to the others what was the impact they were able to make on the chosen group, in order to emphasize the spirit of giving during Christmas.

By following this PBL task, not only do students learn about social issues, community engagement and problem solving, but they also have the chance to develop their critical thinking, empathy, collaboration, and event organising skills. If everything goes by plan, students would be encouraged to take proactive steps when it comes to the contribution in the community, as well as being able to spread the joy of Christmas for the people in need.

CHRISTMAS FAIR


time frame (how long it takes to complete it)	one-week project
proficiency level	B1-
age group	15-18
“the problem”	“The school is planning a Christmas Fair to celebrate the holiday season and raise money for the classes. Your team is responsible for organizing the event, and you need to create a fun and successful fair that appeals to both teachers, students and their families. The school has given you some guidelines, but the details of the event are up to your group.”
unfocused/focused (define focus)	unfocused
cognitive skills	logic and reasoning
mode of communication (online, offline, (a)synchronous)	online
type of participation (individual, pair, group)	group
goal	The goal is to practise speaking skills through discussion
input	group work: brainstorming on the topic and possible programmes, discussion about the budget, theme, participants and execution
output	A well-organised Christmas Fair with details
procedures	Introduction Present the task to the students. Explain that they are organizing a Christmas Fair for the school and must consider all aspects of planning the event. Assign roles and give each group an event-planning worksheet to help them organize their ideas. Review the guidelines (theme, stalls, promotion, budget, etc.) and encourage students to start brainstorming. Discussion and Planning Students work in their groups to discuss their event ideas, ensuring everyone contributes based on their assigned role. They should decide on the theme of the fair, what types of activities or games will be offered, and how to raise money for the chosen charity. Encourage students to communicate in English, using relevant vocabulary (e.g., stall, budget, charity, promote). Provide resources (e.g., images of Christmas fairs or videos) to inspire their ideas if necessary. Problem-Solving Groups identify potential challenges and come up with solutions. For example: What if the budget is too low? How do we ensure there are enough volunteers? What will we do if the weather is bad on the day of the fair? (if it's outside). They should write down these challenges and explain how they will handle them. Presentation Each group presents their Christmas Fair plan to the class, explaining their decisions regarding the theme, activities, budget, venue, promotion, and charity. Encourage the audience (other students) to ask questions or give feedback in English. Reflection and Feedback After all the presentations, lead a class discussion: Which Christmas Fair idea sounds the most fun or realistic? What challenges do you think are the hardest to solve? What did you learn about organizing an event? Provide feedback on language use, collaboration, and the creativity of their ideas.
materials needed	-
task creator’s name	Szabó Anna

Scenario:
The school is planning a Christmas Fair to celebrate the holiday season and raise funds for a local charity. Your team is responsible for organizing the event, and you need to create a fun and successful fair that appeals to both teachers, students and their families. The school has given you some guidelines, but the details of the event are up to your group.
Problem:
The school has limited experience in organizing a large event like this. Your group must consider the following aspects to ensure the Christmas Fair is a success:

Theme (Will it be traditional, modern, or cultural? Will there be a special Christmas theme?)
Target audience (Are you planning for children, teens, teachers, parents, or a mix?)
Stalls and Activities (What games, food stalls, crafts, or performances will be featured?)
Budget (How much money will you need, and how will you raise or save money?)
Venue (Where in the school will the fair take place?)
Volunteers (How will you get students, parents, or staff to help?)
Promotion (How will you advertise the fair to students and parents?)
Charity (Which charity will benefit, and how will you raise funds for it?)
Challenges (What problems might arise, and how can you overcome them?)

Roles:

Event coordinator: In charge of overseeing the overall plan and making sure all ideas come together.
Stall manager: Responsible for organizing the activities, games, and food stalls.
Budget manager: Manages the money, prepares a budget, and finds ways to raise or save funds.
Marketing manager: Plans how to promote the event and attract visitors to the fair.
Logistics manager: Takes care of the venue, equipment, and organizing the space.

Steps:

Introduction

Present the task to the students. Explain that they are organizing a Christmas Fair for the school and must consider all aspects of planning the event.
Assign roles and give each group an event-planning worksheet to help them organize their ideas.
Review the guidelines (theme, stalls, promotion, budget, etc.) and encourage students to start brainstorming.

Discussion and Planning

Students work in their groups to discuss their event ideas, ensuring everyone contributes based on their assigned role.
They should decide on the theme of the fair, what types of activities or games will be offered, and how to raise money for the chosen charity.
Encourage students to communicate in English, using relevant vocabulary (e.g., stall, budget, charity, promote).
Provide resources (e.g., images of Christmas fairs or videos) to inspire their ideas if necessary.

Problem-Solving

Groups identify potential challenges and come up with solutions. For example:

What if the budget is too low?
How do we ensure there are enough volunteers?
What will we do if the weather is bad on the day of the fair? (if it's outside).

They should write down these challenges and explain how they will handle them.

Presentation

Each group presents their Christmas Fair plan to the class, explaining their decisions regarding the theme, activities, budget, venue, promotion, and charity.
Encourage the audience (other students) to ask questions or give feedback in English.

Reflection and Feedback

After all the presentations, lead a class discussion:

Which Christmas Fair idea sounds the most fun or realistic?
What challenges do you think are the hardest to solve?
What did you learn about organizing an event?

Provide feedback on language use, collaboration, and the creativity of their ideas.

Assessment Criteria:
Teacher can assess students based on:

Collaboration: Did they work well as a team and participate equally?
English Communication: Did they use English effectively to express their ideas, ask questions, and solve problems?
Problem-Solving: How well did they address challenges and find creative solutions?
Presentation: Was their plan clear, well-organized, and presented confidently?

A CHARITY EVENT


time frame (how long it takes to complete it)	1 week
proficiency level	b2
age group	14-17
“the problem”	Your local community wants to organize a charity event to raise funds for a cause, but the community members are not fluent in English. You and your classmates are asked to help in organizing the event and communicating with English-speaking sponsors, vendors, and guests.
unfocused/focused (define focus)	it is centred around a specific, real-world problem (organizing a charity event) and requires students to use English purposefully to solve it. The focus is on improving specific language skills such as email writing, speaking on the phone, and creating promotional materials.
cognitive skills	email writing (polite, formal, written language), speaking practice (role-play a phone call with a sponsor or a vendor)
mode of communication (online, offline, (a)synchronous)	Can be all, depending on the students’ strategies
type of participation (individual, pair, group)	group (3-4 people)
goal	show how would you organize this charity event
input - language resources and materials that students will need to complete the task?	example mails/templates, list of vocab, listening/reading material regarding charity events
output - language students will produce as part of the task?	written mails, spoken interactions, posters or social media posts, group presentation about the event they have planned
procedures	1. Research: Students choose a charity and plan the type of event. 2. Planning: Students create a budget and divide tasks (e.g., who will contact sponsors, who will design promotional materials). 3. Language Production: Students write emails, make phone calls (role-play), and design posters. 4. Presentation: Groups present their event plan to the class. 5. Reflection: After presenting, students reflect on what they learned and the challenges of using English.
materials needed	researck to choose a charity, plan the event, contact sponsors and vendors, create promotional materials (flyers, posters), present he event
task creator’s name	Horváth Petra

This PBL task centers around organizing a charity event to raise funds for a cause, requiring students to address the communication barriers faced by a non-English-speaking local community. The task immerses students in real-world problem-solving, offering a practical and meaningful context for language use. Through group collaboration, they develop linguistic, problem-solving, and organizational skills, while also navigating the challenges of communicating effectively in English with sponsors, vendors, and potential attendees.
The task unfolds in stages, starting with research and planning, where students select a cause and determine the type of event they wish to organize. This phase requires them to brainstorm ideas and allocate responsibilities within their groups, such as designing promotional materials or contacting sponsors. These activities simulate real-world scenarios, helping students engage with functional language skills like formal email writing, phone communication, and designing advertisements.
By focusing on language production, the task builds proficiency in areas like grammar, vocabulary, and formal tone. The final group presentations allow students to share their event plans while honing public speaking skills and receiving peer feedback. Reflection ensures they consider their progress and the challenges encountered.
Ultimately, this task bridges linguistic skills with practical application, fostering not only English proficiency but also teamwork, creativity, and problem-solving abilities in a professional-like context.

SLAM POETRY NIGHT


Time frame (how long it takes to complete it)	2 weeks (6 sessions)
Proficiency level	B2
Age group	15-17
“The problem”	Plan a final ceremony for a slam poetry competition
Unfocused/focused (define focus)	unfocused
Cognitive skills	creative and critical thinking skills, group working skills, writing skills
Mode of communication (online, offline, (a)synchronous)	offline
Type of participation (individual, pair, group)	group (4 members in each group)
Goal	To improve problem solving skills and encourage shared work responsibilities and improve creative writing skills too.
Input	A few slam poetry examples to help with the writing part.
Output	Location, judges, prizes, finance plan, poetry for the event and a reflection on their own work.
Procedures	previously explained
Materials needed	-
Task creator’s name	Hajnalka Kacsó-Kovács

Slam-poetry night
In this task students need to organise the final of a slam poetry competition. They must find judges to make a final decision about the top 3 performers, a place where the event can take place, and they also must decide on the prize for the winners. The judges should be well known/ famous poets, writers etc, and the prize should be something poetry related. They need to come up with a finance plan so at the end, all the teams can vote on one of the works which they think is the best. One last important task is to write a short slam poetry which will be performed at the opening ceremony of the event.
At the end of the 6 sessions each team has to present their ideas, finance plan and the poem they have created. Others can reflect on all the elements especially on the poem. They can make suggestions about how to make it better, correct any mistakes they find in each other’s works.

COMPUTERS AND TECHNOLOGY

ARTICLE FOR THE SCHOOL BLOG


time frame (how long it takes to complete it)	2x45 minutes
proficiency level	B2
age group	16-18
“the problem”	Writing a clear, concise and relevant blog article that can be interesting for peers
unfocused/focused (define focus)	focused: the task is focusing on practicing writing skills, especially in informal mode.
cognitive skills	- Critical thinking: organizing ideas - Creative thinking: crafting content - Problem-solving: simplifying language
mode of communication (online, offline, (a)synchronous)	offline, synchronous
type of participation (individual, pair, group)	pairs
goal	To create an exciting article in English
input	- Sample blog article - Teacher-provided handout with writing tips for learners
output	a well-written blog article
procedures	o. understanding the task 1. brainstorming about the topic 2. choosing the topic 3. collecting ideas and data for the article 4. organizing content, drafting 5. writing the article 6. editing 7. presentation 8. feedback and reflection
materials needed	- Sample blog article - writing guide handout - Pen and paper or digital device for writing
task creator’s name	Szabó Anna

Problem statement:
Your school is launching an English-language blog aimed at helping students practice their English. You and your classmates are the first group to contribute. Your task is to write a short article in English that will be posted on the blog. A possible topics can be how to help foreign and exchange students learn the language.

