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French Phonics Collection�

SSC [e]

Artwork by: Chloé Motard

Date updated: 31/08/2022

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SSC [e]

phonétique

Introduction

3 of 51

e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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e

je

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e

je

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e

je

fenêtre

second

devoir

[to have to]

cela

[that]

cheval

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘je’ (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): �fenêtre [1604]; cela [54] second [379]; devoir [39]; cheval [2220]; je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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e

je

fenêtre

second

devoir

cela

cheval

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e

je

fenêtre

second

devoir

cela

cheval

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Phonétique

ou

au revoir

chanter

écouter

Which word has the SSC [e] ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

ou

ce

chien

[this, that]

écouter

Which word has the SSC [e] ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

ou

vélo

le

the (m.)

écouter

Which word has the SSC [e] ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

ou

partenaire

personne

[partner]

écouter

Which word has the SSC [e] ?

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Which word has the SSC [e] ?

ou

regarder

télé

écouter

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

SFC

parler

regard

rebelle

fenêtre

de

promenade

mercredi

dehors

secret

difficile

le

[of]

[the (m)]

[a glance]

[a walk]

[rebel]

[Wednesday]

[window]

[outside]

[secret]

facile

secondes

45

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 3 minutes for 3 slides.

Aim: Oral production of SSC [e] 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 words containing [e], starting with simple words and building up to more complex words. Using their knowledge of English, students should be able to work out the meanings of facile and difficile form context – clarify. Explain that only the letters in bold are examples of [e] – the others are the ‘e’ sound they know from English.
Start the timer. Starting with de, Partner A works their way down the ladder. Partner B listens for correct pronunciation of [e]. If Partner A makes a mistake, they must go back to de and start again!
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):

de [2], le [1], secret [796], regard [1209], dehors [1217], rebelle [2621], fenêtre [1604], mercredi [1168], promenade [>5000]

Word frequencies of unknown words used in task instructions (1 is the most frequent word in French): �facile [822], difficile [296]

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

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Phonétique

SFC

parler

difficile

[of]

[the (m)]

[a glance]

[a walk]

[rebel]

[Wednesday]

[window]

[outside]

[secret]

facile

regard

rebelle

fenêtre

de

promenade

mercredi

dehors

secret

le

secondes

30

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

SFC

parler

difficile

[of]

[the (m)]

[a glance]

[a walk]

[rebel]

[Wednesday]

[window]

[outside]

[secret]

facile

regard

rebelle

fenêtre

de

promenade

mercredi

dehors

secret

le

secondes

15

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SSC [e]

phonétique

Consolidation [1]

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e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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e

je

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e

je

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e

je

fenêtre

second

devoir

[to have to]

cela

[that]

cheval

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘je’ (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): �fenêtre [1604]; cela [54] second [379]; devoir [39]; cheval [2220]; je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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e

je

fenêtre

second

devoir

cela

cheval

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e

je

fenêtre

second

devoir

cela

cheval

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Phonétique

ch__mise

En français, quel mot a la SSC e ?

chemise

ch__nter

chanter

[to sing,

singing]

parler

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Phonétique

f__mer

En français, quel mot a la SSC e ?

fermer

f__nêtre

fenêtre

[to close,

closing]

parler

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Phonétique

de__x

En français, quel mot a la SSC e ?

deux

de__mander

demander

2

parler

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Phonétique

écouter / écrire

elle sera
suprême
tête
cinquième

1

2

3

4

5

6


rejet
gêner
bêche
nous ferons

8

C’est [e] ou [ê/è] ?

[fifth]

[rejection]

[she will be]

[supreme]

[head]

[to disturb]

[we will do, make]

7

[spade]

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Phonétique

degré

parler

pelage

il fera

menace

belette

devenir

je serai

celui

dedans

[threat]

[to become]

[he will do, he will make]

[inside]

[fur]

[I will be]

[weasel]

delà

[beyond]

[the one]

secondes

45

0

DÉBUT

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SSC [e]

phonétique

Consolidation [2]

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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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e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

33 of 51

e

je

fenêtre

second

devoir

[to have to]

cela

[that]

cheval

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘je’ (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): �fenêtre [1604]; cela [54] second [379]; devoir [39]; cheval [2220]; je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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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 [e]

phonétique

Consolidation [3]

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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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SSC [e]

phonétique

Consolidation [4]

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e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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e

je

fenêtre

second

devoir

[to have to]

cela

[that]

cheval

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘je’ (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): �fenêtre [1604]; cela [54] second [379]; devoir [39]; cheval [2220]; je [22].�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]

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 [e]

phonétique

Consolidation [5]

42 of 51

e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC [e] ou [ê/è] ?

phonétique

As you have already learned, some French words containing an unaccented ‘e’ are not pronounced like je.

