Search
en  fr  de
EN
FR
DE
Accueil > Materials

CARAP teaching and learning materials

The aim of this database is to help teachers access teaching materials that support their learners in developing and expanding their plurilingual and intercultural competences (see Table of Competences). These materials, based on the four pluralistic approaches to languages and cultures, promote the knowledge, attitudes and skills needed to build these competences (see Lists of descriptors). Read more

Descriptors (Please click onto one area below to choose one descriptor):

  • Knowledge (K)
  • Attitudes (A)
  • Skills (S)
 K1  Language as a semiological system 
  Knows some of the principles of how languages work
 K2  Language and Society 
 Knows about °the role of society in the way languages work / the role of languages in the way society works°
 K3  Verbal and non-verbal communication 
 Knows some of the principles of how communication functions
 K4  The evolution of languages 
 Knows that languages are continuously evolving
 K5  Plurality, diversity, multilingualism and plurilingualism Has some knowledge about °language diversity / multilingualism / plurilingualism°
 K6  Similarities and differences between languages 
 Knows that there are similarities and differences between °languages / linguistic variations°[1]
 K7  Language and °acquisition / learning° Knows how one °acquires / learns° a language
 K8  Culture 
 Cultures: General characteristics 
 Possesses knowledge about °what cultures are / how they work°
 K9  Cultural diversity and social diversity 
  Knows that cultural diversity and social diversity are closely linked
 K10  Cultures and intercultural relations 
  Knows the role of culture in intercultural relations and communication
 K11  The evolution of cultures  
 Knows that cultures are continuously evolving
 K12  The diversity of cultures  
 Knows several phenomena relative to the diversity of cultures
 K13  Resemblances and differences between cultures  
 Knows that resemblances and differences exist between (sub)cultures
 K14  Culture, laguage and identity  
 Knows that identity is constructed, amongst other things, in relation to one or more °linguistic / cultural° affiliations
 K15  Culture and °acquisition / learning° 
  Knows how one °acquires / learns° a culture
 A1  Attention to “foreign” °languages / cultures / persons° ; to °linguistic / cultural / human° diversity in the environment ; to language in general ; to °linguistic / cultural / human° diversity in general [as such]
 A2  Sensitivity °°to the existence of other °languages / cultures / persons° // to the existence of °linguistic / cultural / human° diversity°°
 A3  Curiosity about / Interest in °°“foreign” °languages / cultures / persons° // pluricultural contexts // the °linguistic / cultural / human° diversity of the environment // °linguistic / cultural / human° diversity in general [as such]°°
 A4  Positive acceptance °°of °linguistic / cultural° diversity // of others // of what is different°°
 A5  Openness °°to the diversity °of languages / people / cultures° of the world // to diversity as such [to difference itself] [to alterity]°°
 A6  °Respect / Regard° for °“foreign” / “different”° °languages / cultures / persons°; for the °linguistic / cultural / human° diversity of the environment; for °linguistic / cultural / human° diversity as such [in general]
 A7  °Disposition / Motivation / Will / Desire° to engage in activity related to °languages / cultures° and to the diversity of languages and cultures (A 7 / A 8) °Disposition / motivation° with respect to °linguistic / cultural° °diversity / plurality°
 A8  A °wish / will° °to be involved / to act° °°in connection with linguistic or cultural diversity / plurality // in a plurilingual or pluricultural environment°°
 A9  °An attitude of critical questioning / a critical position° towards° language / culture° in general
 A10  The will to construct “informed” °knowledge / representations°
 A11  °The disposition / the will° to suspend °one’s judgement / one’s acquired representations / one’s prejudices°
 A12  Disposition to starting a process of °linguistic / cultural° °decentring / relativising°
 A13  °° The °will / disposition° to adapt // Flexibility°°
 A14  °Having self-confidence / Feeling at ease°
 A15  A feeling of familiarity
 A16  Identity 
 Assuming one’s own (°linguistic / cultural°) identity
 A17  Sensitivity to experience
 A18  Motivation to learn languages (/ of schooling / family / foreign / regional / …)
 A19  Attitudes aiming to construct relevant and informed representations for learning
 S1  Can °observe / analyse° °linguistic elements / cultural phenomena° in °languages / cultures° which are more or less familiar
 S2  Can °identify [recognise]° °linguistic elements / cultural phenomena° in °languages / cultures° which are more or less familiar
 S3  Can compare °linguistic / cultural° features of different °languages / cultures° [Can °perceive / establish° °linguistic / cultural° proximity and distance
 S4  Can °talk about / explain° certain aspects of °one’s own language / one’s culture / other languages / other cultures°
 S5  Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language
 S6  Can interact in situations of contact between °languages / cultures°
 S7  Can °assume ownership of [learn]° °linguistic features or usage / cultural references or behaviours° which belong to more or less familiar °languages and cultures°
   

