2016/17 · bajnóczi beatrix - haavisto kirsi, kérdések és válaszok angol nyelvből - szóbeli...

Comenius Campus, Sárospatak

2016/17

Institute Course code Course title Number of ECTS credits

Lecturer Language Semester Autumn/spring/both

Institute of Arts

NBB_AN180G2 British Civilization1

2 Márta Vinnainé V.

English autumn

Institute of Arts

NBB_AN136G3 English Language Development


English autumn

Institute of Arts

NBC_TA149G3 Methodology of ELT 1


English autumn

Institute of Arts

NBC_OV113K2 Music in Pre-School

2 Judit Kelemen DLA

English both

Institute of Arts

NBB_EN414G2 Elementary Choral Conducting

2 Judit Kelemen DLA

English both

Institute of Arts

NBB_MA240G2 Puppet show in kindergarten

2 Varga_Novákovits Zsuzsanna

French autumn

Institute of Arts

NBC_TO249G3 Expressive creative activity

3 Zsuzsa Sándor PhD

English autumn

Institute of Arts

NBB_SB106K3 General Ethics of

General Ethics of Heller Ágnes

3 Éva Podlovics English autumn

Institute of Arts

LBB_AN136G3

Language

Development 1 3 Éva Podlovics English autumn

Institute of Arts

LBB_AN137G3

Language

Development 2 3 Éva Podlovics English spring

Institute of Science

NBC_TO122K2 Science, technology, culture

2 György Nagy PhD Russian both


NBC_TA122K2 Material, energy, information

2 György Nagy PhD Russian both


LBC_TA166G4 Combinatorics and graphs

4 Erika Gyöngyösi-Wiersum, PhD

English spring


LBP_TA085K4 Probability theory, mathematical statistics

4 Erika Gyöngyösi-Wiersum, PhD

English spring

Course title: Language Development 2 Code: LBB_AN126G3

Credits: 3

Type (lecture/seminar/practice/consultation) and number of contact hours: seminar

Evaluation method (end-term exam mark/ term mark / other): term mark

Suggested semester: spring

Frequency of availability:

Language: English

Prerequisites (if any): -

Description: The course is going to provide students with an introduction to English as a Foreign

Language. After basic grammar revision the course will focus on practical issues.

Aims: the course aims to improve the participants’ basic language skills. As a result it is to enhance

speaking, listening, reading, and writing skills.

Competences to develop:

The course involves improvement of the four basic skills (speaking, listening, reading, writing) with

the main aim of a more precise language production.

Course content and schedule:

1. Tenses (Present, Past, Future)

2. Conditionals

3. Passive sentences

4. Reported Speech

5. Relative Clause / Pronouns

6. Modals

7. Gerund and infinitive verb patterns

8. Letter writing (formal-informal letters)

9. Mock Exams

10. Various Language Examination tasks

11. Situational exercises,

12. Picture description

Involved oral topics: Family and Friends, Education Learning Languages, Earning a Living, Jobs,

Holidays and Celebrations, Fashion and Clothes, Daily Routine, Health and Illness, Housing and

flats, Environment

Education management: according to Neptun

Assessment:

method of assessment: attendance and contribution in class

term requirement: pass term papers and vocabulary tests

Compulsory reading:

Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli nyelvvizsgára és

érettségire készülőknek, Maxim, Budapest, 2012.

Raymond Murphy, English Grammar in Use, 3rd Edition, Cambridge University Press, 2007.

Optional reading:

Supporting (compulsory/optional) digital materials: http://szotar.sztaki.hu/, www.glosbe.com

Person in charge of program:

Person in charge of the course:

Instructor: Dr. Podlovics Éva

Instructor’s office hours: Tuesday, 10-11.30

http://szotar.sztaki.hu/

http://www.glosbe.com/

Preferred contact details: e-mail: [email protected]

Online communication method: -

Course title: Business English Code: NBG_GI893G2

Credits: 2



Suggested semester: autumn/spring


Language: English

Prerequisites (if any): - general knowledge of English

Description

Aims: Aims of the course are to enhance the participants’ knowledge when using English in

the field of Business.


1. Improving the basic language skill of Speaking

2. Improving the basic language skill of Listening

3. Improving the basic language skill of Reading

4. Improving the basic language sill of Writing connected to the topic of Business


1. Basic Definitions

2. Company Structure

3. The Stock Market

4. Economics, basic terms and activities

5. Globalisation

6. The European Union

7. Types of businesses, entrepreneurs

8. The Labour Market

9. Marketing

10. Trade, International Trade

11. Banking

12. Environmental Protection


Assessment:


term requirement: pass the complex paper, and the oral, and listening practices connected to

the covered material

Compulsory reading:

Bajnóczi Beatrix-Haavisto Kirsi, Kérdések és válaszok üzleti angol nyelvből, Maxim Kiadó,

Szeged, 2000.

