Before you start: Open PowerPoint Click Tools Click Options

Before you start: Open PowerPoint Click Tools Click Options
Click Security Tag Click Macro Security Select Medium Close and re-open PowerPoint (you won’t have to do any of that again, but when prompted click on enable macros at start-up next time)

Phonic starter activities for KS3 French - to improve reading, writing, speaking & listening
The following slides are in no particular order and are designed to be used one per lesson as a starter activity. This is a compilation of resources created by myself and also Lynn Erler & Julie Prince or sourced from the Internet - for example from ‘rosaespanola’ on the TES forum or shared by the very generous members of the Yahoo MFL Resources group Jo Rhys-Jones, Hampshire, 2009

Why? Statutory POS for KS3 updated 2007:
2.1a ‘identify patterns in the target language, including pronunciation & spelling’ 2.2d ‘use correct pronounciation & intonation’ 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’ In addition the renewed KS3 Framework KAL strand 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

YouTube explanation of how and why we need to learn the alphabet in French

c canard Cendrillon cigarette Coco Chanel curieux carton intercepter
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ c canard Cendrillon cigarette Coco Chanel curieux carton intercepter voici generally the rule is (and it is the same for the letter c) the g is hard when it is followed by o, u or a but is softened by e or i. Listen carefully to these words – now can you work out what the rule is for how to pronounce c in French? clue – look carefully at the letter that follows the c

Phoneme on Make your mouth into
POS: 2.2d ‘use correct pronounciation & intonation’ Phoneme on Make your mouth into an o shape, now try to say on but do not move your tongue. (In English when we say 'on' the tip of your tongue touches the roof of the mouth - in French it does not) Touch the sides of your nose gently as you say 'on' and you will feel that this sound is made in your nose and not in your mouth. Do you any other nasal sounds in French?

What sound links these French words?
Can use dictionaries and practise dictionary skills too Answer ‘s’ phoneme (the grapheme is c followed by i or e: ç: or s) Cinq, serpent, France, question KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

j comme Jérome jouet jeudi jaune Bonjour BUT le Jazz, le jogging
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ j comme Jérome jouet jeudi jaune Bonjour BUT le Jazz, le jogging un job Answer – they are words taken from other languages (English, American) so keep the hard j sound What do the last words all have in common? Extension: Can you think of French phrases we use in English with the soft j sound? (for example déjà vu)

You have 5 minutes to see how many words you can collect with this sound:
e, eu POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

r comme radioactivité requin rythme rouge brochette
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ r comme radioactivité requin rythme rouge brochette But at then end of a word, if added to an ‘e’ the ‘sound is pronounced é regarder. Competition: Which group can list 3 nouns, 2 adjectives, 2 verbs and an adverb all beginning with this letter first?

Can use dictionaries and practise dictionary skills too answer is the ‘u’ grapheme/phoneme Voiture; jupe; lune; tortue KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

b comme bébé banane bambou le baby-foot début un pub Competition:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ b comme bébé banane bambou le baby-foot début un pub Competition: Which group can list a fruit, a vegetable, a boy’s name (French), a girl’s name (French) and a country all beginning with this letter first?

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Can’t sing – no worries, this fits to the US marching chant which was also used for the ‘my mate marmite ad. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’ We do not learn the alphabet simply so we can spell our name at campsites! It’s to get the ear used to hearing and identifying the key phonemes in French! 13

Listen & watch this video
and pass an object around the class when you hear the ‘in / ain’ sound KS3 Framework 1.2 Developing capability & confidence in listening. ‘sustain perseverance & concentration when listening…’

v comme vélo voiture vache vider Bravo ouvert avec Competition:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ v comme vélo voiture vache vider Bravo ouvert avec Competition: Which group can list 3 nouns, 2 adjectives, 2 verbs and an adverb all beginning with this letter ?

– answer is ch Chat, chemise. Château, chapeau KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

er, é, ez = English sound ‘ay’
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ er, é, ez = English sound ‘ay’ manger chantez café février aller levez-vous nez Test your partner reading these words aloud. Record yourself if possible. Can you find 10 more words with each of these spellings and the same sound?

‘ch’ Pair/group challenge: How many words can you write down in English with this spelling in 2 minutes? Divide the words into groups according to how they sound – what do you notice? POS 2.1c – use knowledge of English when learning the target language

z se bronzer gazon zèbre bizarre But levez-vous nez
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ z se bronzer gazon zèbre bizarre But levez-vous nez What happens to the z when added to e as in the examples above?