APP-TASTIC


time frame (how long it takes to complete it)	3 complete 45 minutes classes, plus working, communicating in the groups 1 class: introduction, warmup, forming the teams, giving out the task 2.class: bringing materials, work on the banners and posters 3. class: Introducing the ideas, comment on each other’s work, voting
proficiency level	Intermediate or advanced (B1-B2-C1-C2)
age group	14-19 yrs old (Highschool students)
“the problem”	Think of an everyday problem that you face with, could an app help you? Create an application with your teammates
unfocused/focused (define focus)	unfocused, the aim is to develop students’ ability to communicate and think successfully using their second language
cognitive skills	Problem-solving, Reasoning, Language skills, Executive function
mode of communication (online, offline, (a)synchronous)	offline in class, online outside of the class between the teammates
type of participation (individual, pair, group)	Warmup: pair work Task: group work
goal	The goal is that in the end of these 3 classes, students have been able to discuss different ideas, think creatively manage teamwork in their second language, so that they were able to produce posters and present their own ideas and teamwork. Moreover, students will be able to evaluate their own work and make comments and constructive critiques on the rest of the ideas.
input	The teacher starts with a warmup to introduce the topic and see the level of knowledge in the topic of the students. Then the teacher provides them the small story and the instruction of the task, giving our guiding questions and showing well known existing applications.
output	Students work on banners, posters to display and present their ideas. Students can also comment each other’s work, they can even have a budget to purchase applications, thus put their “votes” on them.
procedures	See below
materials needed	Warmup and task instructions printed, students would need electronics to google and do research, collect ideas
task creator’s name	Zsigmond Flóra Anna

Problem Based Learning task
Create an application
Students can come up with creative ideas, to provide solutions for everyday problems

Warmup: You have been selected by a developer team, to present some ideas how to improve worldwide known applications such as Facebook, Instagram, TikTok, messenger etc. What could be improved? Collect ideas with your partner!

Problem: After working with the developer team, they liked your ideas so much, that they would like to create an application and decided to hire you, as the creative coordinator of the team!
Think of an everyday problem that you face with, could an app help you? Create an application with your teammates, come up with a catchy name and logo! What is the app for? Who is the target audience? Why should people use it? Is it free, or does it include some payment system? How can it solve your problem?

Note: the activity can also require research and can be interdisciplinary if the application must be in a specific period of time.
Example: The students are learning about prehistoric times in history. The task is to think about what applications would have been people using in that period, think about their problems and design applications to solve them (such as a mammoth tracking application or a plant recognizer).
Student roles: The roles of the students can also be undefined or defined. Each student can have a “role” (graphic designer, creative manager, etc) so that they must work together to create the app. They can get a small description about their job, and even some criteria from the developer team, such us required colours or budget and so on.

Evaluation: Students can work on banners, posters to display and present their ideas. Students can also comment each other’s work, they can even have a budget to purchase applications, thus put their “votes” on them.

A CLASS BLOG

time frame (how long it takes to complete it)	4 weeks (one post and one peer review due each week)
proficiency level	B1-B2
age group	9th grade
“the problem”	How can we create engaging and well-written blog posts that capture readers' attention while practicing English grammar and vocabulary?
unfocused/focused (define focus)	Focused: Writing and editing blog posts that reflect specific grammar and vocabulary goals.
cognitive skills	Critical thinking, creativity, collaboration skills.
mode of communication (online, offline, (a)synchronous)	Both online and offline communication. Synchronous group work and asynchronous writing/editing tasks.
type of participation (individual, pair, group)	Groups of 3-4 students
goal	To practice writing skills and collaboration while integrating grammar and vocabulary into meaningful contexts.
input	Online resources about blog writing: “What makes a good blog post?” and “How to engage readers.” Grammar lessons covered in class Examples of blog posts.
output	Weekly blog posts in assigned sections (e.g., hobbies, travel, school life, reviews). Peer-reviewed edits of blog posts. Final presentation summarizing blog content and explaining the focus on grammar and vocabulary.
procedures	Group Formation: Divide students into groups of 3-4. Assign each group a blog section (e.g., hobbies, travel, school life, reviews). Research Blog Writing: (Online) Groups research key aspects of effective blogging, such as engaging readers and writing clear, concise content. Grammar Focus: Week 1: Narratives (use a variety of past tenses). Week 2: Reports (use the passive voice and formal vocabulary). Week 3: Reviews (use adjectives, adverbs, and modal verbs for opinions). Writing Tasks: Each student contributes a post to their group’s section, following the grammar and vocabulary guidelines. Feedback and Peer Review: Each student reviews a peer’s blog post, checking for grammar accuracy, vocabulary variety, spelling, and punctuation. Final Presentation: At the end of the project, each group presents their blog section to the class.
materials needed	Smartphones or computers for research and writing.
task creator’s name	Bolla Boglárka

Details:
This task is focused, targeting writing and editing blog posts with specific grammar and vocabulary goals, including narratives, reports, and reviews.
Each week includes one blog post and one peer review task.
Procedures:
Introduction (Class 1):

Group Formation:

Divide students into groups of 3-4.
Assign each group a blog section (e.g., hobbies, travel, school life, reviews).

Research Blog Writing:

Groups explore online resources about effective blogging.
Focus on techniques for engaging readers, structuring posts, and using concise language.

Weekly Tasks: (grammar focus each week)

Week 1: Write narrative blog posts using varied past tenses (e.g., simple past, past perfect).
Week 2: Write reports using the passive voice and formal expressions.
Week 3: Write reviews focusing on adjectives, adverbs, and modal verbs (e.g., "should," "might").

Writing Tasks: Each student contributes a post to their group’s section, following the grammar and vocabulary guidelines.
Feedback and Peer Review during week 1, 2 and 3

Students exchange posts with peers within or across groups.
Provide constructive feedback on grammar, vocabulary, structure, and style.
Use peer review checklists to standardize evaluations.

Week 4: Final Presentation

Groups present their blog sections to the class.
Explain how they used grammar and vocabulary goals.
Share reflections on challenges and learning outcomes.

Communication:

Online: Researching and editing blog posts; peer reviews through digital platforms.
Offline: Group discussions, feedback sessions, and in-class presentations.
Asynchronous Tasks: Writing and editing blog posts individually.
Synchronous Tasks: Collaborative brainstorming and feedback in group meetings.

Input:
Online Resources:

Articles on “What Makes a Good Blog Post?” and “How to Engage Readers.”
Sample blog posts for analysis.

Classroom Grammar Lessons:
(Past tenses, passive voice, formal writing techniques, and descriptive vocabulary.)

Week 1: Narrative writing (focus on past tenses).
Week 2: Report writing (passive voice, formal vocabulary).
Week 3: Review writing (adjectives, adverbs, and modal verbs).

Output:

Weekly blog posts in assigned sections (e.g., hobbies, travel, school life, reviews).
Peer-reviewed edits of blog posts.
Final presentation summarizing blog content and explaining the integration of grammar and vocabulary.

Suggestions for digital tools:

Google Docs/Google Drive
Canva or WordPress
Padlet

DESIGNING A SECURE E-COMMERCE WEBSITE


time frame (how long it takes to complete it)	4 hours
proficiency level	B2
age group	16-18 years old
“the problem”	A retail company needs a secure and user-friendly e-commerce website, but lacks the technical expertise to design it. The task is to research, plan, and present a solution.
unfocused/focused (define focus)	Focus would be on vocab.
cognitive skills	Critical thinking Problem-solving Research and analysis Technical planning Communication and collaboration
mode of communication (online, offline, (a)synchronous)	Can be conducted both online or offline.
type of participation (individual, pair, group)	Group participation (2-3 members/team)
goal	To design a comprehensive plan for a website, while improving English communication skills in technical contexts.
input	Discussions and collaborative brainstorming Technical vocabulary
output	Group presentation of the proposed solution Feedback from other teams
procedures	Group formation and role assignment Problem identification through research and discussion Brainstorming Drafting a proposal Presenting the solution Reflecting on the process
materials needed	Devices with internet access for research (laptop, mobile phone) PowerPoint
task creator’s name	Martin Lentulai

Introduction: The topic is being introduced: a retail company needs a secure and user-friendly website. Key technical terms like user-friendly areexplained with examples. Once the vocabulary session is complete, the teacher forms groups of 2–3 students. Each group is assigned roles: a researcher to gather technical information, a designer to structure the website, and a presenter to articulate the final plan.
Group work: Groups discuss the website's requirements using guiding questions. Doing research by using laptops. Students explore security features, user interfaces, and payment methods. After that groups create a clear plan, outlining features and tools. In the end, teams design slides summarizing their ideas.

Guiding questions: What are the key features of a secure e-commerce website? What kinds of threats or risks could an e-commerce website face? What makes a website user-friendly for customers?

Presentation, feedback: Each group presents their solution, using the learnt vocabulary. Feedback focuses on clarity of English and creativity. The session ends with a reflective discussion on teamwork and communication skills.

CREATE YOUR OWN EDUCATIONAL PODCAST

time frame (how long it takes to complete it)

2 weeks

proficiency level

Intermediate- Upper- intermediate

age group

12- 16 years old

“the problem”

How can we teach other kids about language in a fun and clear way using a short podcast?

unfocused/focused (define focus)

Well- structured: The task has clear steps and outcomes but offers room for creativity in topic choice and presentation style

cognitive skills

Researching, summarizing, scriptwriting, problem- solving, creative thinking, critical listening, self- reflection

mode of communication (online, offline, (a)synchronous)

Offline and online

type of participation (individual, pair, group)

Pair of small group (2-3 studs)

goal

To develop students’ confidence in speaking, expand vocabulary, and reinforce grammar and pronunciation through a creative, real-world task

input

Research materials on the selected language topic; teacher guidance and peer feedback

output

A 2–3 minute recorded podcast episode; vocabulary list; class presentation; self-reflection

procedures

Choose and research a language topic
2. Identify 5 key vocabulary words with definitions
3. Write an engaging, educational script (include grammar/pronunciation tips)
4. Rehearse pronunciation and delivery
5. Record the podcast
6. Present it in class and reflect on the learning process

materials needed

Paper or digital tools for scriptwriting, recording device (phone, tablet, or computer), optional sound effects/music

task creator’s name

Fenyvesi Sára

Scenario:
You are part of a team creating an educational podcast for kids. Your job is to produce a short episode (2–3 minutes) that teaches listeners about a specific aspect of language, such as grammar rules, new vocabulary, or pronunciation tips.
Steps:
1. Choose a Topic

Select a language-related topic (e.g., common grammar mistakes, fun new words, tricky pronunciations).
Research examples and create a script for your episode.

2. Develop Your Content

Find 5 key vocabulary words related to your topic and define them.
Include a grammar or pronunciation tip in your script.
Use examples to make it engaging.

3. Practice Pronunciation

Rehearse reading your script aloud.
Focus on correct pronunciation, intonation, and clarity.
Get feedback from a classmate or teacher.

4. Record Your Podcast

Use a phone, tablet, or computer to record your episode.
Add sound effects or background music (optional).

5. Reflect & Share

Present your podcast to the class.
Discuss what you learned about grammar, vocabulary, or pronunciation.
Get feedback from peers.

Teacher’s Goals:
Long-term:

Improve students' confidence in spoken and written language.
Develop strong communication and presentation skills.

Short-term:

Expand vocabulary knowledge.
Improve pronunciation and clarity.
Reinforce grammar rules through creative application.

Task Structure:
Well-structured – Clear steps and expected outcomes, but still allows creativity.
Relevance:
Helps students apply language skills in real-life communication and use technology in a meaningful way.
Time Frame:
1–2 weeks (including research, scriptwriting, practice, recording, and reflection).
Challenges:
Pronouncing difficult words correctly.
Writing a script that is both educational and fun.
Using expressive speech to engage listeners.

