3. Further work

Children learn through all their senses, and therefore different senses should be activated simultaneously at school. A lesson that is above all movement-based helps anchor the foreign language in the long-term memory. Further work includes seeing, hearing, handling and speaking, all with respect to the emotional components of the story. Joint language experiences turn out to be very rewarding. Here are some suggestions for the instructions in class.


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Download SymbolInstructions (MP4, 1.1 MB)

a) Pronunciation and intonation

Pronunciation and intonation are practiced to the extent that the text is modelled by the teacher and repeated by the learners. Learners are encouraged to repeat individual expressions and groups of words in chorus, as well as accompanying these words with gestures or facial expressions. The teacher organises short breaks, includes lots of oral repetition, and also gives the children the opportunity to ‘help’ her by calling out when appropriate. The playful nature of the exercise is strengthened if the teacher acts as a conductor and provides additional stimuli such as “laut” (loud), “leise” (quiet), “schnell” (fast) and “langsam” (slow).

The picture story book should always be made available so that the children can look at it individually at any time. Gradually, they will memorise parts of the dialogue.

b) Preparing scenes using role plays

Each scene is re-enacted. The hand doll “Hans Hase” can be introduced at this time. Small groups prepare and play the scene for the whole class. The dialogues can easily be changed or extended.

  • Was machst du denn da? - Siehst du denn nicht? [Ich trage das Futter nach Hause/ Ich suche .../ Ich laufe.../ ]
  • Ich schenke euch [ein bisschen Futter/ ein paar Körner/eine Blume... ]
The more the children develop new ideas, the better, as they assimilate the foreign language step by step in a creative, experimental way. Blackboard or paper board sketches, as well as picture flash cards, allow for an easy-going, playful learning process.

c) Working with music and rhythm.

Die Ameisen

Die Ameisen


Die Ameisen
(MP3, 03:35 Min.)


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Text and music
(PDF, 54 KB)

Die Ameisen
(MP3, 3.5 MB)

The teacher explains the content of the song in the children’s mother tongue. Depending on the learner’s age the children sing along. They can:
  • make the “ants” gesture (crawling insects) when they hear the word
  • (with “advanced” learners) make the movements as well as singing part of the refrain.

d) Visual artwork

To distinguish between the warm-up and cool-down phases, and to help fix the learning content, the following activities are proposed:

  • Making stick dolls: Copying or drawing the hare and the ants on cardboard, cutting them out and fastening them to wooden sticks with adhesive tape. Playing out individual scenes afterwards in pairs/small groups.
  • Drawing their favourite scenes:In primary school classes, writing is added in the form of speech bubbles.
  • Decorating the classroom with ‘home-made’ posters.