9 Can use dictionaries and practise dictionary skills too - the answer ‘eu/oeu’ grapheme neuf, cœur, fleur, œuf KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

oi – like the English ‘wha’ in whack
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ oi – like the English ‘wha’ in whack poisson oiseau toi et moi froid les devoirs Test your partner reading these words aloud. Record yourself if possible. Can you find 10 more words with this sound? Put each word into a sentence.

You have 5 minutes to see how many French words you can collect with this sound:
é, ai er, et, ez POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

On Les lettres on sont ensemble pour produire un son nasal.
cochon oncle ongle on ronron List 20 more words in French with the ‘on’ grapheme. On Les lettres on sont ensemble pour produire un son nasal. POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

t comme télé tournesol tête un bifteck théâtre
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ t comme télé tournesol tête un bifteck théâtre It is silent at the very end of a word; doigt tout Competition: Which group can list a fruit, a vegetable, a boy’s name (French), a girl’s name (French) and a country all beginning with this letter first?

Can use dictionaries and practise dictionary skills too - the answer ‘gn’ grapheme Araignée, champignon, Espagne, montagne KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

‘-ill’ where does the l sound go?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ ‘-ill’ where does the l sound go? Il y a des coquillages. Les filles sont gentilles. Une glace à la vanille And now add an u feuille écureuil Listen carefully to your teacher saying these words. Can you hear the ‘l’? What happens when the u is added? Write 5 more sentences containing a word with one of these letter strings.

Ah bon! Du poisson? Non. Du jambon? Des champignons? Du melon? Non! Alors quoi donc? Des cornichons! Do not show this slide to the class. Read the poem aloud and ask the class to write down how many times they hear the ‘on’ phoneme. Who was right? KS3 Framework 1.2 ‘sustain perseverance & concentration when listening…’

While it sounds right, there are mistakes in the lyrics as they appear on screen – can you spot them? POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’

5/12 Can use dictionaries and practise dictionary skills too answer is the ‘ay/ai/é’ phoneme Anglais; crayon; maison; mai KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

ui Click once, then move image to the correct island, click once more to leave it there. oi 8 If the macro is enabled – see instructions at start of powerpoint – then students can click once on the object, wait and then move the mouse or curser and the object will follow, when they have decided where to leave the object (ie œuf would go to the eu/oeu island) they then click again. If struggling with the technology just get them to write down their answers on paper and mark altogether. KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters ai

Can use dictionaries and practise dictionary skills too - the answer ‘ain/in’ grapheme Princesse, lapin, main, jardin or sapin KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

and pass an object around the class when you hear the ‘er/ez/é’ sound KS3 Framework 1.2 Developing capability & confidence in listening. ‘sustain perseverance & concentration when listening…’

m comme magnifique serrer la main mère mercredi la mort
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ m comme magnifique serrer la main mère mercredi la mort But the m is not pronounced and becomes a nasal sound when combined with am, im, and om; J’ai faim. Competition: Which group can list 3 nouns, 2 adjectives, 2 verbs and an adverb all beginning with this letter first?

Can use dictionaries and practise dictionary skills too - the answer ‘eau’ grapheme Agneau, bateau, cadeau, chapeau eau KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

Sound posters Choose a specific grapheme
(for example ‘et’) & design a poster to help people remember how it sounds You could write down words which use that grapheme & highlight it, put pictures on, etc. POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’

Can use dictionaries and practise dictionary skills too - the answer ‘ou’ grapheme loup, moulin, souris, choux KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’ An alphabet rap

Predict the spelling Using Mini whiteboards
Tell the students that you’re going to say a word and they have to try & write it down correctly. They have to really listen to the whole word. Start with shorter, simple words, then move onto more complex vocabulary. KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

i, y POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

Can use dictionaries and practise dictionary skills too - the answer ‘qu’ grapheme Quatre, afrique, question, casquette KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

Where are the silent letters in this tongue twister?
Six souris Sans soucis Sortent de leurs six trous. Quand le chat Vit tout ça. S’en fut chercher six chats. POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

10 Can use dictionaries and practise dictionary skills too answer is the ‘i’ grapheme/phoneme Musiquee; ski; livres; dix KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

eu sound ère sound The words you are sorting are:
Deux, neuf, yeux, bleu, fleur Eclair, mere, père, vert

