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So far I've planned all classes so to finish with a segment using music and it always seem to work and facilitate comprehension through play and participation.

Here's some ideas I'd like to test in the coming weeks :

1: To learn new vocabulary whilst engaging in a dynamic physical and fun dance using "Joca Joeur" https://www.youtube.com/watch?v=AhtjasJZrRU
Not a great song as it happens, but very useful to introduce a new set of words, especially verbs in the infinite. Once the class has learnt the riff it can be used in future classes without the original set of words, but instead applied to an ad-hoc set of flashcards in combination to physical movements. This dual process and the fun of looking silly all together, I believe could facilitate the process of memorisation.

2. Lesson on prepositions. There's a song that is truly beautiful by Paolo Conte "Vieni via con me". It already contains words that the class has been exposed to (freddo, caldo, azzurro, grigio, etc) and the first step would be to make them listen to the song and see if they recognise the words in the text. I've chosen a slow version recorded by Roberto Benigni https://www.youtube.com/watch?v=gMzhFyg_ROo rather than the more beautiful version by Paolo Conte which I leave here for your enjoyment: https://www.youtube.com/watch?v=44wqc2gbbfY
Second part of the session is linked to the prepositions and the class will listen to the song again to fill in the spaces left blank:

Via, via, vieni via _____ qui,
niente più ti lega _____ questi luoghi,
neanche questi fiori azzurri…
via, via, neanche questo tempo grigio
pieno _____ musiche
e _____ uomini che ti sono piaciuti…

It’s wonderful, it’s wonderful, it’s wonderful,
good luck my babe,
it’s wonderful, it’s wonderful, it’s wonderful,
I dream of you…
chips, chips, du-du-du-du-du

Via, via, vieni via _____ me,
entra _____ questo amore buio,
non perderti _____ niente _____ mondo…
via, via, non perderti _____ niente _____ mondo
lo spettacolo _____arte varia
_____ uno innamorato _____ te…

It’s wonderful, it’s wonderful, it’s wonderful,
good luck my babe,
it’s wonderful, it’s wonderful, it’s wonderful,
I dream of you…
chips, chips, du-du-du-du-du

Via, via, vieni via _____ me,
entra _____ questo amore buio,
pieno _____ uomini…
via, entra e fatti un bagno caldo,
c’è un accappatoio azzurro,
fuori piove un mondo freddo…

It’s wonderful, it’s wonderful, it’s wonderful,
good luck my babe,
it’s wonderful, it’s wonderful, it’s wonderful,
I dream of you…
chips, chips, du-du-du-du-du

If nothing else, they'll have heard a great song and maybe memorise the parts in English!

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I always liked the idea of using music and rhythms to remember things. Therefore, I'd probably use a song to commit a word we learned into the participants brain.

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I always liked the idea of using music and rhythms to remember things. Therefore, I'd probably use a song to commit a word we learned into the participants brain.

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This activity can help students visualise the activity along with its name (e.g. a picture of people swimming in a pool for the activity "swimming"). I also am using two of the 5 techniques, grouping and organising.
We could teach the phrases "I like" and "I don't like" and maybe branch out into "My friend/family member likes" if they like this activity and way of remembering.
I would bring pictures of activities (and also objects would work too, depending on your lesson) and they can arrange them into things they like to do and things they don't like to do.
I also think they would recall the words better if they relate it to themselves, especially the activities they enjoy doing. They would enjoy learning when it's relevant to them, and plus we can all learn about each other too.

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Jacqui's idea involves different senses (vision, sound, taste), makes connections with things already known/feelings, has some (minor) attempts at humour.

Words on flipchart:  die Orange der Apfel

Do these words remind you of anything?

Blue tack a picture of an apple and an orange next to the words

Distribute a little bag of fruit for everyone

Group repeats word

Let’s have a taste: can you find ‘der Apfel’ in your bag?        What does it taste like?

I have an apple tree which means I make loads of apple cake in October.

Others:

Have word on flipchart, read out, add picture, all repeat, taste

die Traube

die Himbeere – picture of a man holding a raspberry

die Erdbeere

What’s your favourite fruit in the bag? Why?

In pairs: Have a collage picture of these fruit, with word cards in a bag: bring them out one at a time, place them on the fruit they refer to.

Have an 'Arcimboldo' type picture of a face made of vegetables

Start with die Tomate, then

die Gurke

die Moehre

die Zwiebel

die Erbse

Have one/some of each to pass around while repeating

Have cut out pictures from magazines (or if able/time available ask class members to find & cut out vegetable pictures from eg Tesco magazines) – in small groups/pairs make a picture of a face using the cut outs, like Arcimboldo.  Take pictures, label them, then ask to say what vegetables make up the face

Next time

Have bowls with fruit/vegetables (or pictures) – in small groups, try to remember the words for them (spoken, written if able).

Then remind everyone of the sounds of the words – ask people to repeat, then to try to remember what they mean.

Finally place word cards onto pictures.

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Sylvia's strategy teaching idea revolves around the practical step of involving as many senses as possible in the teaching of new vocabulary. The word I want to teach is the German word for 'piano'. In my little activity I will include:
- an image
- sound
- physical movement
- an anecdote

Activity steps:
1. play the beginning of the recording of Bach's Goldberg Variationen available here: https://www.youtube.com/watch?v=Rvlm1v9S3rM
I make students guess what new word I want them to learn. They might say: music, piano... (this way we can already collate a list of new words)
2. I identify that I want them to learn the word for and show them image.
3. Then I write the word on this board - das Klavier (I add the article and teach these two words together without speaking much about the article, just making the learning and recall of these two words together 'automatic')
4. Then I ask a student to read the word (where possible) and then I read it out myself and then the class repeats the word.
5. Then I tell them why I have picked this particular image of a Klavier, as it looks exactly like the one my grandpa used to play Christmas carols on on Christmas eve and we sang along - a very happy memory.
6. Then I have cards with the letters of the word on the table and students need to put the word together themselves and read it out.
7. In the next lesson (after I have taught other musical instruments in the same way), I place cards with the names and card with images of these instruments on the table and students match the cards, read out the words etc.
8. Then students can talk about their own experience with music and you could record them speaking about these with the Our Story app - maybe add an image of the instrument, composer etc. they talk about.
9. Students can sing a song accompanied by piano music.
10. And finally, we can have piano music play in the background as parts of these sessions.