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Editor's Notes

1. This aims to encourage the students to think about all the sounds that there are in English. Obviously it is difficult to say how many sounds there in a language but there are approximately 43 sounds in Received pronunciation English and about 37 in Standard French, if you want to mention it. A lot of the consonant sounds are the same so they don’t have to learn 37 completely new sounds! This exercise relies on them having studied phonetics at primary school, which most of them should have done and in a mixed ability class there should be lots of students who are able to think about the sounds that make up a word. Get them to say the word supercalifragilisticexpialidocious to their partner and try to count how many different sounds they are. 16 is each individual sound I have not counted the repeated sounds more than once.
2. This is the first sound in French which does not exist in English. I was thinking they could make a trunk-type action with their arm for this sound. Drill the sound and the word.
3. For this sound I was thinking that they could tap their heads.
4. I was thinking they could show small with their hands.
5. This is to reinforce the three actions and sounds they have just learnt. Get them to do the action and you say the sound, they then repeat the sound along with the actions.
6. This is to reinforce the actions. Get students to make the sound associated with each action. After this they can do the activity: which syllable is the sound in for /e/
7. They should already be familiar with the idea that one sound can have different spellings from primary school. This may be a big step for some of the students but the idea is to drill everything and this is why I have set a learning objective which allows them to choose how many spellings they are going to learn. They will write them down at the end of the lesson so it is not essential that they learn them all now, just that the understand that one sound can have different spellings in French, just like in English! Drill each word and the sound. It is difficult to say that this spelling will always mean this sound so throughout the presentations I have tried to associate the spellings with the most common sound. ‘et’ for example has not been included because it can be both /e/ and /  / depending on whether or not it is at the end of a word. But you could mention this now if you feel it is appropriate for the group.
8. This is the same as the previous slide.
9. This is to reinforce the spellings seen before. This should be done in pairs as it will be hard for them to do but as they should have a target to remember some spellings they should be able to place at least one word. This is a quick activity that shouldn’t take long.
10. This just illustrates that this sound is normally written as an ‘e’.
11. I was thinking that they could pull manic smiles.
12. My only thought for this is to mimic a ring on a finger.
13. This is supposed to be a surprised face because the tap has been left on!
14. This is to reinforce the sound and action in the same way as before.
15. Once again, the same as before.
16. This is to show the spellings. Again they are most commonly associated with this sound but not exclusively.
17. This is an opportunity to drill all the sounds. Make sure they are familiar with them in order to do the next activity.
18. This is a ‘which one is missing’ game. This could be played in two teams.
19. The students need to complete their sheets. You could get them to try and write a spelling for each one and then put the spellings up or you could show them the spellings from the beginning.
20. A final opportunity to drill all the sounds and actions.