This column by Dave Barry can be used by secondary English students to understand cultural context, as well as how humour is created and used in writing. It can also be used by French classes for a tongue-in-cheek insight into French culture. The comprehension questions are as follows: How far does Dave Barry exaggerate? Is some of what he says true? Explain your answer. Give an example of how Dave Barry uses language in a humorous way. EXTENSION: What technique(s) does he use and why? Dave Barry also makes fun of Americans. How?

This text can be used by secondary students of all ages to understand how humour is created and used in writing. Comprehension questions are included. This is designed for use by English students, but could also be used in French classes for some tongue-in-cheek insight into French culture.

These comprehension questions can be completed by students in groups or on their own, in class or as homework. They are also great revision resources and can be handy if you need to set cover work. Multiple copies of the questions are duplicated on one sheet in some cases, for ease of printing, photocopying, and distribution. The questions are designed for MA-HA students and range from identification and interpretation of techniques used (such as paradox) to encouraging students to explore issues surrounding translation, narratorial reliability, and choices of nomenclature in the novel. Motif and symbolism are also covered. Some extension tasks are included. These questions were originally developed for use by KS4 students working towards their IGCSE in World Literature. They could also be used for native French speakers, or students of IB/A Level French (although they would of course need to be translated).

This table is designed to be filled in by students to illustrate the moods and atmospheres in the novel, with techniques identified and effects explained, as well as examples given from the text (paraphrase or direct quote). The various columns could be used to differentiate between the abilities of different groups of students, or filled in by all students. The final question on the sheet could be used as extension or plenary. This was designed to be used by students of IGCSE World Literature, who were reading the novel in translation, but it could also be used by native French speakers, or by students of A Level/IB French.

This 16-lesson (4-week) unit plan for Alain-Fournier's novel, Le Grand Meaulnes, explores characterisation, setting, themes, techniques, and text-to-self connections, as well as the context of the author's life and the influence of these on the text. The unit is enhanced by the usage of other fictional and non-fictional texts, such as The Great Gatsby and articles from The Economist. Pupils consider the links between style, context, content and purpose. They also create their own directed writing task based on the story, which is designed to demonstrate empathy and their understanding of plot and character, as well as command of authentic language appropriate to the text. The unit plan was designed for use with students of IGCSE World Literature, but could also be adapted for other (I)GCSEs in literature, as well as (I)GCSE, IB French B, or A-Level French.