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
In English, some of the names of the letters of the alphabet rhyme with each other – for example B and C. Is the same true in French? How many patterns can you discover? A B C D E F G H I J K L M N O P Q R S T U V W X Y Z We do not learn the alphabet simply so we can spell our name at campsites! It’s to get the ear used to hearing and identifying the key phonemes in French! POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ 45

a a à â chat la ma cahier quatre ta ami âge Ahh!
Rounded lips, mouth quite open, tongue flat chat ma la cahier quatre ta ami âge Papa va à la gare. Ahh! 46

eu/oeu Click once, then move image to the correct island, click once more to leave it there. ou If the macro is enabled – see instructions at start of powerpoint – then students can click once on the object, wait and then move the mouse or curser and the object will follow, when they have decided where to leave the object (ie œuf would go to the eu/oeu island) they then click again. If struggling with the technology just get them to write down their answers on paper and mark altogether. KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters au/eau/o

Show this slide to the class
Show this slide to the class. Ask the class to write down how many times they hear the ‘on’ phoneme. Now read it to them and count. Who was right? Les fantômes se cachent, Sans qu'on le sache - On ne peut pas les voir Ni à la lumière, ni dans le noir. Les fantômes n'ont pas de liberté, Leur vie est hantée Dans des maisons cassées, Ils ne peuvent pas se sauver. Allez, donnez-leur la liberté, Ils vont vous saluer Avec le plaisir d'être libres, Maintenant ils peuvent vivre. Remember the sound on can also be heard in en and an words 48

o, au, eau, ô POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

Silent letters in French
POS 3b ‘the study of languages should include the interrelationship between sounds & writing’ Silent letters in French chat J’aime mon chat. chats père vert verte La tortue verte ne marche pas vite. 50

Key sound posters chef ballet
Design a key sound poster that exploits our knowledge of English to help remember a French word. ballet chef

Virelangue (tongue twister) -you have 5 minutes to practise then challenge a team to see who can say it the fastest. « Je suis ce que je suis et si je suis ce que je suis, qu'est-ce que je suis? » POS 2.2d ‘use correct pronounciation & intonation’ 52

u Click once, then move image to the correct island, click once more to leave it there. ille If the macro is enabled – see instructions at start of powerpoint – then students can click once on the object, wait and then move the mouse or curser and the object will follow, when they have decided where to leave the object (ie œuf would go to the eu/oeu island) they then click again. If struggling with the technology just get them to write down their answers on paper and mark altogether. KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters i

20 key phonemes in French Vowels a â à quatre chats é er ez et es ée mes frisés i ie it is oui Mimi Consonants u Lulu qu qui quelle o ô au eau beau dodo Qu’est-ce que ç s français, question ou tous les jours s maison e eu oeu le cheveu g (+a, o, u) gâteau è ai ei mère j gi gé ge jaune Gigi oi toi et moi géographie rouge -il -ill ail famille u un un o on om bon gn montagne in em ein eim ain aim lapin en em an am blanc Now try: l’écureuil We can put them in German Italian Spanish etc on the wikispace. POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’ 54

on: nasal sound - but when do you say the ‘n’?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ on: nasal sound - but when do you say the ‘n’? bonbons ils vont chez Mme Dupont But bonne marronnier monter With a partner, can you think of any more in just 2 minutes?

Can use dictionaries and practise dictionary skills too answer is the é/er/ez phoneme Bébé; éléphant; nez; café KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

e comme Europe deux Le genou cheval de
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ e comme Europe deux Le genou cheval de Remember that when e is added to the end of a word, you pronounce the final consonant. porte Competition: Which group can list 10 words with the ‘e’ sound first?

A B C ç D E é ê è F G H I J K L M N O ôœ P Q R S T U û V W X Y Z
Do you know how to pronounce your letters in French? A B C ç D E é ê è F G H I J K L M N O ôœ P Q R S T U û V W X Y Z We do not learn the alphabet simply so we can spell our name at campsites! It’s to get the ear used to hearing and identifying the key phonemes in French! Which ones can be silent? When? POS: 2.2d ‘use correct pronounciation & intonation’ 59

n nez nouage nager sirène
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ n nez nouage nager sirène But remember when coupled with ‘an’, ‘in’ or ‘on’ the n is not pronounced and the sound becomes nasal as in ‘bonjour’ generally the rule is (and it is the same for the letter c) the g is hard when it is followed by o, u or a but is softened by e or i. Competition: Which group can list a fruit, a vegetable, a boy’s name (French), a girl’s name (French) and a country all beginning with this letter first?

