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French Phonics Collection�

SSC [-ill-/ille]

Artwork by: Chloé Motard

Date updated: 30/08/2022

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SSC [-ill-/ille]

phonétique

Introduction

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-ill-/-ille

fille

Timing: 1 minute

Aim: To introduce SSC [-ill-/-ille]

Procedure:�1. Present the letter(s) and say the [-ill-/ille] sound first, on its own. Students repeat it with you.�2. Bring up the word ”fille” 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 gesture at some of the girls in the class.�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 [-ill-/-ille] sound, pronouncing ”fille” and, if using, doing the gesture.

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

fille [629]

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

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-ill-/-ille

fille

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-ill-/ille

fille

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-ill-/-ille

fille

brillant

[shiny]

juillet

habiller

[to dress]

famille

[family]

pavillon

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce SSC [-ill-/-ille]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [-ill-/-ille] and then the source word again ‘fille’ (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): �brillant [2569]; juillet [1326]; habiller [3576]; famille [172]; pavillon [3412].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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-ill-/ille

fille

brillant

juillet

habiller

famille

pavillon

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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-ill-/ille

fille

brillant

juillet

habiller

famille

pavillon

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

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

_

1

2

3

4

5

6

7

8

écouter / écrire

[nice]

[to shine]

[railings]

[son]

[ticket]

[little girl]

[tool]

[subtle]

Hint

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

Say these words:

fi !

[yuck]

fille

[girl]

Attention!

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

Timing: 5 minutes

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

Procedure:

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

2. Click to bring up the hint.

3. Click the numbers to play the audio.

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

5. Click to reveal the answers.

6. Click to highlight exceptions to the CRLF rule.

Transcript:

1. gentil

2. briller

3. grille

4. fils

5. billet

6. fillette

7. outil

8. subtil

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

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

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Phonétique

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

1

2

3

4

5

6

7

8

écouter / écrire

Quels mots sont différents ?

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

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

You just have to learn them by heart!

Il y a mille villes tranquilles comme Lille.

Timing: 5 minutes

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

Procedure:

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

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

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

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

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

Transcript:

1. famille

2. ville

3. coquillage

4. mille

5. bille

6. tranquille

7. Lille

8. camomille

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

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

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LL

écouter / écrire

You have learned that ll is pronounced like the English ‘y’ when it follows the letter i (famille, juillet, travailler).

Remember there are a handful of exceptions to this rule (ville, tranquille, mille, Lille). In these words, ll is pronounced like the English L.

After other vowels, ll is always pronounced like English L, (salle, belle, collège).

Challenge: on the next slide you will see a set of words in French containing ll.

Can you read them out to your partner before the timer runs out?

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LL

parler

folle

pull

syllabe

vallée

collectif

salle

dollar

excellent

installer

cédille

collègue

actuellement

balle

tellement

vanille

cheville

elle

la Bastille

Lille

60

secondes

0

DÉBUT

milllion

[crazy]

[cedilla]

[so much]

[at the moment]

[she]

[syllable]

[colleague]

[valley]

[collective]

[to install]

Timing: 5 minutes for 3 slides

Aim: Oral production (speaking) practice with the ‘ll’ sound after various vowels

Procedure:

1. Click to start the timer.

2. Students have one minute to try to say all the words correctly to a partner.

3. If the LL sound is pronounced incorrectly, the listening students stops the speaker and has them pronounce the word correctly three times before moving on (any pronunciation errors noticed in other parts of the word should not be penalised, but noted by the listener and given as feedback once the timer stops.

