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French Phonics Collection�

SSC [on]

Artwork by: Chloé Motard

Date updated: 31/08/2022

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SSC [on]

phonétique

Introduction

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

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on

non!

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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on

non!

onze

monde

montrer

continuer

au fond

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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on

non!

onze

monde

montrer

continuer

au fond

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

__ pont bridge

__ sont (they) are

on

e/an

e

d

c

b

a

__ son sound

__ don gift

__ on we/one

__ cent 100

__ en in/by/to

__ dans in

__ pan part

__ sans without

1

2

1

2

écouter

In which order do you hear the words? Écris ‘1’ ou ‘2’.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

parler

These words look like English, but have SSC [on] in French. How do they sound?

prison

blond

coton

concert

salon

révision

contact

opinion

secondes

30

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

parler

These words look like English, but have SSC [on] in French. How do they sound?

prison

blond

coton

concert

salon

révision

contact

opinion

secondes

20

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonétique

parler

These words look like English, but have SSC [on] in French. How do they sound?

prison

blond

coton

concert

salon

révision

contact

opinion

secondes

10

0

DÉBUT

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SSC [on]

phonétique

Consolidation [1]

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

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on

non!

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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on

non!

onze

monde

montrer

continuer

au fond

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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on

non!

onze

monde

montrer

continuer

au fond

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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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.

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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

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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

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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

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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

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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

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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

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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

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Phonétique

prison

local

total

liaison

moral

front

constant

photo

euro

concert

Phonétique

parler

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SSC [on]

phonétique

Consolidation [2]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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[on] et [om]

What do you notice about these words?

écouter

Even though these words are spelled differently, they sound exactly the same!

non

nom

Nathalie

SSC [on] is the same sound as SSC [om], which you already know.

When this nasal sound appears in front of the letters p or b, it is spelled [om] instead of [on].

monde, montrer BUT tomber [to fall], une ombre [a shadow]

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om/on

comparaison

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[om] ou [on] ?

		[on]	[om]
	tombe
	trompe
	concombre
j	confortable [comfortable]
	pompier
	bonbon
h	honte [shame]
	interrompre [to interrupt]
	combler [to fill]

1

2

3

4

5

6

7

8

Comment ça s'écrit ?

Avec [on] ou [om] ?

Complète et dis les mots !

lire / écouter

_ _

9

_ _

Timing: 5 minutes

Aim: Applying awareness of the spelling rules governing SSCs [on] and [om], and production of all four SSCs.

Procedure

Student read the words and decide based on the presence of absence of a ‘p’ or ‘b’ after the gap when [on] or [om] is needed.
Click to check.
Now, students are challenged to say all ten words and pronounce the SSCs in the same way each time. It will be tempting for students to add an ‘n’ or ‘m’ after the vowel! Students should work in pairs and monitor each other for this.
Students try to say the words out loud. Teacher corrects.

Transcript:

tombe
trompe
concombre
comfortable
pompier
bonbon
honte
interrompre
combler

Word frequency (1 is the most frequent word in French): �tombe [3426], trompe [>5000] concombre [>5000], confortable [3964], pompier [3295], bonbon [>5000], honte [1943], interrompre [1479], combler [4976],

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

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Phonétique

parler

1) non – nom

2) onze – ombre

3) continuer – comprendre

4) combat – montrer

5) compte – monde

6) tomber – au fond

7) correspondre – interrompre

8) accomplir – contenir

9) complet – confiance

1 construction – compagnie

1

2

3

4

5

6

7

8

9

10

[shadow]

[to continue]

[fight]

[count]

[to fall]

[essentially]

[to interrupt]

[to correspond]

[to accomplish]

[to contain]

[complete]

[trust]

[company]

Dis les mots à ton/ta partenaire – attention à la prononciation !

Timing: 5 minutes

Aim: To practice pronunciation of [om] and [on] in words, both familiar and unfamiliar

Procedure:

1. Students say the pairs of words to a partner, who closes his/her eyes and listens carefully.

2. Partners point out if they hear any difference between the pronunciation of the [om] and the [on] sounds – of course, there should not be any difference in these words.

