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French Phonics Collection�

SSC [ch]

Artwork by: Chloé Motard

Date updated: 03/08/2022

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SSC [ch]

phonétique

Introduction

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ch

chercher

Timing: 1 minute

Aim: To introduce/consolidate SSC [ch]

Procedure:�1. Present the letter(s) and say the [ch] sound first, on its own. Students repeat it with you.�2. Bring up the word ”chercher” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to mime looking for something everywhere. �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 [ch] sound, pronouncing ”chercher” and, if using, doing the gesture.

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

chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

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ch

chercher

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ch

chercher

dimanche

bouche

champ

[field]

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [ch]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [ch] and then the source word again ‘chercher’ (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): �dimanche [1235]; chanter [1820] bouche [1838]; champ [847]; chat [3138]; chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

dimanche

bouche

champ

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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ch

chercher

dimanche

bouche

champ

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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broche brooch

mâche chews, is chewing

sot silly

crasse grime

sait knows, is knowing

chut hush

brosse brush

masse mass

chaud hot

crache spits, is spitting

chez at

su knew

1
2
3
4
5
6

C’est [ch] ou [s(s)] ?

a

b

Phonétique

écouter / écrire

Timing: 5 minutes��Aim: To differentiate between pairs of words that differ by one phoneme (one SSC that changes the meaning). These words are called minimal pairs. ��Procedure:�1. Click on the letter triggers (a then b for numbers 1-6) to play the audio.�2. Students write [ch] or [s(s)] for each pair.

3. Click to see the answers.

Transcript:

1a. broche - b. brosse

2a. mâche - b. masse

3a. sot - b. chaud

4a. crasse - b. crache

5a. sait - b. chez

6a. chut - b. su

Word frequency of unknown vocabulary (1 is the most frequent word in French): �broche [>5000], brosse [>5000], mâcher [>5000], masse [1826], sot [>5000], chaud [1852], crasse [>5000], cracher [>5000], savoir [67], chez [206]

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

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Phonétique

1

2

3

4

Le chat et la biche achètent des brioches.

Le champion cache son chapeau.

La machine à gauche marche.

C’est la moustache du maréchal !

The cat and the deer are buying brioche.

The champion is hiding his hat.

The machine on the left is working.

It’s the Marshall’s moustache!

Phonétique

écouter / parler

Timing: 8 minutes

Aim: to recognise and produce SSC [ch] within words at sentence level.

Procedure:

1. Click on the number trigger to play the audio.

2. Students tally the number of times they hear SSC [ch].

3. Click to reveal answers.

4. Students take turns to read the words containing [ch] only aloud (at more advanced levels, students may wish to try reading the whole sentence, paying special attention to the words containing [ch].) The listening partner ensures [ch] is not pronounced the English way. If it is, the speaking student must read it again three times.

5. Click to check pronunciation.

Transcript:

1) Le chat et la biche achètent des brioches.

2) Le champion cache son chapeau.

3) La machine à gauche marche.

4) C’est la moustache du Maréchal !

Word frequency of unknown vocabulary (1 is the most frequent word in French): �chat [3138], biche [>5000], acheter [636], brioche [>5000], champion [2443], cacher [914], chapeau [2908], machine [1294], gauche [607], marcher [1532], moustache [>5000], maréchal [>5000]

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SSC [ch]

phonétique

Consolidation [1]

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Phonétique

Dis les mots en français. Quelle est la SSC de la semaine ?

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ch

chercher

Timing: 1 minute

Aim: To consolidate SSC [ch]

Procedure:�1. Present the letter(s) and say the [ch] sound first, on its own. Students repeat it with you.�2. Bring up the word ”chercher” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to mime looking for something everywhere. �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 [ch] sound, pronouncing ”chercher” and, if using, doing the gesture.

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

chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

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ch

chercher

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ch

chercher

dimanche

bouche

champ

[field]

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To consolidate SSC [ch]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [ch] and then the source word again ‘chercher’ (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): �dimanche [1235]; chanter [1820] bouche [1838]; champ [847]; chat [3138]; chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

dimanche

bouche

champ

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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ch

chercher

dimanche

bouche

champ

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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En anglais et en français

1

2

3

4

5

6

7

8

9

10

chef

avalanche

touche

brochure

charge

champagne

chocolat

champion

moustache

riche

same [ch]

different [ch]

same [ch]

different [ch]

En anglaise et en français

lire / écouter

Timing: 5 minutes (6 slides)

Aim: Highlight similarities in and differences between the English and French pronunciation of the SSC [ch]

Procedure:

Students write 1-10 in their exercise books and decide whether they think SSC [ch] will sound the same as in English, or different from the English.
Click on the numbers to listen to the words. Students check their answers.
Teachers to highlight that, where the sound is ‘sh’ in English, these words are “borrowed” from French (chef, brochure, champagne, moustache).

