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French Phonics Collection�

Silent Final -e [SFe]

Artwork by: Chloé Motard

Date updated: 31/08/2022

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SFe

phonétique

Introduction

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

Silent final -e

timide

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SFE

Silent final -e

[shy]

timide

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

timide

monde

centre

vie

moderne

douze

[shy]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SFE

[silent final –e]

timide

monde

centre

vie

moderne

douze

[shy]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

pelouse

pont

écouter

C’est la SSC [SFe] ?

[lawn]

[bridge]

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Phonétique

écouter

cuisine

loup

C’est la SSC [SFe] ?

[cooking]

[wolf]

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Phonétique

écouter

trente

froid

C’est la SSC [SFe] ?

[cold]

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Phonétique

écouter

main

timide

C’est la SSC [SFe] ?

[hand]

[shy]

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Phonétique

écouter

riz

soupe

C’est la SSC [SFe] ?

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Phonétique

écouter

aube

[dawn]

prix

C’est la SSC [SFe] ?

[prize]

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Phonétique

capable

malade

texte

lettre

pilote

belle

parler

coupe

phrase

usine

trophy

beautiful (f)

factory

secondes

45

0

DÉBUT

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SFe

phonétique

Consolidation [1]

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

Silent final -e

timide

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SFE

Silent final -e

[shy]

timide

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

timide

monde

centre

vie

moderne

douze

[shy]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SFE

[silent final –e]

timide

monde

centre

vie

moderne

douze

[shy]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

aigre

degré

[sour]

[degree]

C’est la SSC [SFe] ?

The ends of these words are hidden.

Phonétique

écouter

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Phonétique

bouc

douce

écouter

[billy goat]

[sweet (f)]

C’est la SSC [SFe] ?

The ends of these words are hidden.

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Phonétique

défaut

il saute

écouter

[defect]

[jumps]

C’est la SSC [SFe] ?

The ends of these words are hidden.

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Phonétique

outré

outre

écouter

[outraged]

[besides]

C’est la SSC [SFe] ?

The ends of these words are hidden.

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Phonétique

encre

ancrer

écouter

C’est la SSC [SFe] ?

[ink]

[to anchor]

The ends of these words are hidden.

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Phonétique

global

aimable

écouter

C’est la SSC [SFe] ?

[global]

[likable]

The ends of these words are hidden.

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Phonétique

outil

utile

écouter

C’est la SSC [SFe] ?

[tool]

[useful]

The ends of these words are hidden.

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Phonétique

cible

brise

aigle

ancêtre

adulte

parler

prendre

attendre

to take

to wait for

target

breeze

eagle

ancestor

viable

secondes

45

0

DÉBUT

Timing: 5 minutes for 3 slides.

Aim: Oral production of SSC [SFe] in a limited time.

Procedure:

1. In pairs, pupils read out the words to one another in alphabetical order. They keep going for one minute.

2. The listening student pays close attention to their partner’s pronunciation of the last sound in each word. If they hear ‘-e’, they must ask their partner to repeat the word three times.

3. Click on words to check pronunciation. Students repeat.

4. Clarify meanings of cognate words.

5. Move on to the follow slide to repeat the activity in a shorter space of time, increasing automisation.

Word frequency (1 is the most frequent word in French):

brise [>5000], adulte [1580], ancêtre [3067], aigle [>5000], prendre [43], viable [4946], attendre [155], cible [2740]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

parler

cible

brise

aigle

ancêtre

adulte

prendre

viable

attendre

to take

to wait for

target

breeze

eagle

ancestor

secondes

30

0

DÉBUT

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Phonétique

parler

cible

brise

aigle

ancêtre

adulte

prendre

attendre

to take

to wait for

target

breeze

eagle

ancestor

viable

secondes

15

0

DÉBUT

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On écoute

La femme

L’amie

Elle parle à l’homme.

Elle étudie l’histoire.

Elle porte une chemise bleue.

Elle aime l’uniforme moderne.

1

2

3

4

Écoute et écris les phrases.

