Suggestions for use: Ask pupils to follow the transcript of a German text whilst listening to the recording. Then turn down the sound whilst they carry on reading the transcript. How many can pick up the text at the right place when the sound is turned up?

Suggestions for use: Select from the text provided several categories of German you want your pupils to listen out for: e.g. colours, numbers, verb forms, words following a particular sequence. The focus is on the form of the language before switching to the content of the text.

Suggestions for use: 1. Give each student a blank grid (slide 1). 2. Invite students to say a number and letter (in German) and the teacher colours in that square (slide 2). Repeat several times. 3. Continue adding more colours to the grid (slide 3) 4. Reveal the title "das Dorf" to show the purpose of the activity. as a class we are creating our own "soap" (slide 4). - examples: B1 blau = der See/der Fluss D3 grün = das Feld / der Sportplatz G6 schwarz= das Postman / die Schule 5. Now time to add the characters to the soap: e.g. C1 Helmut Grinda - er läuft gern- 30 Jahre alt B3 Peter Klaus - Polizist - 40 Jahre alt er schwimmt gern. D7 Bärbel Steiner Schülerin 9 Jahre alt - sie liest gern. Each pupil adopts one person and adds characteristics. (slide 5) Characters then meet at different locations and the story begins...

Suggestions for use: Main Link: LO1.20:
Students should be able to write short descriptions of the present, past and future events, activities and personal experiences, as well as imaginative texts.

**Note** Teachers could incorporate other MFL specification links into the storyline of the story such as 3.1, 3.3, 3.4. Students can also build and improve their stories with LO 2.7

Suggestions for use: Using nonsense words initially invite students to categorise in their own way. Ask them to deduce patterns in their categories. After understanding the concept of grammatical construction they can then move on to similar activities in German.

Suggestions for use: Starter activity: Give all students the opportunity to communicate. Put students in threes. Give the context: they are discussing a night out together. One constraint for the activity: one student is only allowed to say one word in German, the second two words and the third three - no more and no fewer. Ten minutes to prepare the dialogue and then perform it in class. They can make notes but avoid reading a script. You and the others then judge the dialogues according to criteria such as: fluency / accuracy / sense / gestures / humour / communication skills. Some suggested phrases included in the presentation.

Suggestions for use: 1.10 convey simple presentations or announcements on familiar topics.

Suggestions for use: 2.2 apply all language learning to creative activities such as producing simple presentations and games.

Suggestions for use: Slide 1: Invite the pupils to talk in pairs for a couple of minutes on any topic / role play – eg. one plays the role of a penfriend in Germany asking about the other’s school & family. They should practise questions and answers about themselves.

Slide 2: Now repeat the exercise, but this time with one major constraint: the pupils may use only eight words of German per sentence – no more, no fewer. Observe any learning strategies they employ (eg. counting on their fingers, using a dictionary).

Slide 3: Repeat the exercise once more with an extra constraint – five of the words must have only four letters – no more, no fewer. Once again observe any learning strategies (eg. writing words down, checking spelling, looking in text book).

Invite any pair who have completed the exercise to share their responses. In a plenary ask: how did you find that? What was easy? What was difficult? How did you cope? What strategies did you employ? What did you learn whilst doing this task? Focus on and share the learning strategies.

Suggestions for use: Students use dice to provide unexpected ways of manipulating German verbs.

Suggestions for use: Give each student a master text. Tell the students you are going to read the text out loud and when you stop they should call out the next word. There are eight different ways in which you read the text. (see annotated sheet on PDF file). Note reactions of students as you proceed - who is engaged / who finds it hard / who is struggling / who gets it? On completion of the eight readings, invite students who called out correctly to identify the patterns. After the process is complete, students are far more ready to read the text and answer questions.

Suggestions for use: Provide each student with the grid showing different locations at school. Following the learning of new vocabulary on any given topic, invite the students to write the words in different boxes on the grid. The students then associate the new words with the locations and learn them accordingly. By walking around the school locations in their head they are able to memorise the vocabulary more effectively.

Suggestions for use: 1.15 take part in routine classroom interactions such as pair and group work, asking questions, language games and activities.

Suggestions for use: 2.6 identify, share and explain their preferred language-learning strategies.

Suggestions for use: Use (1) as a starter activity – to introduce a new area for learning (2) as a reinforcement activity (3) as a preparation for dictionary skills training.
Let the pupils decide for themselves how they wish to sort the vocabulary. Give them a free choice about whether to use resources (such as dictionaries) to help.

Suggestions for use: Read each of the six short poems out loud. The first one "Konjugation" is short and to the point. The second "empfindungswörter" seems innocent enough - it can be read in many ways. The third "Markierung einer Wende" is more effective if you cover up the last word "mai" and invite pupils to guess what it could be. The fourth poem "unbestimmte zahlwörter" invites the question: was? That can led to an interesting discussion about Geman history. The fifth "Worte" shows two ways in which words can affect us - a wall or a bridge. The sixth is a play on words about the German notion of "ordnung". Invite the pupils to write their own poems in a similar fashion.

Suggestions for use: 2.2 apply all language learning to creative activities such as producing simple poems and games.

Suggestions for use: 1.2 recognise frequently-used words and phrases related to areas of immediate relevance and experience.

Suggestions for use: 1.11 interact in routine exchanges with pronunciation and intonation which is clear enough to be understood and with appropriate non-verbal language.
1.15 take part in routine classroom interactions such as pair or group work, language games and activities.

Suggestions for use: A simple dictation exercise for individual pupils that becomes progressively demanding.

Suggestions for use: 1.15 take part in routine classroom interactions such as pair and group work, asking questions, language games and activities.

Suggestions for use: 2.2 apply all language learning to creative activities such as producing simple games.