This lesson is designed to be approx 30 mins, used as an introduction to Martinique and its culture. It looks at the geographical location, a few key monuments and their visuals as well as simple sentence structures to introduce them. A post card template is also provided on which the full sentences could be recorded to make a short descriptive text of Martinique. It is possible to extend this using the long PPT (originally for EFL) which introduces different food types, with a vocab sheet to complement.

This resource was originally designed for a Y7 class, but ultimately could be used across KS3. It was planned for a class of 50mins-1hour in duration, perhaps it could be used for those a little longer with some minor adaptations. The lesson features everything you would need in th PPT and the reading worksheet which is available as a print out. There are reading, listening and mini-speaking (numbers) activities, reading could be used to inspire writing or read aloud tasks for speaking.

This is a resource aimed at decolonising the teaching of home features in French language instruction, focusing on the objective differences in housing related to climate. That sees us compare different aspects of the Francophone world beyond France. This resource documents differences between Martinique (DOM) and Canada. It is not exhaustive, but merely a whistle stop tour which could feature as one lesson in a unit on home while also discussing culture.

This is a resource for those with an existing foundation in French, it could be used for KS3 or KS4 learners, depending on your goals and objectives and attainment of the student(s). The resource focuses on features of the home/ apartment, drawing on previous learning in resource 1 (Emily in Paris-themed), but expanding by looking at features of the house eg: le salon, la terrasse, la cuisine etc. It features focused vocab study, choral repetition game (beat the teacher) for numbers up to 31 and two reading activities, 1 with a discussion focus, another longer one with more comprehension focus - both introducing different cultural elements at the same time. Readings could be adapted into listening tasks too - all content is in the PPT slides. Enjoy!

This is a speaking task developed from the previous Emily in Paris - L’influenceuse à Paris Reading task and subsequent writing task - Répondez à Emily par MP. Here students are encouraged to read their text aloud to a partner, who will answer the comprehension questions about their text in the space below. Answers could be in French or any other language used as a Medium of Instruction!

Here you will find three comprehensive PPTs with lots of resources to revise the unit of family: who is in the family, how many people, numbers, appearance, home and its features, houses in Martinique vs Canada. Use as you see fit!

This resource should fill a 50mins lesson. it could be used for either KS3 or KS4 to present some cultural notions about Easter, focusing on Alsace in particular.

This lesson has speaking, listening, reading and grammar tasks. To complete every activity as presented in the PPT would likely require quite a rapid pace or a longer lesson of about 1h15-1h20. It would be suitable to break things up/ adapt, with the ‘avoir’ gap-fills having the potential to be extended into a translation task for extra challenge/ activity out of the same resource. The final slide is a plenary game which overs fun higher order thinking, focused on categorisation - if you can’t spot the rules, leave a comment!

What do they eat in France? There are some aspects of culture embedded in implicit learning resources - reading and listening about breakfast food. There is one advice to follow a link to the resource on Bitesize, so be aware this is of course NOT developed by myself and could be subject to removal/ copy right rules on use in class. That link is the one below: https://www.bbc.co.uk/bitesize/topics/zjx947h/articles/z4xjrj6 This lesson was originally planned for a mixed ability year 7 group, but could be suitable for various KS3 classes, perhaps if used for lower attainment classes, more imagery and vocabulary support would need to be provided. The resource is longer than could be delivered in the 50mins lesson for which it was designed.

There are two different PPT options for this, some crossover in activities means they are not two completely different lessons, but different forms of the same content. For both PPT options, there is a ‘Trouvez Qqn qui…’ human bingo card which can be used as a fun structured read aloud/ mini conversation practise. Naturally, this speaking task could be extended through class feedback, translating the boxes and adding extra detail/ transforming sentences into negatives or using different nouns to practise adjectival agreement.

A resource to share how to describe the place (city, neighbourhood) where you live based on Emily in Paris to introduce French learners to the idea of living in Paris and its arrondissements. Suitable for a 50 minute - 1 hours lesson. Likely you will find there is more content than you might need so you can spend more or less time/ adapt the resources by removing items as you see fit. It is designed to be a challenge for a learner with some foundational skills in French, implicit TL learning was the primary mode of delivery.