ECF1 2e Digital Sampler

EntreCultures

1

FRANÇAIS

SAMPLE

Elizabeth Zwanziger • Brittany Goings • Hélène Schuster • Ed Weiss

Teacher Edition

Livre du professeur

EntreCultures 1 ®

Second Edition

Elizabeth Zwanziger Brittany Goings Hélène Schuster Ed Weiss Contributing Author Catherine Ousselin

Director of Editorial: Tanya Brown Senior Editorial Project Manager: Eliz Tchakarian Managing Editor: Nathalie Gaillot Developmental Editor: Vanessa Ta Curriculum Coordinator: Helen Small Editors: Eileen Angelini, Ana-Maria M’Enesti, Henry Menninger, Jennifer Murphy, Cécile Rebolledo Product Design and Production Manager: Sawyer McCarron-Rutledge Cover Designer: Jaana Bykonich Graphic Designers: Jaana Bykonich, Tawny Dougherty, Ryan Hamner, Hannah Rowlett Production Designers: Derrick Alderman, Rivka Levin

Cover image: Quebec City, Quebec, Canada. ©mkzdillon. Shutterstock

Copyright © 2026 by Wayside Publishing All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

The marks [EntreCulturas®, EntreCultures®, FlexText®, Learning Site®, Wayside Publishing®] (collectively “the Marks”) are registered in the U.S. Patent and Trademark Office and owned in their entirety by Wayside Publishing (“Wayside”). Any use of the Marks without the express written permission of Wayside is prohibited.

Printed in USA 1 2 3 4 5 6 7 8 9 10 BB 25 Print date: Hardcover ISBN 978-1-641595-84-1

Le monde francophone EntreCultures® Mission and Vision • Heritage Learners ���������������������������������������������� TE28 Welcome to EntreCultures® 1 ��������������������������������� TE5 Vocabulary Instruction in Context �������������������� TE29 Scope and Sequence ������������������������������������������������ TE6 Grammar Instruction in Context ���������������������� TE30 World-Readiness Standards for Assessing Language Performance in Context ���� TE32 Learning Languages ����������������������������������������� TE14 Rubrics ������������������������������������������������������������������ TE33 Approaches to Teaching and Learning ��������������� TE15 Unit Organization ��������������������������������������������������� TE34 High-Leverage Teaching Practices �������������������� TE15 Our Digital Learning Experience �������������������������� TE46 ® EntreCultures Mission and Vision • Our Digital Learning Experience ..........xiv Cultivating Interculturality ������������������������������� TE18 Learning Site® ������������������������������������������������������ TE46 ® Welcome to EntreCultures 1 ..............ii ® Integrating Interculturality in Teaching Learning Site .....................................xiv Nualang™ ������������������������������������������������������������ TE47 and Learning ����������������������������������������������������� TE19 World-Readiness Standards for Nualang™ Using .............................................xv Readers to Support Language Acquisition TE48 Learning Languages Developing and Assessing............................iii Interculturality in Components and Features �������������������� TE49 Table ofProgram Contents ...................................xvi Teaching and Learning �������������������������������������� TE20 Unit Organization ....................................iv Table of Contents ���������������������������������������������������� TE50 Staying in the Target Language ����������������������� TE22 Appendices Table of Contents .............xxii Appendices Table of Contents �������������������������������� TE57 Instructional Strategies ������������������������������������ TE24 Acknowledgments �������������������������������������������������� TE58 Integrated Differentiated Instruction �������������� TE26

Le monde francophone

Pays et gouvernements membres de la Francophonie

56

membres

5

associés

32

observateurs

Albanie Andorre Arménie Belgique Bénin Bulgarie Burkina Faso Burundi Cabo Verde Cambodge Cameroun Canada Canada/Nouveau-Brunswick Canada/Québec

Chypre Comores Congo Congo (RD) Côte d’Ivoire Djibouti Dominique Égypte France Gabon Ghana Grèce Guinée Guinée-Bissau

Guinée équatoriale Haïti Laos Liban Luxembourg Macédoine du Nord Madagascar Mali Maroc Maurice Mauritanie Moldavie Monaco Niger

République centrafricaine Roumanie Rwanda Sainte-Lucie Sao Tomé-et-Principe Sénégal Seychelles Suisse Tchad Togo Tunisie Vanuatu Vietnam Wallonie-Bruxelles (Fédération)

EntreCultures® 1

D’après: Organisation internationale de la francophonie (OIF)

Pays membres

TE3

Welcome to EntreCultures® EntreCultures® is a four-level, standards-based, thematically organized program consisting of six in-depth units per level, providing learners with opportunities to interact and engage with authentic materials and adolescent speakers of the language. By learning in an intercultural context, students acquire communication skills and content knowledge while exploring the products, practices, and perspectives of French-speaking cultures.

EntreCultures® Mission EntreCultures® aims to prepare learners to communicate, explore, and connect across cultures in order to foster attitudes of mutual understanding and respect.

EntreCultures® Vision Our vision is a world where language learning takes place through the lens of interculturality, so students can discover appropriate ways to interact with others whose perspectives may be different from their own.

TE4

EntreCultures® 1

Welcome to EntreCultures®

Welcome to EntreCultures® 1 Dear Colleagues, Welcome to EntreCultures® 1!

This series was written by French teachers who understand and appreciate the dynamics of language learning and the need for strong teacher support throughout an instructional series.

EntreCultures® is based on the belief that the purpose of learning languages is to communicate and interact with cultural competence. EntreCultures® balances communicative and intercultural goals via dynamic and engaging activities, interactions, and tutorials. Students will see and hear a variety of young people throughout the program, helping them to interact with the relevant and culturally rich topics that they are studying in class.

In order to achieve the intercultural goals of each unit, students are offered frequent opportunities to comment and reflect on what they have learned about the target cultures, which promotes an attitude of understanding and acceptance of other cultures.

Following the guidelines of the World-Readiness Standards for Learning Languages, EntreCultures® features multiple strategies designed to help students interpret and express themselves with expanding literacy while learning to communicate and interact with cultural acumen.

Elizabeth Zwanziger Brittany Goings Hélène Schuster Ed Weiss

EntreCultures® 1

TE5

® EntreCultures Scope and Sequence 1 EntreCultures® 1 UNITS

ESSENTIAL QUESTIONS

UNIT GOALS

INTERCULTURAL FOCUS

Interpret charts, graphs, and images to learn about diverse francophone places, people, and cultures Interact with others in French by asking and answering some basic questions about months, days of the week, numbers and phone numbers Explore opportunities to investigate French-speaking resources in my community

Zoom culture Pratique culturelle : Les salutations et l’espace vital Pratique culturelle : Téléphoner en France Produit et pratique culturels : Un grand festival Pratique culturelle : Les années

How do I talk about who I am?

What do my preferences reveal about my identity?

What are cultural similarities and differences between me and others in francophone communities?

Interpret images, video, audio, and print texts in French to understand various aspects of identity Interact to exchange personal information and express preferences Present basic information about yourself Investigate, explain, and reflect on the role of language in shaping identity in France, Quebec, and your community

La France et le Québec Zoom culture Pratique culturelle : Justin Trudeau, un Canadien à plusieurs identités Pratique culturelle : Le handball Pratique culturelle : L’identité linguistique du Québec

How is student life in francophone cultures similar to or different from my own?

How do class schedules reflect the customs of a community?

What habits help me to succeed in school?

Interpret images, videos, and schedules to learn about school life in a francophone country Exchange and compare information about school, people, activities, and schedules Present information about my school activities and preferences Investigate and interact with others about attitudes towards school in francophone cultures

L’Algérie Zoom culture Pratique culturelle : Le système scolaire algérien Pratique culturelle : La récré Pratique culturelle : La technologie à l’école

What makes a family?

What attributes and interests can family members have?

How does a home reflect cultural values?

Interpret charts, graphs, images, and videos to learn about family life and activities in the French-speaking world Interact with others in French by exchanging information about home and family life Present information about what home, family, or friends mean to you Investigate and compare family structures in francophone communities and your own

Le sud-ouest de la France Zoom culture Pratique culturelle : Les animaux de compagnie Pratique culturelle : Le PACS et le mariage en France Produit culturel : Les bâtiments et le logement

What influences my taste in foods?

How does cuisine contribute to cultural values?

What habits and traditions are affiliated with meals in the francophone world?

Share opinions and habits about food preferences and food purchases Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs Create a menu based on food preferences and traditions of a francophone country Investigate and interact with others about healthy food choices and the problem of hunger in francophone cultures

Le Rwanda Zoom culture Produit culturelle : Le marché en Afrique Pratique culturelle : L’heure des repas Pratique culturelle : Le gaspillage alimentaire

In what ways do sports and music contribute to culture?

How do leisure activities bring people together?

What impact does regional weather have on daily life?

Identify information from print and audiovisual materials relating to leisure activities Exchange information about leisure activities Make simple social plans and invite someone to an event Investigate how and why people use their leisure time and interact with francophone cultures and in your community

Le Togo Zoom culture Pratique culturelle : Le Tour de France et le Tour du Togo Produit culturelle : La pétanque Pratique culturelle : Le festival Eke Epke à Glidji, au Togo Pratique culturelle : Le système métrique

What is the relationship between shopping and eating habits in a community?

What do shopping habits reveal about a culture?

How does culture affect how I get around?

Interpret blogs, lists, proverbs, and promotional materials about shopping choices and activities Share information and preferences about places in your community and in the French-speaking world Describe the relative location of stores in a community using maps Explore some of the unique features of transportation in francophone communities and how they impact the environment

La France Zoom culture Pratique culturelle : Faire les courses en France Pratique culturelle : Les soldes Pratique culturelle : Les transports en commun Pratique culturelle : L’Office de Tourisme

How do I begin and maintain a Unité conversation when meeting préliminaire simple a French speaker?

How do we communicate in the classroom?

How do I use numbers to share information?

Bonjour !

Unité 1 L’identité

Unité 2 À l’école

Unité 3 La vie en famille

Unité 4 Bon appétit !

Unité 5 Le temps libre

Unité 6 En ville

TE6 2

Scope and Seque

EntreCultures® 1

nce

® Scope and Sequence Scope and Sequence EntreCultures 1 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES

Premières conversations Initial Conversations Les expressions dans la salle de classe Classroom Expressions Les mois de l’année Months of the Year

N/A

Prononciation Final Consonants Learning Strategy Video Interpretive Print Détail grammatical Quelle est la date ?

