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French Phonics Collection�

SSC [aim/im]

Artwork by: Chloé Motard

Date updated: 30/08/2022

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SSC [aim/im]

phonétique

Introduction

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aim/im

faim

Timing: 1 minute

Aim: To introduce SSC [aim/im]

Procedure:�1. Present the letter(s) and say the [aim/im] sound first, on its own. Students repeat it with you.�2. Bring up the word ”faim” 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 rub your tummy as if hungry.�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 [-(a)im] sound, pronouncing ”faim” and, if using, doing the gesture.

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

faim [1986]

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

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aim/im

faim

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aim/im

faim

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aim/im

faim

grimper

simple

important

imprimer

impossible

[simple]

[important]

[impossible]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce SSC [aim/im]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [aim/im] and then the source word again ‘faim’ (with gesture, if using).�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): �faim [1986]; simple [212]; important [215]; grimper [2646]; imprimer [3092]; impossible [3092].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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aim/im

grimper

simple

important

imprimer

impossible

faim

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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aim/im

faim

grimper

simple

important

imprimer

impossible

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

écouter

1

2

3

4

5

7

6

8

la n ai ssance

_

impoli

_

communautaire

_

l’ identité

_

la faim

_

l’importance

_

l’un i té

_

l’essaim

_

[ai]

[i]

[aim/im]

la naissance

impoli

communautaire

l’identité

la faim

l’importance

l’unité

l’essaim

[swarm]

If there is an [m] after either of these vowels, it makes an identical nasal sound.

C’est quelle SSC ?

Timing: 5 minutes

Aim: aural recognition of SSCs [ai], [i] and [em/am]; raising awareness of the fact that although SSCs [ai] and [i] sound different, [aim] and [im] sound identical.

Procedure:

1. Students sketch the Venn diagram in their books.

2. Click on the numbers to hear the words said aloud.

3. Students decide whether the missing sound is [ai], [aim/im] or [i] and write the word in full in the correct section of the diagram.

4. Click to reveal missing sounds. As the missing letters are revealed, the words pop up in the appropriate places in the Venn diagram. Displaying the words in this way should help students visualise the crossover. On their own, letters [ai] and [i] represent different SSCs. When followed by an ‘m’, [ai] and [i] enter into an identical nasal sound.

5. Click to reveal pronunciation rule: [ai]/[i] + m = nasal [aim/im].

Transcript:

1. la naissance

2. important

3. communautaire

4. l’identité

5. la faim

6. importance

7. l’unité

8. l’essaim

Word frequency (1 is the most frequent word in French): �naissance [1305], impoli [>5000], communautaire [1811], identité [1437], faim [1986], importance [715], unité [571], essaim [<5000]

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

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Phonétique

45

secondes

0

DÉBUT

impression

essaim

imperméable

impoli

daim

impact

[deer]

[rude]

[raincoat]

[impact]

[impression]

[swarm]

simplement

[simply]

impatient

[impatient]

timbre

[postage stamp]

parler

Timing: 3 minutes. This is slide 1/3.

Aim: To correctly pronounce unknown words containing [aim/im] in decreasing amounts of time, helping automisation of SSC production.

Procedure:

Students pair up, and take turns trying to say all the words in 30 seconds (run the timer twice). It will be tempting to follow instinct and add an ‘m’! Students should monitor each other to listen out for this, ad apply a three-second ‘pause’ penalty for any incorrectly pronounced words. The student who says the most words correctly in the allotted time wins.
Click on the words to hear them pronounced by a native speaker. Students repeat.
Move on to the next slide.

