1 of 43

French Phonics Collection�

SSC [au]

Artwork by: Chloé Motard

Date updated: 31/08/2022

2 of 43

SSC [au]

phonétique

Introduction

3 of 43

au

[au/eau]

gauche

Timing: 1 minute

Aim: To introduce/consolidate SSC [au]

Procedure:�1. Present the letter(s) and say the [au] sound first, on its own. Students repeat it with you.�2. Bring up the word ”gauche” 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 the students’ left (teacher’s right!) to indicate this direction.�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 [au] sound, pronouncing ”gauche” and, if using, doing the gesture.

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

gauche [607].

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

4 of 43

au

[au/eau]

gauche

5 of 43

au

[au/eau]

gauche

6 of 43

au

[au/eau]

gauche

faux

beau

aussi

[also]

bateau

eau

Timing: 2 minutes

Aim: To introduce/consolidate SSC [au]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [au] and then the source word again ‘gauche’ (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): �gauche [607]; aussi [44]; faux [555] bateau [1278]; beau [393]; eau [475]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

7 of 43

au

[au/eau]

gauche

faux

beau

aussi

eau

bateau

8 of 43

au

[au/eau]

gauche

faux

beau

aussi

eau

bateau

9 of 43

[(e)au / o]

[other sounds]

uniforme

restaurant

piano

radio

Phonétique – c’est [au] ?

écouter / parler

personne

poste

docteur

intéressant

professeur

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

10 of 43

Phonétique – c’est [au] ?

1

2

3

4

Les faux animaux sont à gauche.

Le bateau est sur l’eau.

Ce nouveau tableau montre le problème.

Il porte le cadeau jaune au bureau.

The fake animals are on the left.

The boat is on the water.

This new chart shows the problem.

He is carrying the yellow present to the office.

écouter

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

11 of 43

SSC [au]

phonétique

Consolidation [1]

12 of 43

au

[au/eau]

gauche

Timing: 1 minute

Aim: To introduce/consolidate SSC [au]

Procedure:�1. Present the letter(s) and say the [au] sound first, on its own. Students repeat it with you.�2. Bring up the word ”gauche” 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 the students’ left (teacher’s right!) to indicate this direction.�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 [au] sound, pronouncing ”gauche” and, if using, doing the gesture.

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

gauche [607].

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

13 of 43

au

[au/eau]

gauche

14 of 43

au

[au/eau]

gauche

15 of 43

au

[au/eau]

gauche

faux

beau

aussi

[also]

bateau

eau

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [au]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [au] and then the source word again ‘gauche’ (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): �gauche [607]; aussi [44]; faux [555] bateau [1278]; beau [393]; eau [475]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

16 of 43

au

[au/eau]

gauche

faux

beau

aussi

eau

bateau

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

17 of 43

au

[au/eau]

gauche

faux

beau

aussi

eau

bateau

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

18 of 43

Phonétique

	Oui	Non
Bordeaux
Gren o ble
C o rse
Beauvais
L au sanne
O rléans
Aix-en-Pr o vence
Monaco

1

2

3

4

5

7

6

8

Do these place names contain the sound [au]? Écoutez et cochez.

écouter / parler

The letter ‘o’ is sometimes (but not always!) pronounced like [au] too.

____

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 5 minutes

Aim: Oral recognition of SSC [au].

The exercise also provides an opportunity to review SFCs (Bordeaux, Beauvais, Orléans) and the previously studied SSCs [é] (Orléans), [en] (Aix-en-Provence) and [ai] (Beauvais, Aix-en-Provence).

Procedure:

1. The place names are heard on individual number clicks. To allow students to compare the sounds, it is recommended that the teacher cycles through the recordings (from 1-8) at least twice.

