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Petermorris2001's Shop

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Everything in the shop is a pound cheaper than in Poundland.

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Everything in the shop is a pound cheaper than in Poundland.
Meine Tiere
petermorris2001petermorris2001

Meine Tiere

(0)
TOOLKIT to help pupils generate simple sentences relating to pets. Gender is colour-coded and masculine Accusative highlighted in bold text.
Verben im Imperfekt - Gap-fill
petermorris2001petermorris2001

Verben im Imperfekt - Gap-fill

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Two authentic stories from the German press form the basis of this interactive gap-fill activity. Pupils drag and drop verbs in the Imperfect Teses into the gaps to complete the texts..
Entrevue
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Entrevue

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Multi-choice Interactive practice of questions relating to identity, family, pets and reading.
VERBEN
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VERBEN

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5 key verbs for beginners, set out to allow pupils to see the pattern of endings. Can be blown-up for display or printed to go in exercise books.
Was sollte man machen, wenn man Geld findet?
petermorris2001petermorris2001

Was sollte man machen, wenn man Geld findet?

(1)
A number of resources revolving around the question of what you do when you find things that don't belong to you. The first text features a selection of blogs on the subject followed by comprehension questions in English and a 'Find the phrase' activity. There is then a Powerpoint with discussion questions and a toolkit to help students formulate answers.
Markus Babbel bei FC Liverpool
petermorris2001petermorris2001

Markus Babbel bei FC Liverpool

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'ich wohnte in Liverpool' is a KS4 level text about Markus Babbel's time with Liverpool FC and his opinions of the city. Text is followed by (i) richtig / falsch questions and (ii) open questions in German. 'Interview mit Markus Babbel' requires pupils to anser questions as though they were Markus Babbel. They can answer some on the basis of the previous text but will need to use a bit of imagination to answer them all.
How do you revise vocab?
petermorris2001petermorris2001

How do you revise vocab?

(2)
This is a facilitated activity I did with my Year 11s (i) to help them share ideas on how to revise and (ii) to help the recalcitrant see that the others were busy revising. After the creation of the Post-It wall I typed up all their ideas and distributed them to the whole class.