149 teaching materials on 10 pages
pages: 1 2 3 4 5 6 7 Next Last 

Possessive determiners in German

This activity, based on explicit and inductive teaching, is designed to teach students how to use possessive determiners in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for possessive determiners’ agreement in German.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3-8

CEFR language proficiency level(s): A1

Supporting material: textsimages

Target language(s): German

Other language(s) involved : English

Language(s) of the teacher's material(s): French

Language(s) of the student's material(s): FrenchGerman

View details


The accusative in German

This activity, based on explicit and inductive teaching, is designed to teach students how to use the accusative case in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for accusative case agreement in German.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3-8

CEFR language proficiency level(s): A1

Supporting material: textsimages

Target language(s): German

Other language(s) involved : English

Language(s) of the teacher's material(s): French

Language(s) of the student's material(s): FrenchGerman

View details


Telling time in German

This activity, based on explicit and inductive teaching, is designed to show students how to express time in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for telling the time in German.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3-8

CEFR language proficiency level(s): A1

Supporting material: textsimages

Target language(s): German

Other language(s) involved : German

Language(s) of the teacher's material(s): French

Language(s) of the student's material(s): FrenchGerman

View details


Séquence Chansons Pop autour de l’irréel/conditionnel

Dans le cadre d’une séquence thématique intitulée « Wenn ich ein anderer wäre (Si j’étais un autre) », les élèves francophones sont amenés à s’exprimer au conditionnel en s’appuyant sur des textes en différentes langues de chansons pop pour conscientiser la manière dont se construit un irréel en langue cible (allemand). L’observation contrastive des systèmes linguistiques doit les aider à s’approprier la syntaxe allemande ainsi que la forme verbale spécifique, dont ils ont besoin pour réaliser la tâche finale d’expression.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3

CEFR language proficiency level(s): B1B2

Supporting material: texts

Target language(s): EnglishFrenchGermanItalianPortugueseSpanish

Other language(s) involved : EnglishFrenchGermanItalianPortugueseSpanishloshome

Language(s) of the teacher's material(s): FrenchGerman

Language(s) of the student's material(s): FrenchGerman

View details


Sprog og Samfund

University teacher Hans Arndt introduces over 7 pages the subject of “Language and society” and proposes different exercises.

Approaches: Awakening to languages

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 4-8

Supporting material: texts

Language(s) involved: los

Language(s) of the teacher's material(s): Danish

Language(s) of the student's material(s): Danish

Materials:

View details


Modalverben im Satz

The student compares sentences in English and in German, possibly any other language, which contain/do not contain a modal verb (must / muss; can / kann…).

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 4-8

CEFR language proficiency level(s): A1A2

Supporting material: texts

Target language(s): German

Other language(s) involved : Englishloshome

Language(s) of the teacher's material(s): EnglishGerman

Language(s) of the student's material(s): EnglishFrenchGerman

View details


Airbus

Learners of German as a foreign language are given a newspaper article in German which discusses the testing of Airbus A 320.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 4-8

CEFR language proficiency level(s): A2B1

Supporting material: texts

Target language(s): German

Other language(s) involved : Englishloshome

Language(s) of the teacher's material(s):

Language(s) of the student's material(s): German

Materials:

View details


Quand un égale deux : les deux présents

Students discover the values of the present tense in English, by drawing on the values in French. This activity is followed by a variety of written and oral exercises based on drawings.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 1-2

CEFR language proficiency level(s): A1A2

Supporting material: texts

Target language(s): English

Other language(s) involved : French

Language(s) of the teacher's material(s): French

Language(s) of the student's material(s): French

View details


Italien à partir de l’espagnol

Il s’agit d’une leçon zéro d’italien destinée à des élèves francophones ayant déjà étudié l’espagnol langue étrangère.