Les nationalités Nationalities Les occupations Occupations Les descriptions Descriptions Mes activités préférées My Favorite Activities Questions et réponses Questions and Answers

Expressing Who I Am The Verb être Expressing Preferences The Expressions j’aime and tu aimes (V) Asking and Answering Questions (Part 1 and Part 2) Forming Information Questions (V)

Prononciation /r/ sound ; /é/ sound (é, ez, er) Learning Strategy Video Interpretive Listening Détail grammatical Le genre des noms ; Le verbe être ; Les questions avec est-ce que ; L’ordre des mots dans les questions ; L’expression est-ce que

Les fournitures scolaires School Supplies Les numéros de 31 à 60 Numbers from 31 to 60 Les matières School Subjects Les activités Activities Les lieux et les personnes de l’école Places and People in School

Identifying People or Things Indefinite Articles and the Expression il y a Telling Time Using the 24-Hour Clock (V) Expressing Daily School Activities Using -er Verbs (V)

Prononciation Word Stress in French; Hard and Soft g Sounds Learning Strategy Video Recognizing Cognates Détail linguistique Les sigles et abréviations ; Pourquoi, parce que et pendant Détail grammatical Les articles définis ; À quelle heure ? ; Le système horaire sur 12 heures ; L’infinitif ; Les pronoms sujets et les verbes en -er

Les membres de la famille Family Members Les adjectifs Adjectives Les numéros de 70 à 100 Numbers from 70 to 100 Chez moi At Home

Indicating Family Relationships Possessive Adjectives (V) Describing Family Members Adjective Agreement (V) Asking Informational Questions Interrogative Words (V)

Prononciation Liaison Learning Strategy Video Interpersonal Speaking Détail linguistique Lexique de la famille ; Les petits noms familiaux ; Les adverbes Détail grammatical Le verbe avoir ; C’est vs. Il/Elle est ; Où placer les adjectifs ? ; Le mot combien

Au supermarché At the Supermarket Au café/restaurant At the Café/Restaurant Les numéros de 101 à 1 000 Numbers from 101 to 1,000 Les aliments et les bonnes pratiques Foods and Best Practices

Expressing Quantity of Foods Partitive Articles (V) Expressing What You Eat and Drink Manger, choisir, prendre, boire, and -ir Verbs (V) Negating Negation with ne... pas, ne... plus, and ne... jamais (V)

Prononciation /o/ sound Learning Strategy Video Elaborating and Connecting Ideas Détail linguistique Suivez les instructions ; La politesse ; L’entrée ; Avoir ou prendre ; Les adjectifs de nationalité Détail grammatical Les expressions avec avoir ; Les verbes irréguliers ; Au négatif

Le sport Sports La musique Music Où faire les activités ?

Where to Do the Activities?

Les activités du week-end Weekend Activities Les vêtements Clothing Le temps Weather Les saisons Seasons

Stating Where You Are Going The verb aller Expressing Upcoming Plans Futur proche with aller + INFINITIVE (V) Requesting Information Questions with quel (V) Requesting Information Formal and Informal Questions (V)

Prononciation /è/ Sound Learning Strategy Video Expanding Vocabulary Détail linguistique Le pronom on pour exprimer une généralité ; Les pays et les prépositions ; Le verbe vouloir ; Les abréviations en ligne Détail grammatical Le verbe faire ; Le verbe aller + à ; Le futur proche à la forme négative

Faire les courses Grocery Shopping Faire du shopping Shopping Le shopping en ligne Online Shopping L’emplacement Location

Expressing What I Want to Do, Must Do, and Can Do The Verbs vouloir (to want), devoir (to have to, must, should), and pouvoir (to be able) Saying What People Buy and Where Verbs Conjugated Like acheter (V) Using Verbs Like vendre, attendre, and répondre -ir Verbs (V)

Prononciation /e/ Without Accent Learning Strategy Video Understanding and Being Understood Détail linguistique Le pronom on ; Les prix ; Un grand magasin Détail grammatical Le mot pour ; Le pronom on ; Les prix ; Un grand magasin ® EntreCultures® ScopeEntreCultures and Sequence 1

3 TE7

® EntreCultures Scope and Sequence 2 EntreCultures® 2 UNITS

INTERCULTURAL FOCUS

ESSENTIAL QUESTIONS

UNIT GOALS

What influences our school calendars and schedules?

How do our school environments influence our interactions?

How do we organize our time for enjoyment and success?

Read and view information about school schedules and activities Exchange information about ways to be successful in school Present information about my school and my academic experience Investigate the ways in which students in francophone cultures approach their academic and extracurricular activities

L’île de La Réunion Zoom culture Pratique culturelle : Trouver sa voie Produit culturel : Le foyer des élèves Pratique culturelle : Les activités périscolaires

What do traditional dishes reveal about cultural values?

How does geography influence our food choices?

How does food bring people together?

Exchange information about traditional dishes from francophone cultures and share memories related to food Read, view, and listen to recipes, menus, videos, and invitations related to food in francophone culture Invite others to events and special meals Investigate how food plays an integral part in family, traditions, and celebrations in francophone cultures

La Belgique Zoom culture Produit culturel : La baraque à frites Pratique culturelle : On va au marché ?

Produit culturel : La forêt dans l’assiette

How do my daily responsibilities and routines shape my life?

How can community members work together to improve their quality of life?

What motivates people from different cultures to volunteer?

Interpret print, audio, and audiovisual informational texts such as announcements and personal stories about household tasks and working as a volunteer Negotiate with others to decide on household tasks and a volunteer opportunity Provide information about yourself in order to apply to a volunteer organization Investigate and reflect on how volunteering impacts communities and the environment and interact with francophone associations

Le Québec Zoom culture Pratique culturelle : Les tâches ménagères au Canada Pratique culturelle : La jeunesse engagée au Canada Pratique culturelle : Le bénévolat comme intégration

What experiences are available to young people in a city or town?

Une ville qui bouge What information do I need to make plans?

What makes cultural experiences unique?

Read, view, and listen to a variety of sources like brochures, schedules, and online reviews to access information to make plans Exchange preferences about places to go for fun in a francophone city or town Describe past events and activities Investigate how and where teens in francophone cultures and in your community enjoy a metropolitan area

Paris Zoom culture Produit culturel : Les arrondissements Pratique culturelle : Allons au café !

Pratique culturelle : Comment se déplacer à Paris

Unité 5

What does health and wellness mean to me?

How do people care for themselves and others?

What factors contribute to the health and wellness of individuals and communities?

Read, view, and listen to informational texts such as websites, infographics, and personal stories about healthy habits Discuss with others the ways in which they and others stay healthy Research health information in order to make a presentation on adolescent health Investigate how people in francophone cultures maintain their physical as well as social and emotional health

Dijon et la Bourgogne-FrancheComté, en France Zoom culture Pratique culturelle : L’assurance maladie en France Produit culturel : La pharmacie

What do I need to know to explore another country or culture?

What is the difference between a tourist and a traveler?

How do travel experiences shape our intercultural understanding and respect for the communities we visit?

Read, view, and listen to informational texts such as announcements, videos, and personal stories about world travel Participate in an interview in which you discuss your travel plans Provide information about yourself in order to apply for a travel scholarship Investigate how and why people travel around the world for more than just tourism

Le Cameroun Zoom culture Pratique culturelle : Voyager autrement Pratique culturelle : Voyager à l’étranger Pratique culturelle : Loger en famille d’accueil

Unité 1 Réussir son année scolaire

Unité 2 À table !

Unité 3 Au boulot, les bénévoles !

Unité 4

Des conseils pour une vie saine

Unité 6 Voyager autrement

TE8 4

EntreCultures® 1

® Scope and Sequence Scope and Sequence EntreCultures 2 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES

Le calendrier scolaire School Calendar Les matières et les moments de la journée School Subjects and Times of Day Les endroits dans l’école Places in School Le personnel de l’école School Staff Comment réussir à l’école How to Succeed in School

Expressing Preferences and What You Are Going to Do aimer + INFINITIVE and aller + INFINITIVE Describing Roles and Responsibilities Masculine and Feminine Word Forms (V) Comparing How Much or How Often Using the Expression plus... que (V)

Prononciation The final s in French Vous savez déjà (Review) Les fournitures scolaires ; Les matières ; Les activités à l’école ; Les personnes et les endroits de l’école Learning Strategy Video Interpretive Listening; Interpretive Reading Détail linguistique Les synonymes ; Les notes (3 définitions) Détail grammatical Suivre un cours ; Le verbe devoir ; L’expression ne… jamais ; Les verbes lire, écrire et apprendre

Les plats traditionnels belges Traditional Belgian Dishes Des spécialités du Congo Specialty Dishes from Congo Souvenirs de la ferme Memories from the Farm La cuisine de mon enfance What I Ate As a Child Une invitation à dîner A Dinner Invitation

Expressing Descriptions and Continuous or Repeated Actions in the Past Using the imparfait (V) Talking About What You Used to Do Forming the imparfait (V) Avoiding Repetition Using the Pronoun en

Prononciation L’accent tonique Vous savez déjà (Review) Les repas et la nourriture ; La famille ; Au café ou au restaurant Learning Strategy Video Word Families Détail linguistique Une moule ou un moule ? ; Quelques expressions idiomatiques Détail grammatical Le pluriel en -x ; Le verbe mettre ; Le verbe venir ; Je t’invite ou je vous invite ?

Mes responsabilités à la maison My Responsibilities at Home Avant de s’engager Before Vounteering Servir sa communauté Serving One’s Community Où faire du bénévolat Where to Volunteer Pourquoi suis-je bénévole ?

Why Am I a Volunteer?

Describing What People Can and Want to Do The Verbs vouloir, pouvoir, choisir, and finir (V) Asking “Which” and “What” Questions Asking Questions with quel and qu’est-ce que Connecting Phrases Relative Pronouns qui, que, and où

Prononciation La double consonne “ll” Vous savez déjà (Review) Chez moi ; Mots interrogatifs ; Adjectifs Learning Strategy Video Arriving at a Decision Détail linguistique Les verbes en -ir ; Les anglicismes ; Des expressions idiomatiques Détail grammatical La formation des verbes servir et accueillir ; L’adjectif nouveau

Les endroits en ville Places in the City Sortir en ville Going Out in the City Les transports en ville Transportation in the City Comment prendre le métro Taking the Subway

Expressing the Most, Least, Best, and Worst The Superlative of Adjectives Describing What You Did and When Adverbs of Time with passé composé (V) Telling Where You Went and How You Got There The passé composé with être (V)

Prononciation La lettre s en français Vous savez déjà (Review) Pour s’amuser en ville ; Le transport ; Pour faire des achats ; Les activités en ville Learning Strategy Video Navigating Websites and Mobile Apps Détail linguistique Synonymes Détail grammatical La place de l’adjectif ; En métro et à vélo

Des habitudes saines Healthy Habits Présenter des statistiques Presenting Statistics Le corps et la santé Body and Health Les maladies et les symptômes Diseases and Symptoms Ma santé émotionnelle My Emotional Well-Being La vie en ligne My Life Online

Giving General Advice The Infinitive After Certain Expressions (V) Telling Someone What to Do The Imperative (V) Describing My Routine Reflexive Verbs (V)

Prononciation L’élision Vous savez déjà (Review) Quelques aliments ; Les activités entre amis Learning Strategy Video Delivering a Presentation Détail linguistique Les expressions avec avoir et être ; Famille de mots : tendu Détail grammatical Le mot trop

Choisir sa destination Choosing a Destination Vive les vacances alternatives !

