French
Phonics in KS2. A Simple Guide for Teachers
Teaching French
phonics KS2 primary phase has now become an essential and non-negotiable component
of any primary French learning pathway. Phonics is only one of three pillars
but the one that can seem the most daunting– especially for staff that are not
linguists or specialists. French pronunciation for teachers can created
increased anxiety as they feel they lack the knowledge and skills but there
things can support teachers. Teaching phoneme-grapheme relationships in the
foreign language will positively impact and support the pupils and ensure they
make the expected progress so read on for how to ensure you have the necessary
tools!
Before
starting a learning pathway
Decide the total number of
French phonemes you wish your pupils to cover by the end of primary phase. How
long and how often are French lessons? This will affect the number of KS2
French sounds your pupils can realistically cover. Over a four-year period of
sustained and embedded French lessons 15-20 phonemes are a realistic goal. If
pupils are moving over to another scheme/resource and haven’t had embedded and
sustained teaching then lower the number for year pupils in their final year of
primary school.
Which
French Phonemes?
This will depend on the
SoW but consider phonemes to be almost like a toolkit that will equip pupils
with a group of French sounds that will help them read aloud, pronounce and
speak with higher accuracy and authenticity. They will also recognise and
decode more of what they read in the foreign language. Sounds that are high
frequency but will also appear in the vocabulary that the pupils will learn and
see during this key phase in French. Look at the units/themes and ensure the
phonemes picked appear often. That pupils will hear and see these sounds to aid
long memory retention and quicker recall. As an example of ten key French
phonemes to include could be:
Teaching
of Phonics
Phonics should be planned into
any Sow and staff should be aware that teaching phonics in another language is
very different to teaching in the first language. Decide which phonics should
be taught when explicitly. Pupils will implicitly cover a lot through exposure
to the language (listening, reading, speaking, singing etc) but explicit
teaching in phonics is key. Our recommendation is always to show the pupils all
the French sounds you expect them to cover by the time they leave primary with
a mat/visual/audio from the very start that they can refer back to and tick off
but then focus explicitly on 4-5 at a time. To ensure 15-20 are covered by the
end of primary phase. Teach the sounds explicitly by showing pupils where the
sounds are made i.e. back or front of mouth placement of the tongue, lip shape
etc. Let the pupils hear and say these sounds many many times through
repetition, songs and diagnostic activities. To become familiar making these
sounds themselves. So it becomes natural as some French sounds are not
instinctive to English speakers and sounds that we do not have/make. Then move
quickly (in the same lesson) to word and phrase level. French phonemes can
change speed sound slightly when they are surrounded by other sounds in words
and phrases. Always link the sound to a key word they will encounter to help it
stick. Ensure those key phonemes for that year are revisited as often as
possible in the units of work covered and previously learnt ones into
activities too as pupils progress. Gradually increasing the complexity and
challenge as pupils learn and remember more.
Primary
French Pronunciation
Don’t forget to also time
to include focus on ‘other’ linguistic concepts attached to French
pronunciation, using the same ideas as shared above
For example:
·
Silent letters
and consonants at the ends of words
·
Different
accents on words
·
Letters ‘e’,
‘h’ and ‘r’
·
Liaison