Grammar-focused Podcast


time frame (how long it takes to complete it)	3 lessons
proficiency level	B1-B2
age group	9th-10th grade
“the problem”	How can we create a podcast that effectively engages the school community while incorporating and demonstrating key grammar concepts?
unfocused/focused (define focus)	Focused: Applying and demonstrating specific grammar structures (e.g., past tenses, modal verbs, conditionals) in spoken communication.
cognitive skills	Creativity, analysing
mode of communication (online, offline, (a)synchronous)	Synchronous collaboration during class. Offline (in-class group work) and online (using recording/editing tools).
type of participation (individual, pair, group)	Groups of 3 or 4
goal	To develop speaking fluency and demonstrate mastery of specific grammar structures through the production of a podcast episode.
input	Examples of podcasts demonstrating clear language use. Grammar resources focusing on key structures: Week 1: Past tenses (simple, continuous, perfect) for storytelling. Week 2: Modal verbs and adjectives for expressing opinions. Week 3: Conditionals for discussing hypothetical situations.
output	A 10 minute podcast episode highlighting the assigned grammar focus.
procedures	Class 1: Topic Selection and Grammar Planning Brainstorming: Groups select a topic relevant to the school community (e.g., mental health, school events, sustainability). Grammar Focus: Assign each group a grammar structure (past tenses, modal verbs, or conditionals) Class 2: Scriptwriting and Grammar Application Scriptwriting: Draft a script that includes examples of grammar structure: Past tenses for storytelling (e.g., "Last week, we attended..."). Modal verbs for opinions (e.g., "Students should focus more on..."). Conditionals for hypothetical discussions (e.g., "If we had more resources, we could..."). Recording: Record the podcast, focusing on clear articulation and correct grammar use. Class 3: Sharing and Reflection Presentation: Groups share their podcast episodes with the class. Peer Review: Students provide feedback, using a checklist to evaluate: Accuracy of grammar use. Fluency and pronunciation. Clarity Creativity
materials needed	Smartphones for recording
task creator’s name	Bolla Boglárka

Preparation and introduction (Pre-teaching about podcasts)

Explain what podcasts are and their relevance in modern communication.
Play a few short examples from engaging podcasts that use clear grammar.
Discuss goals: highlight that the podcast episodes must focus on demonstrating specific grammar structures.

Topic selection and grammar planning (Class 1)

Groups brainstorm topics that are relatable and meaningful for their audience (e.g., "How to prepare for exams," or "Tips for eco-friendly living").
Each group receives a specific grammar focus to integrate into their episode:

Past tenses: For storytelling or sharing experiences.
Modal verbs: For expressing advice or opinions.
Conditionals: For exploring hypothetical situations or problem-solving.

Plan the episode: Students identify where their assigned grammar focus will be incorporated in the script.

Scriptwriting and recording (Class 2)

Scriptwriting: Groups draft and rehearse scripts ensuring that assigned grammar structures are accurately and creatively incorporated. Eg.:

Past tenses: “Last week, we tried this new app for studying, and it really helped!”
Modal verbs: “Teachers should consider giving more real-world assignments.”
Conditionals: “If students spent less time on social media, they might be more focused in class.”

Recording: Use smartphones or basic recording equipment to record episodes. (Provide access to basic editing tools!)

Sharing and Reflection (Class 3)

Present podcast episodes: Each group shares their 10 minute episode with the class (either by playing the recording or presenting live). Groups explain their chosen topic and grammar focus.
Peer Feedback: Distribute a peer review checklist for students, including:

Accuracy of grammar use.
Fluency and pronunciation.
Clarity of content and delivery.
Creativity and engagement.

Suggested Materials:

Digital Tools:

Recording Devices: Smartphones, tablets, or computers.
Editing Software: Audacity, Anchor, or GarageBand.

Handouts:

Podcast planning template: For organizing episode structure (introduction, main content, conclusion).
Grammar guides: Summarizing rules and examples for past tenses, modal verbs, and conditionals.
Peer review checklist: A structured sheet for evaluating podcast episodes.

LANGUAGE FOCUS

THE DETECTIVE'S PUZZLE


time frame (how long it takes to complete it)	15-20 mins
proficiency level	Intermediate to Advanced
age group	High school students (ages 14-18)
“the problem”	How can we piece together a torn and damaged document to uncover crucial information about a crime?
unfocused/focused (define focus)	Focused (on language analysis, vocabulary, and comprehension).
cognitive skills	Critical thinking Analytical skills Problem-solving Attention to detail
mode of communication (online, offline, (a)synchronous)	Offline and online (asynchronous)
type of participation (individual, pair, group)	Group work (3-4 students per group)
goal	To reconstruct a torn document by identifying and matching words, idioms, phrases, and sentences, and to understand the context and content of the letter.
input	Torn pieces of a document (provided by the teacher) Vocabulary and grammar references
output	A reconstructed letter and a report explaining the process and findings.
procedures	Session 1: Introduction and document reconstruction Introduce the project and objectives. Distribute the torn pieces of the document to each group. Students work together to piece the document together, focusing on matching words, phrases, and sentences. Session 2: Analysis and Reporting Analyze the reconstructed document for context and meaning. Write report/feedback detailing the reconstruction process, the content of the letter, and any insights gained.
materials needed	Torn pieces of the document Notebooks Access to vocabulary and grammar references
task creator’s name	Izabella Bostan

Intro and task description:

We are going to embark on an exciting project called ‘The Detective’s Puzzle’.

So, here is the scenario: there was a young woman, called Anna. She was killed a few weeks ago, but the police couldn’t find the killer.

Imagine that you are groups of detectives helping the police to solve this mistery. Unfortunately, there is only one evidence, a letter, which may lead to a suspect, but it’s torned and damaged. Your job is to put the letter’s pieces back together focusing on idioms and phrases.

Then discuss what proof have you found and make an assumption about the killer’s motive.

Share your ideas with the others.

Some possible follow-ups:

Collect (still in groups) as many idioms and phrases from the letter as you can then write them down.
Try to find synonymous or similar phrases and idioms to those what you collected in task 4.
Imagine that you are John. Write a reply letter to Anna using some of those idioms/phrases what you’ve found in task 5.

Variations:

for C1 level:

create a letter with C1 level words and phrases
cut more pieces out of the letter
and/or providing less time

for beginners, A1/A2:

create a letter with A1/A2 level words and phrases
cut less pieces
color coding the back of the pieces using same color for idioms/phrases which belong together

Attachment:

The Letter

Dear John,

I can't believe it's come to this. We've been through thick and thin together, but now it feels like everything is falling apart. I never imagined that our paths would diverge so drastically.

You always said that actions speak louder than words, and I guess you were right. But sometimes, words are all we have left. I need you to understand that what happened wasn't entirely my fault. There were circumstances beyond my control, and I was caught between a rock and a hard place.

I hope you can find it in your heart to forgive me. I know it's a long shot, but I had to try. They say time heals all wounds, but I'm not sure if that's true. All I know is that I miss the way things used to be.

Take care of yourself.

Sincerely, Anna

THE ENGLISH TEACHING MASCOTS


time frame (how long it takes to complete it)	3 lessons (3x45 minutes)
proficiency level	B2-C1 level
age group	16-18 years old
“the problem”	The students in groups design different mascots for different topics that would teach little kids about English words they have to come up with
unfocused/focused (define focus)	Focused on communication and explaining things in simplistic ways
cognitive skills	Visual perception, focused attention, visual memory, problem solving
mode of communication (online, offline, (a)synchronous)	Offline online at lessons
type of participation (individual, pair, group)	Group of 3-4 people
goal	To show students how different communications skills are required for different demographics and vocabulary development
input	Cards with topics on them, task sheet where there is an empty space for the designing of the mascot and dotted lines where they explain what media they would use and what words to teach about topics
output	Filled up task sheet
procedures	discussion, solution development, application, reflection
materials needed	Blank papers and task sheets
task creator’s name	Eszter Nóra Pap

The English Teaching Mascots!

Your old elementary school wants to implement a new way of teaching kids between 6 and 8 years old English: with mascots!
They are a little bit out of ideas when it comes to how the mascots should look like or what medium they should use to present the topics they had in mind, so they emailed their past students for help!
Your group will be tasked to come up with a friendly fictional character, draw it on this task sheet given to you, and discuss which medium would be the best to help the kids learn!
Along with this task, your other job will be to come up with words the kids should learn about the topic and how this fictional character, in your chosen medium (or media) would teach them these terms!
You will have 1 lesson to come up with a mascot, 1 lesson to design how to present the topic, and on the 3rd lesson each group will show their plans!

Draw your mascot here!

Name of topic:

Media you would use:

How you would present the topic:

Words you would teach related to the topic:

Topics the groups could/will get:

animals
family
food and drinks
furniture
hobbies
holidays
house and rooms
jobs
giving directions & prepositions of place
school
sports
technology
time
vacation
vehicles

THE MAP

proficiency level	intermediate
age group	14-
unfocused/focused (define focus)	focused: grammar and vocabulary
cognitive skills	explaining and checking
mode of communication	in person
type of participation	pair work
goal	using the language in a confident way with the right vocabulary
input	listening
output	oral
procedures	in class
task creator’s name	Varga Laura

The Map
Before the main task (The Map) the students have already done some pre-tasks e.g.: using location and direction language and place vocabulary.
The students work in pairs during the whole activity. The scenario is Student A living in the city and knows all the tourist attractions and buildings. Student B is a tourist, who wants to visit some places in the city, but his/her map got damaged and became unreadable so he/she asks someone for direction.
The pairs get two maps. Student A has a map with all the buildings and places and Student B has a blank map, Student B just knows the places what he/she wants to visit. The task is for Student B to ask direction and for Student A to give direction.
Main points:

keep your map hidden from your partner
using pre-task’s language (location language and direction language)
greeting, request help
only in English

This activity focuses on vocabulary and grammar. Students have to use grammar structures to give and ask directions e.g.: in front of, in between, on the corner of, across from, on the street. Meanwhile it focuses on vocabulary because students have to use specific language for a specific situation.
Reflections:

learner reflection (based on experience)
teacher reflection (based on observation)

Example Map with all the information:
The Map is totally up to the teacher or the students. They can choose any city what they want because on the internet you can find all the maps for the cities the only thing that the teacher has to do to make some places blank.

