This lesson uses a class questionnaire to discover where people go to find certain products . Students interview others in french and then when results are in, they look at the distance people are prepared to travel for certain products and therefore the different types of shopping centres there are . They present their results graphically .

This lesson looks at what type of shoppers exist . This is discovered by a retail quiz. It also looks at how shops are positioned on the high street ie sometimes complementary shops and sometimes comparison shops . Students use a GOAD map to identify complementary and comparison shops . They then compare the British example with a high street in Reunion island and look for comparison and complementary examples there.

This study includes personal accounts from students who are the same age as those who are studying. They talk about cyclone Dina which affected the island of Reunion. The causes and effects of the cyclone are identified.

Protective behaviours looks at identifying what risks there are, how to recognise your feelings and who to seek help from

Cyclonic rainfall is perhaps the most difficult for students to grasp. So start off with the basic concept linked to convectional rainfall and rising air turning to rain. Use the big cards again to test understanding before then leading students through the explanations linked to rising air masses that meet. Forcing air to rise is the common factor in all three types of rainfall. Then talk about descending air and the formation of anti-cyclones. The powerpoint contain interactive activities linked to sorting . There are also resources which can be used to make paper models of both depressions and anti-cyclones.

Students first learn about the types of climate tp affect France and then produce their own weather forecast using the powerpoint slides of weather conditions to identify temp.rainfall , wind direction but also which weather systems are dominating ie anticyclones or depressions. They write the French onto the blank powerpoint slides and then can present the forecast to the class.

This part shows the alternative powerpoint for the exercise with the cards . There is some exemplar work from students which shows what they can do with the information once they have linked it to the photos ie produce an information leaflet on the climate of Reunion island.

This lesson introduces two types of rainfall. Convectional rainfall is introduced first using large cards which the students have to put in order to explain the process. Releif rainfall is explained and then students use a living graph on the white board. Students use small cards and stick these where they think on the climate graphs.

There is a handbook that accompanies these lesson resources called micro-climate. Theory about micro-climate is introduced first then students plan their own fieldwork . They identify suitable sites on a base map of the school grounds. They then take the measurements and then write up the findings, using the micro-climate theories to support their analysis. There is some student exemplar work attached to support .

Lesson 2 of unit on weather and climate. This is an introduction to all of the instruments used to measure the weather. Students have to create a game.

Please see copyright information in previous file on weather and climate . Handbook for this lesson in previous file . This lesson looks at unscrambling the difference between weather and climate . There is a brief lesson plan and powerpoint.

https://learningthroughlanguages.org.uk/learning-and-teaching-materials/french/ The above website contains most of my resources for free download . However the following resource contains some of the remaining units of work which may be of use. Please read the copyright document section on weather and climate before use. The first document contains copies of the handbook for weather and climate which students were given as a workbook/textbook. Subsequent files which will be uploaded separately contain the lesson resources, lesson by lesson plus another handbook on micro-climate

This website contains FREE CLIL resources for teachers . Judith Woodfield has copies of an entire Year 7 course for Geography in French with some units in German and an entire Year 8 course for Geography in French . Year 7 Mapwork Year 7 Tropical Rainforests Year 8 Deserts Year 8 European Union There is also a Year 6 day module on the hydrologcal cycle. Just google Learning Through Languages UK to find the website. There is also free CPD on CLIL throughout the year. Previous talks given by Judith Woodfield are also available as well as CLIL experts from around the world.

Please read the section of the copyright document on PSHE puberty before you start using the resources. Some of the lessons in this unit were delivered in English due to their sensitive nature and need to encourage very open dialogue. However the majority were delivered in French.

The first two lessons look at changes both physical and mental that take place during puberty. There is some exemplar student work .

There are four lessons plus an extended writing assessment. The extended writing assessment exemplars in lesson 4 show what can be achieved in Year 7 PSHE when using French. Please read the copyright document before you use the unit on peer pressure .

Students identify what they are looking forward to during puberty. There are some examples of student work looking at writing answers to problems plus assessment details .

Problems in puberty are identified. students watch some adverts about such problems and products and then create ther own advert.

These lessons look at what types of formal relationship agreements are in place in different countries and what their impact is . Students carry our independent research on countries , use resources about France and also have a challenge to invent their ideal rules for an imaginary country.

This is the first lesson of the term . This was used with Year 7 students as part of a year long course where students were taught Geography in German for one lesson per week. They were taught this in addition to their normal Geography in English lessons so content was not repeated in English. Students benefitted from this approach as by the time they reached GCSE their attainment and progress was higher than for students who did not follow CLIL lessons . This series of lessons involves use of high cognitive challeneg but low linguistic input which means that it is a great module to start the year with . This unit could also be used in primary schools .