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.

Lesson plans in unit overview methodology document page 22 onwards Handbook extracts in word This lesson uses interactive video card activities to introduce animal adaptations. Plant adaptations and structure identified. Assessment combines research skills in French .

Lesson plan in methodology booklet page 22 onwards unit resource The next few lessons concentrate on problems in Amazonia and the students aim to solve the mystery of who killed the rubber tapper Chico Mendez. This is a true event but the trial is fictitious. The lessons take you through understanding the problems, looking at the evidence and students preparing their speeches in role. Then a trial take place . This is challenging but the students enjoy using their French to good effect .

Please read copyright doc and refer to lesson plan and student handbook in mapwork unit resource. This is a difficult lesson for many students. Students fill in their answers in their booklets and I usually go around the class to check that every student has correct answers to the 4 figure references before going onto 6 figure. If there are students who find this difficult then I also get other students to support until the whole class is confident. I also get students up to the front to demonstrate how they get the answers as this helps less confident students.

Read copyright doc, use lesson plan and student booklet all available on mapwork unit resource. Students work with maps to identify a tour for a French family visiting the local area. They produce a leaflet and then present to the class . There are examples of student work included here which can be used as exemplars .

Students play a nine number board game to introduce rainforests then they produce a map to identify the location of the forest . There is a video clip of the introduction activity on the video clip of Chenderit school contained in the resource called CLIL video clips for cpd . NB detailed plans for lessons contained in unit overview methodology booklet The handbook in pdf in the unit overview is included in section in word in case you find it useful to edit and use lesson by lesson

This unit of work was delivered to Year 6 students in a primary school during one whole day of Geography in French. It was designed as a transition unit to show students what learning Geography in French would be like when they started secondary school. Students really loved it and said that they had learnt more French in one day than they had learnt all year during their primary French lessons. The materials are also suitable for Year 7 students . Please read the copyright master document before use . particularly the section on the hydrological cycle . The lesson starts with a video clip with a card sort, then students study the hydrological cycle using a powerpoint and a further card sort. They then are introduced to more complex hydrological terms and build a model of the cycle. I used pet food boxes , but show boxes are also good to make models in. Then the students look at the differences between urban and rural areas and how that impacts the hydrological cycle ie they are applying their knowledge to a different situation and there is a support sheet using the near future which predicts what happens in each location. Finally they choose to be a simpson’s character who explains the cycle to an audience. There is a writing/speaking frame which will support their explanations. A challenging unit but very accessible for Year 6 students.

This lesson encourages students to devise a tour of Paris. They use online resources in French to collate information about the attractions and decide which attractions they are going to use for their tour. They then present their tours to visitors to their travel agency .

Students use all the arguments they have amassed over the last few lessons and they take part in a role play debate . Details of the debate roles are in the handbook.

This lesson looks at what happens to an area when a large car manufacturing factory arrives. It simulates the multiplier effect. Students use cards to work out what will happen and fill in a flow diagram in the student handbook . they can then reverse the process and discuss what happens when a car factory closes .

This assessment introduces students to arguments for and against the use of cars. Students then produce a powerpoint and present it to the rest of the class. this enables use of many French skills . Students are encouraged to peer assess the powerpoints and there are exemplars of student work

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.

Students explore processes which lead to environmental concerns such as nitrate and phosphate pollution and concentration of pesticides within foood chains . There are interactive activities and video clips to explore these with . One of the videos is embedded and the other has a link available to the le point webpage show in a photo of the page .

This lesson lloks in detail at the processes leading to the production of green algae. It also uses the Meatrix video which looks at the issues of intensive meat production . There is a script alongside the Meatrix video and a group activity to link cause and effect . There are examples of student work .

This lessons uses an English language video but you can add French sub titles to it . It is a brilliant overview of how to survive in the desert . There are powerpoint summaries in French to conclude the lesson. Students make notes on how to survive which will help in subsequent lessons .

This lesson introduces an assessment , a piece of work where students design a humorous leaflet to help people to survive in the desert. A number of powerpoints and sections of text in the handbook plus their notes from the Ray Mears video are used to put together the leaflet . Pictures from the horrible Geography book Desperate Deserts are used to help to convey humour. Students love completing these leaflets/booklets and they assimilate great understanding of the way that the desert impacts on humans.

This lesson uses a combination of video clips, listening cards and a powerpoint to work out how deserts form .

Lesson plan in methodology document in unit overview resource page 22 onwards This series of lessons supports students on how to write an essay on tropical rainforest deforestation. They are given literacy guidance and develop the ability to construct an essay that they have reseached themselves using french resources . It is amazing what they are able to do !! They are all so proud and well motivated having achieved this challenge.