•  You take part in interaction situations without using words (you use signs/expression/drawings) or using Finnish

Example: The teachers tells a story/situation; students are able to name, draw, show pictograms or play out the feelings that are expressed in the story

To find example stories: http://www.shortkidstories.com/story/ 

Before the story is told, the different emotions can be discussed with the students. They can draw their own emotions cards, or emotion cards can be made by taking picture of the different emotions expressed by the children them selves.

• You understand there are different ways to express yourself, but use is still passive.

Students know the different ways to address people, and know there are different ways to express yourself in different situations/context. However he/she is not able to write a good dialogue, or speak correct without help.
Example: Student can put the right dialogues,wayse to address people etc. with the right situation:

Worksheet: What would you say.png

• You know how to express yourself, but you still make mistakes.

 Example: Do role plays in different situations:

• Restaurant (ordering, conversation, reservation, complaining)
• Birthday of your friend
• Birthday of your grandmother
• Train 
• Waiting room of the dentist

social interaction examples
You can give a picture/photo (as in previous) of interaction situations, and the students write the text balloons with the different situations themselves.

• You are able to use different means of expression

Same as previous, but without help of teacher. Also phone calls can be practised. In which the receiver and the caller have different information and tasks. Some example phone call situations: T2_8 phone conversations.docx​
Things to keep in mind when making a phone call:
How to introduce yourself. How to speak in a polite manner. Explain why you are calling. Make sure the information you give is clear. Make sure you are understood. Repeat what you have agreed on. End the phone call in a polite way. 

• You use rich means of expression in a diverse manner in your heritage language in the context of your own culture.

Socio-metrics on a Continuum
The students place themself's on an invisible line in the room. The teacher will read a statement the students respond by placing their body on the line. One side of the line is strongly agree and the other side of the line is strongly disagree. The students discuss their position on the line.

• “My family has a tradition or custom.”
  • What is it? Why does your family value this tradition custom?

• “I believe culture is important.”
  • Why, how is it important in your life

• “I believe culture is something to be proud of.”
  • Why?

• “Culture is what makes me who I am.”
  • How?

• The pupil creates new, contextually appropriate (linguistic and cultural) expressions.

Example: Creating new words, which do have a clear meaning in todays context (and the students culture):

• App accident: accident involving a road user who was using an app
• Crypto fever: excessive tendency among a large group of people to invest in crypto coins such as bitcoins
• Rainbow language: gender-neutral language

• Take some news items, inventions, happenings from last year and think of appropriate new words.
• People invent new words all the time, but which ones actually make it into the dictionary?When lexicographers decide what words to add to dictionaries, they try to imagine what words people actually want to look up. There are two important factors to keep in mind here: 1) Is the word in widespread usage? 2) Does the word have staying power?