Salut!

Elle fait quoi ?

écouter / écrire

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On parle !

Rachel Hawkes

drôle	intéressante	timide
grande	la femme	sage
stricte	calme	triste


	l’amie

Partenaire A

On parle !

parler

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On parle !


	la femme

petite	méchante	amusante
intelligente	l’amie	malade
excellente	contente	drôle

Partenaire B

On parle !

parler

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On parle !

drôle	intéressante	timide
grande	la femme	sage
stricte	calme	triste

Rachel Hawkes

petite	méchante	amusante
intelligente	l’amie	malade
excellente	contente	drôle

funny

interesting

shy

well-behaved

sad

calm

strict

big

On parle !

parler

Answers to the activity on the previous slide.

Procedure:

1. The teacher can display this slide to close the activity as a way for students to check their answers.

2. The teacher could also choose to elicit meanings in English from students to maximise vocabulary consolidation. (English translations appear on clicks.)

3. Finally: a circle appears on a final click around the adjectives where the feminine version has changed spelling. Ask students what these adjectives have in common. This is a way to make quick reference to the pronunciation change in the feminine form which illustrates the Sfe, while reminding students that these adjectives also have a masculine form and the loss of the –e will change the pronunciation to SFC. If teachers want to practise this particular SSC at a future date to revise the differences between pronunciations of masculine and feminine forms, then the activity could be repeated with: l’homme and l’ami as the middle words.

Note:

Differentiation option (for lower ability levels): teachers could use this slide as a student worksheet. Partner A gives sentences (in a random order) starting ‘La femme est…’ / Partner B gives sentences starting ‘L’amie est…’

The partner listening would highlight/tick off/number the adjectives as they are heard (and translate into English). Partner A could keep a record of the order so as not to repeat a word and have something to compare with their partner at the end of the activity. Partner A could write the English as they go.

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SFe

phonétique

Consolidation [2]

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Phonétique

SFC

SFe

they (m)

En français, c’est … ?

ils

écrire

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Phonétique

SFC

SFe

(we) do

En français, c’est … ?

(nous) faisons

écrire

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Phonétique

SFC

SFe

history

En français, c’est … ?

histoire

écrire

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Phonétique

SFC

SFe

history

En français, c’est … ?

histoire

écrire

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Phonétique

SFC

SFe

effort

En français, c’est … ?

effort

écrire

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Phonétique

SFC

SFe

they (f)

En français, c’est … ?

elles

écrire

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Phonétique

SFC

SFe

(you (pl)) do

En français, c’est … ?

(vous) faites

écrire

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Phonétique

SFC

SFe

party

En français, c’est … ?

fête

écrire

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Phonétique

SFC

SFe

exercise

En français, c’est … ?

exercice

écrire

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Phonétique

SFC

SFe

(they) do

En français, c’est … ?

(ils / elles) font

écrire

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SFe

phonétique

Consolidation [3]

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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La féminisation des adjectifs

Remember that adjectives change when they describe a feminine noun.

The most common change is to add ‘e’ to the end of the adjective.

grammaire

When we add ‘e’, the SFC is no longer silent, and the ending is SFe instead.

une voiture verte

a green car

un oiseau vert

a green bird

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C’est qui ?

écouter

Écoute. On décrit qui ? La dernière lettre de l'adjectif, c’est SFC ou SFE ?

Q	il	elle	Q	il	elle

	gourmand (fond of food)			marrant (funny)

	rwandais (Rwandan)			méfiant (wary, distrustful)

	fort (strong)			flamand (Flemish)

	sénégalais (Senegalese)			bavard (talkative)

1

2

3

4

5

6

7

8

La Flandre est une région de Belgique. On parle flamand en Flandre.

Le Sénégal est un pays en Afrique. On parle français au Sénégal.

Le Rwanda est un pays en Afrique. On parle français au Rwanda.

Timing: 5 minutes

Aim: Aural recognition of masculine (SFC) and feminine (SFe) forms of adjectives (following pattern 1).

