This activity should take place continuously for a longer period. Two possible options of the activity are presented here 

In the first option, the aim is for the pupils to practice reading, pronunciation, intonation and presentation. Here, the pupils are supposed to read a fairy tale aloud for younger pupils at lower grades, or for kindergarten children. Each individual pupil will read the fairy tale to two or three children.
 

In the second option, the aim is for the pupils to listen, understand and ask questions. Here older people (language friends) who have good linguistic competence participate in the teaching activity. These language friends can contribute through conversations with the pupils on various topics. Examples of themes could be baking, cooking, needlework, talking about the language friends’ childhood, reading a book, etc. 

Activity 1:

Preparation:

Teacher and pupils together choose a suitable fairy tale (or a book) for the pupils to read to younger pupils. The pupils are each given their own fairy tale to practice reading, with an emphasis on intonation and reading pace. 

Step 1: The pupils visit a kindergarten where they will read a fairy tale to some children. Each individual pupil will read the fairy tale to two or three kindergarten children. Here it is important that the pupil reads clearly, with correct pronunciation and intonation. 

Step 2: When the pupils have completed the reading, they can ask simple questions about the adventure to the kindergarten children. 

It may be an advantage if this activity takes place a couple of times a month over a longer period. This is both because it is a great way for pupils to get reading training, and because they experience that there is a need and an arena for knowing the language. In addition, the kindergarten children appreciate that older children are reading for them. 

Activity 2:Preparation:
The teacher contacts older people who have good linguistic competence and who want to become the school’s language friends. Optimally there are weekly language meetings, and themes/activities can vary according to what the students and language friends want.

Step 1: The language friends come to the school and speak only in the language that the pupils are supposed to learn. The language friends should be consistent in using the learning language only, even if the pupils mix the languages ​​or speak only in their mother tongue. One tip is that the language friends only answer in the pupils’ learning language, and repeat the sentence in the learning language, so that the pupils can learn the language. They can do this, for example, while baking or cooking with the pupils, with the language of learning in focus. Other suggestions for activities can be storytelling, outdoor activities, handicraft, etc.

If storytelling is chosen as an activity, the language friend can ask the students questions after he/she has told the story. This is for the students to learn to listen, understand the content, answer and possibly ask questions. Activities can be varied based on the students’ language skills.