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French Phonics Collection�

SSC [a]

Artwork by: Chloé Motard

Date updated: 31/08/2022

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SSC [a]

phonétique

Introduction

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a

animal

Timing: 1 minute

Aim: To introduce/consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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a

animal

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a

animal

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a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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a

animal

ça va ?

malade

mal

table

sac

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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a

animal

ça va ?

malade

mal

table

sac

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

lire / parler

table

radio

favorable

grave

dame

rare

phase

date

trace

place

Timing: 3 minutes

Aim: to practise production of SSC [a]

Procedure:

1. Students work in pairs, alternately saying one of the words and listening to spot errors in their partner’s pronunciation.

2. Students get one point for each correct French pronunciation of the SSC and lose a point if they say the English equivalent!

3. Click on the words to check pronunciation. Students repeat.

4. Go over the meaning of the words. These are all cognates or near-cognates, purposefully chosen for unlearning the connection between the SSC and the English sound. In some cases the words may have multiple meanings in English (e.g. grave) so these should be clarified. Students will find it rewarding in the first lesson to be able to recognise ten new words! Explain that lots of words are shared between the languages and they will encounter more of these across the year.

Word frequency (1 is the most frequent word in French): �table [1019], rare [1233], dame [1983], radio [1526], phase [1754], trace [1848], place [129], favorable [1443], grave [443], date [660]

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

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SSC [a]

phonétique

Consolidation [1]

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a

animal

Timing: 1 minute

Aim: To introduce/consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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a

animal

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a

animal

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a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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a

animal

ça va ?

malade

mal

table

sac

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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a

animal

ça va ?

malade

mal

table

sac

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

écouter / lire

How many [a] ?

1

2

3

4

La rame freine rapidement.

L’étoile attire son attention.

Il n’est jamais là.

Le chat va de Paris en Andorre.

The carriage brakes quickly.

The star attracts his attention.

He’s never there.

The cat is going from Paris to Andorra.

Phonétique

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

Tu as un animal.

Elle a un cadeau.

Il a un animal malade.

Tu as un ami sympa.

L’acteur a une classe calme.

Elle a un ami amusant.

2

3

4

5

6

1

écouter / écrire / parler

Timing: 5 minutes

Aim: to further practise applying knowledge of the target SSC [a] at sentence level.

Procedure:

There are several ways to use this slide:

Transcription

Click the number trigger to play the audio.
Students transcribe what is heard.
Click to reveal the French sentence in full.

Read aloud sentences

Click to bring up the French.
Students read out the sentence either as choral class work or pairs reading to each other.
Click the number trigger to play the audio to reinforce correct pronunciation.

Bi-modal input

The teacher reads out the sentence, pausing at the end of one of the words, just before one begins.
Students read the sentence as they are listening and say aloud the next word after the teacher’s pause.
The teacher can then choose to play the recording in full.

This helps students to link the sound to the written form, and helps them “segment” the input into words. When listening gets faster, students need to be really good at this – chopping up the input into words from one continuous stream.

Teachers may wish to elicit translations in English before moving on.

Transcript:

1. Tu as un animal.

2. Elle a un cadeau.

3. Il a un animal malade.

4. Tu as un ami sympa.

5. L’acteur a une classe calme.

6. Elle a un ami amusant.

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SSC [a]

phonétique

Consolidation [2]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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a

animal

Timing: 1 minute

Aim: To consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC [a]

phonétique

Consolidation [3]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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La vue de la fenêtre

À Toulon, il y a des …

2

phares

La vue de la fenêtre

écouter / écrire

_

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SSC [a]

phonétique

Consolidation [4]

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?

dans

X

SFC

a

animal

i

midi

eu

deux

e

je

au

gauche

ou

nous

SFE

timide

é

écrire

en/an

enfant

on

Non!

ê/è

tête

ai

vrai

oi

voir

ch

chercher

ç/soft c

ici

qu

question

j/soft g

jour

-tion

Attention!

ien

bien

ain/in

train

u

tu

X

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Les vacances à Nice

écouter / écrire

glaces

région

bijoux

amoureux

5

6

7

8

Amir

Océane

Noura

Apollon

Ils font quoi ? Écoute les phrases et complète le mot final.

_

_ _

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SSC [a]

phonétique

Consolidation [5]

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a

animal

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

écouter / écrire

SSC [-ail-/aille]

sounds like a ‘yih’ sound after SSC [a].

This is similar to the [-ill-/ille] vs [i] pattern we practised last week.

Say these words:

à

[at, to, in]

ail

[garlic]

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Phonétique (1/2)

écouter

Écoute ! Quel mot a la SSC [-ail-/aille] ?


a) il a	b) il aille

2


a) ailleurs	b) à l’heure

4

[elsewhere]

[on time]

___

_


a) tas	b) taille

[pile]

[size]

___


a) pas	b) paille

[straw]

[step]

___

3

1

[he has]

[he may go]

Hint

SSC [-ail-/aille]

sounds like a ‘yih’ sound after SSC [a].

Timing: 5 minutes (for two slides)

Aim: aural recognition of SSCs [-ail-/aille] and [a] in minimal pairs. Awareness-raising exercise in pronunciation of [-il(le)-] (sounds like the preceding vowel + ‘yih’.)