3. Swap roles and repeat.

Word frequency (1 is the most frequent word in French): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72] nom [171]; comprendre [95]; compte [254]; tomber [547]; combat [1062]; ombre [2001] correspondre [1415] interrompre [1479] accomplir [1301] contenir [1033] confiance [435] complet [965] construction [976] compagnie [775]

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

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SSC [on]

phonétique

Consolidation [3]

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

	nasal	oral + m/n
plafond [roof]
promettre [to promise]
concentrer [to concentrate]
domaine [field/domain]
dont [of which]
raconter [to tell]
moment [time]
nombreux [plentiful]

écouter

1

2

3

4

5

6

7

8

Remember!

[om] and [on] are oral sounds before a vowel, and nasal sounds before a consonant.

Timing: 5 minutes

Aim: Aural recognition of nasal and non-nasal vowels [om], [on], open [o] and closed [o] in unknown words.

Procedure:

1. Practise saying SSCs [om], [on], open [o] and closed [o] 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.

5. Click to bring up the reminder about spelling rules introduced last week (8.2.2.1) and demonstrate its applicability here.

Transcript:

1. plafond

2. promettre

3. concentrer

4. domaine

5. dont

6. raconter

7. moment

8. nombreux

Word frequency (1 is the most frequent word in French): �plafond [2823] promettre [854] concentrer [856] nombreux [366] formation [831] dont [74] raconter [890] moment [148]

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

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[om], [on]

Normally, SSCs [om] and [on] are nasal vowels.

However, [om] and [on] sound different before a vowel.

Can you think of any examples in words you already know?

before a consonant: before a vowel:

montrer national

contre une promenade

le monde fromage

comprendre le roman

(to understand)

(world)

(novel)

(cheese)

(national)

(against)

(to show)

(a walk)

écouter / écrire

These sounds are nasal vowels [om], [on].

These sounds are oral vowels open [o] and closed [o]�+ m / n.

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Phonétique

parler

disponible

omission

moment

économique

domaine

comité

promettre

région

long

contre

monter

monde

dont

formation

nombreux

concentrer

[against]

[economic]

[course]

[field/domain]

[committee]

[to go up]

[plentiful]

[available]

[to promise]

[oversight]

[of which]

Timing: 5 minutes

Aim: applying awareness of the pronunciation rules governing SSCs [om], [on], and long and short [o] to the production of words containing these letter combinations.

Procedure:

1. Student read the words and decide based on the presence or absence of a vowel after letter ‘m’ or ‘n’ whether a nasal is needed or not.

2. Click to check.

3. Now, students are challenged to pronounce the words correctly. Students should work in pairs and monitor each other for this.

4. Students try to say the words out loud. Teacher corrects.

5. Click the words to hear pronunciation.

Word frequency (1 is the most frequent word in French): �disponible [1205] domaine [539] comité [651] promettre [854] omission [>5000] moment [148] économique [261] concentrer [856] nombreux [366] monter [853] formation [831] dont [74] monde [77] contre [121] long [202] région [241]

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

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Phonétique

lire / parler

À Paris on peut prendre le métro pour vite se déplacer*.

Le métro est un train souterrain**.

* to get around

** underground

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Phonétique

lire / parler

Des stations de métro à Paris.

Europe

Église d’Auteuil

Pasteur

Pont-Neuf

Porte d’Auteuil

Richelieu-Drouot

Marie de Montreuil

A🡪Z

Z🡪A

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SSC [on]

phonétique

Consolidation [4]

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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‘mon’ ou ‘-ment’ ?

Écoute et répète.*

info

mon

il ment [he’s lying]

* répéter = to repeat

mon

normalement

1

mon

rarement

2

mon

absolument

3

mon

facilement

4

Timing: 3 minutes

Aim: To distinguish aurally between SSCs [en/an] and accurately produce both sounds. This phonics focus prepares students to correctly pronounce �-ment adverbs, which are this week’s word pattern feature.

Procedure:

1. Click to bring up the minima pair. Students listen to the pronunciation (click on the images to hear).

2. Explain that [on] and [en/an] are nasal vowels. [on] is a nasal [o], and [en/an] is a nasal [a]. Students practise saying [o] and [a], focusing on mouth position. The mouth should be wide in a square shape for [a], and almost closed like a kiss for [o].