Procedure:

1. Remind students of the association between SFC and masculine adjectives, and SFe and feminine adjectives.

2. Click to play audio.

3. Students write 1-8 and il or elle, depending on whether they hear a masculine or feminine form of the (unknown) adjective given.

4. Click to reveal answers. Hear full audio by clicking on tick.

5. Click to bring up some cultural information about the places mentioned. Explain that la Flandre is called ‘Flanders’ and it is the northern part of Belgium which borders the Netherlands. Explain that flamand is called ‘Flemish’ in English and that it is a language similar to Dutch.

Transcript:

1. [Elle] est gourmande.

2. [Il] est rwandais.

3. [Il] est fort.

4. [Elle] est sénégalaise.

5. [Il] est marrant.

6. [Elle] est méfiante.

7. [Elle] est flamande.

8. [Il] est bavard.

Word frequency of unknown words used (1 is the most frequent word in French):

gourmand [>5000], rwandais [>5000], fort [107], sénégalais [>5000], marrant [>5000], méfiant [>5000], flamand [>5000], bavard [>5000]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French):

adjectif [>5000], lettre [480]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Des mots apparentés

parler

Some French nouns and adjectives look the same as the English, but with SFe added to the end. This spelling change sometimes means that we are forced to pronounce the consonant in the same way as in English.

Say the phrases below. In which words is the last consonant pronounced like English? In which words is it pronounced differently?

une adresse moderne un journaliste calme

un concert secret un film normal

un adulte modeste un incident dans la prison

une bombe nucléaire une demande de groupe

Timing: 5 minutes

Aim: Raising awareness of a En-Fr word pattern (adding –e to English nouns and adjectives) and how this affects pronunciation.

Procedure:

1. Discuss the possible meaning of the activity title (the French translation may in fact be more transparent than the English translation ‘cognate!’) Explain that a cognate is a word that looks and/or sounds very similar in two different languages, normally because it has been absorbed into one language from the other.

2. Ensure understanding of the explanation.

3. Students say example phrases to practice pronunciation of SFe and SFC.

Word frequency of unknown words used (1 is the most frequent word in French): �apparenté [>5000]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French): �artiste [1797], groupe [187], journaliste [1337], concert [1697], secret [796], normal [833], adulte [1580], modeste [1540], incident [1885], prison [1010], bombe [1751], nucléaire [1130], demande [490]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFe

phonétique

Consolidation [4]

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Les terminaisons de verbes

grammaire

Say the verb forms out loud. What is the last SSC in each word?

SSC [é]

SFe

Long form: regarder

remove -er add -e

remove -er add -es

remove -er add -e

regarder regarde, regardes

long form = infinitive /dictionary form

short form = forms that go with pronouns

Comment former les verbes au present ?

SFe + SFC

The SFE forces the consonant before it to be pronounced.

Singular short forms: je regarde

tu regardes

il/elle regarde

Timing: 2 minutes

Aim: To revise long and singular short forms of –ER verbs and connect the endings with SSCs.

Procedure:

1. Remind students how to form singular short forms of –ER verbs.

2. Ask students to pronounce the verb forms, focusing on the final sound in each word (click on the names of the SSCs to hear audio).

3. Remind students that all three short forms sound the same.

4. Click to bring up the note about SFE and forced consonant production.

Word frequency of unknown words used (1 is the most frequent word in French): �terminaison [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �verbe [>5000], former [486]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC [é] ou SFE ?

verb	infinitive meaning	infinitive�(dictionary form)	short form�(je/tu/il/elle)
cesser	to stop/quit
semble	to seem
illumine	to light up
encourager	to encourage
tirer	to pull
tomber	to fall
entre	to enter
garde	to keep

écouter

1

2

3

4

5

6

7

8

_

Listen out for the last SSC

in each word.

Timing: 5 minutes

Aim: to practise aural recognition of SSCs [é/-er/-ez] and SFE and connect these with meaning (long or short form of verb).

NB: some of these unknown –ER verbs appear in the text students will work with in this lesson.