IMPROVING THE SCHOOL SIGNS


time frame (how long it takes to complete it)	~ 180 minutes (with breaks)
proficiency level	B1-B2
age group	12-14
“the problem”	Many signs around the school are unclear, have grammar mistakes, or are poorly translated into English.
unfocused/focused (define focus)	Focused fixing grammar mistakes and making the language in the signs easier to understand.
cognitive skills	analytical skills, critical thinking, creative problem-solving
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork (4-5 students)
goal	To create clear, correct, and effective signs that help everyone at school understand essential information, especially for those who speak English as a second language.
input	Examples of unclear signs with common mistakes, current signs, grammar, and language resources
output	improved sign designs
procedures	Introduction (15 minutes) Group Formation (5 minutes) Sign Analysis (30 minutes) Finding Mistakes (30 minutes) Correcting and Rewriting (30 minutes) Prepare Presentations (20 minutes) Group Presentations (30 minutes) Feedback and Reflection (10 minutes)
materials needed	Pictures or notes of current signs, unclear signs, grammar and language reference materials, presentation tools, art supplies
task creator’s name	Árpási Balázs

This activity is designed for students aged 12-14 with intermediate English skills (B1-B2). Over about three hours (including breaks), they’ll work on improving unclear or grammatically incorrect signs around the school. These signs can be confusing, especially for visitors or students who don’t speak the local language fluently. The goal is to fix errors and make the signs clear and easy to understand, while also helping students practice teamwork, critical thinking, and problem-solving. By the end, they’ll create clear, effective signs that improve communication for everyone.
The lesson begins with a 15-minute introduction. The teacher will explain why clear signs are important and show examples of poorly worded signs, like “No enter this door” or “Library close 5PM,” alongside corrected versions: “Do not enter this door” and “The library closes at 5 PM.” This gives students a clear idea of what they’ll be working on. Next, they’ll form groups of 4-5 and be assigned a specific area of the school—such as hallways, the cafeteria, or the library—to focus on.
For the first 30 minutes, groups will explore their areas, looking for unclear or incorrect signs. They’ll take notes or photos of any issues they find, like missing words or confusing phrasing. For instance, a sign saying “Students not walk on grass” could be updated to “Please keep off the grass.” After this, they’ll spend another 30 minutes categorizing the errors they’ve found, such as grammar mistakes, unclear wording, or overly formal language.
The next 30 minutes will be spent rewriting the problematic signs. Using grammar guides and tips provided by the teacher, they’ll make the wording more accurate and user-friendly. For example, “No shoes allowed in the library” could become “Please remove your shoes before entering the library.”
Afterward, each group will have 20 minutes to prepare a short presentation. They’ll share the original signs, their corrections, and explain the reasoning behind their changes. During a 30-minute class session, groups will present their work, using before-and-after examples to show how they improved the signs.
The final 10 minutes will be for feedback and reflection. Students will discuss what they liked about each group’s changes and offer suggestions for further improvement. They’ll also reflect on what they learned during the activity, including how to create clear and effective communication through signage.
Materials needed include photos or notes of existing signs, grammar guides, examples of unclear and improved signs, and tools for presentations (like flip charts, markers, or digital slides). Groups may also use art supplies if they want to redesign the signs visually.
By the end of the activity, students will have improved the school’s signage while developing valuable skills in grammar, communication, and collaboration.

AN INTERVIEW WITH A LINGUIST


time frame (how long it takes to complete it)	1 lesson + hw to finish
proficiency level	B2
age group	12+
“the problem”	your task is to plan an interview with a linguist specified in the English language, in English. It is a public event in the school, so every student and teacher who are interested can come and listen. You need prepare question for her/him which relate to the English language, for example: Why does English have two present tenses? Also, try to be as culturally sensitive as possible! Don’t forget that English is a lingua franca, and that it has lots of varieties!
unfocused/focused (define focus)	Focused: it is a focused task. They practice writing (questions) and speaking. Also, they go beyond the surface and question evident phenomena of the language.
cognitive skills	they practice how to make an interview coherent and thorough.
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	Pairs (the task is too difficult to make it individual, and a larger group would divide the task so much that the sts would not see the task as a whole)
goal	Everything that I mentioned above
input
output	A sheet of their questions and an invitation letter.
procedures	they need to create the questions and then build up the interview so that is logical and coherent à they hand in a sheet of their questions. Also, write a short invitation letter addressed to the whole school in which you promote this upcoming event of yours.
materials needed	(Some interviews that they can look at as examples)
task creator’s name	Unger Aliz

This PBL task is called an interview with a linguist. The students’ task is to plan an interview with a linguist specified in the English language, in English. It is a public event in the school, so every student and teacher who are interested can go and listen. They need to prepare questions for her/him which relate to the English language, for example: Why does English have two present tenses?, Why doesn’t it have morphemes like Hungarian? Etc. Also, they are asked to be as culturally sensitive as possible. They are asked not to forget that English has lots of varieties and it is a lingua franca as well. They can ask more general questions as well that relate to the topic of languages, for example: Why do English and Hungarian differ from each other so much?
It would take up one lesson, and it would be a bigger piece of homework, a project, to finish it at home. The age group is 12+, because it is not an easy task since it is quite a complex task to think of a language in depth.
With this task, they practice how to make an interview coherent and thorough, and go beyond the surface of a language and question evident phenomena of it.
The output of their task would be a sheet of their questions built up in a logical order, and a short invitation letter addressed to the whole school in which they promote their event in an eye-catching way.

MYSTERY AT THE GRAND HOTEL


time frame (how long it takes to complete it)	2x45 minutes
proficiency level	B1-B2
age group	14-19 (high school students)
“the problem”	A strange crime has been committed in a famous hotel and the students must help investigate! Each witness tells a different story, and the students' task is to reconstruct the events and find out what really happened.
unfocused/focused (define focus)	Language focus on the use of past tenses (past simple, past continuous, past perfect).
cognitive skills	Critical thinking (identifying contradictions) Problem solving (finding connections) Creativity (creating your own story based on evidence).
mode of communication (online, offline, (a)synchronous)	Oral and written (interviews and final report). Offline.
type of participation (individual, pair, group)	Group work (3-4 people)
goal	Students practice using the past tense in an interactive problem-solving exercise. Solving the crime.
input	written cards from different characters A picture or short video of the crime scene Helpful questions to guide the investigation
output	Oral report on the investigation of the crime. It can also include an outline/mind map if it is easier for the students.
procedures	Introduction (5 minutes): the teacher introduces a mystery crime with a short description or picture. Analysis of witness statement (12 minutes): students receive the statement and highlight key information. Language focus (10 minutes): the teacher demonstrates the use of the past tense and helps you to understand the context. Investigate and conclusions (30 minutes): students discuss how the stories fit together and come up with a final version. Report (writing/planning) (20 minutes): each group writes or presents the final story, justifying their conclusions. Presentation and feedback (13 minutes): the teacher and the class give feedback on the logic of the stories and the use of language.
materials needed	Printed witness statements Picture or video of the scene Notebook and pen
task creator’s name	Kupcsulák Gréti

CHARACTER CARDS – MYSTERY AT THE GRAND HOTEL

1. Julia Spencer – Receptionist

Shift: 17:00–23:00
"I checked in Mr. Carter at 19:15. He looked nervous."
"While I was answering a phone call around 20:00, I saw someone rushing out the side entrance."
"I had never seen that guest before."

2. Mr. Thomas Carter – Guest in Room 204

Checked in: 19:15
"I had a meeting in my room at 19:30 with a business partner."
"While we were talking, we heard shouting from the hallway."
"I left my room only once – to eat at the bar around 20:05."

3. Sophia Lang – Hotel Cleaner

She was cleaning rooms on the second floor from 18:00 to 21:00
"I was vacuuming Room 202 when I heard footsteps running past."
"I looked out, but I didn’t see who it was."
"I had just finished Room 201 when someone bumped into me near the elevator."

4. Mark Bennett – Waiter in the Hotel Restaurant

Shift: 16:00–22:00
"At 19:45 I served dinner to a man in a grey coat who seemed to be in a hurry."
"He left a big tip and disappeared before I could ask anything."
"I had seen him earlier near the lobby arguing with someone."

5. Emma Cross – Hotel Guest, Room 206

Arrived: two days ago
"I was in the lounge reading when the lights flickered around 20:00."
"I had seen a suspicious man outside earlier, watching the hotel."
"When I went up to my room, the hallway was empty, but the door to Room 204 was half open."

6. Security Guard – Mr. Luis Grant

On duty: 18:00–00:00
"I had just started my rounds at 20:00 when the fire alarm went off for a few seconds."
"Someone must have triggered it manually."
"By the time I reached the second floor, whoever it was had already disappeared."

Groups should compare multiple characters’ versions and match up the stories (times, actions, differences).
They can also use a timeline template or a map if they need a visual aid.:

Students summarise the events of the crime and use their conclusions to show who the perpetrator was, what exactly happened and what evidence they based this on - using the correct verb tense. There is no absolute right solution. The point is that the students come up with their own version based on the given helpful aspects, are able to explain it, and use the appropriate time to present their ideas.

In writing (for example)

Title: Investigation Report – Grand Hotel Case
Intro: What happened, when, where etc.
Explanation: Detailed events in order, based on the character cards.
Conclusion: Students describe why they think who did it and how they reconstructed what happened.

MYSTERIES AND PUZZLES

ALIBI


time frame (how long it takes to complete it)	~20 mins
proficiency level	B2-C1
age group	9-12th graders or higher
“the problem”	A murder has occurred, and students must work collaboratively to gather evidence, analyze alibis, and identify inconsistencies to solve the crime.
unfocused/focused (define focus)	Developing negotiation skills, increasing group cohesion, motivating language use
cognitive skills	Critical thinking, deductive reasoning, collaboration
mode of communication (online, offline, (a)synchronous)	Synchronous (in-person classroom activities)
type of participation (individual, pair, group)	Group work
goal	To develop students' investigative skills, critical thinking abilities, and collaborative problem-solving capabilities while engaging them in a thrilling murder mystery scenario.
input	background information about the victim, crime scene details, suspect profiles, alibis
output	Investigative reports, presentation of findings, collaborative conclusion
procedures	*.
materials needed	Scenario descriptions, suspect profiles, alibis, writing supplies, presentation materials (e.g., whiteboard, markers)
task creator’s name	Norbert Kállai

Procedures:

Introduction to the Case: Students are briefed on the murder mystery scenario, including details about the victim, crime scene, and potential suspects.
Role Assignment: Students are randomly assigned roles as either suspects or detectives. Suspects receive character profiles and alibis, while detectives prepare to interrogate them.
Alibi Discussion: Suspects convene outside the classroom to craft a consistent alibi, ensuring their stories align and are plausible.
Questioning Phase: Detectives form small groups and prepare questions to ask the suspects regarding their alibis, aiming to uncover inconsistencies.
Interviews: Suspects return to the classroom and rotate between detective groups, answering questions about their whereabouts during the time of the crime.
Evidence Analysis: Detectives collaborate to compare notes, analyze evidence, and identify any contradictions or suspicious behavior exhibited by the suspects.
Conclusion: Detectives reconvene to discuss their findings and determine the guilty party, presenting their conclusions, along with supporting evidence, to the class.

Additional information:
Title: "Alibi Investigation"

Scenario:
In this PBL activity, students will take on the roles of detectives and suspects in a murder investigation. They will work collaboratively to gather evidence, analyze alibis, and identify inconsistencies to solve the crime.

Instructions:

Introduction to the Case: Explain to students that a murder has occurred, and they will participate in an investigation to uncover the truth. Provide background information about the victim, the crime scene, and potential suspects.

Role Assignment: Randomly select 2-3 students to be "suspects" and the remaining students will act as "detectives." Each suspect is given a character profile and alibi to defend during the investigation.

Alibi Discussion: Lead the suspects outside the classroom to discuss and agree upon a consistent alibi. They must ensure that their stories align and are as coherent as possible to avoid detection by the detectives.

Questioning Phase: Detectives form small groups and prepare a set of questions to ask the suspects when they return. Questions should aim to uncover inconsistencies or discrepancies in the suspects' alibis.

Interviews: Suspects return to the classroom and rotate between detective groups, answering questions about their whereabouts and activities during the time of the crime. Detectives take notes and analyze responses for inconsistencies.