TRANSCRIPT:

chef
avalanche
touche
brochure
charge
champagne
chocolat
champion
moustache
riche

Frequency rankings (1 is the most frequent word in French):

avalanche [4426], brochure [>5000], champagne [>5000], champion [2443], charge [849], chef [386], chocolat [4556], moustache [>5000], riche [599], touche [3775]

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

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Phonétique

chef

avalanche

touche

brochure

charge

champagne

chocolat

champion

moustache

riche

Remember ! Two pronunciations in English, one pronunciation in French!

parler

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SSC [ch]

phonétique

Consolidation [2]

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ch

chercher

Timing: 1 minute [2 slides]

Aim: To consolidate SSC [ch]

Procedure:�1. Present the letter(s) and say the [ch] sound first, on its own. Students repeat it with you.�2. Bring up the word ”chercher” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to mime looking for something everywhere. �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 [ch] sound, pronouncing ”chercher” and, if using, doing the gesture.

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

chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

dimanche

bouche

champ

[field]

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Aim: To consolidate SSC [ch]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [ch] and then the source word again ‘chercher’ (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): �dimanche [1235]; chanter [1820] bouche [1838]; champ [847]; chat [3138]; chercher [336].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Des groupes consonantiques

Coche chaque fois que tu entends une des SSCs [th], [ch] ou [qu].

th	ch	qu	phrase
			Mathieu est athlète.
			Il cherche des marathons au Québec…
			…parce qu’il est enthousiaste.
			Son chat, Thibaut, mâche du thon québécois.
			Son chien, Véronique, est chez Monique.

1

2

3

4

5

Ma__ieu est a__lète.

Il __er__e des mara__ons au __ébec…

…parce __’il est en__ousiaste.

Son __at, __ibaut, mâ__e du __on __ébecois.

Son __ien, Véroni__e, est __ez Moni__e.

écouter / écrire

Mathieu is an athlete.

He looks for/is looking for marathons in Quebec…

…because he is enthusiastic.

His cat, Thibaut, chews/is chewing tuna from Quebec.

His dog, Véronique, is at Monique’s place.

Timing: 8 minutes

Aim: Aural recognition of SSCs [th], [ch], [qu] in longer contexts. Raising awareness of cross-linguistic differences in the pronunciation of these consonant clusters through use of cognate words.

Procedure:

1. Click on the buttons to play the audio.

2. Students listen and tick or transcribe the target SSCs.

3. Click to reveal answers (with more advanced classes, skip this step and move to step 4 to challenge students to translate the sentences through listening alone).

4. Students use the answers to try to translate the sentences into English, noticing the cognate words that they have transcribed.

5. Click to reveal answers.

6. Ask students to identify other SSCs in the sentence that sound identical to [th] and [qu] ([t] and hard [c] in enthousiaste and Québec).

Transcript:

1. Mathieu est athlète.

2. Il cherche des marathons au Québec…

3. …parce qu’il est enthousiaste.

4. Son chat, Thibault, mâche du thon québécois.

5. Son chien, Véronique, est chez Monique.

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

athlète [4722], marathon [>5000], enthousiaste [4287], groupe [187], consonantique [<5000]

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

mâcher [>5000], thon [>5000]

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

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Phonétique

Charles va chez Thérèse chaque dimanche.

Personne A lit la phrase. �Personne B coche chaque fois qu’il/elle entend [th, [ch] ou [qu].

	th	ch	qu	en anglais
1				Charles goes to Thérèse’s place every Sunday.
2
3
4

écouter / écrire

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 8 minutes. This is slide 1/7.

Aim: Oral production and aural recognition of SSCs [th], [ch], [qu].

Procedure:

1. Students prepare for the activity by sketching the grid pictured on this slide. Use the sentence on this slide as an example to model steps 2-6 below.

2. Students work in pairs. Student A faces the board. Student B turns away.

3. Student A reads the sentence from the board. Student B has their back to the board and ticks the SSCs they hear.

4. Student B turns back to the board to check the answer, revealed on clicks.

5. Students use their knowledge of cognates to guess the English meaning of the sentence, revealed on a further click. At more advanced levels, the listening student could try to do this as part of step 3.

6. Both students practice saying the sentences at increasing speeds to increase fluency of production. Click on the numbers 1-3 to hear the sentences read aloud at different speeds. Students listen and repeat.

7. Repeat steps 2-7 for the remaining sentences.

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Phonétique

Michel le mammouth explique qu’il vient de Belgique.

écouter / écrire

Michel the mammoth explains that he comes from Belgium.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Frédérique choisit la musique catholique.

écouter / écrire

Frédérique chooses Catholic music.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Les quatre chats sympathiques cherchent quatre chaises chaudes.