Alternative Vacations Se préparer au voyage Preparing a Trip Les hébergements et les activités de voyage Lodging and Travel Activities Des conseils pour les voyageurs Tips for Travelers

Describing What Will Happen and What You Will Do (Part 1) The Future Tense of Common Irregular Verbs (V) Avoiding Repetition When Talking About People or Things Third-Person Direct Object Pronouns le, la, and les (V) Describing What Will Happen and What You Will Do (Part 2) The Future Tense of Regular Verbs (V)

Prononciation Les digrammes au, ou et eu Rappelle-toi (Review) Les vêtements ; Les endroits et les activités ; Le temps Learning Strategy Video Culturally Sensitive Travel Détail linguistique Le patrimoine Détail grammatical Le pronom y ; L’impératif des verbes pronominaux ® EntreCultures® Scope and Sequence EntreCultures 1

5 TE9

® EntreCultures Scope and Sequence 3 EntreCultures® 3 UNIT GOALS

INTERCULTURAL FOCUS

How do relationships with others shape who I am?

De l’enfance vers How did experiences and events impact my childhood? l’indépendance How do life events in my adolescence influence the person I am becoming?

Interpret authentic texts to gain insights into friendship and life events of childhood and adolescence in the francophone world Exchange and present information about friendship and life events during childhood and adolescence Narrate past experiences that have affected your or another person’s present life and path toward independence Investigate how friendships and life events shape the lives of young people in francophone cultures

Le Sénégal Zoom culture Pratique culturelle : Parler de ses amis en français Produit culturel : Les fournitures scolaires Pratique culturelle : Obtenir son permis de conduire

Unité 2

How do digital media affect my life and that of others in francophone cultures?

What are my rights and responsibilities as a digital citizen?

How can technology help me pursue my interests?

Exchange and present information about social networking, digital responsibilities, and safe use of technology Read, view, and listen to authentic texts about digital citizenship and social media Interact with authentic texts such as data, infographics, or charts to gain insights into patterns of technology used in the francophone world Investigate how access to and use of technology affect daily life in francophone cultures and in your community

La Martinique Zoom culture Pratique culturelle : Accès aux portables à l’école Produit culturel : Les devises et les droits Pratique culturelle : « Parlez-vous technologie ? »

What do young people need to consider when planning for their future?

How do young people balance their time between what they need to do and want to do in francophone cultures and in my community?

What impact will my generation have on society?

Exchange information about competencies, interests, and future plans Interpret authentic texts such as videos, infographics, or articles to gain insights into the transition toward adulthood among young people in the francophone world Present advice about planning for the future and describe workrelated competencies and goals Investigate how young people in francophone cultures prepare for their future

La Belgique Zoom culture Pratique culturelle : Le travail de l’étudiant Pratique culturelle : « Métro, boulot, dodo » Pratique culturelle : Faire la grève

What is my role as an eco-friendly citizen?

How do my actions towards sustainability impact the future?

What can we learn from various communities to improve the environment?

Exchange information and advice about what it means to be ecofriendly Interpret authentic texts such as videos, charts, infographics, brochures, and articles to gain insights into patterns of sustainability in the francophone world Present and defend plans for protecting the environment and meeting global challenges related to sustainability Investigate how young people in francophone cultures face global challenges such as the protection of the environment

Le Québec Zoom culture Pratique culturelle : Le recyclage au Canada Pratique culturelle : Sauvegarder l’environnement Produit culturel : Les énergies renouvelables au Québec

What makes me unique?

How do people express their individuality in my community and in francophone communities?

How do the choices we make define who we are?

Exchange information about past experiences and other factors that affect personal identity Read, view, and listen to authentic texts such as charts, infographics, videos, ads, and articles to gain insights into different aspects of personal identity Create a short biography that includes important facets of your identity and present advice about making good decisions Investigate how people in francophone cultures express their individuality, and make comparisons with your community

La France Zoom culture Pratique culturelle : Les prénoms, un aspect de notre identité Pratique culturelle : Les choix d’expression personnelle Produit culturel : Le français, une langue genrée

What is art to me?

What is the relationship between art and culture?

How can art convey ideas, opinions and emotions?

Exchange information and opinions about what constitutes art and the value of art Read, view, and listen to authentic texts such as interviews, videos, ads, and articles to gain insights into the role of art in our lives Express personal beliefs and opinions about art and works of art, explain why something should or should not be considered art, and present justifications for supporting the arts Investigate how people in francophone cultures view art, and make comparisons with your community

Le Laos Zoom culture Produit culturel : L’art du quotidien Produit culturel : Les bandes dessinées Produit culturel : Les crêpes autour du monde

UNITS

ESSENTIAL QUESTIONS

Unité 1

La citoyenneté numérique

Unité 3 Je me prends en charge

Unité 4 Une génération responsable

Unité 5 La quête de soi

Unité 6 L’art et la vie

TE10 6

EntreCultures® 1

® Scope and Sequence Scope and Sequence EntreCultures 3 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES

L’amitié Friendship Les activités entre amis Activities with friends Quand j’étais petite When I Was Young Je deviens indépendant(e) Becoming Independent Je cherche un job Looking for a Job La conduite Driving

Décrire les actions réciproques Les verbes pronominaux réciproques (V) Décrire les actions dans le passé L’imparfait et le passé composé (V) La narration au passé L’imparfait de description (V)

Vous savez déjà (Review) À l’école ; Les traits de caractère ; Les traits physiques Learning Strategy Video Discovering New Words

Détail linguistique Les familles de mots ; Encore des verbes réciproques ; Parler des examens ; Les familles de mots ; Les automobiles Détail grammatical La permission et l’interdiction

Les avantages et inconvénients d’Internet Advantages and Disadvantages of the Internet Les droits et les responsabilités Rights and Responsibilities À la recherche de nouveaux intérêts • Comment trouver ce qui m’intéresse Finding New Interests

Éviter la répétition en employant me, te, nous, vous, lui et leur Les pronoms compléments d’objet direct et indirect (V) Décrire les actions hypothétiques Le conditionnel (V) Présenter une hypothèse Le conditionnel avec si + imparfait (V)

Rappelle-toi (Review) La vie en ligne ; Les responsabilités sociales ; Pour donner des conseils ; Le futur simple ; Les pronoms compléments d’objet direct ; Le pronom en

Learning Strategy Video Intercultural Communication Détail linguistique Les familles de mots ; Quel mot utiliser ? ; Le verbe sortir

Je me prépare mentalement • Je prends mon avenir en main !

Heading Toward the Future Trouver un équilibre de vie Work-Life Balance Quelles sont mes compétences sociales ?

Future Goals and Impact on Society

Relier des idées avec ce qui et ce que Les pronoms relatifs ce qui et ce que (V) Exprimer ce qui arrivera peut-être Le futur après si (V) Exprimer ce qui arrivera dans certaines situations Le futur après les conjonctions temporelles (V)

Rappelle-toi (Review) Les tâches que nous faisons ; Les personnes qui travaillent ; Les endroits où on travaille ; Les activités professionnelles ; Les emplois du temps ; Le futur simple Learning Strategy Video Formal Written Communication

Détail linguistique Synonymes ; Après + avoir/ être + le participe passé ; Ce que j’aime ; ce que je n’aime pas ; Les « soft skills » ; Quelques mots apparentés ; Les familles de mots ; Les connecteurs Détail grammatical Dont et ce dont ; Où et ou ; Je sais ou je connais ?

Moi, j’agis ! • Nous agissons ensemble Eco-Volunteering Prendre conscience de son impact • À nous maintenant !

Individual and Collective Impact Actions autour du monde Actions Around the World

Exprimer ce qu’il est nécessaire de faire Le subjonctif avec les expressions d’obligation (V) Donner des directives L’impératif (V) Exprimer ce que nous savons, ce que et qui nous connaissons Les verbes savoir et connaitre (V)

Rappelle-toi (Review) Les éléments d’une génération responsable ; Pour dire quand ; Pour créer un monde meilleur ; L’impératif Learning Strategy Video Writing to Persuade

Détail linguistique Quelques mots apparentés ; Les noms de certains verbes en -uire ; Les planètes du système solaire ; Les familles de mots ; Les formules de politesse ; Quelques mots apparentés ;Le suffixe -able ; Quelques mots empruntés Détail grammatical Pour exprimer la nécessité ; La cause et l’effet

Mon identité My Identity Je m’exprime ici et ailleurs Maintaining My Identity in a New Culture Je prends de bonnes décisions Making Good Decisions

Exprimer des généralités (1re partie) Les expressions impersonnelles avec de + INFINITIF (V) Exprimer des généralités (2e partie) Les expressions impersonnelles avec que + SUBJONCTIF (V: Découvrons 1 and 2 are in one video) Exprimer la possession Les pronoms possessifs (V)

Rappelle-toi (Review) Les défis quand on voyage ; Bien recevoir quelqu’un à la maison ; Notre environnement ; Quelques caractéristiques positives ; C’est à qui ? ; La possession ; L’obligation Learning Strategy Video Using Language Resources

Détail linguistique Les familles de mots ; Le subjonctif ou l’indicatif ? ; « C’est » ou « Il est » ? ; Exprimer les sentiments ; Les familles de mots ; Partir, quitter ou sortir ? ; Le pluriel ; Les pronoms démonstratifs Détail grammatical Exprimer l’importance d’une action

Qu’est-ce que l’art ?

What Is Art? L’importance de l’art The Importance of Art Artistes ou vandales ?

Où suis-je ? En France ou au Laos ?