Evidence Analysis: Detectives collaborate to compare notes, analyze evidence, and identify any contradictions or suspicious behavior exhibited by the suspects.

Conclusion: Once all suspects have been questioned, detectives reconvene to discuss their findings and reach a consensus on the guilty party. They present their conclusions, along with supporting evidence, to the class.

Expected Outcome:
Detectives will collaborate to gather evidence, analyze alibis, and identify inconsistencies to determine the guilty party.
Suspects will work together to create a consistent alibi and maintain their innocence during questioning by the detectives.
The activity promotes critical thinking, teamwork, and communication skills as students engage in a realistic problem-solving scenario.

THE LAST LIFE BOAT


time frame (how long it takes to complete it)	2 x 45-minute lessons
proficiency level	B2–C1
age group	16+
“the problem”	You are on a sinking cruise ship. There is only one lifeboat left, and space for five people. A nearby desert island offers a slim chance of survival. You must choose who gets on the boat—and plan how the survivors will make it long-term. But as more personal details emerge about the people around you, your decisions must adapt. Who deserves to be saved? What values matter most in a crisis?
unfocused/focused (define focus)	Focus: moral reasoning, modals of possibility, first conditional, persuasive speaking and negotiating. Focused (focus on communication)
cognitive skills	Ethical decision-making, Perspective-taking, Argumentation and persuasion, Problem-solving under pressure, Creative survival planning, Explaining, interpreting, producing
mode of communication (online, offline, (a)synchronous)	Offline (classroom), synchronous
type of participation (individual, pair, group)	Groupwork (3–4 students), class discussion
goal	To develop fluent, thoughtful speaking skills and moral reasoning through collaborative crisis simulation.
input	Initial list of characters with basic identities Detailed personal background info revealed in Round 2 (optional: Language support sheet (modals, persuasive phrases, survival vocabulary)
output	Round 1: Individual rankings Round 2: Group negotiation of who should survive Round 3: Group survival plan Round 4 (Optional): Class presentations + peer “plot twist” evaluations
procedures	See below
materials needed	Survivor cards (basic + detailed) Whiteboard / timer for rounds
task creator’s name	Villő Csilla Károlyi

You are on a sinking cruise ship. There is only one lifeboat left, and space for five people. A nearby desert island offers a slim chance of survival. You must choose who gets on the boat—and plan how the survivors will make it long-term.
But as more personal details emerge about the people around you, your decisions must adapt.
Who deserves to be saved? What values matter most in a crisis?

Procedures
Round 1 – The Lifeboat Dilemma

Introduce scenario and list of survivors
Students individually choose 5 to save, then justify
Class discussion: who would you save and why?

Round 2 – The Truth Comes Out

Reveal deeper background info (e.g., hidden pregnancy, survival skills, criminal allegations)
Small groups rank all characters from most to least worth saving
Goal: Use of modals (might survive, could help) and conditionals (If we save the captain, he could…)

Round 3 – Survive or Die

Groups create a post-rescue survival plan
Must account for personalities, skills, group dynamics
Prepare for presentation

Round 4 – Judgment Day (Optional)

Groups present their survival scenario
Other teams act as “Fate”, writing possible (often ridiculous) ways the team could still fail

Learner Feedback

Self and peer reflection on language use, teamwork, and ethical challenges
Voting “Most Persuasive Team”, “Most Doomed Team”, “Most Inclusive Team”
Optional written reflection: “Who would you save if it were real?”

Materials / PBL example task
The cruise-ship you are on is sinking. Most of the survivors have already been evacuated. There is a desert island nearby. There is only one lifeboat left. There is only space for five people on the boat.
Round 1
Which 5 people do you think should go on the boat?

Politician

age:53

Homeless pregnant woman

Age: 33

Taylor Swift

Age: 35

Architect

Age: 28

Captain of the ship

Age: 58

Paramedic

Age: 27

A priest

Age: 36

A little girl

Age: 3,5

A marine biologist

Age: 35

Yourself

Age: 22

Round 2
Form groups of 3-4 persons.
You receive more information about the survivors. Put them in order from most to least important to be saved.

Politician

age:53
Alleged child molester

Homeless pregnant woman

Age: 33
Has been on on the streets for over 10 years, has good survival skills

Taylor Swift

Age: 35
Broke her leg

Architect

Age: 28
His hobby is hunting and hiking

Captain of the ship

Age: 58
Widowed parent of five children, runs a huge charity organisation

Paramedic

Age: 27
He is very athletic, has a 60% chance of making it to the island by swimming

A priest

Age: 36
Leads huge charity organisations, can easily comfort and calm down anyone

A little girl

Age: 3,5
She doesn’t know yet, but both her parents drowned

A marine biologist

Age: 35
Knows everything about plants and wildlife, but has borderline personality disorder

Yourself

Age: 22
You just found out that you/your significant other are pregnant

Round 3
With your group, create a plan. What will the survivors do next?

Round 4 (optional idea)
Groups present their ideas. The rest of the class will judge and take notes. They will come up with scenarios on how and why will that team dies in the end. ☠️

The students don’t know in advance what the following tasks will be.
The task is mostly appropriate for learners 16 and above.
Tasks require collaboration
Creative thinking is necessary
There is discernment of moral values. This is also needed in real life
Open-ended questions, tasks. » learners create their own systems and present original ideas
Part 4 can stand for a ‘self-reflection’/ evaluation

NEW SOCIETY ON THE ISLAND


time frame (how long it takes to complete it)	40 min
proficiency level	Intermediate
age group	8-10th grade
“the problem”	Your plane has made an unexpected landing on a remote, uninhabited island. While you and your group have managed to survive, you must now work together to create a thriving mini-society. Your supplies are limited, so resourcefulness and teamwork will be your greatest assets!
unfocused/focused (define focus)	collaborative problem-solving and community building in a communicative language use
cognitive skills	creative and critical thinking, speaking skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group
goal	to develop students' collaborative decision-making, critical thinking, and creative problem-solving skills while fostering empathy, resilience, and effective communication in a simulated survival scenario
input	Scenario setup, characters with different descriptions
output	Survival plan +new society outline- rules roles and responsibilities)
procedures	Students have to complete a mission in groups (6-7 members)- Their mission- students: Decide how to use their available resources wisely. Design a sustainable way of living on the island. Consider the roles each group member will play in this new society. Plan for shelter, food, and safety while building a positive, supportive community.
materials needed	Character cards, paper
task creator’s name	Szabó Anna Veronika

Steps:
1. Students are put into groups, then the different characters on cards are distributed to them (doctor, construction worker etc.) The occupations should be chosen carefully to enable students to form a sustainable society.
2. Island Society Design should include

Resource management: Students plan how to use limited supplies wisely and find alternative food sources.
Shelter and safety: Students design a safe, comfortable shelter that can withstand the elements.
Roles and responsibilities: Students assign roles to each group member based on their strengths (e.g., leader, builder, medic, communicator).
Community rules: Students establish guidelines for cooperation, conflict resolution, and decision-making.
Long-term sustainability: students think beyond survival – how will their society grow and thrive over time?
Include a creative aspect, such as a group flag, symbol, or a motto that represents the spirit of their new community.

Presenting the new societies to the other group

PIRATING PROBLEMS


time frame (how long it takes to complete it)	10-15 mins
proficiency level	B2-C1
age group	9-12th graders or higher
“the problem”	The students will roleplay as the crew of a pirate ship. Their ship has been caught in a terrible storm, leaving them choices to make how to save their lives, ship or treasure.
language skills	Active speaking and listening skills
unfocused/focused (define focus)	Developing negotiation skills, increasing group cohesion, motivating language use, broadening vocabulary
cognitive skills	Interpersonal skills, problem solving skills, negotiation skills
mode of communication (online, offline, (a)synchronous)	Offline, peer-to-peer (online options are potential in break-out groups)
type of participation (individual, pair, group)	Group work
goal	Finding a creative solution to the given problem
input	Handout found below
output	A list of ways the group would handle the issue. They are expected to work as a team. Teams working more efficiently will have better results.
procedures	Group discussion, papers handed out for taking notes.
materials needed	Handouts, slips or projected image with the task on it, dice
task creator’s name	Rábai Barna

You form a crew on a pirate ship. You have escaped pursuing ships and you are currently out at sea with your ship filled with treasure. However, your ship has entered a terrible storm. The storm is tearing your ship’s sails and rigging into pieces and water is slowly filling the ship. As a crew, decide how you should handle the situation. Save your treasure or your life. Maybe even both!

boat

Rowboat
Steering Wheel
Cannons
Sails and rigging
Stairs to downstairs, where your stuff and treasure lies. (filling with water)

At the end of the activity, the teacher will come and rate your solution. Then your crew will roll the dice to see if you’ve succeeded.

Teacher’s instruction
Based on the class, two different endings are possible for this activity:
Ending 1: Each group explains their solutions and the whole class gives them feedback alongside the teacher’s notes.
Ending 2: This ending may be riskier, and is not recommended for all groups! This ending brings an element of randomness into the task. In this ending, after the group explains their solution, the teacher judges it. Based on how well they did, the teacher gives a number between 1 and 6 (1 representing the BEST solution, 6 representing a VERY BAD solution). Afterwards, the group will throw a 6-sided die. Should they roll a number higher or the same as the number said by the teacher, they have succeeded on what they had planned.

WHAT HAS HAPPENED?


time frame (how long it takes to complete it)	15 minutes
proficiency level	B1-
age group	7th grade-
“the problem”	There was a robbery and we have to find out what happened
language skills	Speaking
unfocused/focused (define focus)	unfocused
cognitive skills	attention, logic & reasoning
mode of communication (online, offline, (a)synchronous)	offline (but can be online too)
type of participation (individual, pair, group)	groupwork / pairwork
goal	to practice speaking skills
input	a story of a robbery
output	a spoken text
procedures	Students work in groups and they try to find out what has happened at the robbery. The pictures they are talking about are not necessarily in order.
materials needed	Printed pictures of the story
task creator’s name	Gerák Zsófia

The problem described to learners:
There was a robbery at an old woman’s house last morning. The woman went to the police station to report it but she has problems remembering the exact details. She does not know what has happened exactly and what was the correct order of the actions.
The task:
All pictures represent a detail of the robbery the woman told. As police officers, try to come up with a story of what has happened that morning. You have to use all pictures to form the story and you can choose the order of the pictures.

Someone broke into an old lady’ house and stole money. The old lady went to the police but she has problems remembering to what happened exactly. The pictures represent the details she could remember, but they may not be in the correct order. Try to solve this issue: use all the pictures to make a story and find out what has happened.

Sources:
[picture1]: https://www.dreamstime.com/cartoon-alarm-clock-icon-isolated-white-background-vector-illustration-image196070631 (2024. 05. 06.)
[picture2]: https://www.wsj.com/articles/the-overlooked-cyber-threat-an-unlocked-door-1376581572 (2024. 05. 06.)
[picture3]: https://www.linkedin.com/pulse/volvo-9600-anish-m-otskc (2024. 05. 06.)
[picture4]: https://www.myhealthspecialist.com/blog/2020/01/08/coffee-friend-or-foe/ (2024. 05. 06.)
[picture5]: https://www.learndash.com/elearning-development-cost-drivers/ (2024. 05. 06.)
[picture6]: https://twitter.com/PescodSquare/status/1767167707395260686 (2024. 05. 06.)