Jon Nauton, Head for Business, OUP, 2009

Optional reading:

Loch Ágnes-Barta Éva, Gazdasági szóbeli feladatok, Akadémiai Kiadó, Bp., 2009

Barta Éva, Gazdasági hallás utáni szövegértés, Akadémiai Kiadó, Bp., 2003

Supporting (compulsory/optional) digital materials:

http://szotar.sztaki.hu/, www.glosbe.com



Person in charge of program: Dr. Stóka György

Person in charge of the course: Dr. Vas István





mailto:[email protected]

Course title: Language Development 1 Code: LBB_AN126G3

Credits: 3



Suggested semester: autumn


Language: English


Description: The course is going to provide students with an introduction to English as a

Foreign Language. After basic grammar revision the course will focus on practical issues.

Aims: the course aims to improve the participants’ basic language skills. As a result it is to

enhance speaking, listening, reading, and writing skills.


The course involves improvement of the four basic skills (speaking, listening, reading,

writing) with the main aim of a more precise language production.


1. Tenses (Present, Past, Future)

2. Conditionals

3. Passive sentences

4. Reported Speech

5. Relative Clause / Pronouns

6. Modals

7. Gerund and infinitive verb patterns

8. Letter writing (formal-informal letters)

9. Mock Exams

10. Various Language Examination tasks

11. Situational exercises,

12. Picture description

Involved oral topics: Family and Friends, Education Learning Languages, Earning a

Living, Jobs, Holidays and Celebrations, Fashion and Clothes, Daily Routine, Health and

Illness, Housing and flats, Environment


Assessment:


mid-term requirement: pass the term papers

Compulsory reading:

Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli nyelvvizsgára

és érettségire készülőknek, Maxim, Budapest, 2012.

Raymond Murphy, English Grammar in Use, 3rd Edition, Cambridge University Press, 2007.

Optional reading:

Supporting (compulsory/optional) digital materials: http://szotar.sztaki.hu/,

www.glosbe.com



Course title: Combinatorics and graphs Code:

LBC_TA166G4

Credits: 4

Type (lecture/seminar/practice/consultation) and contact hours: 4 per week

Evaluation method: end-term exam

Offered semester: spring semester

Language: English

Prerequisites: good English knowledge

Description

Aims: The successful student will know the definitions of relevant vocabulary from graph theory

and combinatorics, and know the statements and proofs of many of the important theorems in the

subject, and be able to perform related calculations.

Competences to develop: Students will develop their ability to construct formal, logical

arguments and proofs in combinatorics and graphs. Students will improve their English

terminology and learn teaching methods in topics concerning combinatorics and graphs.

Course content and schedule: Some essential problems in combinatorics, binomial coefficients,

the pigeonhole principle. Permutations, combinations, variations. The basics of graph theory,

special types of graphs, definitions and a few properties.

ASSIGNMENTS & GRADING

The course requirements consist of:

- homework assignments

- two in-class exams and one final exam (comprehensive)

Grading

- homework: 50%

- exams: 30% (2x15)

- final exam: 30%

Textbooks

Compulsory reading:

E. Gyöngyösi Wiersum, (2010) GCSE Workbook I-IV.

E. Gyöngyösi Wiersum, (2012) The Fun of Mathematics – GCSE Workbook I-II

Text: Combinatorics and Graph Theory, Harris, Hirst, & Mossinghoff, 2008, ISBN-13: 978-0-

387-79710-6,.

Optional reading:

A. Greer (1989): A Complete GCSE Mathematics Higher Course – Second Edition,

Supporting (compulsory/optional) digital materials:-

Person in charge of program: Erika Gyöngyösi-Wiersum, PhD

Person in charge of the course: Erika Gyöngyösi-Wiersum, PhD

Instructor: Erika Gyöngyösi-Wiersum, PhD

Instructor’s office hours: see in Neptun

Preferred contact details: in person in office hours or email otherwise: wiersumne.erika@uni-

eszterhazy.hu

Online communication method: via email or Neptun system

Date of description: 21.11.2016.



Course title: Elementary choral conducting Code: NBB_EN414G2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: seminar, 30


Suggested semester: both


Language: English


Description

Aims: To develop skills in the fundamentals of choral conducting. Topics to be addressed:

gesture technique, literature, repertoire for music education in primary school, methods.