4. The student who pronounces the most words correctly in 30 seconds is the winner.

5. Move on to the following slides to repeat the task in fewer seconds, helping automisation.

Word frequency (1 is the most frequent word in French): �dollar [432], collègue [1099], collectif [1224], salle [812], installer [821], actuellement [728], vallée [2856], folle [fou 1357], syllabe [>5000], elle [38], cédille [>5000], tellement [869], excellent [1225], vanille [>5000], la Bastille [n/a], cheville [>5000], pull [>5000], balle [2311], Lille [n/a], million [307]

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

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LL

parler

45

secondes

0

DÉBUT

folle

pull

syllabe

vallée

collectif

salle

dollar

excellent

installer

cédille

collègue

actuellement

balle

tellement

vanille

cheville

elle

la Bastille

Lille

milllion

[crazy]

[cedilla]

[so much]

[at the moment]

[she]

[syllable]

[colleague]

[valley]

[collective]

[to install]

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LL

parler

30

secondes

0

DÉBUT

folle

pull

syllabe

vallée

collectif

salle

dollar

excellent

installer

cédille

collègue

actuellement

balle

tellement

vanille

cheville

elle

la Bastille

Lille

milllion

[crazy]

[cedilla]

[so much]

[at the moment]

[she]

[syllable]

[colleague]

[valley]

[collective]

[to install]

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SSC [-ill-/ille]

phonétique

Consolidation [1]

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-ill-/-ille

fille

Timing: 1 minute

Aim: To consolidate SSC [-ill-/-ille]

Procedure:�1. Present the letter(s) and say the [-ill-/ille] sound first, on its own. Students repeat it with you.�2. Bring up the word ”fille” 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 gesture at some of the girls in the class.�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 [-ill-/-ille] sound, pronouncing ”fille” and, if using, doing the gesture.

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

fille [629]

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

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-ill-/-ille

fille

brillant

[shiny]

juillet

habiller

[to dress]

famille

[family]

pavillon

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [-ill-/-ille]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [-ill-/-ille] and then the source word again ‘fille’ (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): �brillant [2569]; juillet [1326]; habiller [3576]; famille [172]; pavillon [3412].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

en français	en anglais	[-ille]	[-ien]
un musicien	a musician
une lentille	a lentil
un dalmatien	a dalmatian
un martien	a Martian
un gorille	a gorilla
un comédien	a comedian
vanille	vanilla

Les mots finissent-ils par [-ille] ou par [-ien] ? C’est quoi en anglais ?

5

4

3

2

1

6

7

Timing: 5 minutes

Aim: Aural recognition of SSCs [-ille] and [-ien] at the end of words which are near-cognates in written but not spoken form; raising awareness of English equivalent spellings/pronunciation of [-ille] and [-ien].

Procedure:

1. Click on a number to play the audio.

2. Instruct students to play close attention to the end of the word, and decide which SSC they hear.

3. Click to reveal answers.

4. Click to play the words again. Students already know how the word ends, so they should now focus on the beginning. Ask them which English word it sounds like.

5. Click to bring up picture clues if necessary.

6. Click to reveal English translations.

7. Click to reveal French transcriptions.

8. Play the audio again. Students repeat.

Transcript:

1. un musicien

2. une lentille

3. un dalmatien

4. un martien

5. un gorille

6. un comédien

7. vanille

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

lentille [>5000], dalmatien [>5000]; martien [>5000]; gorille [>5000]; comédien [4253], vanille [>5000]

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

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Des virelangues

lire / parler

Le comédien canadien pose une question à la famille de gorilles.

The Canadian comedian asks the family of gorillas a question.

1

2

3

Timing: 4 minutes. This is slide 1/4.

Aim: Oral production of sentences with words containing a mix of SSCs containing [i] ([-ill-]/[-ille], [-ien], [-tion]).

Procedure:

1. Remind students which words containing [-ill-] are exceptions (mille, ville).

2. Students takes turns to say the tongue twisters, focussing on the SSCs in bold.

3. Click on the slowest speed (1) to check pronunciation.

4. Students repeat.

5. Repeat steps 203 at speeds (2) and (3) to improve fluency.

Transcript:

Le comédien canadien pose une question à la famille de gorilles.

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

comédien [4253], poser [218], gorille [>5000]

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

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Des virelangues

lire / parler

1

2

3

Un grillon canadien vit avec une famille de chenilles dans une cabine.

A Canadian cricket lives with a family of caterpillars in a cabin.

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Des virelangues

lire / parler

1

2

3

Un dalmatien italien joue avec trois mille billes dans la ville.