WHO STOLE THE ART?


time frame (how long it takes to complete it)	2 classes, 90 minutes
proficiency level	Intermediate (B1) or above
age group	15+
“the problem”	A piece of art has been stolen from a museum, students must solve the crime by analysing evidence and suspects.
unfocused/focused (define focus)	Focused: language, grammar (conditionals + past time) + using English to communicate
cognitive skills	Critical thinking, problem-solving, reasoning, hypothesis testing and evaluating information.
mode of communication (online, offline, (a)synchronous)	Offline, in class
type of participation (individual, pair, group)	Group of 4
goal	To practice language skills (speaking, listening) while collaboratively solving a crime.
input	clues, witness statements, vocabulary related to crime and art+ what Balu mentioned: media elements such as short audio or video clips of witness statements or interviews with suspects
output	Oral output + ppt/poster: Group presentation of the investigation results and solution
procedures	Grouping Introduction to the task Present the problem Distribute the evidence Group discussion and decision Present the case Feedback
materials needed	Photo about the art, evidence, images/recordings if it possible, whiteboard
task creator’s name

The Task: A piece of valuable art has been stolen from a museum. Students need to work together to investigate and solve the case.

Grouping: I will divide the group into four. I plan to use a small game, as Martin suggested, to create the groups. For example, I will write down the names of characters from movies, and the students will need to find the other characters from the same movie. There will be two detectives and two characters from the four suspects listed below. The students can choose their roles.
Introduction to the task: A valuable piece of art has been stolen from the museum. Your task is to investigate the crime, analyse the evidence, and determine who the thief is.
Present the problem: Share a brief overview of the crime scene and introduce the four suspects: the receptionist, the guard, the art historian, and the visitor. The stolen painting is called The Scream by Edvard Munch. The theft happened last night at 10:00 PM, and four people were in the museum at that time. You need to determine who the thief is!
Distribute the evidence: Hand out clues to each group, such as footprints, witness statements, security footage screenshots, and suspect alibis.
Group discussion and decision: Students should work together to solve the case by conducting interviews, asking questions, and deciding who they believe the thief is, explaining their reasoning.
Present the case: Each group presents their findings, explaining who they think the thief is, the motive, and how the crime was committed (using visual aids or posters).
Feedback: Both peer and teacher feedback will be provided, focusing on language use (especially vocabulary, grammar and presentation skills) and commenting on how well they worked as a team.

It doesn't really matter who the thief is, the students can decide and choose on their own, no right or wrong responses! What really matters is the language, the grammar, and that they can express and explain their decisions using relevant arguments. And, of course, they should have fun.
Can you recommend where and how to get the "evidence" that the teacher needs to provide?
Honestly, I didn’t think much about the evidence, but I’m sure there are many pictures on Google or videos on YouTube that could be helpful. Also, we could use AI to generate a witness statement and include the specific information we want in the statements.
I asked the AI to write it; here are two witness statements:
Witness Statement 1: Security Guard
"I was patrolling the east wing of the museum around 9:30 PM when I heard a faint noise coming from the gallery where the stolen painting was displayed. I rushed to the scene, but by the time I arrived, the room was empty. However, I did notice a window slightly ajar, which was unusual because all windows are supposed to be locked after hours. I also remember seeing a person earlier that evening wearing a black hoodie and sunglasses, which seemed odd since it was dark outside. They were loitering near the gallery entrance but left before I could approach them."
Witness Statement 2: Cleaning Staff Member
"I was finishing up my shift in the west wing when I saw someone in the hallway leading to the gallery where the theft occurred. It was around 9:15 PM. They were carrying a large duffel bag and seemed to be in a hurry. I called out to ask if they needed help, but they didn’t respond and walked away quickly. I couldn’t see their face clearly, but I noticed they were wearing dark jeans and a red baseball cap. I thought it was strange but assumed they were part of the exhibit team since they had a staff badge clipped to their belt."

Should the evidence "pint to" a specific person?
No, the thief can be anyone I tried to leave room for creative thinking and group discussion. The focus should be on why they think someone is the thief, not necessarily who the thief is. In each group, the roles are divided: two students are investigators, and two students are suspects. It’s possible that in one group, Suspect A could be the thief because, for example, their English skills aren’t strong enough to argue convincingly. In another group, Suspect B might end up being the thief because they failed to come up with a strong alibi. It will depend on the students’ reasoning and how they present their arguments.

ZOMBIE VIRUS


time frame (how long it takes to complete it)	15 minutes
proficiency level	B2+
age group	15+
“the problem”	A dangerous zombie virus has spread around your city. You, as the mayor, must work together with a doctor and a media reporter to deal with the deadly virus and save the citizens of your town!
unfocused/focused (define focus)	Focus on problem solving
cognitive skills	Critical and creative thinking development, cooperation
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork/pairwork
goal	Coming up with plausible solutions to solve the problems
input	Students are given roles and questions.
output	Students come up with solutions, based on the previously given questions
procedures	Discussion, presentation, mingle
materials needed	Role cards, questions projected or printed
task creator’s name	Páder Zsófia

Task description
The task is suitable for the environment topic, but can be reused in different decision-making topics as well. The main focus in on debating and agreeing on plausible solutions to the given problem.
Part 1 - Decide and discuss. Students are given three roles: mayor, doctor and media reporter. According to their roles, the three of them have to answer the questions and agree on a plan to save their city. These questions are basic ideas, they can be changed according to the level and age of the group,
What immediate actions are needed to be done to stop the virus from spreading?
How will you inform the citizens about the virus?
How will you ensure the safety of the citizens?
What will you do with the infected?
How will you work with your resources?
Part 2 – Presentation. Finishing the discussion, students can present their plans to the others, roleplaying a county council.
Part 3 – Discussion and mingle. Another round of discussion can be made with mingling. In this case, the students meet other „officials” and they can discuss the plans in a smaller setting, agreeing on one plan of them all.

SCHOOL LIFE

DESIGNING A SCHOOL GARDEN


time frame (how long it takes to complete it)	3 x 45 minutes
proficiency level	minimum B2
age group	15+
“the problem”	designing a school garden while considering different factors
unfocused/focused (define focus)	unfocused
cognitive skills	creativity, cooperative skills, digital competence, social skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	group work
goal	to improve group cohesion and research skills, spread environmental awareness
input	research, discussion, creative thinking, problem solving
output	a garden design
procedures	individual research, whole class discussion, group discussion and research, presentation
materials needed	smartphones or laptops, papers, pens
task creator’s name	Szakál Dorka

Designing a school garden
The students are going to work in groups (3-4 person per group) and together, they have to design a new school garden area. It could include a zone where students can relax in their free time between lessons, a vegetable garden, flowers, fruit trees, etc. The whole activity can be a collaboration with the biology teacher, they could research different useful and native plants, flower, and trees during a biology class. As homework before the English class itself they could look up the English names of the plants that they want to work with in their garden. On the first lesson, we would discuss what they have gathered and talk about the environmental awareness topic together, like what eco-friendly structures could be included in such a garden. Then, on the next lesson, they would have to find a potential location for their garden, considering factors like the available space, sunlight, etc. After this, they have to design the layout of their garden, the placement of the plants, the seating areas. Each group would have to include at least one eco-friendly structures, like a composting area, rainwater collection system, etc. Lastly, they would have to collect what kind of materials and tools are needed to construct their garden. On the final lesson, every group would present their dream garden. The students could also make mini mock-ups of their gardens, draw them, or create them virtually.

GREEN SCHOOL

title of task
time frame (how long it takes to complete it)	45 min.
proficiency level	B1-B2
age group	9-12th grade
“the problem”	Our school wants to become more environmentally friendly, but there are certain challenges. The principal has asked students to come up with practical solutions the school can implement to become a ‘Green School’.
unfocused/focused (define focus)	the focus is on language use (vocabulary) in a creative context
cognitive skills	creative and critical thinking, collaborative and communication skills
mode of communication (online, offline, (a)synchronous)	offline
type of participation (individual, pair, group)	groupwork (3 students)
goal	students will be able to identify environmental issues in their school and suggest possible solutions to make their school eco-friendlier
input	useful vocab in connection with environmental issues
output	poster
procedures	Students are put into groups of 3 Students identify current environmental issues in their school (like pollution, lack of recycle bins, energy waste, water waste, food waste etc.) 3. students brainstorm practical solutions for these issues designing a project by - describing the problem - a proposed solution - they should include a design of a special eco-friendly object - responsibilities and concrete roles- for carrying out the solution - the expected outcome of their solution à poster
materials needed	A3 papers
task creator’s name	Szabó Anna Veronika

Task description

Form Groups:

Students are put into groups of 3 during a warmer activity ( they get different small objects- shells, leaves, stones and they must find their groupmates based on the matching objects

Identify Issues:

Students walk around the school or reflect on their daily experiences to identify significant environmental issues within the school grounds.
Examples may include waste management, energy inefficiency, or water conservation.

(After checking the problems they gathered)

Brainstorm Solutions:

Students work together to propose a practical, creative solution to the identified problem.
Ensuring their solution is realistic and impactful.

Project design components- poster- should include:
- Problem Description: Students clearly describe the environmental issue they have identified.

Poster presentation

Evaluation: - Creativity and innovation, team collaboration, presentation

THE MYSTERY OF THE ABANDONED SCHOOL


time frame (how long it takes to complete it)	45 minutes
proficiency level	Intermediate- Upper- intermediate
age group	11- 15 years old
“the problem”	Strange things are happening at an abandoned school. Is it haunted, or is there a logical explanation? How can the school be restored and made enjoyable again?
unfocused/focused (define focus)	Ill- structured (unfocused): The problem is open- ended, with no single correct answer
cognitive skills	Problem- solving, critical thinking, creative thinking, collaboration, ethical reasoning
mode of communication (online, offline, (a)synchronous)	Offline, synchronous
type of participation (individual, pair, group)	Group work
goal	To develop problem- solving and collaboration skills through a creative, imaginative task
input	The fictional background story of the haunted school; verbal instructions from the teacher
output	A written report or story optional visual, optional group presentation
procedures	Read the problem scenario 2. Work in groups to collect imaginary clues 3. Discuss and solve the mystery 4. Brainstorm creative solutions for revitalizing the school 5. Create a written story/report and visual presentation 6. (Optional) Share findings with the class
materials needed	paper, colored paper, markers, pens, other creative writing/ drawing tools
task creator’s name	Fenyvesi Sára

The situation:
There is an abandoned school in a small village surrounded by hills and the forest. Once it was a place where many students went to. However, over the years less and less students attended and now the classroom is almost empty. The villagers wonder what happened to the school. Some people say that they heard the school bell ring on its own and chalk writings appear on the blackboard.
One day you and your friends decide to start an investigation. Is the school really haunted or there is a reasonable explanation for the strange happenings?
How can we make it a nice school again where students like going to?
The steps
collecting clues
solve a mystery
propose a solution
Possible formats:
A written report or story (at least one page) describing your investigation and the conclusion you reach.
A map or illustration of the school and its surroundings (optional).
A presentation (optional) explaining your findings to the village elders
Teachers' long term goals:
help students embrace their problem-solving skills while having fun.
help to develop their collaboration skills.
Short term goals: having fun
Relevance: This is not a relevant situation, so the children have to rely on their creativity completely
Well or Ill structured? -Ill
Challenge: I think it is challenging for students who are not often expected to use their imagination
It is interdisciplinary because it develops not only logic, ethics but writing skills, art skills, etc.
teachers role- The teacher’s role would be the helper, supporter, facilitator. He/ She would guide them and help them to be logical, kind and patient to each other, to come up with ideas for the ones who has none
Some examples for possible solutions: (I would not show this to them)
Community Engagement: Organizing events, storytelling, and historical research to reconnect the villagers with the school.
Education Reform: Updating the curriculum or introducing new teaching methods to attract students back.
Physical Restoration: Renovating the school to make it a welcoming place again.
Scientific Investigation: Proving that the haunting is a natural phenomenon to dispel fears.
Cultural Revival: Embracing the legend and turning the school into a historical site or a themed learning center.