é comme éléphant février télévision décembre
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ é comme éléphant février télévision décembre J’ai mangé (perfect tense) Remember - without an accent it’s a caff, with an accent it’s a café Quick tip - hold down Ctrl and Alt and press e at the same time to get an é in most documents. Competition: List words containing é in 2 minutes. Extension: What other ways are there to write this sound?

You have 5 minutes to see how many words you can collect with this sound:

f comme fantôme fantastique fenêtre sportif, neuf
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ f comme fantôme fantastique fenêtre sportif, neuf Did you notice that this is a letter that you do pronounce at the end of a word? Another way to write this sound is with ph éléphant, téléphone, physique, Competition: Find 3 nouns, 2 adjectives, 2 verbs and one adverb containing f and the same for ph Extension: What happens to the f sound in these phrases? Why? Il est neuf heures. Il est sportif et beau.

POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
ou Multiple graphemes for phoneme but stil not as complicated as English au / o eu 64

Virelangues (tongue twister) -you have 5 minutes to practise then challenge a team to see who can say it the fastest. « Un chasseur sachant chasser sait chasser sans son chien de chasse. » POS 2.2d ‘use correct pronounciation & intonation’ 65

You have 5 minutes to see how many words you can collect with this nasal sound:
an, am, en, em, -ent, -ant, ean POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

Phoneme song • a comme quatre chats • é comme mes frisés
POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’ Phoneme song • a comme quatre chats • é comme mes frisés • i comme oui Mimi • u comme Lulu • o comme beau dodo • ou comme tous les jours • e comme le cheveu • è comme ma mère • oi comme moi L.Erler 2005

i comme Italie Italie hippopotame Fifi patisserie musique
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ i comme Italie Italie hippopotame Fifi patisserie musique But remember that when i is added to certain other letters a new sound is created – in; oi; ai; impossible Competition: Which group can list 10 words with the ‘i’ sound first?

Barbara a un chat qui aime les rats! Challenge:
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters Barbara a un chat qui aime Challenge: Design a sound poster for one particular sound, but in a sentence. les rats! © L.Erler 2005 69

u comme université tortue La lune musique
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ u comme université This sound does not exist in English, try pursing your lips into a small o as if you are whistling and then try to say ‘ee’ without moving your lips. tortue La lune musique When u is added to another vowel a new sound is created; ou – rouge (more of an oo sound) au – (more of an o sound) eu –as in deux, neuf Competition:Which group can list 10 words with the ‘u’ sound first?

and pass an object around the class when you hear the ‘oi’ sound KS3 Framework 1.2 Developing capability & confidence in listening. ‘sustain perseverance & concentration when listening…’

Distinguish between sounds
Stick up to 4 pieces of paper with a different grapheme on in the corners of the room. When the teacher says a word in the target language, the children have to point to the right corner to show which sound they’ve heard. Extend this to reading out a poem. POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’

ê comme être tête fête bête Another way to write this sound is with è
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ ê comme être tête fête bête Another way to write this sound is with è mère, père, frère, chèvre Competition: How many words containing ê or è can you list in 2 minutes? Extension: Can you work out what letter in the English translations of words containing ê is missing?

in, im, ein, eim, ain, aim, (i)en, (o)in
You have 5 minutes to see how many words you can collect with this nasal sound: in, im, ein, eim, ain, aim, (i)en, (o)in POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

s comme S.O.S. espionnage soupe serpent Restaurant
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ s comme S.O.S. espionnage soupe serpent Restaurant What happens when the ‘s’ is sandwiched by two vowels? - rose, désert, And at the end of a word? - frais, corps Competition: Which group can list 3 nouns, 2 adjectives, 2 verbs and an adverb all beginning with this letter first?

Can use dictionaries and practise dictionary skills too answer is the ‘ui’ grapheme Oui; huit; cuisine; nuit KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

l comme lapin loup lundi lentement belle Moulin
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ l comme lapin loup lundi lentement belle Moulin And at the end of a word is often silent gentil Competition: Which group can list 3 nouns, 2 adjectives, 2 verbs and 2 adverbs all beginning with this letter?

in – nasal sound: do not move tongue!
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ in – nasal sound: do not move tongue! lapin jardin interdit main pain intelligent Test your partner reading these words aloud. Record yourself if possible. Can you find 10 more words with this sound?

on, om, (i)on, -ons POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

and pass an object around the class when you hear the ‘er/ez/é’ sound KS3 Framework 1.2 Developing capability & confidence in listening. ‘sustain perseverance & concentration when listening…’

ch chien Chopin chocolat chuchoter But Christophe (some names)
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ ch chien Chopin chocolat chuchoter But Christophe (some names) Cholestérol (some scientific terms) generally the rule is (and it is the same for the letter c) the g is hard when it is followed by o, u or a but is softened by e or i. What do each of these words mean? Write a sentence for each one. Now find 5 more words with a ‘ch’ spelling in French.