1. Continued development of the various physical components of the body involved in

conducting.

2. Developing fluency in various beat patterns and meters.

3. Getting control in conducting various dynamics and tempo.

4. Getting control and proper use of the left hand in conducting.

5. Developing effective body and facial language.

6. Combining all the above elements into dynamic conducting.


1. Differences between time-beating and conducting.

2. Proper body and hand positions.

3. Connection between music and the characters in beating.

4. Upbeat and cut-off.

5. Simple and compound meters.

6. Downbeats in different parts of the meter. Fermata.

7. Conducting patterns in duple, triple and quadruple meters. Simple and compound

supple metres.

8. Simple changes of meters.

9. Using left hand.

10. Conducting canons.

11. The most common marks of expression.

12. Conducting legato, staccato and tenuto.

Education management: as given in NEPTUN

Asessment::

method of assessment: weekly attendance and contribution to classes;

mid-term requirement: to rehearse and conduct in concert 5 music pieces of learned

oral exam topics (if any):-

Compulsory reading:

Forrai Miklós: Ezer év kórusa. Editio Musica, Budapest. 1977.

Optional reading:

Kata Ittzes: English-Hungarian Dictionary of Musical Terminology. Jazz Oktatási és

Kutatási Alapítvány, Budapest, 2001.

Supporting (compulsory/optional) digital materials:-

Person in charge of program: Dr. Gábos Judit habil associate professor

Person in charge of the course: Hegyesi-Hudik Margit associate professor

Instructor: Dr. Kelemen Judit associate professor


Preferred contact details: e-mail – [email protected]

Online communication method: by e-mail

Course title: General Ethics of Heller Ágnes Code: NBB_SB106K3

Credits: 3

Type (lecture/seminar/practice/consultation) and number of contact hours: Seminar


Suggested semester: autumn


Language: English


Description:

Aims: the course is to improve analytical skills connected to the philosophical writings of

the well-known Hungarian philosopher Ágnes Heller. The thinker has given her moral

thoughts in three volumes from which we deal with the first volume called General Ethics.


1. close-reading of professional texts

2. finding and understanding key terms

3. differentiation of own thoughts from that of the authors

4. improving argumentative skills

Course content and schedule: 1. Lead-in the topic of Ethics within Philosophy

2. Three basic sides of the theory of Ethics (comprehensive, normative, therapeutic)

3. General Ethics as the field of theory

4. Human Nature and condition humana

5. Morality as the ability to differentiate between good and bad. Norms and rules

6. The questions of responsibility

7. The complexity of acting and its consequences

8. Authority of morals and the role of conscience

9. Justice and the moral decisions

10. About virtues: from politeness to love

11. The use of ‘practical sense’: ‘how do we learn good?’. Morals in society.

12. Good, bad and vicious. Types of vicious.

13. Summary, conclusions.


Assessment:


term requirement: pass the term papers

Compulsory reading:

Ágnes Heller: General Ethics, Basil Blackwell, Oxford, Boston, 1988.

Optional reading:

Ágnes Heller: An Ethics of Personality, Blackwell, Cambridge, 1996.

Ágnes Heller: A Philosophy of Morals, Blackwell, Oxford, Boston, 1990.



Person in charge of the course: Lőrinczné dr. Thiel Katalin PhD



Preferred contact details: [email protected]


Course title: Music in Preschool Code: NBC_OV113K2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: lecture

Evaluation method (end-term exam mark / term mark / other): end-term exam mark

Suggested semester: both

Frequency of availability: every semester

Language: English


Description

Aims: to provide comprehensive methodical knowledge on teaching music between 3-7

years in kindergarten.


students know the possibilities and methods of music education in kindergarten;

students are capable to select music pieces for music education in kindergarten

properly;

students are capable to plan and realize music education in kindergarten.

Course content and schedule: all topics with learning rhymes, singing games and songs.

1. Basic principles of Zoltan Kodaly. How to adapt his concept? The goals of music

education. General principles of music education. The role of music education in

aesthetic education. The effect of music education on the child’s general

development.

2. Music education in general curriculum. Effectiveness of instruction and

contemporary learning styles. Types of organization. The framework of

implementation. Teaching materials. Diversity of techniques. The child’s musical

development before and after the kindergarten years.

3. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

4. Applying the principles of music education in the kindergarten. Principles of musical

development by age group. Formally planned and informal activities in music

education.

5. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability.

6. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Movement and dance for children. Awareness of musical form.

7. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing. Care and development of the

child’s voice.