Art and Culture Intertwined

Exprimer et mettre en doute des opinions et des croyances L’indicatif et le subjonctif avec les verbes d’opinion et de doute Exprimer des désirs et des émotions L’indicatif et le subjonctif avec les expressions de sentiment et de volonté (V) Éviter la répétition avec me, te, nous, vous, le, la, les, lui et leur Les pronoms compléments (V)

Rappelle-toi (Review) Les endroits et les événements ; Les activités ; Les personnes ; Les visites ; Les émotions et caractéristiques Learning Strategy Video Interpreting Longer Texts

Détail linguistique Le genre de certains pays ; Le vocabulaire emprunté dans les arts ; Les familles de mots ; Penser à ou penser de ? ; Nul(le) ; Amener, emmener, apporter ou emporter ? ; Pour prononcer deux pronoms ensemble Détail grammatical Deux actions simultanées ; Les verbes utilisés avec la double pronominalisation

® EntreCultures® Scope and Sequence EntreCultures 1

7 TE11

® EntreCultures Scope and Sequence 4 EntreCultures® 4 UNITS

INTERCULTURAL FOCUS

ESSENTIAL QUESTIONS

UNIT GOALS

Quelles histoires raconte-t-on ?

What stories do people tell?

Que révèlent les histoires sur les individus et les cultures ?

What do stories reveal about individuals and their cultures?

Comment les gens racontaient-ils les histoires autrefois ? Et aujourd’hui ?

How did people tell stories in the past and how has this changed over time?

Exchange information and opinions about stories, their origins, and how they reflect culture Interpret authentic sources such as stories, cartoons, blogs, infographics, videos, and interviews to learn about the importance of stories in the cultures of the French-speaking world Tell and retell stories in spoken and written form to entertain an audience, to teach them a moral, and to pass down aspects of culture Examine how stories are shared in the French-speaking world Interact with members of French-speaking communities to share their stories and reflect on the importance of stories in different cultures

La Côte d’Ivoire Zoom culture Pratique culturelle : Les griots Produit culturel La littérature noire francophone et la négritude Produit culturel Le jeu vidéo va-t-il s’imposer en Afrique de l’Ouest ?

De quelle manière une communauté peut-elle être diversifiée ?

Citoyens du In what ways can a community be diverse?

Quels sont les défis d’une communauté monde multiculturelle ?

What kinds of issues does a multicultural community need to address?

Comment les cultures s’enrichissent-elles les unes les autres ?

How do cultures enrich each other?

Exchange information and opinions about diversity through conversations, blogs, emails, and discussion forums Interpreting authentic sources such as infographics, videos, audio recordings, charts, posters, and websites to discover types of diversity and understand the stories of different people Create invitations, discussion questions, personal diaries, voice messages, and posters dealing with multiculturalism Examine how people celebrate and promote multiculturalism in the French-speaking world Interact with members of francophone communities while speaking French in conversation groups

Haïti Le Québec Zoom culture Produit culturel Montréal, une parade d’expressions culturelles ?

Pratique culturel L’héritage francophone aux États-Unis Pratique culturelle Le jumelage

Unité 3

Comment la technologie influence t-elle notre monde ?

How does technology shape our world?

Quelles innovations faut-il pour améliorer notre vie et notre monde ?

What innovations do we need to improve our life and world?

Quelles limites faut-il imposer à l’invention ?

What limits should we impose on inventions?

Exchange information and opinions about innovation and technology via conversations, debates, emails, and online discussions Interpret authentic sources such as infographics, videos, podcasts, articles, and quotes Create podcasts, personal accounts, blogs, posters, ads, voice messages, and suggest a new invention Examine what people think about innovation and how they react to it Interact with members of French-speaking communities by asking for their point of view about technological advances

La France Baptiste from Rennes, France Zoom culture Produit culturel Les innovations scientifiques du monde francophone Pratique culturelle L’accès internet universel Pratique culturelle L’éthique de la recherche scientifique au sein de l’Union européenne

Quels genres d’événements rassemblent les gens ?

What kinds of events draw people together?

Pourquoi les gens se rassemblent-ils lors d’ événements ?

Why do people gather for events?

Comment les célébrations et les événements fontils tomber les barrières ?

How do events and celebrations break down barriers?

Exchange information and opinions about gatherings and events via conversations, emails, texts,and online discussions Interpret authentic sources such as infographics, videos, podcasts, articles and posters Present reports, personal accounts, blogs, advertisements, voice messages and posters Examine how and why people get together Interact with members of French-speaking communities by posting reports on events that took place in your school

Le Maroc Ghali from Casablanca, Maroc Zoom culture Produit culturelle Les festivals d’humour Pratique culturelle Un festival original Pratique culturelle Fêtons la diversité !

Pourquoi s’informer avant de consommer ?

Why is it important to be informed as a S’informer consumer? pour mieux Comment consommer l’information de manière responsable ? consommer How can we consume information responsibly?

Devrions-nous changer notre façon de consommer ?

Should we change the ways in which we consume?

Interpret authentic sources such as infographics, videos, blogs, magazines, ads,interviews, reports, announcements and product reviews and packaging Exchange ideas about the consumption of information and products via conversations, texts, emails, discussion forums and online posts Present reports, podcasts, posters, critiques, product reviews, surveys and public service announcements Examine how and why people become informed and make purchases Interact with French speakers in order to create, distribute and analyze a survey about their buying habits

La Polynésie française Teora from Papeete, Polynésie française Zoom culture Pratique culturelle La publicité destinée à l’exportation Pratique culturelle La désintox de l’information publique Pratique culturelle Une économie circulaire en Polynésie

Unité 6

Exchange information about education via conversations, posts, emails and discussion forums Interpret authentic texts such as infographics, articles, websites, videos, poems and brochures Present posts, reports, presentations, posters, ads, stories, voice mails, videos and poems Examine language learning and multilingualism around the world Interact with other French speakers by discussing the benefits of being bilingual

Le Bénin Romaine from Abomey-Calavi, Bénin Zoom culture Perspective culturelle Les rôles de l’éducation Perspective culturelle La scolarisation des filles Pratique Perspective Des approches éducatives qui font le buzz

Unité 1 Raconteznous !

Unité 2

Ça reste à inventer

Unité 4 Tous ensemble

Unité 5

Savoir, vouloir, pouvoir !

TE12 8

En quoi devrait consister l’éducation ?

What does education mean to you?

Comment le savoir peut-il améliorer la vie ?

How can knowledge improve one’s life?

Comment assurer une éducation de qualité pour tous ?

How can we ensure a quality education for all?

EntreCultures® 1

® Scope and Sequence Scope and Sequence EntreCultures 4 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V= VIDEO)

Qu’est-ce qui constitue un conte ?

Parts of a story Le conte, reflet d’une culture Cultural aspects of stories De multiples façons de raconter une histoire Media for sharing stories

Rapporter ce qui a été dit – le discours rapporté Expressing what others said Parler d’une action antérieure à une autre action - le plus-que-parfait Expressing an action that occurred before another action (V) Exprimer les actions accomplies et l’antériorité l’infinitif passé Expressing completed actions and precedence

Vous savez déjà Cognates related to stories Learning Strategy Video Interpreting Complex Texts ; Comment aborder des textes complexes Détail linguistique Famille de mots ; Le français parlé dans la littérature Détail grammatical Le passé simple ; Le début et la fin de la vie ; Expressions pour remercier Notre communauté mondiale Investigate and interact about important stories in francophone cultures.

Vive la différence !

Types of diversity Accueillir le monde Addressing challenges in a multicultural society S’enrichir des cultures How cultures enrich one another

Désigner une personne ou une chose déjà mentionnée - les pronoms démonstratifs Referring to a previously mentioned person or item (V) Indiquer une quantité nulle - la négation avec aucun(e) Indicating none or not any (V - Découvrons 2 and 3 are in one video) Indiquer l’absence de quelqu’un ou de quelque chose - la négation avec personne et rien Indicating the absence of someone or something (V - Découvrons 2 and 3 are in one video)

Vous savez déjà Cognates related to diversity Learning Strategy Video Writing a Formal Email ; Écrire un e-mail formel Détail linguistique Famille de mots Détail grammatical Tout être humain doit être respecté ; Que craignez-vous ? ; Inclure ou exclure ? ; De « transformer » à la « transformation » ; Qu’est-ce que tu promeus ?

Notre communauté mondiale Investigate and interact about organizations and songs that promote diversity.

Les innovations au quotidien Technology in everyday life Innover pour améliorer How innovation will change the world of the future Des questions éthiques Ethical questions in innovation

Exprimer deux actions simultanées - en + le participe présent Expressing two simultaneous actions Parler d’une action antérieure à une autre dans le futur - le futur antérieur Expressing one action taking place before another in the future (V) Relier deux idées pour exprimer un objectif ou une concession - les conjonctions pour que, afin que et bien que Connecting two ideas to express a purpose or concession (V)

Vous savez déjà Cognates related to innovations and inventions Learning Strategy Video Taking Notes on What You Watch or Hear ; Prendre des notes sur ce que vous regardez ou entendez Détail linguistique Le préfixe télé- ; Famille de mots ; L’expression en train de Détail grammatical Le faire causatif ; Pour parler de l’avenir Notre communauté mondiale Investigate and interact about augmented and virtual reality.

En route pour un festival convivial !

Types of community events Des moments de partage Why people gather À bas les barrières !

Breaking down barriers through celebrations and gatherings

Spécifier quelque chose avec une préposition + lequel Specifying something with a preposition + lequel (V) Exprimer des actions à sens idiomatique avec se Expressing actions with idiomatic verbs using se (V) Insister sur la personne qui parle ou la personne dont on parle avec moi, toi, lui, elle, nous, vous, eux et elles Focusing on the person speaking or about whom one is speaking using disjunctive pronouns

Vous savez déjà Cognates related to gatherings and events Learning Strategy Video Inviting People and Making Plans ; Inviter quelqu’un à un événement Détail linguistique « Pour gagner, il faut risquer de perdre » ; Famille de mots ; Beaucoup de personnes !

Notre communauté mondiale Investigate and interact about community gatherings.

Votre guide pratique pour acheter raisonnablement Being an informed consumer Plus vous en savez Consuming information responsibility Savoir consommer autrement Responsible consumerism

Exprimer une action faite par quelqu’un ou quelque chose d’autre–la voix passive Expressing an action done by another (V) Poser des questions complexes Asking complex questions Exprimer des regrets–le conditionnel passé Expressing regrets

Vous savez déjà Cognates related to consumerism and marketing Learning Strategy Video Preparing a Comparative Presentation ; Préparer une présentation comparative Détail linguistique Famille de mots ; Les acteurs dans la vie d’un produit Détail grammatical Le verbe jeter ; Le si suivi du plus-que-parfait Notre communauté mondiale Investigate and interact about consumer trends.