Procedure:

1. Click the numbers to play the audio.

2. Students write 1-8 and complete the word with [a] or

3. Click to reveal the answers. Draw attention to the SFC on many of the distractors.

4. Students sound out the pairs of words.

5. Move to the next slide and repeat steps 1-4.

Transcript:

1. a) tas b) taille

2. a) il a b) il aille

3. a) pas b) paille

4. a) ailleurs b) à l’heure

Word frequency (1 is the most frequent word in French): �tas [2723], taille [1500], il [13], avoir [8], aller [53], pas [18], paille [>5000], ailleurs [360], heure [99]

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

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Phonétique (2/2)

[lease]


a) bail	b) bas

écouter

Écoute ! Quel mot a le SSC [-ail-/aille] ?

Hint

SSC [-ail-/aille]

sounds like a ‘yih’ sound after SSC [a].

5


a) rat	b) rail

6


a) d’État	b) détail

7


a) caille	b) cas

8

[of the state]

[detail]

[quail]

[scenario]

[rail]

___

[bottom]

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Phonétique

parler

allumer

[to turn on]

bétail [cattle]

parallèle [parallel]

également [also / as well]

taille-crayon

chaleur

[heat]

installer [to install]

intervalle [interval]

éventail [range / variety]

détailler [to describe]

tailler

[to trim]

défaillance [failure]

ballon

60

secondes

0

DÉBUT

broussaille [bush / thicket]

cheval

Hint

Is there a letter ‘i’ before the -ll- ?

balle

Timing: 5 minutes

Aim: Oral production of words containing ‘l/ll’ after ‘a’ and ‘ai’

Procedure:

1. Start the timer.

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

3. Teacher circulates to listen in to pronunciation and correct if necessary.

4. Click on the words to hear them said by a native speaker.

5. Click to move on to a more challenging versions of this activity with an increase in speed to aid automisation of the sounds.

Word frequency (1 is the most frequent word in French): �allumer [3169], balle [2311], ballon [3692], bétail [4842], broussaille [>5000], chaleur [2773], cheval [2220], défaillance [3951], détailler [2667], également [246], éventail [4621], intervalle [3226], parallèle [2196], taille-crayon [>5000], tailler [3802], installer [821]

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SSC [a]

phonétique

Consolidation [6]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

35 of 51

a

animal

Timing: 1 minute

Aim: To consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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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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[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 [a]

phonétique

Consolidation [7]

40 of 51

a

animal

Timing: 1 minute

Aim: To introduce/consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

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SSC [a] ou [ê/è] ?

phonétique

1

2

3

4

Listen carefully, then practise saying these words:

Tu as [you have]

Il/elle/on a [he/she/one has]

Tu es [you are]

Il/elle/on est [he/she/one is]

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SSC [a] ou [ê/è] ?

Il est ennuyeux*!

Listen to Amir and Océane’s words and thoughts.

Do you hear the [a] or [ê/è] sound before the beep?

Choose the correct option for the missing sentence ending.

phonétique

Tu es belle

___________

_____

1

2

belle	un chat

1

un chien	ennuyeux

2

*ennuyeux = annoying

________________

Timing: 5 minutes. Slide 1/4

Aim: To differentiate between the [a] or [ê/è] sounds

Procedure:

Explain that students will hear complete sentences, which include either a, as, es or est, and that the final part of each sentence is beeped out.
Click on the numbers above the images to hear the beeped out sentences.
Students decide whether they hear the [a] or [ê/è] sound for each one.
Students then decide which sentence ending best fits with the [a] or [ê/è] sound that they heard.
Click to reveal if their answer is correct
Click on the number next to the option boxes to hear the complete sentences, asking students to repeat what they hear.

Transcript:

Tu es belle.
Il est ennuyeux.

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

ennuyer [3480],

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

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SSC [a] ou [ê/è] ?

Listen to Amir and Océane’s words and thoughts.

Do you hear the [a] or [ê/è] sound before the beep?

Choose the correct option for the missing sentence ending.

phonétique

Elle a un chat

______________

Mon chat est gentil

____

1

2

gentille	un chat

1

une souris*	gentil

2

_______________

*souris = mouse

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SSC [a] ou [ê/è] ?

Listen to Amir and Océane’s words and thoughts.

Do you hear the [a] or [ê/è] sound before the beep?

Choose the correct option for the missing sentence ending.

phonétique

Tu as un chien?

________

Oui, il est amusant!

____

1

2

un chien	amusée?

1

amusant	un nez rouge

2

*amusée = amused

*amusant =amusing

*nez = nose

__________

______________

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SSC [a] ou [ê/è] ?

Listen to Amir and Océane’s words and thoughts.

Do you hear the [a] or [ê/è] sound before the beep?

Choose the correct option for the missing sentence ending.

phonétique

On est ensemble

________

1

2

Non, on n’est pas ensemble!

___________

deux chiens	ensemble

1

pas ensemble	pas deux chiens

2

_________________

_____________

46 of 51

SSC [a]

phonétique

Consolidation [8]

47 of 51

a

animal

Timing: 1 minute [1/4]

Aim: To consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

48 of 51

a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[3/4]

Aim: To consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

49 of 51

SSC [a]

phonétique

Consolidation [9]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

50 of 51

a

animal

[5/8]

Aim: To consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”animal” 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 mimic an animal’s motion, perhaps holding ones arms and hands close to the chest as ‘paws’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [a] sound, pronouncing ”animal” and, if using, doing the gesture.

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

animal [1002]

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

51 of 51

a

animal

ça va ?

malade

mal

table

sac

[badly]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

[6/8]

Aim: To consolidate SSC [a]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘animal’ (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): �animal [1002]; ça va? [54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.