Virelangues (tongue twister) -you have 5 minutes to practise then challenge a team to see who can say it the fastest. « Pauvre petit pêcheur, prend patience pour pouvoir prendre plusieurs petits poissons.» POS 2.2d ‘use correct pronounciation & intonation’ 82

‘est’ – a high frequency word with unusual pronunciation.
Il est content. Elle est contente. C’est un éléphant. C’est interdit. Ce n’est pas juste! Listen carefully to your teacher saying these words. When can you hear the ‘s’? What about the ‘t’? Write 5 more example sentences. POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’

p comme pélican peinture père la soupe le parapluie
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ p comme pélican peinture père la soupe le parapluie But usually silent at the very end of a word; loup Competition: Which group can list a fruit, a vegetable, a boy’s name (French), a girl’s name (French) and a country all beginning with this letter first?

Des Syllables How many syllables are there in each word?
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters Des Syllables How many syllables are there in each word? Example: voilà ___2___ bonjour __ ____ Merci ______ 3 Je ______ 4 appelle ______ 5 numéro ______ 6 lisez _____ 7 l’alphabet _____ 8 ballon _____ 9 papa _____ 10 blanc _____ 11. parasol ______ 12. soupe _____ 13. bébé _____ 14. couleur _____ 15. quatre _____ 16. numéro _____ 17. chocolat _____ 18. chats _____ 19. avril _____ 20. j’aime ______

What happens to ‘t’ when followed by an ie or io?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ What happens to ‘t’ when followed by an ie or io? station service télécommunications patience ventilation Listen carefully to your teacher saying these words. What happens to the ‘t’ sound? Can you find 5 more examples? Do you notice anything about these words? Clue – think about word origins

un, um POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

adding s – plurals les mes des tes ses chats BUT un ours
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ adding s – plurals les mes des tes ses chats BUT un ours What do each of these words mean? Write a sentence for each word. Can you think of other ways of making a noun plural in French?

Sort into different hoops in PE perhaps or corners around the classroom

d comme déjeuner dauphin danser dentiste demander le monde
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ d comme déjeuner dauphin danser dentiste demander le monde But usually silent at the very end of a word; grand Competition: Which group can list a fruit, a vegetable, a boy’s name (French), a girl’s name (French) and a country all beginning with this letter first?

Can use dictionaries and practise dictionary skills too - the answer ‘ill’ grapheme Fille, gorille, billet, papillon, KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

e before a double consonant
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’fore a double consonant e before a double consonant Elle est très belle. Où sont mes lunettes? Elle est parisienne. Ma chandelle est morte, je n’ai plus de feu. Listen carefully to your teacher saying these words. Can you hear the ‘e’? What other ways do you know of writing this sound in French? (Clue in first example) Extension: Where does the last example come from?

air, ei POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

Can use dictionaries and practise dictionary skills too - the answer ‘on’ grapheme Hérisson, poisson, pont KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters

g gorille géant gigantesque Gigi guitare garçon manger gigoter
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ g gorille géant gigantesque Gigi guitare garçon manger gigoter generally the rule is (and it is the same for the letter c) the g is hard when it is followed by o, u or a but is softened by e or i. Listen carefully to these words – now can you work out what the rule is for how to pronounce g in French? clue – look carefully at the letter that follows the g

and pass an object around the class when you hear the ‘ou’ sound KS3 Framework 1.2 Developing capability & confidence in listening. ‘sustain perseverance & concentration when listening…’

en, en, on – nasal sounds pantalon chanson enfant maman dans vent
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’ en, en, on – nasal sounds pantalon chanson enfant maman dans vent Test your partner reading these words aloud. Record yourself if possible. Can you find 10 more words with this sound? How many of these words can you include in one sentence?

oi, oy POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’

Which letters make a ‘liaison’ (roll into the next word)?
Six souris Sans soucis Sortent de leurs six trous. Quand le chat Vit tout ça. S’en fut chercher six chats. POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’

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