Another 25 GCSE style questions, edited together mostly from resources I've uploaded elsewhere on the TES. These are numbered 26 -50, so they can be tacked on to the previous set. Most, but not all, texts are followed by questions in English or, true / false / not in text questions. Markscheme also uploaded.

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 in which two teenagers outline next year's holiday plans, followed by a "GCSE" style comprehension question.

Powerpoint with a series of TL questions relating to short texts about relationships. Culled from the internet. The questions are pitched at Year 12/AS Level.

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.

Text about the fraternisation between British and German troops at Christmas 1914. The text is followed by a comprehension task and a grammar activity.

Reading comprehension text for beginners in which three pop stars introduce themselves and comment on other pop stars. The text is followed T/F questions in English and dictionary exercise.

A set of comprehension questions relating to Episode 1 of the Channel 4 German Series 'Extra'. Once answered the questions provide the language to complete a writing task.

Phonics practice for learners of German. Open and play the Powerpoint. The first slide acts as a homepage for the remaining slides. Clicking on an image on the first slide will hyperlink to practice of a particular phoneme. Clicking on the Back symbol at the top right of each slide will return you to the first slide. The very last slide has a long number written as a word for pupils puzzle over.

Extended multi-choice grammar exercise, practising (i) the selection of haben or sein with verbs in the Perfect and (ii) the selection of singular or plural endings with verbs in other tenses. On completion students will also have model texts for describing holidays.

Interactive practice of the Present Tense of 'wohnen'

An introduction to the present tense of wohnen.

Toolkit to help pupils say what they would like to do in the future, justify their ideas, and say who they have discussed their ideas with.

Revision and practice of the Immediate Future in French. Pupils have to predict which member of the class will have one of fifteen possible futures. They then have to write a paragraph about the possible futures of their classmates with the support of a TOOLKIT and a short vocab list.

Text in which Homer compares Springfield and Shelbyville briefly, before enthusing about what there is, and there is not, in Springfield. The text is followed by a Richtig / Falsch exercise, a find-the-phrase exercise, a manipulation exercise and a writing task.

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

Two interactive self-marking html activities practising vocab relating to social issues. Each activity has twenty words embedded into it but reveals only a random selection of ten each time it is opened. Will work on PC or IW. If working with a class in a computer suite, they can all open the files but each student will get a slightly different activity.

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.

Sheldon Cooper from The Big Bang Theory describes his very precise daily routine. The text is followed by true / false questions, a find the phrase exercise, a manipulation exercise, and a reminder about the verb needing to be the second idea.

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.