ORGANIZE A CAMP


time frame (how long it takes to complete it)	3 lessons ?
proficiency level	B2-
age group	15-18 years old
“the problem”	They have a week to organise an English camp for their schoolmates.
mode of communication (online, offline, (a)synchronous)	Online and offline as well
type of participation (individual, pair, group)	Group
goal	Write an email for every students in the school in which you provide all the essential information with as much details as possible.
procedures	Distributing the tasks among each other; do some research; agree on time and place; find teachers who will lead activities in the camp; organise activities apart from learning English; find a restaurant where they can order/organise cooking and shopping; paying attention to the amount of money they have; organising travelling; cost of the camp for the students.
materials needed	Description of the task
task creator’s name	Unger Aliz

You need to organise a camp in groups of five.
Things you know about the camp:

It is for students in your high school who want to improve their English and practise for a B2 language exam.
It has to be in Hungary.
It cannot overlap with other school camps.
You have as much money as you want, but try to be reasonable with spending it!

One week from now you are asked to show me an email that you are going to send to your schoolmates. It has to contain all the essential information with as much details as possible. It is okay if you cannot organise everything until that, it is still just March, so you will have time to work on the minor issues later on.
It is advised to share work and find somebody for each task who will take responsibility for it. Also, prioritize between the tasks. It is recommended to do some research on the Internet regarding the place and the time of the camp. Always tell the others before you finalise your decision; it is a groupwork.
Tasks to do (you can share it in other ways as well!): do some research; agree on time and place; find teachers who will lead activities in the camp; organise activities apart from learning English; find a restaurant where they can order/organise cooking and shopping; paying attention to the amount of money you would spend; organising travelling; cost of the camp for the students.
Good luck! :)

A NIGHT TO REMEMBER: PROM PLANNING


time frame (how long it takes to complete it)	2 lessons of 45 min (90’ altogether)
proficiency level	B1/B2 (intermediate/pre-intermediate)
age group	18/19 year-old seniors
“the problem”	As seniors, your class is in charge of organizing the prom, a highly anticipated event for the entire school. Your goal is to plan an unforgettable night; however, there are some factors that you must take into consideration in order to organize a night to remember. You have to consider aspects such as the prom committee, the theme, the budget, the decorations, the entertainment, the catering, the ticket sale, and the timeline. However, you also have to deal with some constraints, such as a limited budget, an alternative venue, a strict policy on alcohol and drugs, a disagreeing student body, and a tight schedule.
unfocused/focused (define focus)	unfocused
cognitive skills	problem-solving skills, critical thinking, creativity, decision making, self-directed/autonomous learning
mode of communication (online, offline, (a)synchronous)	Online, in class, face-to-face
type of participation (individual, pair, group)	Whole group works together (12 Sts); however, each individual is assigned a specific role and in charge of a specific area
goal	To plan a memorable prom night that meets the requirements of the school and the needs of the students
input	The basic PBL scenario, instructions, the assessment criteria, and some resources (such as online platforms, markers, papers, stickers, etc.)
output	A prom plan that includes a theme, a budget, a decoration plan, an entertainment timetable, a catering menu, a ticket sale plan, and a timeline
procedures	Step 1: The T (or facilitator) introduces the problem scenario and the task instructions to the Sts Each St is assigned a role, such as the prom committee chairperson, the secretary, the treasurer, the sub-committee leaders, and the “always disagreeing” person. Step 2: brainstorm and research Step 3: create the plan (with the problems solved) Step 4: The Sts present their prom. They have to convince and persuade the T that their plan is manageable and that their prom night will be a night to remember. They also have to answer any questions or objections from the T. Step 5: The T provides constructive feedback to the groups on their problem-solving process and outcome Sts reflect on their own learning experience and identify their strengths and weaknesses
materials needed	Computers, internet access, papers, markers, etc.
task creator’s name	Horváth Eszter Lili

Level of Students: B1/B2 (intermediate/upper-intermediate)
Objective: Ss have to plan their memorable prom before graduation. They need to take into consideration such factors as logistics, budget, invitations, theme, catering, entertainment options, time and ticket sales. Ss are encouraged to collaborate and cooperate, to make creative decisions in an authentic, real-life situation.
Time: 2x45 min.
Problem: As seniors, your class is in charge of organizing the school prom, a highly anticipated event for the entire school. Your goal is to plan an unforgettable night; however, there are some factors that you must take into account in order to organize a night to remember.

Please consider the following aspects:
Prom committee: Before beginning planning your wonderful night, assign roles and responsibilities to each person. One role can be fulfilled to more people, but make sure everyone has at least one other person to work with.
1. Prom committee chairperson: This person is the leader and the spokesperson (when It comes to the final assessment) of the prom committee and oversees the entire prom planning process.
2. Prom committee secretary: This person is the assistant to the chairperson and helps with the administrative tasks of the prom committee. He or she takes notes during the meetings. If the chairperson is missing from class, this person replaces them.
3.Prom committee treasurer: This person is in charge of the financial aspects of the prom by managing the prom budget, collecting the money from the fundraisers and handling the ticket sales.
4. Prom committee sub-committee leaders: Please dice who will focus on the other themes as the decorations, the entertainment, the food, invitations, and the tickets.
5. The “always disagreeing” person: This person never agrees with anyone. If you fulfil this role, make sure you justify your opinion and suggest alternative suggestions. In the end, of course, you must come to a common solution, accepted by everyone.

Theme: Begin by brainstorming and selecting theme that is unique, up-to-date and appealing to the majority of the students.
Budget: Create a budget plan that includes all expenses related to the prom, such as decorations, entertainment, food, and beverages. However, the school administration has given you a limited budget of 500 000 HUF for the prom. Please note that you must justify your expenses and show how you will raise funds to cover the costs.
Decorations: Develop a plan for decorating the room according to the chosen theme.
Entertainment: Create a timetable which includes such entertainment options as live music, DJ, dance show, etc. Consider your theme!
Catering: Plan the menu for the event, including appetizers, entrees, desserts, and beverages.
However, unfortunately, the school cafeteria is not available for the prom, so you have to find an alternative venue that is suitable for your theme.
Please remember that school has a strict policy on alcohol and drugs, so you have to ensure that your catering and entertainment options are in compliance with the school rule. In addition to this, do not forget about food intolerances and other diets one might follow! Include sugar-free, gluten-free, lactose-free, vegan and vegetarian options.
Ticket sale: Create a plan to promote the event (social media, for instance). Don’t forget to include ticket numbers and prices, promotions, etc.

Timeline: Create a timeline including every program. Do not forget that, in order to avoid noise complaints, the prom must end around 11 p.m. It means that you have a time frame of 4 hours (from 7pm to 11pm) to include the above-listed factors.

Assessment: The teacher will provide constructive feedback to the groups on their problem-solving process and outcome, as well as encourages them to reflect on their own learning experience and identify their strengths and weaknesses.

ADDRESSING SCHOOL ISSUES


proficiency level	C1
age group	14-18
language skills	Speaking
unfocused/focused (define focus)	Focused: language, problem solving
cognitive skills	Reasoning, explaining, presentation
mode of communication	Face-2-face
type of participation	Groupwork, pairwork
goal	To improve speaking skills of students; enhance empathy
input	Providing
output	Prompting
procedures	See below
task creator’s name	István Szűcs

Students in pairs (or small groups) receive a piece of paper with a common school problem. They task is to find a solution for the issue, discuss their reasons and then present it in the class. The pairwork itself is 5 minutes long, then each group can present their solutions. Then the groups get a new paper with another situation which they discuss again. This activity can help developing empathy in students, if they are somehow involved in such situations.
Example tasks:
Sixth grade, there is a boy with ADHD who is being excluded by most of the class. He has difficulty sitting still and often interrupts the teacher unintentionally. Recently, he had a public meltdown in the classroom, and since then, his classmates have been avoiding him and making fun of him, calling him names that suggest he's "crazy" or "out of control." What can be done to address this situation and support the boy?
Seventh grade, there is an autistic girl who is being bullied by most of the class. She speaks more slowly and less clearly. Recently, she got lice and had to stay home until she was cured. Since then, the others have been avoiding her and making cruel remarks suggesting that she is unhygienic. What can be done about this situation?
Eleventh grade, the student's performance and attitude have noticeably deteriorated since the beginning of the school year. They do not pay attention in class, refuse to answer questions, and are unable to detach from their phone, headphones, or laptop. If the teacher takes these items away, the student does not even put in the minimal effort they usually do and becomes deeply offended. They speak to the teacher in an extremely disrespectful manner and occasionally make remarks about their classmates. How can this student's attitude be changed or the tense relationship between them and the teacher be resolved?

STUDENT COUNCIL CAMPAIGN


time frame (how long it takes to complete it)	45-90 minutes
proficiency level	Strong B1 or higher
age group	10th-11th-12th grade
“the problem”	There are several issues your school currently needs to deal with – interview students to learn more about these issues, pick one you think is the most important, design a convincing campaign, then try to earn votes for your group!
unfocused/focused (define focus)	Focused (focus on communication)
cognitive skills	Explaining, interpreting, producing
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	Groupwork
goal	To practice gathering information and working for a specific goal only using the target language.
input	Oral input à problems shared by the interviewees
output	Written/oral output à curating and presenting the campaign and its points
procedures	Problem identification and analysis, discussion, solution development, application, presentation (demonstration)
materials needed	Paper to write down ideas and information and to create campaign posters (optional)
task creator’s name	Tímea Müller

There are several issues your school currently needs to deal with – interview students to learn more about these issues, pick one you think is the most important, design a convincing campaign, then try to earn votes for your group!