Some sound like ê/è, such as in avec [with].

�Listen to the difference here between the ‘e’ in je and the ‘e’ in avec.

Je suis avec mon chat, Pacha

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SSC [e] ou [ê/è] ?

écouter

Listen carefully to the pronunciation. Do you hear [e] or [ê/è]?

tunnel

*échecs

chenille

melon

[e]	[ê/è]

1

2

3

4

[e]	[ê/è]

[e]	[ê/è]

[e]	[ê/è]

*échecs = chess

Timing: 8 minutes. Slide 1/3.

Aim: to practise aural recognition of SSCs [e/ê/è].

NB: unknown words

Procedure:

1. Click numbers to hear a word.

2. Students tick whether they hear the [e] or [ê/è] sound.

3. Click to reveal answers.

4. Listen again, this time drawing attention to the e sounds. Students repeat.

5. Students say the words one more time, emphasizing the correct e sound.

Transcript:

tunnel
chenille
melon
échecs

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

chenille [>5000], échecs [>5000]

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

Word frequency of cognates used (1 is the most frequent word in French): �tunnel [3386], melon [>5000]

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

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SSC [e] ou [ê/è] ?

écouter

Listen carefully to the pronunciation. Do you hear [e] or [ê/è]?

renard

carrousel

cheval

*bec

[e]	[ê/è]

1

2

3

4

[e]	[ê/è]

[e]	[ê/è]

[e]	[ê/è]

*bec = beak

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SSC [e] ou [ê/è] ?

écouter

Listen carefully to the pronunciation. Do you hear [e] or [ê/è]?

chaussette

peluche

caramel

*vitesse

[e]	[ê/è]

1

2

3

4

[e]	[ê/è]

[e]	[ê/è]

[e]	[ê/è]

Have you noticed any spelling patterns which could help you identify whether to use the [e] or [ê/è] sound?

*vitesse = speed

Slide 3/3

Do you notice any patterns emerging for words containing an e which is not pronounced like je?

Point out there is a rule in French for this: This pronunciation comes before double consonants e.g. –ette, and when it is a closed syllable (a syllable ending in a consonant sound), e.g. caramel, bec. Teachers can use following slide for add-on activity.

Transcript:

caramel
chaussette
vitesse
peluche

Word frequency of unknown words used (1 is the most frequent word in French): �chaussette [>5000], vitesse [1065], peluche [>5000]

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

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

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

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SSC [e] ou [ê/è] ?

phonétique

In French, the e is usually pronounced as in avec [ê/è] when:

It comes before a double consonant, such as vitesse [speed]
It comes before a ‘c’ or ‘l’ in the last syllable, such as bec [beak]

Following this guide, decide whether the unaccented e makes the [e] or [ê/è] sound, and say the words. Check by listening to the native speaker.

assiette [plate]

repos [rest]

vaisselle [crockery]

1

3

5

6

4

2

verre [glass]

culturel [cultural]

première [first]

[Optional] Timing: 3 minutes

Aim: Raising awareness of differences between different ‘e’ sounds.

Procedure:

In French, the e is usually pronounced as in avec [ê/è] when:

It comes before a double consonant, such as vitesse [speed]
It comes before a ‘c’ or ‘l’ in the last syllable, such as bec [beak]

Students say the words, applying the rule.
Listen to the native speaker to check.

Transcript:

assiette
verre
repos
culturel
vaisselle
première

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

assiette [3756], verre [2174], repos [2731], vaisselle [>5000], première [56]

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

Word frequency of cognates used (1 is the most frequent word in French): �culturel [1495]

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

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SSC [e]

phonétique

Consolidation [6]

49 of 51

e

je

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”je” 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 point to oneself.�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 [e] sound, pronouncing ”je” and, if using, doing the gesture.

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

je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

50 of 51

e

je

fenêtre

second

devoir

[to have to]

cela

[that]

cheval

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[8/8]

Aim: To consolidate SSC [e]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘je’ (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): �fenêtre [1604]; cela [54] second [379]; devoir [39]; cheval [2220]; je [22].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

51 of 51

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.