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French Phonics Collection�

SSC [i]

Artwork by: Chloé Motard

Date updated: 29/07/2022

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SSC [i]

phonétique

Introduction

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i

midi

Timing: 1 minute

Aim: To introduce/consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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i

midi

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i

midi

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i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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i

midi

petit

ici

il

lit

qui ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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i

midi

petit

ici

il

lit

qui ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

a) b) c)

1

2

4

innocent

mari

ville (town)

a) b) c)

3

idée

écouter

Timing: 5 minutes

Aim: practicing aural recognition of SSC [i]

Procedure:

1. Click the numbers to play the audio. Tell students they are going to hear the letters ‘a’, ‘b’ and ‘c’ said in French.

2. Write 1-4 and choose if ‘a’, ‘b’ or ‘c’ is a word containing the SSC [i].

3. Click to reveal the answers.

Transcript:

a) innocent, b) méchant, c) amusant
a) jeune, b) mari, c) médecin
a) idée, b) étape, c) carré
a) égal, b) treize, c) ville

Word frequency (1 is the most frequent word in French): �innocent [2059], méchant [3184], amusant [4695], jeune [152], mari [1589], médecin [827], idée [239], étape [1145], carré [3162], égal [1183], treize [3245], ville [260]

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

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Phonétique

20

secondes

0

DÉBUT

rapide

guitare

Paris

climat

minimal

machine

animal

guide

discipline

SFC

parler

Timing: 3 minutes

Aim: practising production of SSC [i]

Procedure:

Start the timer.
Students tried to say as many words as they can correctly in twenty seconds. Student B takes note of any words pronounced the English way!
Students swap roles and the timer is restarted.
The person who has pronounced the greatest number of words correctly wins. If there is a tie, the student with the greatest amount of time remaining wins.
Click on the words to hear them said by a native speaker. Students repeat.
Go over the meaning of the words. These are all cognates or near-cognates, purposefully chosen for unlearning the connection between the SSC and the English sound. In some cases, the words may have an English translation which is a related but not direct equivalent (e.g. rapide - fast) so these should be clarified. Students will find it rewarding in the second lesson to be able to recognise nine new words! Explain that lots of words are shared between the languages and they will encounter more of these across the year.

Word frequency (1 is the most frequent word in French): �guide [2392], climat [2006], minimal [3652], animal [1002], prime [2094], guitare [>5000], discipline [2120], rapide [672], Paris [n/a], machine [1294]

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

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SSC [i]

phonétique

Consolidation [1]

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i

midi

Timing: 1 minute

Aim: To introduce/consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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i

midi

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i

midi

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i

midi

petit

ici

il

lit

qui ?

?

Timing: 2 minutes

Aim: To introduce/consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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i

midi

petit

ici

il

lit

qui ?

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i

midi

petit

ici

il

lit

qui ?

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[i] ou [e] ?

écouter

Listen to the story. Which sounds do you hear? Choose [i], [e] or [i] et [e].

		[i] [e] [i] et [e]

		[i] [e] [i] et [e]

Tu passes une semaine triste ?

Voici une idée :

Tu regardes dehors…

Il fait beau en ce moment !

Tu fais une activité.

« Au revoir, les amis ! »

« Je fais une promenade. »

C’est une histoire sympathique.

[i]

[e]

[i] et [e]

1

4

6

5

8

7

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 10 minutes

Aim: to practise SSC recognition in context. Here the target SSC [i] is contrasted with [e], challenging students to dissociate the target SSC from its aural proximity to the letter ‘e’ in English.

Procedure:

Students write 1-8 and decide whether they hear [i], [e] or both in each sentence. For more of a challenge, students could listen again and note the words containing the SSCs, or the audio could be used for dictation, with students listening as many times as necessary to write the full sentence.
Click to bring up the answers. The answers are animated so that the SSCs appear first, followed by the full sentence, question by question.
Students can then translate the story. A suggested translation is given on the text slide. The use of ‘tu’ primes students for its contrast with ‘vous’ later in the lesson.

Transcript:

Tu passes une semaine triste ?
Voici une idée :
Tu regardes dehors…
Il fait beau en ce moment !
Tu fais une activité.
« Au revoir, les amis ! »
« Je fais une promenade. »
C’est une histoire sympathique.

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[i] ou [e] ?

écouter

Translate the story into English:

		[i] [e] [i] et [e]

		[i] [e] [i] et [e]

Are you having a sad week?

Here’s an idea:

You look outside…

It’s nice weather at the moment!

Tu are doing an activity.

« Goodbye, friends ! »

« I’m going for a walk. »

It’s a nice story.

