Post on 20-Dec-2015
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• 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: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Phoneme onMake 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?
POS: 2.2d ‘use correct pronounciation & intonation’
What sound links these French words?
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• un job
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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)
e, eu
You have 3 minutes to see how many words you can collect with this sound:
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?
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
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.
POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’
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…’
v comme vélo• voiture• vache• vider • Bravo• ouvert• avec
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
‘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
What happens to the z when added to e as in the examples above?
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
9
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.
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
é, aier, et, ez
You have 5 minutes to see how many French words you can collect with this sound:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
OnLes lettres on sont
ensemble pour produire un son nasal.
• cochon• oncle• ongle• on• ronron
List 20 more words in French with the ‘on’ grapheme.
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?
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
‘-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.
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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?
Ah bon!Du poisson?Non.
Du jambon?Non.
Des champignons?Non.
Du melon?Non!
Alors quoi donc?Des cornichons!Ah bon!KS3 Framework 1.2 ‘sustain perseverance
& concentration when listening…’
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?
KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
5/12
u
You have 3 minutes to see how many French words you can collect with this sound:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
Click once, then move image to the correct island, click once more to leave it there.
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…’
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?
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
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
An alphabet rap
• http://www.learnalberta.ca/content/flbla/html/scenarios/scenario1/index.html?scenario=1&group=6&activity=12&totalactivities=20
POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’
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
You have 5 minutes to see how many French words you can collect with this sound:
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?
KS3 Framework 4.1 KAL Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
10
eu sound ère sound
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Rounded lips, mouth quite open, tongue flat
Papa va à la gare.
ta
chat
âge
ma
quatrecahier
ami
la
Ahh!
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
Click once, then move image to the correct island, click once more to leave it there.
• Les fantômes se cachent,Sans qu'on le sache -On ne peut pas les voirNi à la lumière, ni dans le noir.
• Les fantômes n'ont pas de liberté,Leur vie est hantéeDans des maisons cassées,Ils ne peuvent pas se sauver.
• Allez, donnez-leur la liberté,Ils vont vous saluerAvec 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?
o, au, eau, ô
You have 5 minutes to see how many French words you can collect with this sound:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
chat
pèrevert
chats
La tortue verte ne marche pas vite.
J’aime mon chat.
verte
POS 3b ‘the study of languages should include the interrelationship between sounds & writing’
balletchef
Design a key sound poster that exploits our knowledge of English to help remember a French word.
« Je suis ce que je suis et si je suis ce que je suis, qu'est-ce que je suis? »
Virelangue (tongue twister)-you have 5 minutes to practise then challenge a
team to see who can say it the fastest.
POS 2.2d ‘use correct pronounciation & intonation’
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
Click once, then move image to the correct island, click once more to leave it there.
20 key phonemes in French Vowelsa â à quatre chatsé er ez et es ée mes frisés i ie it is oui Mimi Consonantsu Lulu qu qui quelleo ô au eau beau dodo Qu’est-ce queç s français, questionou tous les jours s maisone eu oeu le cheveu g (+a, o, u) gâteauè ai ei mère j gi gé ge jaune Gigioi toi et moi géographie
rouge
-il -ill ail familleu un uno on om bon gn montagnein em ein eim ain aim lapinen 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’
a, à, â
You have 5 minutes to see how many French words you can collect with this sound:
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?
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
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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?
Which ones can be silent? When?POS: 2.2d ‘use correct pronounciation & intonation’
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’
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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• 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.
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Competition: List words containing é in 2 minutes.Extension: What other ways are there to write this sound?
ou
You have 5 minutes to see how many words you can collect with this sound:
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,
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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.
ou
au / oeu
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
« Un chasseur sachant chasser sait chasser sans son chien de chasse. »
Virelangues (tongue twister)-you have 5 minutes to practise then
challenge a team to see who can say it the fastest.
POS 2.2d ‘use correct pronounciation & intonation’
an, am, en, em,
-ent, -ant, ean
You have 5 minutes to see how many words you can collect with this nasal sound:
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
• • 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
POS 3b ‘the study of languages should include the interrelationship between sounds & writing.. underpinning principles such as common letter strings’
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Barbara a un chat
les rats!© L.Erler 2005
qui
aime
Challenge:Design a sound poster for one particular sound, but in a sentence.
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
u comme universitéThis 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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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’
ê comme être• tête• fête• bête
Another way to write this sound is with è
mère, père, frère, chèvre
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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:
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
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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
l comme lapin• loup• lundi• lentement• belle• Moulin
And at the end of a word is often silent• gentil
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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!
• 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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
on, om, (i)on, -ons
You have 5 minutes to see how many words you can collect with this nasal sound:
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…’
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.
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
« Pauvre petit pêcheur,
prend patience pour pouvoir prendre plusieurs petits poissons.»
Virelangues (tongue twister)-you have 5 minutes to practise then challenge a
team to see who can say it the fastest.
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’
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
Example: voilà ___2___
1. bonjour __ ____2. Merci ______3 Je ______4 appelle ______5 numéro ______6 lisez _____7 l’alphabet _____8 ballon _____9 papa _____10blanc _____
11. parasol ______12. soupe _____13. bébé _____14. couleur _____15. quatre _____16. numéro _____17. chocolat _____18. chats _____19. avril _____20. j’aime ______
KS3 Framework 4.1 Letters & sounds: apply knowledge of common letter strings, sound patterns, accents & other characters
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
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
un, um
You have 5 minutes to see how many words you can collect with this nasal sound:
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’
ou soundou soundou sound
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?
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
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’fore a double consonant
è, ère,air, ei
You have 5 minutes to see how many French words you can collect with this sound:
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
g • 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
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
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…’
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?
POS: 2.1a ‘identify patterns in the target language, including pronunciation & spelling’
oi, oy
You have 5 minutes to see how many French words you can collect with this sound:
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’