Transcript KS3 Phonic starter activities

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
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
c•
•
•
•
•
•
•
•
canard
Cendrillon
cigarette
Coco Chanel
curieux
carton
intercepter
voici
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
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?
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’
j comme Jérome
• jouet
• jeudi
• jaune
• Bonjour
BUT
• le Jazz,
• le jogging
• un job
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 3 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’
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?
What sound links these French
words?
KS3 Framework 4.1 KAL Letters & sounds:
apply knowledge of common letter strings, sound patterns, accents & other characters
Can’t sing – no worries, this fits to the US marching chant
which was also used for the ‘my mate marmite ad.
ABCDEFG
POS 3b ‘the
study of
languages
should
include the
interrelations
hip between
sounds &
writing..
underpinnin
g principles
such as
common
letter strings’
HIJKLMN
OPQRSTU
VWXYZ
Watch this video:
Listen & 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…’
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 ?
What sound links these French
words?
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’
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?
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
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?
What sound links these French
words?
9
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’
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’
•
•
•
•
•
cochon
oncle
ongle
on
ronron
On
Les lettres on sont
ensemble pour
produire un son nasal.
List 20 more
words in
French with the
‘on’ grapheme.
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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?
What sound links these French
words?
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’
‘-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.
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…’
Ah bon!
Du poisson?
Non.
Du jambon?
Non.
Des champignons?
Non.
Du melon?
Non!
Alors quoi donc?
Des cornichons!
Ah bon!
Listen & watch
this video
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’
What sound links these French
words?
5/12
KS3 Framework 4.1 KAL Letters & sounds:
apply knowledge of common letter strings, sound patterns, accents & other characters
You have 3 minutes to see how many French
words you can collect with this sound:
u
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Click once, then move image to the
correct island, click once more to
leave it there.
KS3 Framework 4.1
Letters & sounds:
apply knowledge of
common letter strings,
sound patterns,
accents & other
characters
What sound links these French
words?
KS3 Framework 4.1 KAL Letters & sounds:
apply knowledge of common letter strings, sound patterns, accents & other characters
Watch this video: Listen carefully & 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…’
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?
What sound links these French
words?
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’
What sound links these French
words?
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
• http://www.learnalberta.ca/content/flbla/html/sce
narios/scenario1/index.html?scenario=1&group=
6&activity=12&totalactivities=20
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
You have 5 minutes to see how many French
words you can collect with this sound:
i, y
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
What sound links these French
words?
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’
What sound links these French
words?
10
KS3 Framework 4.1 KAL Letters & sounds:
apply knowledge of common letter strings, sound patterns, accents & other characters
eu sound
ère sound
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?
ABCDEFG
HIJKLMN
OPQRSTU
VWXYZ
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
a
a
à
â
Rounded lips, mouth quite open,
tongue flat
chat
cahier
ami
la
ma
quatre
âge
Papa va à la gare.
Ahh!
ta
Click once, then move image to the
correct island, click once more to
leave it there.
KS3 Framework 4.1
Letters & sounds:
apply knowledge of
common letter strings,
sound patterns,
accents & other
characters
• 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.
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?
You have 5 minutes to see how many French
words you can collect with this sound:
o, au, eau, ô
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
POS 3b ‘the study of languages should include the interrelationship between sounds
& writing’
Silent letters in French
chat
père
chats
vert
J’aime mon
chat.
verte
La tortue verte ne marche pas vite.
Key sound posters
Design a key sound poster that exploits our knowledge of
English to help remember a French word.
chef
ballet
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'estce que je suis? »
POS 2.2d ‘use correct pronounciation & intonation’
Click once, then move image to the
correct island, click once more to
leave it there.
KS3 Framework 4.1
Letters & sounds:
apply knowledge of
common letter strings,
sound patterns,
accents & other
characters
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................................................................
POS 3b ‘the study of languages should include the interrelationship between sounds
& writing.. underpinning principles such as common letter strings’
You have 5 minutes to see how many French
words you can collect with this sound:
a, à, â
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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?
What sound links these French
words?
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’
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?
Do you know how to pronounce your letters in French?
ABCçDEéêè
FGHIJKLMN
O ôœ P Q R S T U û
VWXYZ
Which ones can be silent? When?
POS: 2.2d ‘use correct pronounciation & intonation’
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’
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?
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:
ou
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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
Extention: 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’
eu
ou
au / o
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’
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’
POS 3b ‘the study of languages should include the interrelationship between sounds
& writing.. underpinning principles such as common letter strings’
Phoneme song
• •a
•
•é
•
•i
•
•u
•
•o
comme quatre chats
comme mes frisés
comme oui Mimi
comme Lulu
comme beau dodo
• • ou comme tous les jours
• • e comme le cheveu
• • è comme ma mère
• • oi comme moi
•L.Erler 2005
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?
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
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?
Listen & watch this video:
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’
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?
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’
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?
What sound links these French
words?
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’
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?
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?
You have 5 minutes to see how many words
you can collect with this nasal sound:
on, om,
(i)on,
-ons
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Watch this video: 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…’
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)
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’
‘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’
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?
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:
1. bonjour
voilà ___2___
__ ____
2. Merci
______
3 Je
______
4 appelle
______
5 numéro
______
6 lisez
_____
7 l’alphabet
_____
8 ballon
_____
9 papa
_____
10blanc
_____
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
parasol
soupe
bébé
couleur
quatre
numéro
chocolat
chats
avril
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’
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
You have 5 minutes to see how many words
you can collect with this nasal sound:
un, um
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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?
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?
What sound links these French
words?
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’fore a double consonant
e before a double consonant
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•
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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?
You have 5 minutes to see how many French
words you can collect with this sound:
è, ère,
air, ei
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
What sound links these French
words?
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’
g•
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•
•
•
•
•
•
gorille
géant
gigantesque
Gigi
guitare
garçon
manger
gigoter
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
Listen & watch this video
and pass an object around the class
when you hear the ‘i’ sound
KS3 Framework 1.2 Developing capability & confidence in listening.
‘sustain perseverance & concentration when listening…’
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
en, en, on – nasal sounds
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•
•
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•
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?
You have 5 minutes to see how many French
words you can collect with this sound:
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’