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French Phonics Collection�

SSC [en/an]

Artwork by: Chloé Motard

Date updated: 31/08/22

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SSC [en/an]

phonétique

Introduction

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en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

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en/an

enfant

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en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

grand

penser

prendre

quand ?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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en/an

enfant

grand

penser

prendre

quand ?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

		C’est un grand enfant.
		La fille anglaise aime les enfants.
		Tu vas chez le médecin quand ?
		Je fais attention quand je mange

Tally how many times you hear SSC [en/an].

a

b

c

d

écouter

[That’s a tall child.]

[the English girl likes the children]

[when are you going to the doctor?]

[I’m careful when I eat.]

Timing: 3 minutes

Aim: Aural identification of SSC [en/an] in sentences.

Procedure:

Click on the numbers to play audio. Tell students they won’t understand the meaning of the sentences, they just need to listen out for the sound.
Students tally the number of times they hear the SSC [en/an].
On clicks, transcriptions of the sentences appear. Students use these to check their answers.
On a final round of clicks, English translations appear.

Transcript

a) C’est un grand enfant.

b) La fille anglaise aime les enfants.

c) Tu vas chez le médecin quand ?

d) Je fais attention quand je mange.

Word frequency of unknown words used (1 is the most frequent word in French): �enfant [126], aimer [242], aller [53], chez [206], médecin [827], quand [119], faire [25], attention [482], quand [119], manger [1338]

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

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Phonétique

lire / parler

sentiment

probablement

client

danse

performance

défense

transparent

central

document

influence

parent

plan

existence

tendance

dangereux

SFC

secondes

60

0

DÉBUT

Timing: 5 minutes for 3 slides

Aim: To correctly pronounce unknown words containing [en/an] in decreasing amounts of time, helping automisation of SSC production. Awareness raising of cross-linguistic pronunciation differences. The words chosen are cognates which otherwise contain sounds that are equivalent (or very similar) to English SSCs, as well as known SSCs, so that students can focus fully on [en/an] (allowances are made for English pronunciation of [r], which is covered in year 8).

Procedure:

1. Students pair up.

2. Teacher starts timer.

3. Student A tries to say the words without pronouncing [en/am] the English way.

4. Student B listens and makes speaker pause for 3 seconds every time an English pronunciation creeps in!

5. Swap roles.

6. The student who says the most words correctly is the winner!

7. Click on the word to hear pronunciation by a native speaker. Students repeat.

8. Check understanding of words.

9. Move onto the next slide.

Transcript and word frequency (1 is the most frequent word in French): �sentiment [886], probablement [903], client [917], défense [938], transparent [2953], central [992], document [997], influence [1083], parent [546], existence [1153], tendance [1158], plan [164], dangereux [713], danse [2964], performance [2559]

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

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Phonétique

lire / parler

SFC

sentiment

probablement

client

danse

performance

transparent

central

document

influence

parent

plan

existence

tendance

dangereux

défense

secondes

45

0

DÉBUT

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Phonétique

lire / parler

SFC

sentiment

probablement

client

danse

performance

transparent

central

document

influence

parent

plan

existence

tendance

dangereux

défense

secondes

30

0

DÉBUT

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Phonétique

__ pont bridge

__ sont (they) are

on

e/an

e

d

c

b

a

__ son sound

__ don gift

__ on we/one

__ cent 100

__ en in/by/to

__ dans in

__ pan part

__ sans without

1

2

1

2

écouter

In which order do you hear the words? Écris ‘1’ ou ‘2’.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SSC [en/an]

phonétique

Consolidation [1]

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en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

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en/an

enfant

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en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

grand

penser

prendre

quand ?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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en/an

enfant

grand

penser

prendre

quand ?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

__ pont bridge

__ sont (they) are

on

e/an

Mets les mots en ordre. Écris ‘1’ ou ‘2’.

écouter

e

d

c

b

a

__ son sound

__ don gift

__ on we/one

__ cent 100

__ en in/by/to

__ dans in

__ pan part

__ sans without

1

2

1

2

Phonétique

écouter

Timing: 2 minutes

Aim: Listen for the target SCCs

Procedure:

Click on the letters to play the audio.
Students listen for the SCCs, and note the order in which they are presented each time in words which are minimal pairs. Minimal pairs of words differ by one phoneme, i.e., an SSC which changes the meaning. Through this activity, students learn the importance of connecting SSCs with meaning.
The students only need to note the order of presentation of each SSC – i.e. 1 or 2 – not the source word itself (there could be more than one answer, since multiple graphemes correspond in French to the same phoneme).
The answers are animated and appear on successive mouse clicks, together with the words which were spoken on the recordings.
To elicit answers, teachers point at a word and ask: “1 ou 2 ?”.