Les bienfaits de l’éducation Defining what education should be L’éducation pour une meilleure qualité de vie How education improves quality of life Vers une meilleure éducation Improvements in education

Connecter des idées avec dont et ce dont Connecting ideas using dont and ce dont (V) Parler du passé, du présent et de l’avenir Talking about the past, present, and future Exprimer des actions avec l’infinitif Expressing actions using the infinitive

Vous savez déjà Cognates related to learning and education Learning Strategy Video Developing a Persuasive Essay ; Rédiger un argument à l’écrit Détail linguistique Famille de mots ; Le mot devoir Détail grammatical Être instruit(e) ; Dont comme marqueur de possession ; Des actions sans indicateur de temps ; La négation de l’infinitif Notre communauté mondiale Investigate and interact about the study of languages.

ADDITIONAL FEATURES

® EntreCultures® Scope and Sequence EntreCultures 1

9 TE13

World-Readiness Standards For Learning Languages World-Readiness Standards For Learning Languages GOAL AREAS COMMUNICATION Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

CULTURES Interact with cultural competence and understanding

CONNECTIONS Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

COMPARISONS Develop insight into the nature of language and culture in order to interact with cultural competence

COMMUNITIES Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

STANDARDS Interpersonal Communication Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Relating Cultural Practices to Perspectives Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Relating Cultural Products to Perspectives Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

Making Connections Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Acquiring Information and Diverse Perspectives Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Language Comparisons Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

Cultural Comparisons Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

School and Global Communities Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lifelong Learning Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

TE14

EntreCultures® 1

EntreCultures® 1

iii

Approaches to Teaching and Learning

High-Leverage Teaching Practices EntreCultures® fully supports the ten High-Leverage Teaching Practices (HLTP) identified

by Glisan and Donato.1

1. Facilitating Target Language Comprehensibility Acquiring language is an unconscious process. In order for an independent language system to develop in the brain, learners must interact with large amounts of compelling input that is comprehensible and meaningful to them. Likewise, learners must have opportunities to engage with others to express themselves in the language. We strongly encourage classes to be conducted 90 percent or more in French from the beginning of Level 1. To facilitate this, EntreCultures® focuses on high-frequency vocabulary used in real-world contexts that interest students. Authentic resources are supported by images and other context clues. Emphasis is also placed on word families and cognates to expand vocabulary.2

2. Building a Classroom Discourse Community Interacting with others is at the heart of communication. EntreCultures® provides a variety of real-world oral and written interpersonal communication tasks in every unit. Students have opportunities to exchange information and ideas; to meet needs and address situations; and to express, react, and support preferences and opinions in a range of formats, including in-class pair or group discussions, text message exchanges, formal and informal email exchanges, AP®-style simulated conversations, posting and responding to posts in an online discussion forum, and more. The communication is meaningful, purposeful, and engaging. Where needed, there is just-in-time support such as Rappel features to remind students of previously learned material, Détail linguistique and Détail grammatical features with useful language information, and Expressions utiles or On peut aussi dire features for personalized vocabulary.

3. Guiding Learners to Interpret and Discuss Authentic Texts Authentic materials provide language in real-life contexts as well as insight into target-culture perspectives. Learners interact with authentic resources in a wide variety of text types involving print, audio, video, and images. Activities that accompany these resources are designed to “edit the task, not the text,” to ensure that students can access the information. Interacting with resources created for and by native speakers allows learners to reflect on cultural products, practices, and perspectives to develop interculturality. In addition to a wealth of authentic resources, vloggers from across the francophone world provide unscripted language and a glimpse into their lives. See “Cultivating Interculturality” (p. TE18) and “Integrating Interculturality in Teaching and Learning” (p. TE19) in this section.

Glisan, E. W. & Donato, R. (2017). “Enacting the Work of Language Instruction.” The American Council on the Teaching of Foreign Languages. Glisan, E. W. & Donato, R. (2021). Enacting the Work of Language Instruction: Volume 2. ACTFL.

1

See “Staying in the Target Language” in this section (pp. TE22) for more information about the roles of comprehensible input and comprehensible output in EntreCultures®.

2

EntreCultures® 1

TE15

Approaches to Teaching and Learning 4. Focusing on Form in a Dialogic Context Through PACE Découvrons sections in each unit introduce language structures in context through PACE, an acronym for Presentation, Attention, Co-Construction, and Extension. Learners are encouraged to look for language patterns and develop hypotheses about how language works. Short videos provide additional language in context and model the discovery process. See “Grammar Instruction in Context” (p. TE30) in this section for more information.

5. Focusing on Cultural Products, Practices, Perspectives in a Dialogic Context In addition to interacting directly with authentic resources, Zoom culture segments provide information about products and practices seen in the unit and include questions designed to guide students in reflecting about similar products or practices in their own communities and in the target culture. Students respond in a discussion forum, where they can read and respond to one another’s ideas. Réflexion interculturelle encourages students to identify perspectives and make cultural comparisons. The J’y arrive summative assessments include an assessment of interculturality based on the unit theme. Each unit concludes with a section called Notre communauté mondiale, which provides opportunities to use French in the real world to investigate culture and interact with the global community of French speakers.

6. Providing Oral Corrective Feedback to Improve Learning Performance Providing specific and timely feedback is one of the top ten influences on student achievement, according to Hattie (2009).3 While oral corrective feedback is the responsibility of the teacher, EntreCultures® supports other ways of providing feedback to students. Teachers have access to a variety of rubrics, including analytic, holistic, single-point, and assessment-specific. Teachers can give written feedback or record oral feedback for every online activity as well as in response to student self-assessment using the Portfolio. See “Assessing Language Performance in Context” (p. TE32) and “Rubrics” (p. TE33) in this section.

7. Establishing a Meaningful and Purposeful Context for Language Instruction EntreCultures® provides real-world settings and purposes for every activity so that learners understand the greater purpose and benefits of developing their proficiency in French. The Notre communauté mondiale section of each unit encourages students to engage directly with French speakers to make language and culture come alive. See “Vocabulary Instruction in Context” (p. TE29), “Grammar Instruction in Context” (p. TE30), and “Assessing Language Performance in Context” (p. TE32) in this section.

3

TE16

Hattie, J.A.C. (2009). Visible learning. New York, NY: Routledge.

EntreCultures® 1

Approaches to Teaching and Learning 8. Planning for Instruction Using an Iterative Process for Backward Design EntreCultures® was developed using the backward design process. Authors began planning each unit by identifying the essential questions and learning objectives based on target proficiency levels and Advanced Placement® (AP®) themes, finding authentic resources, developing the J’y arrive summative assessment, and then creating each Communiquons section, beginning with the J’avance formative assessment and working backwards to design the learning experiences. In this way, authors ensure that activities support formative assessments and that formative assessments lead to success on summative assessments.

9. Engaging Learners in Purposeful Written Communication EntreCultures® provides many opportunities for students to engage in presentational writing in real-world contexts in a variety of genres, including narrating a story or personal event, describing events, giving instructions, expressing and supporting opinions, sharing research, and more. Students interact with authentic resources that become models for presentational writing tasks as they develop literacy in French. In addition, Learning Strategy videos provide students with explicit guidance for tasks such as writing a formal email, inviting someone to an event, preparing a comparative presentation, and constructing an argumentative essay.

10. Developing Contextualized Performance Assessments EntreCultures® uses performance-based assessments to show what students can do in real-world contexts. While activities within the Communiquons sections may push students to higher performance levels, the formative and summative assessments are written to demonstrate proficiency at the target levels, which have been determined based on current research in the field. All assessments are designed around authentic, respectful tasks that mirror what has been taught and practiced in the Communiquons sections. Each assessment includes tasks in each mode of communication: interpretive, interpersonal, and presentational. The summative assessment in each unit is an Integrated Performance Assessment (IPA) that includes interculturality and brings together the unit’s essential questions. See “Assessing Language Performance in Context” (p. TE32) in this section.

EntreCultures® 1

TE17

Approaches to Teaching and Learning

Cultivating Interculturality What is Interculturality?

EntreCultures® operates on the cutting-edge principle that to develop language skills and foster intercultural understanding, learners need multiple opportunities to reflect on their own culture and gain cultural knowledge of francophone communities early in the language-learning process.

In each unit, prompts for intercultural reflection and can-do self-assessments support teachers with the integration of cultural awareness, appreciation, and understanding within each theme.

How Can Students Demonstrate Interculturality?

•

Cultural Products & Practices1: Learners use their language skills to investigate the world beyond their familiar environment.

•

Cultural Perspectives: Learners use their language skills to recognize and understand others’ ways of thinking as well as their own.

•

Intercultural Interactions: Learners use their language skills and cultural understanding to interact in a cultural context other than their own.

1

TE18

LinguaFolio®, NCSSFL. (2014). Interculturality. http://ncssfl.org, March 6, 2016.

EntreCultures® 1

Approaches to Teaching and Learning

Integrating Interculturality in Teaching and Learning This graphic shows interculturality (i) at the core of learning languages, encompassing all of the goal areas of the World-Readiness Standards, the communicative modes, and the steps a learner takes to acquire the mindset of an intercultural citizen: Knowing Myself, Exploring Communities, and Engaging with the World. The learning environment cultivates the attitudes of curiosity, open-mindedness, respect, tolerance, and empathy towards others that lead learners to want to communicate and engage in another language.

Reproduced with permission from Clementi, D & Terrill, L. (2017). Keys to Planning for Learning. Alexandria, Va.: American Council on the Teaching of Foreign Languages.

EntreCultures® 1

TE19

Approaches to Teaching and Learning

Developing and Assessing Interculturality in Teaching and Learning Interculturality is an outcome of a learning environment that purposefully cultivates the attitudes of curiosity, open-mindedness, respect, tolerance, and empathy towards others.

As learners become comfortable with learning about others and their cultures through products, practices, perspectives, and interactions, they develop the skills to reflect on their feelings, thoughts, perceptions, and reactions to understand what it is like to be in someone else’s shoes.

1. Knowing Myself 2: How can learners understand their own culture and use their own language skills to investigate products and practices of francophone cultures?

By investigating, explaining, and reflecting on common cultural products of francophone cultures

Mon progrès interculturel

h

Investigate: I can identify some familiar products, landmarks, and monuments and what they represent to the francophone people.

By investigating, explaining, and reflecting on common cultural practices of francophone cultures

Mon progrès interculturel

h

Investigate: I can identify how francophone cultures and my culture celebrate local and national holidays or festivals.

2. Exploring Communities: How can learners use their language skills to recognize, understand, and connect to others’ ways of thinking in their own community and beyond?

By identifying and comparing cultural beliefs and values in order to understand the cultural perspectives of francophone speakers

Mon progrès interculturel

h

Investigate: I can identify whom people consider to be part of their family in my culture and in a francophone culture.