[i]

[e]

[i] et [e]

1

4

2

3

6

5

8

7

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing (slides 17-19): 3 minutes

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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i

midi

petit

ici

il

lit

qui ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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i

midi

petit

ici

il

lit

qui ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

parler

rapide

action

animal

oui

machine

idée

petit

fille

il

ancien

livre

60

secondes

0

DÉBUT

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SSC [i]

phonétique

Consolidation [2]

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i

midi

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

26 of 53

i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

	SSC [-ill-/ille]	SSC [i]
gentil
briller
grille
fils
billet
fillette
outil
subtil

_

1

2

3

4

5

6

7

8

écouter / écrire

[nice]

[to shine]

[railings]

[son]

[ticket]

[little girl]

[tool]

[subtle]

Hint

SSC [-ill-/ille] sounds like SSC [i] followed by a ‘yih’ sound.

Say these words:

fi !

[yuck]

fille

[girl]

Attention!

The last letters of gentil and outil are SFCs. These are exceptions to the CRFL rule.

Timing: 5 minutes

Aim: aural recognition of SSCs [-ill-/ille] and [i]

Procedure:

1. Students try to say the words in the minimal pair, fi and fille. Click to hear the words said by a native speaker. Students repeat.

2. Click to bring up the hint.

3. Click the numbers to play the audio.

4. Students write 1-8 and choose [-ill-] or [i] for each.

5. Click to reveal the answers.

6. Click to highlight exceptions to the CRLF rule.

Transcript:

1. gentil

2. briller

3. grille

4. fils

5. billet

6. fillette

7. outil

8. subtil

Word frequency (1 is the most frequent word in French): �gentil [2832] fils [735] outil [1725] briller [2904], billard [>5000], fillette [4737] grille [3341] subtil [4345]

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

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Phonétique

		différent ?
	famille [family]
	ville [town]
	coquillage [shell]
	mille [thousand]
	billes [marbles]
	tranquille [quiet]
	Lille [a French city]
	camomille

1

2

3

4

5

6

7

8

écouter / écrire

Quels mots sont différents ?

These four words are different – the letter ‘l’ in [ille] is pronounced as normal.

There are not many of these exceptions, but some are important, high-frequency words.

You just have to learn them by heart!

Il y a mille villes tranquilles comme Lille.

Timing: 5 minutes

Aim: To raise awareness of exceptions to the [-ill-/-ille] pronunciation rule

Procedure:

1. Explain to students that there are four important exceptions to the pronunciation rule they have practiced, and they are going to spot them in this exercise.

2. Click on the audio buttons to play the words.

3. Students tick in the column for the words in which they hear the difference.

4. Click to animate the answers (the words which are not exceptions disappear following the fifth click of the mouse).

5. Click once more to bring up the speech bubble explanation and the mnemonic. Students try to say the mnemonic. Teacher demonstrates, students repeat.

Transcript:

1. famille

2. ville

3. coquillage

4. mille

5. bille

6. tranquille

7. Lille

8. camomille

Word frequency (1 is the most frequent word in French): �famille [172], ville [260], coquillage [>5000], mille [1008], bille [>5000], tranquille [2555], Lille [n/a], camomille [>5000]

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

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SSC [i]

phonétique

Consolidation [3]

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Nasal or oral vowels?

	nasal	oral + m/n
diminuer [decrease]
interroger [to interrogate]
grimper [to climb]
aimable [likeable]
contraindre [to force]
chimique [chemical]
minorité [minority]
crainte [fear]
vraiment [really]
centaine [hundred]

1

2

3

4

5

6

7

8

écouter

9

10

Remember!

[aim/im] and [ain/in] are nasal sounds before a consonant, and oral sounds before a vowel.

Timing: 6 minutes

Aim: Aural recognition of nasal and non-nasal vowels [aim/im], [ain/in], [ai] and [i] in unknown words.

Procedure:

1. Practise saying SSCs [aim/im], [ain/in], [ai] and [i] 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.

5. Click to bring up the reminder about spelling rules introduced last week (8.2.2.3) and demonstrate its applicability here.

Procedure:

1. Students listen to the words and tick the appropriate column.

2. Click to reveal the words one by one, together with the correct tick for each.

Transcript:

1. diminuer

2. interroger

3. grimper

4. aimable

5. contraindre

6. chimique

7. minorité

8. crainte

9. vraiment

10. centaine

Word frequency (1 is the most frequent word in French): �diminuer [1507], interroger [1093], grimper [2646], aimable [4668], plaindre [137], chimique [2650,] minorité [>5000], crainte [1195], vraiment [361], centaine [1417]

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

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i

midi

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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[aim/im], [ain/in]

écouter / écrire

Normally, SSCs [aim/im] and [ain/in] are nasal vowels.

However, [aim/im] and [ain/in] sound different before a vowel.

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

before a consonant: before a vowel:

important aimer

simple animal

prochain semaine

intéressant ordinateur

These sounds are nasal vowels [aim/im], [ain/in].