Transcript

cent.... son
on... en
don... dans
pan... pont
sans... Sont

Word frequency (1 is the most frequent word in French): �cent [704], en [7], dans [11], pan [>5000], sans [71], son [26], on [29], don [1800], pont [1889], sont [5]

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

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Phonétique

son

don

pont

on

sont

cent

en

dans

pan

sans

parler

Phonétique

parler

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SSC [en/an]

phonétique

Consolidation [2]

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en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

What do you notice about these four sounds?

temps

grand

penser

écouter

chambre

SSC [em/am] is the same sound as SSC [en/am], which you already know.

When this nasal sound appears in front of the letters p or b, it is spelled [em/am] instead of [en/an].

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Phonétique

orange

éléphant

champion

chimpanzee

lire / parler

ambassade

lampe

ambition

amplifier

difficile

facile

secondes

45

0

DÉBUT

Timing: 3 minutes for 3 slides.

Aim: Oral production of SSC [an/am] in words of varying degrees of complexity in decreasing amounts of time.

Procedure:

Students pair up.
Explain that students are going to work their way down the ‘ladder’ by correctly pronouncing cognates containing [an/am], starting with simple words and building up to more complex words. Starting with lampe, Partner A works their way down the ladder. Partner B listens for correct pronunciation of [an/am]. If Partner A makes a mistake, e.g.tries to pronounce words the ‘English’ way by adding an ‘m’ after the vowel, they must return to the top of the ladder.
Students swap roles. Re-start the timer.
Whoever is furthest down the ladder when the timer stops is the winner!
Click on the words to hear them said aloud by a native speaker. Students repeat.
Move on to the next slide.

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

orange [3912], lampe [4699], champion [2443], ambassade [3327], chimpanzee [>5000], éléphant [>5000], amplifier [4537], ambition [2280]

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Phonétique

orange

éléphant

champion

chimpanzee

lire / parler

ambassade

lampe

ambition

amplifier

difficile

facile

secondes

30

0

DÉBUT

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Phonétique

orange

éléphant

champion

chimpanzee

lire / parler

ambassade

lampe

ambition

amplifier

difficile

facile

secondes

15

0

DÉBUT

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Phonétique

		[en/em]	[an/am]
	campagne [countryside]
	serpent
	vent [wind]
j	jambon
	vendredi [Friday]
	ampoule
	pantalon
	emmener [to take]
	jambe
	tempête [storm]

1

2

3

4

5

6

7

8

Comment ça s'écrit ?

Avec [en/an] ou [em/am] ?

Complète et dis les mots !

lire / écouter

_ _

9

10

_ _

Timing: 7 minutes

Aim: Applying awareness of the spelling rules governing SSCs [em], [am], [en] and [an], and production of all four SSCs.

Procedure

Student read the wordsand decide based on the presence of absence of a ‘p’ or ‘b’ after the gap when [en/em] or [an/am] is needed.
Click to check.
Now, students are challenged to say all ten words and pronounce the SSCs in the same way each time. It will be tempting for students to add an ‘n’ or ‘m’ after the vowel! Students should work in pairs and monitor each other for this.
Click to hear the words pronounced by a native speaker.

Word frequency of unknown words used (1 is the most frequent word in French): �campagne [666], serpent [>5000], vent [1387], jambon [>5000], vendredi [1086], ampoule [>5000], pantalon [4670], emmener [2098], jambe [2472], tempête [2695]

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): �compléter [2034]

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

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SSC [en/an]

phonétique

Consolidation [3]

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en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Nasal and non-nasal vowels

écouter / écrire

Vowels can be nasal (like [am/em] and [an/an] or non-nasal [like [e] and [a].

When you say a nasal vowel, air passes through your nose as well as your mouth.

Écoute les mots. C’est [em/am] / [en/an] ou [e] / [a] ?

		nasal vowel [em/am] [en/an]	non-nasal vowel [e] / [a]

		nasal vowel [em/am] [en/an]	non-nasal vowel [e] / [a]

1

2

3

4

5

6

7

8

menu

membre

dramatique

champion

centre

remarque

croissant

organisation

Timing: 5 minutes

Aim: to introduce the concept of nasal and non-nasal vowels. Aural recognition of nasal and non-nasal vowels [em/am], [en/an], [e] and [a] using cognates.