Procedure:

1. Click numbers to hear a verb.

2. Students tick whether they hear a long or short form, based on the ending they hear. Note that the options here are simply ‘long’ or ‘short’ as the singular forms (je/tu/il/elle) sound identical.

3. Click to reveal answers.

4. Listen again, this time drawing attention to stress patterns. As the last syllable in French words carries a slightly heavier stress, it is always the –er in the infinitive form that is stressed. Students repeat.

5. Students say the long and short form of each verb, focusing on the changing position of the stress (from base to ending).

Differentiation option for higher level students: Extend box to cover whole verb form. Students transcribe.

Transcript:

1. cesser

2. semble

3. illumine

4. encourager

5. tirer

6. tomber

7. entre

8. garde

Word frequency of unknown words used (1 is the most frequent word in French): �sembler [180], cesser [462], garder [531], tomber [547], tirer [391]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French): �encourager [1434], illuminer [>5000], entrer [337]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Les terminaisons de verbes

grammaire

Say the verb forms out loud. What is the last SSC in each word?

SSC [é]

SFE + SFC

regarder regardons, regardez, regardent

long form = infinitive /dictionary form

short form = forms that go with pronouns

The vous form sounds the same as the infinitive

Comment former les verbes au present ?

Long form: regarder

remove -er add -ons

remove -er add -ez

remove -er add -ent

Plural short forms: nous regardons

vous regardez

ils/elles regardent

SSC [é]

SFC

Timing: 2 minutes

Aim: To revise long and plural short forms of –ER verbs, and connect the endings with SSCs.

Procedure:

1. Remind students how to form plural short forms of –ER verbs.

2. Ask students to pronounce the verb forms, focusing on the final sound in each word (click on the names of the SSCs to hear audio).

ick and ask students to pronounce the verb forms, focusing on the final sound in each word.

3. Click to remind students that the infinitive and the vous form sound the same.

Word frequency of unknown words used (1 is the most frequent word in French): �terminaison [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �verbe [>5000], former [486]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC [é] ou SFE ?

écouter

verb	infinitive meaning	infinitive OR ‘vous’ form	short form (ils/elles)
oublient	to forget
refuser/ez	to refuse
rencontrent	to meet
tentent	to try
ajouter/ez	to add
marquent	to mark
obliger/ez	to force
appuyer/ez	to press

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Listen out for the last SSC

in each word.

Timing: 5 minutes

Aim: Aural recognition of SSCs [é/-er/-ez] and SFE and to connecting these with meaning (long/2^nd person plural vs 3^rd person plural).

Procedure:

1. Click numbers to hear a verb in the long/2^nd person plural or 3^rdperson plural.

2. Students tick whether they hear a long/2^nd person plural or 3^rd person plural, based on the ending they hear.

3. Click to reveal answers.

4. Listen again, this time drawing attention to stress patterns. As the last syllable in French words carries a slightly heavier stress, it is always the –er in the infinitive form that is stressed. Students repeat.

5. Students say the long and short form of each verb, focusing on the changing position of the stress (from base to ending).

Differentiation option for higher level students: extend box to cover whole verb form. Students transcribe.

Transcript:

oublient
refuser/refusez
rencontrent
tentent
ajouter/ajoutez
marquent
obliger/obligez
appuyer/apuyez

Word frequency of unknown words used (1 is the most frequent word in French): �oublier [504], rencontrer [329], tenter [347], ajouter [359], obliger [499], appuyer [923]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �refuser [271], marquer [454]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFe

phonétique

Consolidation [5]

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

écouter

têtard

[tadpole]

crêpe

[pancake]

faux

[false]

dinde

[turkey]

C’est la SSC [SFe] ou [--]?

[SFe]

[--]

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2

3

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Phonétique

écouter

C’est la SSC [SFe] ou [--]?

escargot

[snail]

sirop

[syrup]

fraise

[strawberry]

crabe

[crab]

[--]

[SFe]

[--]

[SFe]

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