By demonstrating curiosity, open-mindedness, respect, tolerance, and empathy while exploring communities in order to gain a balanced understanding of francophone cultures

Mon progrès interculturel

h

Investigate: I can identify appropriate expressions and practices, such as gestures and body language, associated with greetings, introductions, and leave-taking in francophone cultures.

Clementi, D. & Terrill, L. (2017). Keys to Planning for Learning. Alexandria, Va.: American Council on the Teaching of Foreign Languages.

2

TE20

EntreCultures® 1

Approaches to Teaching and Learning 3. Engaging with the World: How can learners use their language skills and cultural understanding to function at a survival (Novice) level or functional (Intermediate) level in cultural contexts outside of the classroom?

By developing a sensitivity and awareness of cultural practices and perspectives to participate appropriately in cultural interactions

Mon progrès interculturel

h

Investigate: I can identify some legal practices related to traditional marriages and civil unions between two people in France.

By engaging with age-similar native speakers in a variety of francophone countries by means of vlogs, interviews, blogs, podcasts, and social media messages to participate in cultural interactions

Mon progrès interculturel

h

Interact: I can create a survey for francophone peers and interpret the results.

By engaging in self-assessment and intercultural reflections to participate in cultural interactions

Mon progrès interculturel

h

Investigate: I can identify shopping habits where I live and in the francophone world and tell how they affect each community.

By finding solutions to global issues in different cultural contexts to participate appropriately in cultural interactions

Mon progrès interculturel

h

Interact: I can interact in French to seek information about ways to support my community or others.

EntreCultures® 1

TE21

Approaches to Teaching and Learning

Staying in the Target Language How to Get Started?

First of all, talk to learners about the use of French in the classroom. Remind them that they are not expected to understand everything that they hear, read, or see. Just as in English, they need to infer meaning based on the words they know, along with any visual clues or body language. Learning a language requires learners to tolerate ambiguity.

The Role of Comprehensible Input (CI) Comprehensible input (CI) is based on Stephen Krashen’s input hypothesis6 that second-language acquisition occurs when learners receive an optimal quantity of comprehensible input that is just beyond their current level of competence (i +1); “i” indicates input at the current competence of the learner, and “+1” represents the next level of competence. It is the language that the learner is not yet able to produce but still understands.

Hearing and seeing chunks of functional and high frequency language: Maintenant nous allons…

Real world and/or personalized examples and tasks set in a cultural context

The Role of Comprehensible Output (CO) Comprehensible output is based on Merrill Swain’s output hypothesis7 that learners need opportunities to produce output that is meaningful, purposeful, and motivating so that they can engage in collaborative dialogue, using and reflecting on what they have learned, to produce output that communicates what they want to say or write. The learning takes place in the struggle to produce appropriate output.

Negotiating meaning: asking for clarification and using circumlocution

Participating actively in the process of noticing and discovery

See pages T28 and T29 for specific examples of what comprehensible input (CI) and comprehensible output (CO) look and sound like in the classroom.

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6

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford, U.K.: Pergamon Press.

7

wain, M. (2000). “The output hypothesis and beyond: Mediating acquisition through collaborative dialogue.”

S In J. P. Lantolf (Ed.) Sociocultural theory and second language acquisition (pp. 97–114). Oxford, U.K.: Oxford University Press.

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Approaches to Teaching and Learning EntreCultures® is designed to assist teachers in achieving at least 90 percent use of French in the classroom beginning in Level 1 and eventually moving to 100 percent in Levels 2 and 3, providing guidance on implementing the ACTFL Position Statement (2010) on Use of the Target Language in the Classroom.8 Bill VanPatten sums it up this way: “Communicative ability develops in only one way: through engaging in communication. That is, people learn to communicate by engaging in acts of expressing and interpreting meaning in many varied contexts.

Communicative ability cannot be “drilled.” It cannot be practiced in the traditional sense of practice. Communicative ability develops because we find ourselves in communicative contexts. Thus, output (the expression of meaning) plays a major role in the development of communicative ability.”

VanPatten, B. “Creating Comprehensible Input and Output: Fundamental Considerations in Language Learning” (pp. 24-26). ACTFL, The Language Educator, Oct/Nov 2014.

There are multiple levels of support to help teachers stay in the target language: •

Teacher notes in the Teacher Edition address what to say and do to make language comprehensible for learners.

•

A series of Learning Strategies videos teaches learners to build their communicative skills (for example, showing how to request clarification and assistance).

•

A rich variety of visuals in the Student Edition and online allows learners to associate vocabulary and structures directly with images and contexts, rather than with a translation.

•

Activities have built-in comprehension checks and formative assessments.

•

A variety of scaffolded interpersonal tasks encourage learners to negotiate for meaning and be creative with the target language.

•

Rubrics, designed as informative tools for teachers, provide feedback to learners to help them monitor their own growth.

•

Ongoing progress checks encourage learners to monitor how well they are able to meet the communicative and intercultural goals.

•

Online resources allows learners to record audios and videos, while teachers can provide audio and textual feedback on each recording.

•

Animated instructional videos for grammatical concepts (Découvrons) help learners to focus attention on grammatical patterns in French after they have processed contextual examples. These videos include explanations in English, except in Levels 3 and 4, so that learners can view them outside of the classroom and class time can be dedicated to target-language use.

8

CTFL Position Statement. (2010). “Use of the Target Language in the Classroom.” American Council A on the Teaching of Foreign Languages: Alexandria, Va. www.actfl.org

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Approaches to Teaching and Learning

Instructional Strategies What do comprehensible input (CI) and comprehensible output (CO) look like and sound like in the classroom?

As the teacher provides CI in the ways described under What The Teacher Does (CI), student engagement in the learning process What Students Do (CO) builds proficiency toward comprehensible output. See “Staying in the Target Language” in this section for an overview of language-acquisition theories on comprehensible input and comprehensible output.

What The Teacher Does (CI)

What Students Do (CO)

Related Materials And Resources in EntreCultures®

Provide meaningful, authentic, and personalized communicative activities that lead to a communicative goal

Know expectations, activate prior Activities, Mon progrès knowledge, make connections, and communicatif Can-Do statements, engage with topic teacher notes, and online Instructional Strategies Toolkit

Make connections from prior learning contexts to new learning objectives

Build on prior language and content

Activities begin with pre-reading, pre-viewing, and pre-listening tasks

Use body language: actions, gestures, and facial expressions

Demonstrate comprehension through gestures, actions, and L2 production

Learning Strategies videos (see Appendix D of each level)

Use rich visuals and concrete objects

Use graphic organizers to record observations, take notes, and support collaborative interactions

A rich variety of visuals: images for vocabulary, advertisements, photos, infographics, graphic organizers, and drawings

Integrate target vocabulary and structures into natural connected context

Process (by hearing and seeing) target vocabulary and structures in real-life contexts, not in isolated lists

Learning Strategies videos (see Appendix D of each level)

Provide useful expressions and questions to negotiate meaning

Negotiate meaning, ask for clarification, and use circumlocution

Learning Strategies videos (see Appendix D of each level)

Use a variety of relevant and appropriate authentic sources

Interact collaboratively with peers Activities and Learning Strategies to infer meaning based on context, videos (see Appendix D of each level) visual clues, and sensible guessing

Emphasize meaning and content over form

Demonstrate comprehension, make connections, and ask for clarification

Activities and Learning Strategies videos (see Appendix D of each level)

Use frequent comprehension checks (e.g., questioning, pointing, signaling, and cueing with incomplete statements)

Demonstrate comprehension (e.g., answering; pointing; signaling, such as “thumbs up” or “thumbs down”; and drawing)

Mon progrès communicatif Can-Do statements and online Portfolio

Enhance comprehension by using cognates, when appropriate

Make connections and demonstrate comprehension

Learning Strategies videos (see Appendix D of each level)

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Approaches to Teaching and Learning What The Teacher Does (CI)

What Students Do (CO)

Related Materials And Resources in EntreCultures®

Use repetition, rephrasing, and paraphrasing, and adjusts rate of speech to level of learners

Focus on new language with multiple opportunities to process meaning and demonstrate comprehension

Learning Strategies videos (see Appendix D of each level)

Use tone of voice and intonation Focus on new words and to target new language structures in connected contexts in context

Teacher notes and online Instructional Strategies Toolkit

Elicit language repairs and requests clarification.

Demonstrate comprehension and use self-correction to improve the comprehensibility of message

Teacher notes, student recording, self-correction, and online teacher feedback

Use a variety of questions: simple to complex, yes–no, either–or, “wh-” questions, and open-ended questions

Produce language using scaffolded input

Activities providing a variety of question sequences and sentence starters

Model tasks with examples in context

Demonstrate comprehension, produce language, act as peer motivator and peer editor

Tasks providing models and examples, graphic organizers, and checklists (Student Edition and online)

Use real-world, purposeful communicative tasks set in a cultural context

Engage in theme, interact collaboratively and socially with peers to make and negotiate meaning

Learning Strategies videos (see Appendix D of each level)

Model simple to complex language elements in context to scaffold learner output: build from words and phrases to sentences, to question words to question formation

Progress from simple to complex language elements to produce language in a manageable sequence

Learning Strategies videos (see Appendix D of each level)

Use co-construction: have students notice words and structural patterns in contexts

Notice and make connections, and participate actively in the process of discovery

Language examples in context, Découvrons videos

Use pair- and small-group formats for activities: flexible and heterogeneous grouping

Interact collaboratively, assist, negotiate, and use language to make meaning

Teacher notes, Instructional Strategies Toolkit

Provide specific, interactive, and meaningful feedback

Notice, reflect, process, and self- correct to provide evidence of learning

Mon progrès communicatif Can-Do statements, teacher notes, and the online Portfolio.

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Approaches to Teaching and Learning

Integrated Differentiated Instruction As the world shrinks and global interaction becomes more commonplace, acquiring more than one language is essential for all students, not just for those in advanced programs.

Moreover, world language classrooms are comprised of a mix of students who acquire language at different rates and in different ways. EntreCultures® recognizes that teachers must actively plan for varied approaches to what students will learn, how they will learn, and how they will show what they know and can do.

For this reason, the program embraces a differentiated instructional approach, which meets the needs of the learner by appealing to a variety of interests and offering varied levels of complexity to accommodate multiple rates of learning.

According to the work of Carol Ann Tomlinson9, differentiation is a teacher’s response to learners’ needs based on guiding principles, such as continuous assessment, flexible grouping, and respectful tasks. Effective teachers weave differentiation into three areas of the curriculum: content (what students will learn), process (how students will acquire the content), and product (how students will demonstrate and extend what they know and can do) based on their own interests, learning profiles, and readiness levels.