Procedure:

1. Practise saying SSCs [em/am] / [en/an] and [e] / [a] aloud, in isolation. Students should notice a vibration in the nose when they produce the nasal sounds, but not when they produce the oral sounds.

2. Click the numbers to play the audio.

3. Students write 1-8 and decide if the letters in bold represent a ‘nasal’ or ‘non-nasal’ vowel sound.

4. Click to reveal the answers. The word appears first, followed by the ticks in the appropriate columns.

Transcript:

menu
membre
dramatique
champion
centre
remarque
croissant
organisation

Word frequency of cognates (1 is the most frequent word in French): �menu [3470], membre [390], dramatique [2918], champion [2443], centre [491], remarque [2019], croissant [2069], organisation [570]

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

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[em/am], [en/an]

écouter / écrire

Normally, SSCs [em/am] and [en/an] are nasal vowels.

However, [em/am] and [en/an] sound different before a vowel.

Can you think of any examples in words you already know?

before a consonant: before a vowel:

exemple semaine

chambre amusant

content promenade

grand animal

The sounds are nasal vowels [em/am], [en/an].

The sounds are oral vowels �[e] / [a] + m / n.

(week)

(funny)

(walk)

(animal)

(example)

(bedroom)

(pleased)

(big)

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[nasal], [e] ou [a] ?

	nasal vowel	non-nasal vowel
embaucher [to hire]
remonter [to go back up]
engendrer [to generate]
abandon [abandonment]
chemin [path]
menace [threat]
champ [field]
banal [ordinary]

1

2

3

4

5

6

7

8

parler

Lis les mots et décide si c’est une voyelle nasale ou une voyelle orale.

Puis, dis les mots !

nasal vowels

[em/am], [en/an]

oral vowels

[e], [a]

Timing: 5 minutes

Aim: to apply awareness of spelling rules governing pronunciation changes in SSCs [em/am] and [en/an]. Oral production of words containing these letter combinations.

Procedure:

1. Recap the spelling rules governing pronunciation changes in SSCs [em/am] and [en/an] introduced in lesson 1 (see slide 7).�2. Students read the words and decide from the spelling alone whether they think the SSC in bold represents a nasal or non-nasal sound.

3. Click to reveal correct answer.

4. Students say the words.

5. Click on the numbers to check pronunciation.

Transcript:

1. embaucher

2. remonter

3. engendrer

4. abandon

5. chemin

6. menace

7. champ

8. banal

Word frequency (1 is the most frequent word in French): �embaucher [3743], remonter [1020], engendrer [2286], abandon [2676], chemin [859,] menace [1607], champ [847], banal [4221]

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

Word frequency of near-cognates used in task instructions (1 is the most frequent word in French): �décider [165], voyelle [>5000], nasal [>5000], oral [4114]

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

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SSC [en/an]

phonétique

Consolidation [4]

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en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC [en/an]

phonétique

Consolidation [5]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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en/an

enfant

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

écouter

Vingt contains SSC [ain/in].

Practise saying it:

vingt

Trente contains SSC [en/an].

Practise saying it:

trente

Now practise both together:

vingt

trente

vingt

trente

vingt

trente

vingt

trente

Cinquante has both of these SSCs! Practise saying it.

[ain/in] comes from the middle of the mouth. Smile when you say it!

[en/an] comes from the back of the mouth near the throat. It can feel a bit like swallowing!

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Phonétique

Q	[en/an] x2	[ain/in] x2	[en/an] + [ain/in]	mot	English
				tendance	tendency, trend
				Quentin	a boy’s name
				enfin	at last
				instance	authority
				instinct	instinct
				pansement	bandage
				incertain	uncertain
				intense	intense

écouter / écrire

Ce sont quelles SSCs ? Écoute et coche.

1

2

3

4

5

6

7

8

__

Timing: 5 minutes

Aim: Aural recognition of SSCs [en/an] and [ain/in] in words containing either both sounds, or the same sound twice.

Procedure:

1. Click the buttons on the left to play audio.

2. Students tick to indicate whether they heard [en/an] twice, [ain/in] twice, or one of each (either way round). At higher levels, the full French word may be covered and transcribed.

