Text adapted/mashed from a variety of authentic sources followed by questions in German.

Set of 20 slides to stimulate and support discussion of or speculation about people's personalities.

Practice of word order after WEIL in the context of MEINE STADT. The activities are set up for students to work through independently.

Dialogue in which the characters from THE BIG BANG THEORY discuss bedtimes. The dialogue contains the complete paradigm of se coucher and is followed by a grammatical exercise on reflexive verbs, a find the phrase acticity, a manipulation activity, and a writing task. The writing task will produce a script for subsequent speaking practice.

A text about the Hunger Games, featuring some character info and a comparison of the Capitol and District 12. This is followed by a true / false / not in text exercise, an adjective identification exercise, a reminder about adjectival endings, and two writing tasks. The second file contains an additional task for students who may need some additional work / challenge. Students have to complete an interview with Katniss Everdeen and must transpose many statements in the third person into the first person.

An improbable dialogue in which Justin Bieber attempts to get Taylor Swift to go to a party with him and Taylor repeatedly rejects his advances conveniently using the Past, Present and Future every time. The dialogue is followed by some grammar work on ... Past, Present and Future.

Fundamentally a very dry bit of grammar work focusing on this key word order concept. In a thinly veiled attempt to make this more interesting, all the language in the examples and the exercises relate to the Hunger Games.

Fictitious text about a boy who has improbable pets. Followed by questions in English.

A copy of my PPT from the ALL conference. Intended primarily for attendees. May be less useful if you weren’t in the session! Examples in French and German.

A powerpoint featuring a model of a statement about household chores covering three tenses, followed by several images of celebrities or fictional characters, into whose mouths the pupils might like to put words. Could easily be adapted for any topic.

Extended text featuring three tenses, in which Shrek talks about his home, the town of Duloc and a visit to Portishead. Having read the text students should enhance the original by adding adverbs, adverbial phrases and conjunctions from a list beneath the text.

Text about teenagers' attitudes to giving and receiving valentine&'s cards, followed by questions in English.

Updated version of an item I've previously uploaded. The worksheet has (i) an example of word order in a simple sentence compare to a normal sentence (ii) a match-up activity (iii) an activity in which students must create both a statement and a question from a given set of words.

Text about the FSJ followed by AS-style questions in German and an AS-style writing task.

Higher level text about youth unemployment in Spain, followed by questions in English.

Higher level text in which an unemployed German describes the changes he is making to his life as a consequence of unemployment. Followed by questions in English.

Text, cobbled together from two authentic sources, about the consequences of environmental change for ski areas in Austria. Followed by reading comprehension questions and a discussion task.

Four higher level texts relating to themes of homelessness, human rights, disability and drug abuse. Each text is followed by questions in English.

Vocab quiz on the theme of UMWELT. Adapted from the "Who wants to be a millionaire?" template uploaded by ahardiment. This now works more like a traditional quiz. Students score 5 points for each German word they can give without any prompting and two points for any answer they get from looking at the multichoice options.

Speaking activities to be conducted after students have seen the film. (i) students identify key characters (ii) students describe key characters with the support of on-screen vocab (iii) students identify key conflicts between the characters with the support of on-screen vocab (iv) students answer a number of questions as though they were characters in the film.