8. Listening to music. Listening materials. Opportunities for practising listening.

9. Teaching aids. Long-range planning in music education. Preparing music lessons.

Detailed planning. The relationship between the home and the kindergarten.

10. -12. Rhymes, singing games and songs.

Education management:

lessons are held in music classrooms (blackboard with staff, projector, laptop, rhythm

instruments for children)

lessons are held as given in NEPTUN (time and classroom)

Asessment:

method of assessment: oral examinations

mid-term requirement: 2 detailed plans for music lessons in kindergarten for

different age groups.

oral exam topics (if any):

1. Basic principles of Zoltan Kodaly. The effect of music education on the child’s

general development.

2. Music education in general curriculum. Types of organization. The framework of

implementation.

3. Characteristics of the teaching materials in kindergarten.

4. The child’s musical development before and after the kindergarten years.

5. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

6. Principles of musical development by age group.

7. Formally planned and informal activities in music education. Long-range

planning in music education. Preparing music lessons. Detailed planning.

8. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability. Care and development of the child’s voice.

9. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Awareness of musical form. Movement and dance for children.

10. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing.

11. Listening to music. Listening materials. Opportunities for practising listening.

Compulsory reading:

Katalin Forrai: Music in Preschool (translated and adapted by Jean Sinor. Franklin printing

House, Budapest, 1988.

Optional reading:

Kismartony Katalin-Gállné Gróh Ilona: My first Bilingual Songbook – Első kétnyelvű

énekkönyvem. Konsept-H Könyvkiadó, 2006.

Supporting (compulsory/optional) digital materials: -

Person in charge of program: Dr. Kelemen Judit associate professor

Person in charge of the course: Dr. Kelemen Judit associate professor

Instructor: Dr. Kelemen Judit associate professor



Online communication method: by e-mail

Course title: Probability theory, mathematical

statistics

Code:

LBP_TA085K4

Credits: 4

Type (lecture/seminar/practice/consultation) and contact hours: 4

Evaluation method: end-term exam

Offered semester: spring semester

Language: English

Prerequisites: good English knowledge

Description

Aims:

1. - To learn the theorems of basic probability.

2. - To learn applications and methods of basic probability.

3. - To develop theoretical problem-solving skills.

4. – To learn the theorems of basics statistics.

Competences to develop: Students will develop their ability to construct formal, logical

arguments and proofs in probability theory and statistics. Students will improve their English

terminology and learn teaching methods in topics concerning probability and statistics.

Course content and schedule: Events, operations with events, axioms of probability, classical,

conditional, geometric probabilities, independent events, problems solving strategies and

methods how to teach these concepts for pupils of age 11-12 years old.

Furthermore, graphing techniques for presenting data, descriptive statistics, correlation,

regression, prediction; elementary probability models, estimation.

ASSIGNMENTS & GRADING

The course requirements consist of:

- homework assignments, and computer assignments

- two in-class exams and one final exam (comprehensive)

Grading

- homework: 50%

- exams: 30% (2x15)

- final exam: 30%

Textbooks

Compulsory reading:

E. Gyöngyösi Wiersum, (2010) GCSE Workbook I-IV.

E. Gyöngyösi Wiersum, (2012) The Fun of Mathematics – GCSE Workbook I-II

D. Childers (1997). Probability and Random Processes, WCB/McGraw Hill.

Optional reading:

A. Greer (1989): A Complete GCSE Mathematics Higher Course – Second Edition,

Supporting (compulsory/optional) digital materials: Math lab.

Person in charge of program: Erika Gyöngyösi-Wiersum, PhD

Person in charge of the course: Erika Gyöngyösi-Wiersum, PhD

Instructor: Erika Gyöngyösi-Wiersum, PhD

Instructor’s office hours: see in Neptun

Preferred contact details: in person in office hours or email otherwise: wiersumne.erika@uni-

eszterhazy.hu

Online communication method: via email or Neptun system

Date of description: 21.11.2016.



Course title: La marionnette

á la maternelle Code: CK_2NO Credits: 2

Type: practice

Evaluation method: term mark

Suggested semester: 30/ semestre

Frequency of availability: 3ème

semestres

Language: francais


Description

Aims:

Les objectifs est de former de futurs professionnels de l’enseignement, spécialisés

dans l’interprétation et la mise en jeu des formes spécifiques des arts de la marionnette, ayant

cette capacité d’invention, de proposition qui permet de dépasser la seule connaissance de la

technique.