EntreCultures® invites teachers to differentiate their classrooms through the five “non-negotiable” principles of Tomlinson’s approach by incorporating a variety of strategies and activities.

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Carol Ann Tomlinson, The Differentiated Classroom, 2nd ed., ASCD, Alexandria, Va. (2014).

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Approaches to Teaching and Learning 1. Supportive Learning Environment Units are designed to build a sense of community among students, which promotes risktaking and collaboration. Online activities extend support via a variety of tools to facilitate differentiation, such as scaffolding and supplementary resources.

2. Continuous Assessment Each unit includes a series of activities and steps that provide teachers with ongoing feedback on learners’ progress. These activities include the following: •

pre-assessment tasks, which tap into learners’ background knowledge, interests, and readiness levels

•

formative assessments, which build learners’ content knowledge and skills in the language and provide both teacher and learner with evidence of progress toward proficiency through a variety of tasks and check-ins (When needed, two additional tiered versions of the J’avance formative assessments are available online so that teachers can empower students of all ability levels to demonstrate their progress via an appropriately rigorous and challenging task.)

•

summative assessments, which are performance based to enable learners to demonstrate what they know and can do in the language

3. Articulated Curriculum EntreCultures® lays the foundation for learners to build proficiency from Novice through Intermediate levels, preparing them to meet the more challenging expectations for proficiency and content in programs such as Advanced Placement® and International Baccalaureate.

4. Respectful Tasks Unit topics are relevant and based in contexts that immerse students in the cultures that speak the language. Activities and assessments incorporate authentic sources and are set in theme-related, real-life cultural contexts. Tasks promote student choice and demonstration of what learners can do in the language. Moreover, tasks are tiered from the Novice through the Intermediate levels to promote higher-level thinking.

5. Flexible Grouping Suggestions are provided for diversified grouping scenarios that are dynamic in nature and that vary based on learners’ interests, learning modalities, and readiness levels.

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Approaches to Teaching and Learning

Heritage Learners EntreCultures® recognizes that students in North American classrooms come from increasingly diverse backgrounds, and that a growing number of them are heritage learners of French—students who may have varying levels of exposure to the language or its cultures in their homes or communities. Online resources help meet the needs of heritage learners of French.

Engaging Heritage Learners of French Heritage learners...

1. grow up in homes or communities where French is spoken; 2. may speak French or only understand it; 3. may never have studied the language in school.

Effective Strategies for Engaging Heritage Learners of French Vocabulary Development Provide rich exposure to French and develop vocabulary through comprehensible input.

Encourage heritage learners to expand their vocabulary by seeking out online resources such as magazines or films that interest them.

Literacy Development Expand the bilingual range of heritage learners by providing engaging textual, audio, and visual materials from a variety of contexts. Heritage learners may struggle with reading and writing; provide open-ended writing tasks to allow them to express themselves at their level. Provide specific feedback and support to help them improve.

Cooperative Learning Provide learners with opportunities to use French in meaningful, purposeful, and interesting ways to build self-esteem and confidence in their academic and social skills.

Culturally Relevant Instruction Include references to students’ bicultural world and acknowledge their bilingual abilities.

Bilingual and heritage students often receive negative messages about their language ability and cultural identity, so stay positive; validate and include in your curriculum examples of the language varieties used in heritage communities.

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Approaches to Teaching and Learning

Vocabulary Instruction in Context EntreCultures® introduces vocabulary in thematic chunks to fulfill the specific communicative goals indicated in the Mon progrès communicatif can-do learning targets throughout the units. Vocabulary is presented visually, in context, and with French synonyms or definitions at Levels 3 and 4 when appropriate.

All unit activities include listening, reading, and/or viewing comprehensible input that focuses on the target vocabulary in a thematic context. Following the input, a variety of interpretive, interpersonal, and presentational tasks in communicative and cultural contexts enables learners to produce the vocabulary they have processed for meaning.

Additional vocabulary practice and vocabulary tasks in the context of each unit are in the Workbook.

EntreCultures® presents unit vocabulary in several manageable groupings: •

Comment dit-on ? is essential vocabulary for the thematic unit, needed for success on the formative and summative assessments, and for use beyond the classroom.

•

Expressions utiles are useful expressions, transition words, and idioms highlighted for learners to use in communicative tasks.

•

Vous savez déjà presents cognates related to the unit theme.

•

Synthèse : Vocabulaire is a compilation of unit vocabulary organized by topics at the end of each unit, before the summative assessment.

EntreCultures® provides a series of Learning Strategies videos demonstrating studentfriendly strategies that help learners maximize their language learning, including vocabulary building. These videos are geared for Novice through Intermediate learners; all videos are in English with examples in French and are available online.

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Approaches to Teaching and Learning

Grammar Instruction in Context The EntreCultures® series aligns with the collaborative, co-constructive or dialogic10 approach to grammar instruction. This approach takes into account the sociocultural and interactive aspects of learning while balancing inductive and deductive discovery techniques. Learners are provided with multiple opportunities to personalize meaning of language in context through listening, viewing, and reading before they are asked to notice patterns or word order in the same familiar context.

Découvrons Learners observe highlighted grammatical features in communicative contexts that they have previously processed for meaning, and are then asked to analyze the salient features of the targeted structure. This approach allows learners to take an active role in co-constructing the grammar concept by collaborating with peers and the teacher. The structures are integrated into theme-based communicative tasks. Additional, optional grammar practice, tasks, and animated videos on most Découvrons concepts are available online.

Rappel This feature provides grammar or vocabulary reminders from prior levels or units that learners will need for communicative tasks at their current level.

Détail grammatical Here, students see a detailed explanation of a new grammar feature needed for them to complete specific communicative tasks in the unit activities. In Levels 1 and 2, the explanations are in English; in Levels 3 and 4, they are in French.

Synthèse : Grammaire This reference resource summarizes the structures presented in the unit for self study outside of class and when preparing for assessments.

10

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lisan, E. W. & Shrum, J. L. (2016). Teacher’s Handbook: Contextualized Language Instruction. 5th ed. Boston, G Mass.: Cengage Learning.

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Approaches to Teaching and Learning Animated Videos Animated videos provide reinforcement and additional instruction of grammatical concepts. They are designed to be used outside the classroom to help the teacher to speak French more consistently in the classroom. The videos feature recurring characters who focus learners’ attention on noticing grammar patterns in a familiar context. Graphic organizers and activities are available online to support the learner while the videos are being viewed.

•

Découvrons videos model the inductive approach to teaching grammar. The videos are in English in Levels 1 and 2; videos in Levels 3 and 4 are in French. Students can watch the Découvrons video after they have discovered patterns on the same grammatical structure in the classroom.

•

If the teacher is new to the inductive approach, these Découvrons videos can serve as models for how to present new material in this framework.

•

Structure en avant videos model the deductive approach, with an explicit description of the grammatical structures. All videos are in English with examples in context in French, and are designed to be used by learners outside the classroom.

How to Guide Learners to Discover Grammatical Patterns 1. Focus attention on the properties of language after ensuring students comprehend the meaning of the language that they are asked to notice.

2. Use guiding questions such as the following: •

What patterns did you see?

•

Can you summarize your observations?

3. Engage in a think-pair-share hypothesis process: •

Jot down any observations individually.

•

Share observations with classmates.

•

Share conclusions with the class and teacher.

4. Co-construct grammar paradigm explanations with the teacher and the class: •

Collaborate: What are the hypotheses? What conclusions have you drawn?

•

Provide more models for the students to test their hypotheses.

•

Draw final conclusions.

5. Provide purposeful communicative applications.

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Approaches to Teaching and Learning

Assessing Language Performance in Context Assessments

EntreCultures® applies the backward-design planning process, beginning with the end in mind; that is, each unit leads students to what they will need to know and be able to do to demonstrate their communicative skills and cultural and content knowledge at the end of the unit. Essential questions and unit performance goals were developed first, followed by a standards-based Integrated Performance Assessment12 (IPA) for the unit. The unit activities, communicative tasks, and formative performancebased tasks are developed with the IPA in mind.

J’y arrive, a summative IPA, is a series of interrelated performance-based tasks integrating each communicative mode in a personalized cultural context based on the goals of the thematic unit.

Each unit’s table of contents provides a glimpse of the IPA; a more detailed overview of the thematic summative assessment can be found at the end of each unit. The assessment itself, instructions, and IPA analytic rubrics are available online.

The Can-Do Assessment Path highlights the backward design by incorporating the Assessed Can-Do Icon x in the Teacher's Edition at point-of-use for each activity where it applies. This visual indicator allows teachers to identify which Mon progrès communicatif Can-Do statements are threaded into the formative assessment, the J'avance section.

J’avance is a formative assessment that prepares students for the summative IPA, giving teachers the opportunity to provide specific feedback to learners on their performance and to adjust instruction as needed, prior to administering the IPA. This assessment, its differentiated versions, instructions, and single-point rubrics are on Learning Site®.

In any J’avance assessment, all students complete the same tasks; however, slightly different versions of the tasks are provided.

The labels Bleu, Blanc, and Rouge are used to identify the leveled formative assessments. The Bleu version provides additional supports for students who are currently struggling to apply the expected concepts. The Blanc version is designed for students performing at level. Finally, the Rouge version challenges advanced students with an appropriately rigorous task.

Mon progrès communicatif and Mon progrès interculturel are Can-Do statements13 embedded in the activities, encouraging students to self-assess their level of performance: “I can do this consistently,“ “I can do this with help,” or “This is still a goal.”14 The Can-Do statements were developed both for the communicative and the intercultural goals so that learners can keep track of their own progress. To document their progress, learners use the online Portfolio to upload evidence of their linguistic and intercultural development. Access the Portfolio Guidelines online for details about using the Can-Do statements and the online Portfolio with students.

Understanding their current level of performance allows students to remain sensitive to their needs for either additional support or for extensions, thereby facilitating the use of tiered formative assessments.

12

he IPA was designed by ACTFL to measure learners’ knowledge and skills in simulated “real-world” situations within a cultural T context that reflects the content in the thematic unit.

13

he Can-Do statements are Wayside Publishing’s alone and are aligned with the NCSSFL-ACTFL Can-Do Statement Performance T Indicators.

14

NCSSFL-ACTFL Can-Do Statements for Use with LinguaFolio®, NCSSFL (2018). Novice Low. https://ncssfl.org, April 14, 2023.