These sounds are oral vowels�[ai] / [i] + m / n.

(to like)

(animal)

(week)

(computer)

(important)

(simple)

(next)

(interesting)

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[nasal], [ai] ou [i] ?

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

Puis, dis les mots !

		[nasal]	[ai] + n	[i] + m/n
	primitif [primitive]
	intimider [to intimidate]
	haine [hate]
j	crainte [fear]
	timbre [to stamp]
	prochainement [shortly, soon]
h	inondation [flood]
	minimiser [to minimise]
	capitaine [captain]
	plaindre [to complain]

1

2

3

4

5

6

7

8

9

10

lire / parler

nasal vowels

[aim/im], [ain/in]

oral vowels

[ai], [i]

Timing: 5 minutes

Aim: applying awareness of the pronunciation rules governing SSCs [aim/ain], [ai] and [i] to the oral production of words containing these letter combinations.

Procedure

Student read the words and decide based on the presence of absence of a vowel after letter ‘m’ or ‘n’ whether a nasal is needed or not..
Click to check.
Now, students are challenged to pronounce the words correctly. Students should work in pairs and monitor each other for this.
Students try to say the words out loud. Teacher corrects.
Click the numbers to hear pronunciation

Transcript:

primitif
intimider
haine
crainte
timbre
prochainement
inondation
minimiser
capitaine
plaindre

Word frequency (1 is the most frequent word in French): �primitif [3345], intimider [4777], haine [2277], crainte [1195], timbre [4138], prochainement [4417], inondation [4677], minimiser [4725], capitaine [2518], plaindre [1370]

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 [i]

phonétique

Consolidation [4]

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i

midi

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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SSCs [i] in English and French

phonétique

Below are three words that have the same meaning and spelling in English and French. They are cognates.

When you make these sounds, notice how your tongue is higher in French than in English.

kit

film

strict

First, say the words aloud in English. Then, listen to the words in French and repeat.

Notice how the SSC [i] sounds different in English and French.

In English, the SSC [i] sounds like ‘ih’. But in French, it sounds like ‘ee’.

Timing: 2 minutes

Aim: To draw attention to cross-linguistic differences in pronunciation of SSC [i].

Procedure:

1. Click to animate the explanation.

2. Students say the cognate words aloud in English and French. You can click on the words in orange to hear them read aloud in French by a native speaker.

3. Encourage students to compare the position of their tongue when saying the words in English and French. Because the French SSC [i] is a more ‘closed’ vowel than the English SSC [i], the position of the tongue should be higher in French than in English.

Transcript:

kit

film

strict

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

kit [>5000]

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

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SSCs: [e] vs. [i]

écouter

French	English	[e]	[i]
mégabit	megabyte
rebelle	rebel
menu	menu
bip	beep
riche	rich
rejeté	rejected
fixé	fixed
degré	degree

1

2

3

4

5

6

7

8

Écoute ces mots et remplis les blancs avec la bonne SSC.

_

C’est quoi en anglais ?

Remember! In English, the SSC [i] sounds like ‘ih’. But in French, it sounds like ‘ee’.

Timing: 5 minutes

Aim: Aural recognition of SSCs [e] and [i]; raising awareness of cross-linguistic differences in pronunciation between cognates and near-cognates; to ‘break’ the association between English SSC [i] and the sound ‘ih’ and to connect this sound with its nearest French equivalent, SSC [e].

Procedure:

1. Depending on the needs of the class, click to bring up the reminder about pronunciation.

2. Click the number button on the left to hear the French word read aloud.

3. Students fill in the gap with the correct SSC. Note that these words have specifically been chosen because they are near cognates.

4. Click to reveal the missing SSC and a tick in the correct column.

5. Click to reveal the next task instruction.

6. Students try to volunteer the English translation.

7. Students say the pairs of words, first in French and then in English.

Transcript:

1. mégabit

2. rebelle

3. menu

4. bip

5. riche

6. rejeté

7. fixé

8. degré

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

mégabit [>5000], rebelle [2621], menu [3470], bip [<5000], riche [599], rejeter [981], fixer [641], degré [1311]

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

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i

midi

petit

ici

il

lit

qui ?

?

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Mots qui finissent par –if

word patterns

This week, you have learnt several French words ending in –if.

These words contain the SSC [i].

actif (active)

You may have noticed that these words are spelled similarly in English and French and have the same meaning. This is because they are cognates.

The only difference is the last syllable. It looks and sounds different.

In French it’s –if, but in English it’s –ive. How are these two endings pronounced?

négatif (negative)

positif (positive)

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SSC [i]

phonétique

Consolidation [5]

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SSCs: [e] vs. [i]

French	[e]	[i]
secours [aid]
menace [threat]
susciter [to provoke]
pari [bet]
regard [look]
bilan [outcome]
tenue [dress]
usine [factory]

écouter

1

2

3

4

5

6

7

8

Écoute ces mots et remplis les blancs avec la bonne SSC.