An Italian dalmatian plays with three thousand marbles in the town.

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Des virelangues

lire / parler

1

2

3

Sa copine tient un grillon canadien et un lapin italien.

Her friend is holding a Canadian cricket and an Italian rabbit.

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SSC [-ill-/ille]

phonétique

Consolidation [2]

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-ill-/-ille

fille

Timing: 1 minute

Aim: To consolidate SSC [-ill-/-ille]

Procedure:�1. Present the letter(s) and say the [-ill-/ille] sound first, on its own. Students repeat it with you.�2. Bring up the word ”fille” 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 gesture at some of the girls in the class.�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 [-ill-/-ille] sound, pronouncing ”fille” and, if using, doing the gesture.

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

fille [629]

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

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-ill-/-ille

fille

brillant

[shiny]

juillet

habiller

[to dress]

famille

[family]

pavillon

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [-ill-/-ille]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [-ill-/-ille] and then the source word again ‘fille’ (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): �brillant [2569]; juillet [1326]; habiller [3576]; famille [172]; pavillon [3412].�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

phonétique

As you know, [-ill/ille] and [-ail/aill] sound like a vowel + ‘yih’:

Using this pattern, we have also learned how these SSCs sound:

[-eil/eill]

= è + ‘yih’

[-ouil/ouill]

= ou + ‘yih’

[-euil/euill]

= long eu/œ + ‘yih’

[-ill/ille]

= i + ‘yih’

[-ail/aill]

= a + ‘yih’

e.g. oreille

e.g. brouillard

e.g. feuille

Timing: 2 minutes

Aim: Consolidation of SSCs [-eil/eill], [-euil/euill], and [-ouil/ouill] and the idea of vowel + [-il/ill] to help students break down these less frequent SSCs.

Procedure:

1. Click to remind students of SSCs [-ill/ille] and [-ail/aill], drawing attention to the fact that they can be broken down into SSCs [i]/[a] + yih.

2. Click to bring up further SSC consolidation. Students say SSC [-eil/eill] following the pronunciation tips given.

3. Click to reveal ‘decoded’ pronunciation and example word (click picture to hear pronunciation).

4. Repeat for [-ouil/ouill] and [-euil/euill].

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

oreille [1884], feuille [2440], brouillard [4452]

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

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ill-/-ille, -ail/-aille, -eil/-eille, -ouil/-ouille

SECONDES

30

0

DÉBUT

feuille

chandail

vitrail

oreille

travail

grenouille

médaille

parler

paille

famille

cheville

appareil

Marseille

éventail

soleil

bouteille

écureuil

corbeille

brouillard

fauteuil

détail

lentille

Timing: 3 minutes

Aim: Speaking practice of SSCs

Procedure:

1. Students work in pairs.

2. One at a time they have to say as many [ill-/-ille. -ail-/-aille, -eil/-eille, -euil/-euille, ouil/ouille.] 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:

lentille

brouillard

Marseille

famille

travail

bouteille

vitrail

médaille

oreille

paille

corbeille

éventail

chandail

soleil

feuille

cheville

grenouille

appareil

écureuil

fauteuil

détail

Word frequency of cognates (1 is the most frequent word in French): lentille [>5000], brouillard [4452], famille [172], travail [153], bouteille [2979], vitrail [>5000], médaille [3361], oreille [1884], paille [>5000], ville [260], corbeille [>5000], éventail [4621], chandail [>5000], soleil [1713], feuille [2440], cheville [>5000], grenouille [>5000], appareil [1420], écureuil [>5000], fauteuil [2743], détail [318]�

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

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Phonétique

	[-ill-/-ille]	[-ail-/aille]	[-eil/-eille]	[-euil/-euille]	[ouil/ouille]
bouillon
portefeuille
cons eil
pastille
acc ueill ir
orteil
trouvaille
bille s

___

_____

___

__

1

2

3

4

écouter / écrire

[broth]

[wallet]

[advice]

[tablet]

Écoute et complète les mots avec le bon SSC

5

6

7

8

___

[to welcome]

__

[toe]

____

[discovery]

__

[marbles]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes