This lesson looks at rainfall processes, anticyclones and the working of the Hadley cell. It looks at the difference between day and night in the desert. It uses video clips, powerpoint , rainfall cards and climate graphs to convey concepts. The concluding exercise looking at the difference between day and night enables the student to assimilate many of the concepts studied previously. This lesson exemplifies the notion of high level conceptual input with lower level language needs which enable the student to access the thinking .

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 starts with the students drawing what they think a stereotypical desert is . It end with a comparison of their drawing with what they have learnt in the lesson. There are extracts from authentic text plus video clips with sub titles and listening cards.

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

This course was based on the French Geography CLIL course on Mapwork . Colleagues Lauren Kimble , Chris Scott and Maren Blume all helped to transfer this into German . The students loved it . The lesson plans take you through the whole unit of work. The unit ends with an assessment where students use maps to design a tour for a German family in their local area. There is a student handbook which the students used as a workbook to write in as well as a reference resource .

This survey can be used to identify how young people can act to reduce their impact on the environment. Many statements have picture clues to support understanding . There are others with no pictures as they use vocabulary which has been used earlier in the quiz. Students can carry our a whole calss survey or interview members of their family . Students can total the actions that students do or don’t do and can make their own personal targets to reduce their impact on the environment .

This is the second lesson in the unit and students do find this quite tricky but if you go through things step by step they will get it. The more able students are able to achieve more questions but everyone will be able to grasp the concept .

This lesson starts with an activity that is really fun and has a strong message about giving directions. Students have to describe how to get to a place in the school using compass directions and paces. They then give the instructions in German to other students who have to find the place. they will discover that although compass directions are useful , they also need accurate measurements as students’ paces will vary . This may take a whole lesson before going on to develop the lesson on 4 and 6 figure grid references . When delivering the 4 and 6 figure lesson always take care to make sure that everyone gets the idea of 4 figure before going onto 6 figure . To make sure that those who grasp it quickly are involved all the time, give them the role as a student supporter who goes around the class helping others. Also get students up at the front of the class to demonstrate how they got their answers .

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.

Sketch maps can be important components of Geography fieldwork. This is a step by step guide for drawing one .It can be done from the comfort of the classroom through the window or you can venture into the school grounds .

Learning Through Languages UK website is a go to website for anyone interested in using cLIL. There are free talks called CLIL mondays where world renown contributors have presented . Recordings of these talks can be listened to . There is also a collection of resources which are free to download. There are also details of events which are taking place to support users knowledge and use of CLIL.

Lesson plan in resource on unit overview . The first lesson on rainforest structure is a video based lesson using a David Attenborough resource . This helps to introduce key concepts and specialist vocab. Unfortunately the powerpoint with the video link will not load . The video to use is available on Bing video and Daily motion. Just google David Attenborough the Living Planet episode 4 Jungle .

Lesson plan in resource on unit overview . The first lesson on rainforest structure is a video based lesson using a David Attenborough resource . This helps to introduce key concepts and specialist vocab. Unfortunately the powerpoint with the video link will not load . The video to use is available on Bing video and Daily motion. Just google David Attenborough the Living Planet episode 4 Jungle .

This is a living graph activity . See the methodology booklet for details of how to teach it .

This lesson links cause and effect . This activity is shown in the video about Chenderit school available in the pedagogy section in my resources shop.

There is a picture of an exemplar of the outcome of this assessment in the methodology booklet . There is guidance for students in the handbook .

This will probably last for a couple of lessons as there are video clips to view and an analysis of the plight of the orangutans . Students work in groups to develop a campaign to save the orangutans . Students can be shown examples of real campaigns such as those to save the Sumatran rainforest by the RSPB. Students need to understand that a good campaign has to identify the causes of the problem and the solutions. Both of these aspects need to be contained in materials produced by the students .

This series of lessons was used by Year 8 students who had completed a few lessons about drugs and peer pressure in year 7 . In year 8 they built on this by carrying out their own research about drugs in french and designed a board game based on it . They used the theory of multiple intelligences which they acessed through an interactive quiz and then applied the learning to a board game . There is also the opportunity to discuss employment opportunities linked to multiple intelligences .There are key words links to playing the board game and self and peer assessment in French .

There are a few sections of this lesson as the files are large. The first part uses a living graph to show how people’s activities link to the climate of the island. There is also a brief lesson plan .There are cards to go with the living graph.