2. Teacher reveals answers on clicks. Teacher to highlights the fact that some place names, (Bordeaux, Monaco) contain both sounds, and that the letter ‘o’ is not always pronounced [au] (this will be explored further in Year 8). Teacher can illustrate this by giving examples of previously encountered words such as modèle, école, ordinateur …

3. Teacher elicits pronunciation by pointing at the word and asking ‘Comment dit-on numéro un, deux…’

4. Teacher plays each place name again, and students repeat chorally.

Transcript:

Bordeaux
Grenoble
Corse
Beauvais
Lausanne
Aix-en-Provence
Orléans
Monaco

19 of 43

Phonétique

A	soif	haute	eau
B	sauf	haute	eu
C	sauf	hâte	eau

A	peu	veau	poivron
B	peau	va	pauvre
C	peau	veau	poivron

A	beau	se	causer
B	beau	seau	caser
C	bas	seau	caser

écouter / écrire

A	gâche	jaune	faux
B	gauche	jaune	feu
C	gauche	jeune	faux

Partenaire A

1

2

3

4

[bottom]

[to cause]

[to place]

[wastes]

[left]

[skin]

[a little]

[self]

[skin]

[goes]

[thirst]

[except]

[haste]

[high]

[was]

[poor]

Timing: 5 minutes

Aim: Oral production and recognition of SSC [au] in minimal pairs with SSCs [e], [a], [e] and [oi]

Procedure:

1. Print or sketch the role cards found on slide 36. These show the lines of words each partner needs to read.

2. Students word in pairs. Give each student a role card and tell them they need to read only the line of text indicated on their card.

3. Student A reads first. Bring up this slide (34). Starting with box 1, student A reads the line of words indicated by the letter on their rolecard.

4. Student B write whether they hear row A, B or C in each case.

5. Answers revealed on clicks.

6. Bring up the next slide (35). Students swap roles.

7. Repeat steps 1-5.

Word frequency of unknown words used (1 is the most frequent word in French): �se [17], causer [1089], caser [>5000], bas [468], gâcher [4623], gauche [607], peu [91], veau [>5000], poivron [>5000], peau [2122], pauvre [699], soif [4659], sauf [476], haut [264], hâte [3460], eu [avoir-8]

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

20 of 43

Phonétique

A	peau	veau	pauvre
B	peu	veau	poivron
C	peau	va	pauvre

A	beau	seau	caser
B	bas	seau	caser
C	beau	se	causer

écouter / écrire

A	gauche	jeune	faux
B	gauche	jeune	feu
C	gâche	jaune	faux

A	sauf	hâte	eau
B	soif	haute	eu
C	soif	haute	eau

Partenaire B

1

2

3

4

[bottom]

[to place]

[to cause]

[to place]

[left]

[wastes]

[skin]

[a little]

[poor]

[self]

[skin]

[goes]

[poor]

[except]

[thirst]

[haste]

[high]

[was]

21 of 43

Phonétique

écouter / écrire

Rolecards

Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B
Partner A: 1A, 2C, 3A, 4B

Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C
Partner B: 1B, 2B, 3A, 4C

22 of 43

SSC [au]

phonétique

Consolidation [2]

23 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je mange à Dijon

Tu manges à _______

1

Menton

Le poète en difficulté

écouter

Timing: 5 minutes for 8 slides

Aim: oral recognition of this week’s SSC [on] in contrast to the similar-sounding SSC [au / eau / o]

Procedure:

First, check students’ understanding of the L2 instructions. Draw attention to the near-cognates “difficulté” and “erreurs”, which have not been previously encountered. “Poète” / “poème” and “rime” have been introduced previously, but may need some refreshing. The feminine “bonne” and “mauvaise” have not been encountered in this form, so encourage students to decode from the previously learnt “bon” and “mauvais”.
Students write 1-8 in their workbooks.
Click the number button to play the audio – the number of times may vary depending on the needs and level of the class.
Students draw a smiley face if the two lines rhyme (if the second line ends with [o]), or a sad face if they do not (if the second line ends with [au / eau / o] – no need to transcribe the missing word. Place names are used to limit reliance on vocabulary knowledge – the focus is simply on recognising the SSC.
The slides are animated so that the smiley or sad face is highlighted first, then the missing word appears on the next click. Pronunciation can be practised at this stage.

Transcript:

Je mange à Dijon. Tu manges à Menton.