NEWCOMER


time frame (how long it takes to complete it)	35-40 minutes
proficiency level	B2/B2+
age group	adolescent (around 15 years old)
“the problem”	A class welcomes a new member into their circle. However, when the newcomer gives her weekly report to the form teacher, she barely feels comfortable talking about her status in the class. The form teacher decides to ask her class in an English class to create ideas/programs, whether for the whole class or just few members of the class (but here they must involve the newcomer). The main aim is to make the newcomer comfortable, appreciated, involved in programs, and accepted in the class’s circle.
unfocused/focused (define focus)	only English
cognitive skills	This task makes students emotionally competent and raises sympathy toward each other. In English class, they can only use their second language, English for everyone equally. So that, they not only will define their ideas in English but also learn new phrases while completing the task. Students also improve their skills in Problem-solving, evaluating information, and critical thinking.
mode of communication (online, offline, (a)synchronous)	Offline, but students can think about more ideas outside of classroom terms.
type of participation (individual, pair, group)	Individual work, then discussing their ideas together
goal	To learn new phrases while creating ideas for the task. Here the teacher offers a supporting hand in answering students' questions.
input	nothing is needed previously
output	They create ideas, speaking,
procedures	Introducing the topic Present the problem and giving instructions Students giving their answers Discussing all of the answers together The teacher gives feedback on the students’ work made
materials needed	paper and pen (for collecting ideas)
task creator’s name	Veszteg Mercédesz

I came up with this idea because I feel it is not a common topic as it should be. I had an observation on one of my courses where we went to a primary school. The students there were more or less 11 and 12 years who had welcomed a new member a few months earlier, who could not find his place. When there was a group work students did not invite him or care where he went, it was always on the teacher which group he got selected in. Ever since then, I have taken it under consideration at which point the teacher should take a step to solve the problem. That is why I wanted to raise awareness of feeling excluded from the class’s circle, treated as an outsider, and feeling unappreciated.
The task’s aim is not only to raise sympathy toward each other but also to help them open up their eyes to take care of everyone around them, moreover, it develops their skills of critical thinking, presenting skills, and evaluating each other’s approach to solving the problem while using only their second language. It demands many different aspects of cognitive skills.
The Task: Students have to produce ideas for integrating their new classmate while using only English.

Introducing the topic: A class welcomes a new member into their circle. However, when the newcomer gives her weekly report to the form teacher, she barely feels comfortable talking about her status in the class. The form teacher decides to ask her class in an English class to create ideas/programs, whether for the whole class or just a few members of the class (but here they must involve the newcomer). The main aim is to make the newcomer comfortable, appreciated, engaged in programs, and accepted in the class’s circle.
Present the problem and give instructions: Student work individually for 5-8 minutes, they have to write as many ideas as possible, and when time is up they have to select three of their ideas and read them out loud to discuss it with others.
Students giving their answers: Students give three items of their list that they find efficient to help the newcomer be present in the class’s daily life.
Discussing all of the answers together: Going one by one, the teacher and the students discuss the solutions together, then when all the pupils presented their ideas, it is time to vote for some of the best ideas. Here, the teacher gives feedback on the students’ work made.

I took under consideration Kitti’s suggestion about asking students to come up with programmes regarding only the whole class. I think it is beneficial in a sense that the newcomer can get to know everyone at once. Thus, thanks to the increased number of programmes, even the classmates will be more attached to each other.

TRAVEL

DREAM HOLIDAY


time frame (how long it takes to complete it)	2 x 45 minutes
proficiency level	A2-B1
age group	High school students (15-18)
“the problem”	Designing your dream holiday
language skills	Speaking (Listening) Writing
unfocused/focused (define focus)	Focused: holiday planning
cognitive skills	Planning Creativity Collaboration
mode of communication (online, offline, (a)synchronous)	Offline
type of participation (individual, pair, group)	Group
goal	To plan and organize the holiday To learn the procedure of holiday planning
input	Instructions, vocabulary revision tasks Their own and their groupmates speech and knowledge about the world Internet sites
output	Language: discussion, planning, presentation Physical: poster
procedures	Group formation Agreeing on a holiday destination and activities Trip planning Poster drawing Poster presentation Reflective question
materials needed	A/3 paper Colour pencils and other drawing tools Phones
task creator’s name	Zsuppán Viola

Description
In this problem-solving task students are introduced to the steps of holiday planning. Completing this task takes about 90 minutes, or two lessons. The students must be high school aged, so they have enough knowledge and experience about holidays and holiday planning. Their language level should be around A2-B1, to carry out these tasks.
Speaking and writing are the two main skills to be developed, although the development of listening and reading skills should not be ignored. The focus lays on the different aspects of holiday planning, and on the language related to it. Planning is the most important skill needed to complete this task, the students must also use their critical thinking skills during this process. The work form is groupwork, so collaboration is developed. The task is best performed offline and synchronous, but an online version is also plausible.
The biggest goal is to learn how to plan and organize a holiday. The instructions, the speech and world knowledge of the others and selected online sites are the input. The poster and the presentations are the output. The task sequence consists of 2 lessons.
Lesson 1.

Students form groups of 4
They complete a vocabulary revision task about holidays, 2 possibilities are offered, students chose which one to complete
They agree on a common holiday destination and activities (teacher does not mention which aspects are important (food, accommodation, travel), students decide)
They research online and create a plan (teacher mentions reliable sites, which are to be used, for example Booking.com, Skyscanner)
They start to produce their posters about their holiday
If they are not ready with the poster or want to use slides, they finish it at home

Lesson 2.

Students agree on the presentation assessment criteria
They hold the presentations
They assess each other based on their criteria
They are asked the reflective questions
The teacher gives notes to the students about their presentations, based on the assessment of the others and their own

Vocabulary revision task
https://test-english.com/vocabulary/a2/holidays-a2-english-vocabulary/
https://learnenglishteens.britishcouncil.org/vocabulary/a1-a2-vocabulary/holidays

Reflective questions
Students are asked 2 questions after the presentations:
Would you take part in the holiday that your group has planned?
Do you think that you could plan your family’s next holiday?

FESTIVAL EXPLORER


proficiency level	B2 or above
age group	above 15
language skills	Speaking/Pronunciation, Reading
unfocused/focused (define focus)	The focus of this task is to engage students in problem-solving, critical thinking, and reasoning while practicing their language skills in speaking, pronunciation, and reading.
cognitive skills	Problem-solving, critical thinking, reasoning
mode of communication	offline
type of participation	group work
goal	The goal of this task is for students to solve a communication problem or gap, create a design or plan, decide or choice, reach an agreement, and express an opinion collaboratively as a group.
input	Students will research festivals and events to find activities suitable for their needs and preferences.
output	Make decision as a group
procedures	group discussion
task creator’s name	Mentes Laura

Procedure:

Divide students into small groups.
Provide each group with information about different festivals and events.
Instruct students to research the activities offered at each festival or event and identify those that align with their interests and preferences.
Encourage group discussion where students can share their findings, discuss the pros and cons of each activity, and negotiate their preferences.
Facilitate the decision-making process as groups work towards consensus on which activities to attend.
Have each group present their chosen activities and reasoning behind their decisions to the class.
Encourage feedback and discussion among groups to explore alternative perspectives and considerations.

This task, "Festival Explorer: Choosing the Perfect Activity," is designed to engage students in a multifaceted learning experience. Students are divided into small groups and presented with information about various festivals and events. They are then tasked with researching the activities available at each event, considering factors such as cultural significance, entertainment value, and personal interests.

Throughout the task, students engage in comprehensive group discussions where they analyse the pros and cons of different activities, evaluate their own preferences, and negotiate with their peers to reach a collective decision. This process encourages students to employ problem-solving strategies, exercise critical thinking skills, and apply reasoning to justify their choices.
Furthermore, the task fosters language development as students articulates their opinions, discuss options, and present their decisions to the class. By engaging in this collaborative endeavour, students not only enhance their language proficiency in speaking and pronunciation but also refine their reading skills through the interpretation of festival information and activity descriptions.
Ultimately, the task culminates in each group presenting their chosen activities to the class, providing an opportunity for reflection, peer feedback, and exploration of alternative perspectives. Through this detailed and interactive process, students not only hone their language skills but also cultivate important cognitive abilities essential for effective decision-making and collaboration in diverse contexts.

SUSTAINABLE TRAVELLING


proficiency level	B2
age group	16-17-year-old students, 11th graders
language skills	Speaking, listening, reading
unfocused/focused (define focus)	The focus of the exercise is on creating a sustainable travel plan including the hotels and the mode of travelling.
cognitive skills	The cognitive skills improved here are logical reasoning, effective communicational skills and creative thinking.
mode of communication	The mode of communication is verbal.
type of participation	Work in groups.
goal	To find the most sustainable version of travelling.
input	Teacher talk, pictures, audios
output	Dialogues, presentation
procedures	Teacher explanation, using the given materials, presentation
task creator’s name	Süle Dóra

Travelling

The materials:

Type of participation
They have to work in groups and try to find the best sustainable solutions for all three aspects by the help of the materials.

Skills
The task develops speaking, listening and reading skills and creative thinking and logical reasoning.

A TRIP IN EUROPE


time frame (how long it takes to complete it)	60 – 90 minutes for the preparation 60 minutes for the presentation
proficiency level	B2-C1
age group	16 and above
“the problem”	With your group you would like to organise a 14-days-trip in Europe for next summer. During this trip you would like to visit 3-5 European capitals by train and spend a few days there as cheap as possible. You start your journey from your country’s capital and on the 14th day you have to arrive back there.
unfocused/focused (define focus)	using mostly English (but it can happen that students have to use another language depending on the sites they are using to plan their trip)
cognitive skills	speaking, reading, listening logic, planning, organisation
mode of communication (online, offline, (a)synchronous)	offline (but it can be online too)
type of participation (individual, pair, group)	group – small groups (3-4 people)
goal	The group has to decide on 3-5 capitals where they would like to go and they have to decide how many days they are planning to spend in the given cities. They have to decide on accommodation and free time activities too. They have to present their ideas to the others by showing their plan in detail (how much do the train tickets/accommodation cost...) and talking about why their solution/plan would be the cheapest and best.
input	students should look at different pages online, for example: finding trains, accommodations, restaurants, free time activities
output	presentation: the groups have to present to each other their plans (which capitals they would like to visit and how much this trip would cost) – they can choose any type of presentation type (for example: power point, poster)
procedures	students should work on their own in groups and use their laptops or smartphones – they can use any pages to organise their trip
materials needed	students should look after everything on the internet by the help of different pages
task creator’s name	Kosztán Kitti

Trip in Europe
Situation: Students in small groups have to organise a 14-days-trip in Europe for themselves and they have to select 3-5 European capitals that they would like to visit by train.
The task: Students have to organise everything in connection with their trip. They have to find train tickets, accommodation and they have to organise their activities in the chosen cities (museums, castles, indoor and outdoor activities, prices…) and they also have to find some restaurants (what are the typical foods in the chosen capital…).
The aim: To be able to organise a trip together, to think critically about the prices (how to organise an economical trip), to learn about time management (not just in organising the trip but also when they are choosing the different activities), to get to know different cultures (history, food, currency…)
Feedback: Students have to give feedback to the groups about their trip: Was it well-organised? Would you participate? Why? Why not? Could the trip be more economical?
1st step: creating groups of 3-4 students
2nd step: in groups students should start to organise their trips

to find accommodation students can use https://www.booking.com/ or https://www.airbnb.hu/
for trains: https://www.omio.com/ or they can use the site of the given countries’ train companies (for example in Italy https://www.trenitalia.com/, in Austria https://www.oebb.at/en/ …)
students should look for restaurants in the given capital
students should look for free time activities (for example: museums, walking tours with guide in the city…)

3rd step: students should present their ideas for the class with some type of presentation (for example: power point, paper-based poster, Canva…)
4th step: giving feedback

every group gets feedback from the other students individually

A KUTATÁS RÉSZTVEVŐI ÁLTAL FEJLESZTETT TANANYAGOK

CULTURAL AWARENESS

ENVIRONMENTAL SUSTAINABILITY

FOOD AND COOKING

GAMES AND SHOWS

HEALTH

HISTORY

HOLIDAY AND EVENTS

COMPUTERS AND TECHNOLOGY

LANGUAGE FOCUS

MYSTERIES AND PUZZLES

SCHOOL LIFE

TRAVEL