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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°
   

150 teaching materials on 10 pages
pages: First Prev 4 5 6 7 8 9 10 

Müssen, können oder wollen?

Learners begin to familiarise themselves with modal verbs in German and compare them with those in other languages.

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: texts

Target language(s): German

Other language(s) involved : EnglishFrenchlos

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

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

Materials:

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But how do you spell that?

When learning different languages at the same time, learners may confuse the spelling of certain words that are/seem similar. This task should help them to distinguish between the different spellings.

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): A2B1

Supporting material: texts

Target language(s): French

Other language(s) involved : EnglishGermanItalian

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

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

Materials:

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Rendez-vous in France

Using a video that introduces French products and monuments, learners compare their names in different languages.

Approaches: Intercultural approachAwakening 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 2

CEFR language proficiency level(s): A2B1

Supporting material: textsimagesvideo

Target language(s): French

Other language(s) involved : EnglishFrenchItalianSpanishhome

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

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

Materials:

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Improving and extending language learning strategies

At the end of a semester in a new school, learners reflect on the difficulties they have encountered in language learning. In groups, they draw up posters with a range of possible strategies for solving some of the problems they have faced.

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): French

Other language(s) involved : los

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

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

Materials:

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Typically Italian!

A video presents Italian products and monuments. Learners compare these elements in different languages. They then learn some gestures that are typical of the Italian cultural area.

Approaches: Intercultural approachAwakening 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 2

CEFR language proficiency level(s): A2B1

Supporting material: textsimagesvideo

Target language(s): Italian

Other language(s) involved : EnglishFrenchSpanishhome

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

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

Materials:

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Enjoy your meal!

There are various rituals, such as saying ‘bon appétit’, before starting a meal. Learners discover this expression in different languages.

Approaches: Intercultural approachAwakening 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 1

Supporting material: texts

Language(s) involved: ArabicDutchEnglishFrenchRussianTurkish

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

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

Materials:

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Animals at the carnival

This activity explores the similarities and differences between the names of animals in different languages.

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 1

Supporting material: textsimages

Language(s) involved: DutchEnglish

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

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

Materials:

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What strange letters!

This activity invites learners to compare different alphabets and to reflect on correspondence between letters and sounds.

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 1

Supporting material: texts

Language(s) involved: GreekPolishRussian

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

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

Materials:

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Multilingual calendar

In this activity learners categorise the names of the months in different languages and create a multilingual calendar

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 1

Supporting material: textsimages

Language(s) involved: DutchRussianTurkish

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

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

Materials:

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Easter around the World

Learners read a text that presents how Easter is celebrated in different countries.

Approaches: Intercultural approach

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

Supporting material: texts

Language(s) involved:

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

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

Materials:

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Christmas workshop

This activity looks at the order of words when a noun, an article and an adjective are used in different languages.

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 1

Supporting material: textsimages

Language(s) involved: DutchEnglishRomanianRussian

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

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

Materials:

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Aimez-vous le vouvoiement ?

The main objective of this activity is to lead the students to reflect on the use of T-form (informal) and V-form (formal) in France and in other countries (duration : about 180 minutes)

Approaches: Intercultural approach

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): A2B1

Supporting material: textsimages

Target language(s): French

Other language(s) involved : home

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

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

Materials:

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Behave at the table

The objective of this teaching material is to lead the pupils to discover cultural similarities and differences, focusing on table manners as a manifestation of politeness in different cultures.

Approaches: Intercultural approach

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

Supporting material: textsimages

Language(s) involved: EnglishFrenchSpanishTurkish

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

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

Materials:

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La souris plurilingue

The activity wants to sensitize the learner for foreign languages. The story is available in ten different languages. The learner gets the story in at least two languages which he does not know. Then he is requested to find hints to relate the text with the correct language... (duration : about 60 minutes).

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 2

Supporting material: textsimages

Language(s) involved: CroatianEnglishFrenchItalianLuxembourgishPortugueseSerbianSpanish

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

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

Materials:

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Bonjour!

Students watch a video in which children say “Good morning” in 17 different languages (duration : about 45 minutes).

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 1

Supporting material: textsimagesvideo

Language(s) involved: ArabicCroatianEnglishRomanianRussianSerbianSpanishTurkishhome

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

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

Materials:

View details

150 teaching materials on 10 pages
pages: First Prev 4 5 6 7 8 9 10