L’ « éducation » (l’art appliqué), s’adresse à ceux qui souhaitent s’ouvrir aux modes

d’expression artistique, en acquérir les différents langages, en s’approprier les outils pour

mieux exercer leurs propres missions pédagogiques.

Acquérir une discipline de travail par une approche instrumentale de l’art des marionnettes.

Maîtriser la marionnette à gaine.


Le théâtre et la marionnette sont généralement utilisés en tant qu' outils pour

l'acquisition de la langue, des connaissances et du savoir-faire. Or la marionnette peut être

utilisée en tant qu' objet plastique et permet de développer des compétences d'éducation au

regard, et faire acquérir aux élèves certains codes de la représentation théâtrale et de la

manipulation. À la fin de la semestre l'étudiant sera en mesure :

de maîtriser diverses formes et applications du jeu et de l'interprétation, de la

scénographie et de la mise en scène liées à la dramaturgie;

de connaître diverses avenues de recherches théoriques et pratiques du théâtre de

marionnettes;

d'exercer sa pratique à travers divers processus de création interdisciplinaires;

de concrétiser, par une activité de synthèse, sa vision et sa démarche artistique

de s’initier à l’ensemble des étapes qui mènent du texte à la représentation


Techniques de base de la manipulation, projection de l’acteur dans l’objet manipulé :

- Apprentissage des fondamentaux au travers de la marionnette à gaine

- Initiation à d’autres techniques (tringle, pantin sur table, objets…)

- Exercices d’interprétation derrière castelet, ou à vue

- Technique du corps-castelet (le corps du comédien dessinant l’espace de jeu de la

marionnette)

Le jeu de l’acteur-marionnettiste:

- Les bases de l’interprétation

- Le travail de répétition

- Du texte à la scène: le devenir d’une dramaturgie

Travail corporel:

- Training spécifique en relation avec la marionnette et les fondamentaux de la manipulation.

Travail vocal: - le chant, le souffle, l’articulation.

Création plastique:

- Construction d’une marionnette à gaine.

- Initiation aux techniques de fabrication (terre, plâtre, latex…)

- Création d’un personnage en fonction d’une écriture, d’une dramaturgie, d’un espace de

jeu.

Scénographie:

- Initiation à la scénographie. Approche des problèmes spécifiques aux arts de la

marionnette.

Education management:

Lieu et l’heure des cours: salle 55. Comenius Campus; 17.30-19.15 h.

method of assessment:

Évaluation des scenarios, création et interprétation individuelle de sketchs 2 fois par

semestre, et évaluation le spectacle final par une échelle d’appreciation de 1-5.

mid-term requirement:

Fabriquer des marionnettes simples (à partir des illustrations d'un roman, en collant

les personnages sur un bout de bâton; des ombres chinoises; des personnages

dessinés sur des sacs de papier brun)

Transcription du scénario,

Présentation à un public formé d'autres étudiants et des groupes des enfants

Compulsory reading:

ABAD, Isabelle. Quels apprentissages pour les 3-4 ans ? - Education enfantine.-Mars 2006,

n°1078.

FAYARD, Colette. La marionnette á l'école: jeux et enjeux. Lyon:C.R.D.P.,1988, [Arts et

pédagogie].

JOUBERT Jeanine. - Les marionnettes et l’enfant. Fernand Nathan, 1978. Optional reading:

La sensibilité, l'imagination, la création (maternelle) – Education artistique (élémentaire).

C.N.D.P., 2003.

JEANJEAN, Marie-Françoise et MASSONNET Jacqueline. Pratiques de l’oral en

maternelle. - RETZ, 2001. Le Théâtre / Scène Nationale de Narbonne. - Marionnettes et Théâtre d’objets. – Dossier

pédagogique.- Décembre 2006.


GOURAT D., 2013, L’enfant, l’art, l’artiste, www.cafepedagogique.net

MATHÉ, Brigitte. Une mascotte en maternelle,

http://maternelle89.ac-dijon.fr/IMG/pdf/Une_mascotte_en_maternelle.pdf

www.culturecommunication.gouv.fr

http://www.cafepedagogique.net/

http://maternelle89.ac-dijon.fr/IMG/pdf/Une_mascotte_en_maternelle.pdf

http://www.culturecommunication.gouv.fr/

Person in charge of program: Dr. György Stóka


Instructor: Varga-Novákovits Zsuzsanna

Instructor’s office hours: le mardi 13.30-14.30 h. ch. No 54. Comenius Campus

Preferred contact details: [email protected]

Online communication method: e-mail

2016/17 · bajnóczi beatrix - haavisto kirsi, kérdések és válaszok angol nyelvből - szóbeli...

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