Approaches: Integrated didacticsIntercomprehension

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3

CEFR language proficiency level(s): A1

Supporting material: textsimages

Target language(s): Italian

Other language(s) involved : Spanish

Language(s) of the teacher's material(s): French

Language(s) of the student's material(s): French

View details


I subsonica suoneranno a Milano – Le forme del futuro

The overall aim of this activity is to introduce students to a way of expressing future plans in Italian and explore this grammatical structure and use in itself, as well as in comparison to other romance languages (French and Spanish).

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 2-3

CEFR language proficiency level(s): A2B1

Supporting material: textsimages

Target language(s): Italian

Other language(s) involved : FrenchSpanish

Language(s) of the teacher's material(s):

Language(s) of the student's material(s): German

Materials:

View details


Mi tiempo libre

In Spanish, the verb “to like” is used in a form similar to the English “to please”. Learners’ attention is drawn to the forms used in several languages and they practice using the Spanish form.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3

CEFR language proficiency level(s): A1A2

Supporting material: textsimagesvideosound

Target language(s): Spanish

Other language(s) involved : EnglishFrenchGerman

Language(s) of the teacher's material(s): EnglishFrenchGerman

Language(s) of the student's material(s): EnglishFrenchGerman

View details


La mia professione ideale

L’unité didactique s’intéresse au thème de la place des pronoms directs et indirects en Italien. Des comparaisons avec d’autres langues attirent l’attention sur la place des mots en italien, à laquelle les élèves s’entraînent ensuite.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3

CEFR language proficiency level(s): A1A2

Supporting material: textsimagessound

Target language(s): Italian

Other language(s) involved : EnglishFrenchGerman

Language(s) of the teacher's material(s): FrenchGerman

Language(s) of the student's material(s): FrenchGerman

View details


Críticas en los medios soci@les

Les élèves comparent des formes complexes de négation (telles que « ne plus », « non plus », « pas encore », etc.) et les utilisent pour exprimer leur propre opinion dans un contexte de publicité sur les plateformes digitales.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 3

CEFR language proficiency level(s): A1A2

Supporting material: textsimagessound

Target language(s): Spanish

Other language(s) involved : EnglishFrenchGerman

Language(s) of the teacher's material(s): FrenchGerman

Language(s) of the student's material(s): FrenchGerman

View details


La famille Morin et Hector se présentent

Les élèves (de Suisse germanophone) comparent en petits groupes des textes en français, anglais et italien (langue non enseignée) dans lesquels trois personnages se présentent. Ils examinent ensuite le résultat d’autres groupes. D’autres langues peuvent être ajoutées.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 2

CEFR language proficiency level(s): A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : Italianloshome

Language(s) of the teacher's material(s): EnglishFrench

Language(s) of the student's material(s): EnglishFrench

View details


Le petit Cyril cherche les mots

Lors d’un jeu de devinettes, les élèves (en Suisse germanophone) décrivent une personne, un animal ou une chose qui se trouve sur un dessin, soit en français, soit en anglais.

Approaches: Integrated didactics

Educational level(s) ISCED 0: Early childhood education
ISCED 1: Primary education
ISCED 2: Lower secondary education
ISCED 3: Upper secondary education (including general and vocational education)
ISCED 4: Post-secondary, non-tertiary education (including general and vocational education)
ISCED 5-8: Tertiary education (including general and vocational education)
:
ISCED 1-2

CEFR language proficiency level(s): A1A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : English

Language(s) of the teacher's material(s): FrenchGerman

Language(s) of the student's material(s): French

View details


149 teaching materials on 10 pages
pages: 1 2 3 4 5 6 7 Next Last