écouter / écrire

The four nice cats are looking for four warm chairs.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Les dimanches, Agathe va au théâtre, aux champs, et à la bibliothèque.

écouter / écrire

On Sundays, Agathe goes to the theatre, to the fields, and to the library.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Le chef fait des recherches sur le thé à la menthe.

écouter / écrire

The boss is doing research on mint tea.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Dominique a des questions sur les méthodes chinoises de maths.

écouter / écrire

Dominique has some questions about Chinese maths methods.

1

2

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SSC [ch]

phonétique

Consolidation [3]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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ch

chercher

Timing: 1 minute

Aim: To consolidate SSC [ch]

Procedure:�1. Present the letter(s) and say the [ch] sound first, on its own. Students repeat it with you.�2. Bring up the word ”chercher” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to mime looking for something everywhere. �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 [ch] sound, pronouncing ”chercher” and, if using, doing the gesture.

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

chercher [336].�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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ch

chercher

dimanche

bouche

champ

[field]

chanter

chat

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To consolidate SSC [ch]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [ch] and then the source word again ‘chercher’ (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): �dimanche [1235]; chanter [1820] bouche [1838]; champ [847]; chat [3138]; chercher [336].�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique: SSC [ch]

parler

Catherine

Elizabeth

Mathéo

Nathalie

Nathan

Théophile

… est la prochaine championne de foot

…. va chez le boucher chaque dimanche.

… touche un chapeau en chenille

…cherche son chien, Charles

…choisit une chemise chère de Chanel

…. boit du chocolat chaud

Qui va avec chaque phrase?

Nathan

Catherine

Théophile

Nathalie

Mathéo

Elizabeth

1

2

3

4

5

6

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 3 minutes

Aim: To consolidate pronunciation of SSC [th] and [ch]

Procedure:

Ask students to match each person to the correct sentence, using the picture clues.
Students read the complete matched sentences, paying close attention to the pronunciation of the SSC [th].
Click on the audio boxes to hear the sentences spoken by a native speaker to verify the answers.

Transcript:

Mathéo cherche son chien, Charles.
Nathan boit du chocolat chaud.
Nathalie est la prochaine championne de foot.
Théophile va chez le boucher chaque dimanche.
Élizabeth touche un chapeau en chenille.
Catherine choisit une chemise chère de Chanel.

Word frequency of cognates used (1 is the most frequent word in French): �athlète [4722], mandarine [>5000], thérapie [4420], python [>5000], enthousiaste [4287]

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

Word frequency (1 is the most frequent word in French): �menthe [>5000], météo [4574]

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

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Des virelangues

	[th]	[ch]
Cinq chiens chassent six chats.		\|\|\|
Charlène cherche une chemise sans manches.		\|\|\|\|\|
Édith est sympathique mais son chapeau est moche.	\|\|	\|\|
Thierry marche sur chaque chemin sans changer de chaussures.	\|	\|\|\|\|\|
L'athénien charmant aime les bonbons à la menthe.	\|\|	\|
Sacha le professeur de chimie aime les maths et l'éthique.	\|\|	\|\|

écouter/parler

1

2

3

4

5

6

#

Écoute. Combien de fois entends-tu les SSCs [th] et [ch] ?

[th] and [t] sound the same, but in this task, if you hear a ‘t’ sound, it is written [th].

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 6 minutes

Aim: Consolidation of recognition of SSCs [th] and [ch]

Procedure:

Click the buttons to play audio.
Students tally how many times they hear [th] and [ch].
Click to reveal answers and sentences.

Transcript:

Cinq chiens chassent six chats.
Charlène cherche une chemise sans manches.
Édith est sympathique mais son chapeau est moche.
Thierry marche sur chaque chemin sans changer de chaussures.
L’athénien charmant aime les bonbons à la menthe.
Sacha le professeur de chimie aime les maths et l’éthique.

Word frequency of unknown words used (1 is the most frequent word in French): �chaser [2364], manche [3437], moche [>5000], chaussure [3638], athénien [>5000], charmant [4030], bonbon [>5000], menthe [>5000], chimie [4073], éthique [2747]

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

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

Cinq chiens chassent six chats.

[Five dogs chase six cats]

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

Charlène cherche une chemise sans manches.

[Charlène is looking for a blouse with no sleeves.]

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

Édith est sympathique mais son chapeau est moche.

[Édith is nice but her hat is ugly.]

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

Thierry marche sur chaque chemin sans changer de chaussures.

[Thierry walks on every path without changing shoes.]

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

L’athénien charmant aime les bonbons à la menthe.

[The charming man from Athens likes mint sweets.]

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Des virelangues avec [ch] et [th]

lire / parler

Parle aussi vite que possible!

A

B

C

Sacha le professeur de chimie aime les maths et l’éthique.

[Sacha the chemistry teacher likes maths and ethics.]