Frequency information for non-SOW (near-)cognates:

difficulté [564], erreur [612], poème [3031], poète [2307], rime [>5000]

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

24 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je joue à Toulon

Tu joues à _________

2

Bordeaux

Le poète en difficulté

écouter

25 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je gagne à Soissons

Tu gagnes à __________

3

Chaumont

Le poète en difficulté

écouter

26 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je marche à Mâcon

Tu marches à ______

4

Larrau

Le poète en difficulté

écouter

27 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je reste à Montluçon

Tu restes à _________

5

Monaco

Le poète en difficulté

écouter

28 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je chante à Avignon

Tu chantes à ________

6

Avallon

Le poète en difficulté

écouter

29 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je pense à Briançon

Tu penses à __________

7

Besançon

Le poète en difficulté

écouter

30 of 43

Le poète en difficulté

Le poète fait des erreurs avec les SSC [on] et [au / eau / o].

Écoute le poème. La rime est bonne ou mauvaise ?

La rime est bonne

La rime est mauvaise

Je travaille à Quiberon

Tu travailles à _____________

8

Concarneau

Le poète en difficulté

écouter

31 of 43

SSC [au]

phonétique

Consolidation [3]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

32 of 43

Phonétique

English	French	Oui	Non
water - word	eau - mot
high - vote	haute - vote
sport - okay	sport - d’accord
bowl - sheet metal	bol - taule
thing - pause	chose - pause
clock - trough	horloge - auge
side - subtracted	côté - ôté
funny - willow	drôle - saule

1

2

3

4

5

7

8

Pierre veut écrire un poème, mais il ne peut pas faire des rimes ! �Écoute et coche « oui » ou « non » pour chaque rime.

lire / parler

6

Timing: 5 minutes

Aim: Aural recognition of closed [o] and open [o].

Procedure:

1. Click on the numbers to play audio.

2. Students listen and tick “oui” if the two words rhyme, or “non” if they don’t.

3. Click to reveal French and allow students to check their answers by looking at the spellings.

4. Click to reveal answers. Draw attention to the different letter combinations representing the open [o] sound ([o], [ô], [au] and [eau].)

5. Students say the words aloud.

Transcript:

1) eau/mot

2) haute/vote

3) sport/d’accord

4) bol/taule

5) chose/pause

6) horloge/auge

7) côté/ôté

8) drôle/saule

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

vote [1046], bol [>5000], taule [>5000], pause [2647], horloge [>5000], auge [>5000], ôté [>5000], saule [>5000], rime [>5000]

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

33 of 43

Phonétique

Dans le café au lait

Il a tourné

Il a bu le café au lait

Et il a reposé la tasse

Il a fait des ronds

Son chapeau sur sa tête

Son manteau de pluie

Sous la pluie

Which lines from the poem contain the SSC closed [o]?

Read each one to your partner to help you decide.

lire / parler

34 of 43

SSC [au]

phonétique

Consolidation [4]

35 of 43

Les mots [au] en français

SECONDES

30

0

DÉBUT

beauté

[beauty]

audience

automne

réseau

sauvage

bateau

parler

hausse

tableau

pauvre

automobile

cadeau

gauche

cerveau

peau

[skin]

auteur

restaurant

chaud

communauté

épaule

[shoulder]

autonome

[independent]

faux

Timing: 1 minute

Aim: Speaking practice of SSC [au]

Procedure:

1. Students work in pairs.

2. One at a time they have to say as many [au] words as possible in 30s.

3. The partner listens to make sure pronunciation is correct.

4. If they get one wrong, start again.

5. Swap roles.

6. Click on words to hear native pronunciation.

Transcript:

faux, communauté, gauche, chaud, pauvre, automne, reseau, auteur, bateau, cerveau, hausse, tableau, automobile, peau, épaule, restaurant, autonome, cadeau, beauté, sauvage, audience

Word frequency of cognates (1 is the most frequent word in French): �communauté [558], auteur [762], automne [1503], audience [2071], autonome [2192], restaurant [2336], automobile [2407], beauté [2492]

Word frequency of unknown words (1 is the most frequent word in French): �faux [555], gauche [607], pauvre [699], réseau [721], bateau [1287], tableau [1456], hausse [1572], chaud [1852], cerveau [1990], peau [2122], cadeau [2298], sauvage [2464], épaule [2494]

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

36 of 43

SSC [au]

phonétique

Consolidation [5]

37 of 43

au

[au/eau]

gauche

[2/4]

Aim: To consolidate SSC [au]

Procedure:�1. Present the letter(s) and say the [au] sound first, on its own. Students repeat it with you.�2. Bring up the word ”gauche” 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 the students’ left (teacher’s right!) to indicate this direction.�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 [au] sound, pronouncing ”gauche” and, if using, doing the gesture.

