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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°
   

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

Exploring Antarctica – an exciting adventure

Les élèves (de Suisse germanophone) comparent deux textes à propos du travail des météorologues en Antarctique, en anglais et en français. Ils/elles s’appuient sur cette comparaison pour les comprendre, relever les mots parallèles et expliciter ce qu’ils leur ont appris sur le trou dans la couche d’ozone.

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): B1

Supporting material: textsimages

Target language(s): EnglishFrench

Other language(s) involved : los

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

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

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Je compte jusqu’à 100

Des élèves de Suisse alémanique découvrent sur un tableau quand l’anglais forme les nombres comme en allemand, et quand il les forme comme en français.

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): A1

Supporting material: texts

Target language(s): EnglishFrench

Other language(s) involved : Germanlos

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

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

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Barry le chien légendaire

Les élèves déchiffrent un texte en français / en anglais à l’aide d’une image et de la comparaison avec l’autre langue ainsi que d’une version en allemand, langue de l’école.

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): EnglishFrench

Other language(s) involved : English

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

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

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Un, deux, trois, … musique !

Les élèves (de Suisse germanophone) comparent les mots qu’ils ont appris sur le thème de la musique dans leurs cours de français et d’anglais. Ils/elles cherchent à les prononcer de façon expressive.

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): A1A2

Supporting material: textsimages

Target language(s): EnglishFrench

Other language(s) involved : English

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

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

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Stratégies d'apprentissage

Pour aider l’élève (de Suisse germanophone) à apprendre le vocabulaire en français, on l’invite à utiliser une stratégie qu’il a déjà pratiquée en cours d’anglais : la mise en lien des mots à l’aide d’un réseau.

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): A1

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): German

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La Brévine – la « Sibérie de la Suisse »

Les élèves sont invités à repérer dans un texte en français les mots qu’ils peuvent comprendre à partir de l’anglais et de l’allemand (langue de l’école). L’activité vise à développer cette stratégie de compréhension de l’écrit.

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 1-2

CEFR language proficiency level(s): A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : Englishhome

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

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

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L’école de la Neuveville à Fribourg

Les élèves (en Suisse germanophone) comparent deux photos d’une salle de classe, l’une à Bali, l’autre en Suisse romande, ainsi que les deux textes qui les décrivent, l’un en anglais (pour Bali), l’autre en français (pour la classe suisse).Une partie du travail porte sur les sonorités dans les deux langues (et en allemand).

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 1-2

CEFR language proficiency level(s): A1A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : Englishlos

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

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

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A vos marques, prêts, écrivez !

Pupils will discover different writing systems and their evolution from their creation to nowadays…

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: JapaneseRussianhome

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

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

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Travail plurilingue sur le vocabulaire

Matériaux pour l’introduction et la fixation plurilingues du vocabulaire dans les domaines de la ville, des anniversaires et mois de l’année, des passe-temps favoris et les sentiments.

Approaches: Awakening to languagesIntegrated 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

CEFR language proficiency level(s): A1

Supporting material: textsimagessound

Target language(s): English

Other language(s) involved : ArabicFrenchGermanItalianPolishRomanianSorbianSpanishSwedishTurkishloshome

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

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

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Structures de phrase - Convergences et divergences grammaticales

Le but du matériel didactique est de susciter la prise de conscience des similitudes et différences entre les structures de phrase des langues observées (durée : de 30 à 40 minutes).

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): EnglishFrenchGermanItalianSpanish

Other language(s) involved : loshome

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

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

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Chansons pop - conditionnel irréel

Les élèves discutent des contenus de chansons pop en diverses langues et découvrent les structures grammaticales des phrases conditionnelles au présent irréel (durée : 90 à 130 minutes). Pour un matériel adapté spécifiquement au second cycle du secondaire en France, voir le matériel "Séquence Chansons Pop autour de l’irréel/conditionnel".

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): EnglishFrenchGermanItalianPortugueseSpanish

Other language(s) involved : EnglishFrenchGermanItalianPortugueseSpanish

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

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

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La puerta del Sol

Die Lernenden nutzen ihre individuellen sprachlichen Ressourcen in anderen romanischen Sprachen, um einen kurzen spanischen Text zum Thema Puerta del Sol zu verstehen (Dauer: circa 45 Minuten).

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): Spanish

Other language(s) involved : FrenchItalian

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

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

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Chacun ses goûts

Students look for equivalents in another known Romance language for French words relating to goods, particularly food (duration: about 45 minutes).

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): A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : ItalianSpanishlos

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

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

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Découvrir Paris

Students are prompted to deduce the meaning of French words used in a text about Notre-Dame de Paris from other languages they know (duration: about 45 minutes).

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 : ItalianSpanishloshome

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

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

View details


Prenons le métro

By comparing languages, students understand and learn French words in the areas of transport and buildings in a city (duration: about 45 minutes).

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): A2

Supporting material: textsimages

Target language(s): French

Other language(s) involved : ItalianSpanishloshome

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

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

View details


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