Scaffold for describing a typical Monday.

An activity in which students muss match the descriptions of Elves, Orks, Hobbits etc to the appropriate type of being. Practice of physical description and character traits.

Interactive practice of countries. Pupils match eight events from the year 2008 with eight countries. Will work on PC or IW.

Another variation on something I uploaded a couple of weeks ago. The first slide acts as a homepage for the activity. Students pick a number and are then hyperlinked to an image. They should then use the mini-toolkit on the slide to generate a sentence..

A set of questions for relative beginners to ask the FLA or perhaps a teacher who is a native speaker. Pupils should note the answers and then use the enclosed writing-frame to write a portrait of the person they have interviewed.

Interactive, drag and drop match-up exercise featuring personal pronouns in the Dative. Will work on IW or PC.

Powerpoint featuring pictures of various animals with on-slide vocab to act as a stimulus for the students to talk about the images.

Text in German about Spiderman followed by comprehension questions in English

Dialogue / playscript for beginners, in which a persistent fan badgers Katy Perry for personal information. How are you? / What's your name? / Where do you live? / Where do you come from? / How old are you? / Are you angry?

Two PPTs which act as stimuli to help students say which type of TV programmes they like and dislike. The first slide acts as homepage. Students select a number or a letter and are then hyperlinked to an image to comment on. The first PPT has nine images of reasonably recognisable programme types. The second has a selection of images from German TV and may involve a degree of discussion as to the type of programme it is, before students make their comments.

Worksheet with (i) a mini-toolkit modellig the "I've got a ... called ..." construction in German (ii) an exercise practising the structure.

Nine images of Marvel characters for students to describe. The first slide acts as a homepage for the presentation. Students choose an number and a clicl wiill hyperlink them to an image of a Marvel superhero / mutant to describe. Each slide has an on-screen toolkit to help students form suitable sentences.

Open-ended writing task in which students must create new characters for a soap opera. Originally I linked this to the theme of Meine Stadt, getting pupils to say where they lived and worked and including practice of prepositions eg Er arbeitet im Kiosk vor dem Bahnof. Er ist verliebt in die Freundin von seinem besten Freund etc etc, but you could practise a whole range of structures.

Text about Straßengaukler in Köln followed by true / false / not in text questions in German and a writing task.

Interactive practice of the Present Tense of the verb trinken. Will work on PC or IW.

Speaking activity in which students must answer typical questions about the topic of school, but as though they were a pupil at Hogwarts. The first slide acts as a homepage. Students choose a letter and are hyperlinked to a question.

Interactive drag and drop exercise practising a number of German verbs in the Imperfect. Will work on PC or IW.

Two writing tasks designed for Asset Grade 4, but will do just as well for NC Level 4. Each task covers a range of fairly prosaic information but in a preposterously unlikely setting.

Two texts adapted from authentic source. In the first a American girl at school in Germany gives her impressions of German boys. In the second a boy from Costa Rica gives his impressions of German girls. The first text is followed by questions in English, the second by questions in German. These comprehension activities are followed by a discussion task and an AS-style writing task.

A dialogue featuring some of the central characters from the film "Was tun, wenn's brennt?" The dialogue is not an actual scene from the film but is a fantasy love triangle featuring three of the characters. The text focuses on physical description, with a little bit of jealousy thrown in. It is followed by activities in which students must (i) identify key language, (ii) adapt the dialogue, focusing on the words in bold type, and (iii) enhance the dialogue by adding in adverbial phrases from a given list. Students will need to have seen the end of the film to get the joke at the end of the dialogue.