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

gauche [607].

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

38 of 43

au

[au/eau]

gauche

faux

beau

aussi

[also]

bateau

eau

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[4/4]

Aim: To consolidate SSC [au]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [au] and then the source word again ‘gauche’ (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): �gauche [607]; aussi [44]; faux [555] bateau [1278]; beau [393]; eau [475]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

39 of 43

SSC [au]

phonétique

Consolidation [6]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

40 of 43

au

[au/eau]

gauche

Timing: 1 minute

Aim: To consolidate SSC [au]

Procedure:�1. Present the letter(s) and say the [au] sound first, on its own. Students repeat it with you.�2. Bring up the word ”gauche” 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 the students’ left (teacher’s right!) to indicate this direction.�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 [au] sound, pronouncing ”gauche” and, if using, doing the gesture.

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

gauche [607].

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

41 of 43

au

[au/eau]

gauche

faux

beau

aussi

[also]

bateau

eau

Timing: 1 minute

Aim: To consolidate SSC [au]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [au] and then the source word again ‘gauche’ (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): �gauche [607]; aussi [44]; faux [555] bateau [1278]; beau [393]; eau [475]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

42 of 43

Phonétique

Q	mot	en anglais	open [o]	closed [ô/o]/[au]
	au cune	[none]
	s o l	[ground]
	fant ô me	[ghost]
	c ô te	[coast]
	c o lle	[glue]
	v o leur	[thief]
	pauvre	[poor]
	r o be	[dress]

2

1

3

4

7

6

8

5

Écoute. Les mots ont-ils la SSC open [o] ou closed [ô/o]/[au] ?

écouter

_

Open [o] and closed [ô/o]/[au] are tricky for English speakers. Try saying the source words porte (open) and photo (closed) /gauche to match with the SSC you hear.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

43 of 43

La crise des réfugiés*

Practise reading the open/closed [o/ô] and [au] sounds.

lire/parler

Les hôpitaux des zones de guerre offrent soins et protection même dans des circonstances difficiles.

Le nombre de réfugiés augmente en raison de la guerre en cours .

Les réfugiés doivent parfois rester à long terme dans des logements temporaires.

Leur réalité devient un cauchemar car leur vie change du jour au lendemain.

1

2

3

4

[The number of refugees is increasing due to ongoing war.]

[Refugees sometimes have to stay in temporary accommodation on a long term basis.]

[Their reality becomes a nightmare as their life changes overnight.]

[Hospitals in war zones offer care and protection even in difficult circumstances .]

*la crise des réfugiés = the refugee crisis

Timing: 4 minutes

Aim: To practise identifying words with open [o], closed [o/ô] [(e)au] through reading/speaking.

Procedure:

Click to reveal each sentence with its translation.
Ask individual students to read a sentence, focusing on the correct pronunciation of the closed [o/ô], open [o], [au]
Click on the numbers to hear the sentences spoken by a native speaker to verify pronunciation.

Transcript:

Le nombre de réfugiés augmente en raison de la guerre en cours
Leur réalité devient un cauchemar car leur vie change du jour au lendemain

3. Les hôpitaux des zones de guerre offrent soins et protection même dans des circonstances difficiles.

4. Les réfugiés doivent parfois rester à long terme dans des logements temporaires.

Word frequency of unknown words (1 is the most frequent word in French): �nombre [249], augmenter [823], cauchemar [3689], car [176], lendemain [1258], offrir [224], circonstance [1054], logement [1849], temporaire [2885]

Word frequency of cognates (1 is the most frequent word in French): �réfugié [>5000], réalité [532], zone [860], protection [953], terme [311]