3. Click to reveal answers.

4. Click to reveal English translations.

Transcript:

tendance
Quentin
enfin
instance
instinct
pansement
incertain
intense

Word frequency (1 is the most frequent word in French): �tendance [1158], Quentin [n/a], enfin [349], instance [2278], instinct [4482], pansement [>5000], incertain [3135], intense [2270]

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

44 of 53

en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Virelangues

lire / parler

Romain Leblanc se plaint : il y a de grands sapins dans le bain !

(Romain Leblanc is complaining: there are big fir trees in the bath!)

a

b

c

Timing: 5 minutes [slide 1/5]

Aim: Oral production of SSCs [en/an] and [ain/in] in senences.

Procedure:

1. Read the tongue twister.

2. Click to hear example pronunciation (a = slow; b = fast; c = very fast).

3. Click to reveal English translations.

4. Repeat on next slides (5 tongue twisters in total).

Transcript:

Romain Leblanc se plaint : il y a de grands sapins dans le bain !

Word frequency of unknown words used (1 is the most frequent word in French): �se plaint (se plaindre), sapin, bain, Roumain, soudain, tente (tenter), dent, sain

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

danser, romancière (romancier), craint (craindre), vendre, dentist, patient

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

46 of 53

Virelangues

lire / parler

Le prochain train lent pour Romorantin, c’est quand ?

(When is the next slow train to Romorantin?)

a

b

c

47 of 53

Virelangues

lire / parler

Alain l’Anglais danse lentement maintenant.

(Alain the Englishman dances slowly now.)

a

b

c

48 of 53

Virelangues

lire / parler

Françoise Sagan, grande romancière française, craint de ne pas vendre de romans aux Roumains.

(The great French novelist Françoise Sagan is scared she won’t sell novels to Romanians.)

a

b

c

49 of 53

Virelangues

lire / parler

Soudain, demain, dimanche, trente-cinq dentistes tentent de vendre les dents des patients sains !

(Suddenly, tomorrow, on Sunday, thirty-five dentists are trying to sell healthy patients’ teeth!)

a

b

c

50 of 53

SSC [en/an]

phonétique

Consolidation [6]

51 of 53

en/an

enfant

Timing: 1 minute

Aim: To introduce/consolidate SSC [en/an]

Procedure:�1. Present the letter(s) and say the [en/an] sound first, on its own. Students repeat it with you.�2. Bring up the word ”enfant” 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 mime patting a child on the head/back�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 [en/an] sound, pronouncing ”enfant” and, if using, doing the gesture.

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

enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

52 of 53

en/an

enfant

grand

penser

prendre

[to take]

quand ?

?

encore

Timing: 2 minutes

Aim: To introduce/consolidate SSC [en/an]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [en/an] and then the source word again ‘enfant’ (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): �grand [59]; quand [119] penser [116]; prendre[43]; encore [51]; enfant [126].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Les voyelles nasales

lire/parler

ennemi

[enemy]

Remember that the nasal SSCs [em/am] and [en/an] become non-nasal sounds before a vowel.

amputé

[amputee]

tranchée

[trench]

vétéran

[veteran (m)]

combattant

[fighter]

super puissance

[super power]

camion

[lorry]

bombardement [bombing]

grenade

[grenade]

vétérane

[veteran (f)]

empire

[empire]

Are the vowels in bold nasal or non-nasal?

Timing: 5 minutes

Aim: Written recognition and oral production of nasal SSCs [em/am] and [en/an] and non-nasal SSCs [a]/[e] + m/n.

Procedure:

1. Use slides 24-31 to revise the sounds. Remind students that SSCs [em/am] and [en/an] sound identical.

2. Remind students that when [em/am] and [en/an] appear before a vowel, they are pronounced as non-nasal vowels + m/n. Grenade could be used as an example to illustrate this.

3. Working in pairs, students use the rules to sound out the words and decide whether the sounds in bold are nasal or non-nasal.

4. Click to reveal the answers. Click on the images to hear the words said aloud by a native speaker.

Transcript:

bombardement�ennemi�empire

amputé

camion�tranchée�combattant�super puissance�grenade�vétérane�vétéran

Word frequency of unknown words (1 is the most frequent word in French): �camion [2542], super puissance [n/a], tranchée [2145]

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): �bombardement ][3565], ennemi [1725], empire [3367], amputé [>5000], grenade [>5000], combattant [2374], vétérane [>5000], vétéran [>5000]

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