_

8

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SSC [i]

phonétique

Consolidation [6]

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[y] et [i]

What do you notice about these words?

écouter

SSC [y] is the same sound as SSC [i], which you already know.

SSC [y] is often found in cognate words (words which look like English or another language).

mite

[moth]

mythe

[myth]

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i

midi

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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[y] et [i]

60

secondes

0

DÉBUT

Attention ! Some words look like English.

Use your French SSC knowledge to pronounce them correctly.

type

cycle

mystère

analyser

cynique

hypothèse

typique

bijou

tisser

mérite

tragique

cultiver

prime

fragile

héritage

[to grow]

[to analyse]

[to weave]

[mystery]

[tragic]

[jewel]

[bonus]

[hypothesis]

[cynical]

[merit]

[typical]

parler

Timing: 3 minutes

Aim: To practise pronunciation of SSCs [y] and [i] in individual words.

Procedure:

1. Split students into pairs.

2. Click début to start the timer

3. Students take it in turns try to pronounce as many words accurately as possible

4. The listening partner checks pronunciation and tallies the total number of words pronounced correctly within 30 seconds. If a student pronounces [i] or [y] the ‘English’ way, they must repeat it three times before scoring the point and continuing.

5. When timer finishes, swap roles.

6. Students tally up the total number of words said correctly. The student who has said the greatest number of words is the winner.

7. Go through all the words together as a class to confirm pronunciation (click on words to hear them pronounced by a native speaker, students repeat.)

Word frequency of unknown words (1 is the most frequent word in French): �bijou [4301], tisser [4320], prime [2094]

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

Word frequency of cognate words (1 is the most frequent word in French): �type [440], cycle [2462], mystère [2777], analyser [1209], cynique [3547], hypothèse [1669], typique [4178], mérite [2035], tragique [2042], cultiver [2061], fragile [2107], héritage [2193]

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

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Des virelangues

lire / parler

Lily lit typiquement un livre

dans son lit.

Lily typically reads a book in bed.

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Des virelangues

lire / parler

Si six scies scient six cyprès,

six cents scies scient six cent cyprès.

If six saws saw six cypresses, six hundred saws saw six hundred cypresses

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SSC [i]

phonétique

Consolidation [7]

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i

midi

[7/8]

Aim: To consolidate SSC [i]

Procedure:�1. Present the letter(s) and say the [i] sound first, on its own. Students repeat it with you.�2. Bring up the word ”midi” 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 draw a circle representing a clock face with one hand, with the other arm and hand pointing straight up (representing the hands on 12) within the circle.�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 [i] sound, pronouncing ”midi” and, if using, doing the gesture.

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

midi [2483].

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

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i

midi

petit

ici

il

lit

qui ?

?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[8/8]

Aim: To consolidate SSC [i]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [i] and then the source word again ‘midi’ (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): �midi [2483]; petit [138]; lit [1837] ici [167]; il[13]; qui [14].�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

victime

[victim]

Remember that the nasal SSCs [aim/im] and [ain/in] become non-nasal sounds ([ai] + n/m and [i] + n/m) when they come before a vowel.

envahi

[invaded]

essaimer

[to swarm]

faim

[hunger]

fui

[fled]

invasion

[invasion]

imposer

[to impose]

ministre

[minister]

intervention

[intervention]

vainqueur [winner]

aimant

[magnet]

capitaine

[captain]

terrain

[land]

Are the vowels in bold nasal or non-nasal?

These are the past participles of the verbs envahir (to invade) and fuir (to flee). Verbs like sortir and choisir form their past participles like this.

Timing: 5 minutes

Aim: Written recognition and oral production of nasal SSCs [aim/im] and [ain/in] and non-nasal SSCs [ai] and [i]; setting the scene for the topic of the lesson.

Procedure:

1. Use slides 2-9 to revise the sounds. Remind students that SSCs [aim/im] and [ain/in] sound identical, and that the spelling change m🡪n occurs when the sound appears before the letters ‘b’ and ‘p’.

2. Remind students that when [aim/im] and [ain/in] appear before a vowel, they are pronounced as non-nasal vowels + m/n. Victime 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.

5. Click to reveal a bubble drawing attention to the two words ending in -i which are past participles. This primes students for the new grammar point introduced later in the lesson.

Transcript:

vainqueur�victime�terrain�intervention�envahi�imposer�ministre

aimant�capitaine�invasion�essaimer�faim�fui

Word frequency (1 is the most frequent word in French): �vainqueur [3307], victime [697], terrain [867], intervention [intervention], envahi [envahir 2566], imposer [469], ministre [204], aimant [>5000], capitaine [2518], invasion [3911], essaimer [>5000], faim [1986], fui [fuir 1960]

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