3. Keeping the mouth position the same, students practise saying [on] and [en/an], and then [mon] and [il ment].

4. Click to bring up some known –ment adjectives juxtaposed with the word mon. Students listen and repeat.

Transcript:

mon – il ment

1. mon – normalement

2. mon – rarement

3. mon – absolument

4. mon – facilement

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SSC [on]

phonétique

Consolidation [5]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

49 of 55

on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

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on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SSC décollage*: [on], [ion], [tion] ou [sson] ?

stationnement

aviation

camion

pioncer

jonction

inondation

mousson

réunion

torchon

buisson

frissonner

hérisson

potiron

espion

sonder

sondage

1

2

3

4

5

6

7

8

9

12

10

14

15

11

16

s?dage

jonc?

s?der

mou?

torch?

avia?

sta?nement

inonda?

bui?

potir?

cam?

fri?ner

réun?

esp?

héri?

[survey]

[aviation]

[pumpkin]

[monsoon]

[spy]

[bush]

[flood]

[tea towel]

[shiver]

[probe]

[parking]

[hedgehog]

[meeting]

[lorry]

[junction]

[snooze]

p?cer

écouter

*le décollage �= take-off

13

Timing: 6 minutes

Aim: To practise distinguishing between sounds [on], [ion], [tion] and [sson]

Procedure:

Click on the number boxes to hear the full word.
Students must identify which sound they hear. This can be done using mini-whiteboards, either writing the sound or transcribing the full word.
The teacher clicks to reveal the correct spelling, and the aeroplane moves to the next word.

Transcript:

sondage
aviation
potiron
mousson
espion
inondation
sonder
frissonner
torchon
buisson
hérisson
stationnement [audio being re-recorded]
jonction
camion
réunion
pioncer�

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

sondage [2232], potiron [>5000], mousson [>5000], inondation [4677], espion [>5000], torchon [>5000], frissonner [>5000], sonder [4930], buisson [>5000], stationnement [>5000], hérisson [>5000], camion [2542], pioncer [>5000]

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

Word frequency of cognates used (1 is the most frequent word in French): �aviation [4084], jonction [>5000], réunion [971]

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

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SSC [on]

phonétique

Consolidation [6]

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on

non!

Timing: 1 minute

Aim: To introduce/consolidate SSC [on]

Procedure:�1. Present the letter(s) and say the [on] sound first, on its own. Students repeat it with you.�2. Bring up the word ”non” 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 shake ones head whilst waggling one’s index finger, to indicate ‘no!’�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 [on] sound, pronouncing ”non” and, if using, doing the gesture.

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

onze [2447]

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

54 of 55

on

non!

onze

monde

montrer

[to show]

continuer

[to continue]

au fond

[at the back]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [on]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [on] and then the source word again ‘non’ (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): �onze [2447]; continuer [113] monde [77]; montrer [108]; au fond [553]; non [72].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Les voyelles nasales

lire/parler

tromper

[to deceive]

Remember that the nasal SSCs [on] and [om] become non-nasal sounds when they come before a vowel.

monarchie

[monarchy]

complot

[plot]

bâton

[stick]

comité

[committee]

rebondir

[to bounce back]

escadron

[squadron]

compas

[compass]

colonial [colonial]

prénom

[first name]

bonhomie

[friendliness]

nomade

[nomadic]

Are the vowels in bold nasal or non-nasal?

Timing: 3 minutes

Aim: Written recognition and oral production of nasal and non-nasal SSCs [on] and [om].

Procedure:

1. Use slides 2-7 to revise the sounds. Remind students that SSCs [on] and [om] sound identical.

2. Remind students that when [on] and [om] appear before a vowel, they are pronounced as non-nasal vowels + m/n. Nomade could be used as an example to illustrate this.

3. Working in pairs, students use the rules to sound out the words and decide whether the sounds in bold are nasal or non-nasal.

4. Click to reveal the answers. Click on the images to hear the words said aloud by a native speaker.

Transcript:

colonial, tromper, nomade, compas, rebondir, bâton, escadron, prénom, bonhomie, comité, monarchie, complot

Word frequency (1 is the most frequent word in French): �tromper [1539], rebondir [>5000], bâton [3553], escadron [>5000], prénom [3543], bonhomie [>5000], complot [4569]

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

Word frequency of cognates used (1 is the most frequent word in French): �colonial [4143], nomade [>5000], compas [>5000], comité [651], monarchie [>5000]

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