Word frequency (1 is the most frequent word in French): �daim [>5000], essaim [>5000], impoli [>5000], impatient [4530], simplement [615], impact [2032], imperméable [>5000], denim [>5000], impression [825]

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

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Phonétique

30

secondes

0

DÉBUT

[deer]

[impact]

Phonétique

impression

essaim

imperméable

impoli

daim

impact

[rude]

[raincoat]

[impact]

[impression]

[swarm]

simplement

[simply]

impatient

[impatient]

timbre

[postage stamp]

parler

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Phonétique

15

secondes

0

DÉBUT

[deer]

Phonétique

impression

essaim

imperméable

impoli

daim

impact

[rude]

[raincoat]

[impact]

[impression]

[swarm]

simplement

[simply]

impatient

[impatient]

timbre

[postage stamp]

parler

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[ain/in] et [aim/in]

What do you notice about these words?

écouter

fin

[end]

faim

Even though these words are spelled differently, they sound exactly the same!

SSC [aim/im] is the same sound as SSC [ain/in], which you already know.

When this nasal sound appears in front of the letters p or b, it is spelled [aim/im] instead of [ain/in].

maintenant [now], vingt [twenty] BUT grimper [to climb], un timbre [a stamp]

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Rendez-vous arrangé !

	match	no match
faim - pin
timbre - ombre
sain - sang
vin - main
dinde - Inde
emporter - importer
pince - mince
pain - dans

1

hunger & pine?

2

stamp & shadow?

3

healthy & blood?

4

wine & hand?

5

turkey & India?

6

to take & to import?

7

pliers & thin?

8

bread & in ?

Les mots riment-ils ?

écouter

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 5 minutes

Aim: To practise distinguishing between [(a)in] / [(a)im] and other nasal vowel sounds using minimal pairs

Procedure:

1. Explain the ‘blind date’ theme and that we are looking for words that match in sound (i.e. rhyme).

2. Click on the audio to play the pairs of words.

3. Students listen to the pairs of words and determine whether the vowel sounds match or not, ticking the appropriate column.

4. Click to reveal the pair of words for each question, then again to reveal the correct tick placement.

Transcript:

1) faim – pin

2) timbre – ombre

3) sain – sang

4) vin – main

5) dinde – Inde

6) emporter – importer

7) pince - mince

8) pain - dans

Word frequency (1 is the most frequent word in French): �faim [1986], pin [>5000], timbre [>5000], ombre [>5000], sain [1763], sang [1126], vin [2309], main [418], dinde [>5000], Inde [n/a], emporter [1128], importer [354] pince [>5000], mince [3570], pain [2802], dans [11]

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

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SSC [aim/im]

phonétique

Consolidation [1]

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aim/im

faim

Timing: 1 minute

Aim: To consolidate SSC [aim/im]

Procedure:�1. Present the letter(s) and say the [aim/im] sound first, on its own. Students repeat it with you.�2. Bring up the word ”faim” 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 rub your tummy as if hungry.�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 [-(a)im] sound, pronouncing ”faim” and, if using, doing the gesture.

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

faim [1986]

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

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aim/im

faim

grimper

simple

important

imprimer

impossible

[simple]

[important]

[impossible]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [aim/im]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [aim/im] and then the source word again ‘faim’ (with gesture, if using).�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): �faim [1986]; simple [212]; important [215]; grimper [2646]; imprimer [3092]; impossible [3092].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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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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[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 [aim/im]

phonétique

Consolidation [2]

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aim/im

faim

[3/8]

Aim: To consolidate SSC [aim/im]

Procedure:�1. Present the letter(s) and say the [aim/im] sound first, on its own. Students repeat it with you.�2. Bring up the word ”faim” 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 rub your tummy as if hungry.�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 [-(a)im] sound, pronouncing ”faim” and, if using, doing the gesture.

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

faim [1986]

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

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aim/im

faim

grimper

simple

important

imprimer

impossible

[simple]

[important]

[impossible]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[4/8]

Aim: To consolidate SSC [aim/im]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [aim/im] and then the source word again ‘faim’ (with gesture, if using).�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): �faim [1986]; simple [212]; important [215]; grimper [2646]; imprimer [3092]; impossible [3092].�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.