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Rubrics

Analytic Growth Rubrics Level-specific analytic rubrics15 are informative tools that teachers and learners can use to measure growth on the learner’s path to proficiency for the following communicative modes: •

Interpretive Reading, Listening, and Viewing

•

Interpersonal Communication: Speaking and Writing

•

Presentational Speaking

•

Presentational Writing

Learners are encouraged to self-assess their communicative skills, intercultural growth, and use of strategies that help them progress on their path to proficiency. Teachers are encouraged to meet individually with students to provide specific feedback on their communicative skills and intercultural growth.

Holistic Rubrics Teachers and learners are encouraged to apply can-do holistic rubrics for daily use and formative assessments.

•

Interpretive Reading, Listening, and Viewing: daily comprehension verification and formative assessments

•

Interpersonal Communication: classwork, exchange of information, messaging, participation, pair and group work

•

Presentational Speaking: reporting or presenting to the class, presenting in a group, oral reflections

•

Presentational Writing: reflections, exit slips, short notes, letters, summaries, descriptions, reviews, questions and answers

Formative Assessment Rubrics Available Online You can use the single-point rubric to provide detailed feedback on what students were able to complete for each Can-Do statement and which areas they could work to improve.

No matter which rubrics you choose to use, make sure that students understand how to work with them.

Integrated Performance Assessment Rubrics The summative Integrated Performance Assessment Rubrics align with the task components for the unit IPAs. The rubrics describe the level of performance for each communicative task in the three communicative modes: interpretive, interpersonal, and presentational. There are four levels of performance on each rubric, adapted from the ACTFL Proficiency Guidelines.16 “Assessment Guidelines” are available in the online teacher resources on Learning Site®, with explanations of the assessment components and instructions on using the online Portfolio and the rubrics in order to attribute a score to a student’s work on an IPA. 15

dapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky) and Howard A County Public Schools World Languages (Maryland).

16

ACTFL Proficiency Guidelines (ACTFL, 2012) www.actfl.org (3-1-2016).

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Unit Organization Rencontre interculturelle

Présentation du vlogueur ou de la vlogueuse

Communiquons 1 Comment dit-on ?

J’avance 1

Zoom culture 1

Formative Assessment

Réflexion interculturelle 1 Découvrons 1

Embedded Elements

Communiquons 2 Comment dit-on ?

J’avance 2

Zoom culture 2

Formative Assessment

Réflexion interculturelle 2 Découvrons 2

d Réflexion interculturelle h Mon progrès communicatif h Mon progrès interculturel Détail linguistique

Communiquons 3 Comment dit-on ?

J’avance 3

Zoom culture 3

Formative Assessment

Réflexion interculturelle 3 Découvrons 3

Détail grammatical Expressions utiles Rappel Stratégies

Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

J’y arrive !

Integrated Performance Assessment

Icons Legend The icons in this program serve the following purposes: •

Indicate the mode of communication;

•

Reference the five goal areas as listed in the World-Readiness Standards for Learning Languages; and,

•

Prepare teachers and learners for the type of each task/activity.

Interpretive

a Audio

Interpretive

v Audiovisual

Interpretive

i Visual b

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Interpretive Print

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Interpersonal

s Speaking

Interpersonal

e Writing

Presentational

m Speaking w

Presentational Writing

o

Cultures

c Connections p Communities d

Linguistic or Cultural Comparisons

r AP® Task

Authentic Resource Can-Do Assessment

x Path

Unit Organization

Unit Overview A

Learning Site® EntreCultures® 1 Learning Site® resources include vlogs, authentic audio and video resources, vocabulary, grammar and learning strategies videos, additional vocabulary practice, discussion forums, and more. You will also collect evidence of growth in your online Portfolio.

Objectifs Review learning targets for interpretive, interpersonal, and presentational communication and for intercultural learning.

B

D

C

Questions essentielles

Rencontre interculturelle

Communiquons

Connect day-to-day learning to bigger questions.

Start with interculturality.

Integrate language and culture to communicate.

UNITÉ

1

B

L’identité

C

Questions essentielles • How do I talk about who I am?

• What do my preferences reveal about my identity?

• What are cultural similarities and differences between me and others in francophone communities?

Rencontre interculturelle

52

Le Québec et la France Vlogs de Marianne et François

D E F G

H

Communiquons 1

Communiquons 2

Communiquons 3

Comment dit-on ?

Qui suis-je ?

56

Comment dit-on ?

Mes activités préférées

68

Comment dit-on ?

Questions et réponses

84

Découvrons Expressing Who I Am

64

Découvrons Expressing Preferences

73

Découvrons Asking and Answering Questions

90

J’avance Describe people you know and get to know someone new.

67

J’avance Present yourself in a video.

82

J’avance Get to know a francophone peer and compare your preferences.

97

Notre communauté mondiale

98

Build awareness about francophone influences in my community.

A

Objectifs

I

• Interpret images, video, audio, and print texts in French to understand various aspects of identity • Interact to exchange personal information and express preferences

J

Synthèse : Grammaire

100

Synthèse : Vocabulaire

102

J’y arrive

104

• Present basic information about yourself • Investigate, explain, and reflect on the role of language in shaping identity in France, Quebec, and your community 50

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E

Comment dit-on ?

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G

Begin with essential vocabulary.

F

Découvrons View and make hypotheses as you reflect on language patterns.

51

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J’avance

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I

Check progress with these formative assessments after each unit section.

H

Notre communauté mondiale Connect and interact with communities, authentic products, and native speakers.

Synthèse de grammaire et de vocabulaire Review structures and vocabulary presented.

J

J’y arrive Apply learning in the summative unit assessment.

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Unit Unit Organization Organization

Interculturality A

Rencontre interculturelle You will be introduced to the francophone world with the help of our vloggers.

Vlogger videos are available on Learning Site®.

Unité 1 | L’identité

A

Rencontre interculturelle

Rencontre interculturelle

La France La France est un pays européen entouré à l’ouest par l’océan Atlantique et au sud par la mer Méditerranée. Elle partage ses frontières avec l’Espagne, Monaco, l’Italie, la Suisse, le Luxembourg, l’Allemagne, l’Andorre et la Belgique.

Throughout this level you will meet each of our vloggers . In this unit, you will get to know Marianne and François.

Through their vlogs, they will share information about themselves and their backgrounds. You will encounter them repeatedly throughout the units.

La France a aussi d’autres territoires :

Le Québec Prénom : Marianne Langues parlées : français, anglais, espagnol, italien Ville d’origine : Montréal (Québec)

À partir de 1534, la France et l’Angleterre commencent à explorer l’Atlantique. La France forme des colonies en Amérique du Nord pour profiter du commerce de la fourrure. Le roi de France, Henri IV, appelle ces colonies la Nouvelle-France.

•

les départements et régions d’outre-mer (DROM) : la Guadeloupe, La Réunion, la Martinique, la Guyane et Mayotte

•

les collectivités d’outre-mer (COM) : la Polynésie française, Saint-Barthélemy, Saint-Martin, Saint-Pierre-etMiquelon, Wallis-et-Futuna et la Nouvelle-Calédonie

•

les Terres australes et antarctiques françaises (TAAF)

La France est une destination touristique importante.

Samuel de Champlain, géographe français, joue un grand rôle dans l’exploration de l’Amérique du Nord. Il nomme la ville de Québec.

Aujourd’hui, la province du Québec est le plus grand pays du Canada francophone. Le Québec rassemble des peuples autochtones, européens et de toutes parts du monde. On y parle français, anglais et plus de 70 langues autochtones. Les rapports interculturels entre les peuples du Canada et du Québec en particulier se reflètent dans l’art, la littérature et la culture de ce beau pays. Le Québec est une destination touristique prisée.

Prénom : François Langues parlées : français, anglais, espagnol Ville d’origine : Amiens (France)

La France : première destination touristique

90,0

83,7

79,3

la France

l’Espagne

les États-Unis

millions

millions

millions

Nombre de personnes qui parlent français France 66 394 000 Paris (France) 11 142 303

Personnalités célèbres dans le monde francophone

Canada 7 452 075 Montréal (Québec, Canada) 3 703 595

Céline Dion, chanteuse québécoise

Montréal, une grande ville francophone

52

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vi EntreCultures® 1 TE36 EntreCultures® 1

Unité 1

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Leonard Cohen, musicien Omar Sy, acteur français et écrivain canadien

Une peinture de Claude Monet, artiste français

Marie Curie, physicienne franco-polonaise

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Unit UnitOrganization Organization

Rencontre interculturelle

B

1 Bonjour, Marianne et François !

Réflexion interculturelle

You are getting acquainted with two of our vloggers from different parts of the francophone world.

After a variety of experiences with cultural products, practices, and perspectives, you will reflect on your growing intercultural awareness.

1.1 Regardez les informations b Look at the pictures of Marianne and François and read what each one is saying.

Make a prediction about what kind of information they have included in their vlogs.

What do you think the expressions in the speech bubbles mean?

1.2 Regardez les vidéos v

You will share reflections in the online discussion forum.

Listen to the vlogs and raise your hand when you hear Marianne and François say the words from the image captions or speech bubbles. How many times did you raise your hand?

1.3 Résumez les informations v

C

Listen and watch the vlogs again. Based on what you see and hear, write two sentences about what you think Marianne and François are talking about in their vlogs.

Mon progrès interculturel

1.4 Comparez les personnes d

This unique self-assessment feature clarifies your intercultural goals and guides you throughout the unit.

How are Marianne and François similar to you? How are they different? Share your observations.

B

C

2 Réflexion interculturelle o d

What did you notice in the videos about the things that Marianne and François like and don’t like? Are their likes and dislikes similar to or different from yours?

Do you think playing sports in Quebec is the same as in your school? Do you think homework in France poses the same challenges as homework in your school? Complete a diagramme de Venn before answering the questions in the discussion forum.

Mon progrès interculturel

You will provide evidence of growth in your online Portfolio.

h

Presentational: I can describe some similarities and differences between a francophone student and myself.

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D

Zoom culture

Pratique

17 Le handball

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17.1 Connexions o c Which sports are most popular where you live?

Are these sports played around the world, or just in your geographic area? Why do you think that is?

Le handball is one of the most popular sports in France. It is played in teams of seven, either indoors or outdoors. France’s national women’s and men’s handball teams have both earned medals in the Olympic Games.

Zoom culture

Le football, commonly called le foot, is France’s most popular sport. The World Cup, soccer’s most prestigious tournament, is the most widely viewed sporting event in the world. France has won it twice; only three countries have won this title more often. Kylian Mbappé, considered one of the top players in the world, helped France to win the World Cup in 2018 and play strong in the finals in 2022.

Learning about cultural products, practices, and perspectives will give you a foundation for intercultural reflections.

France also hosts a number of other major international sports competitions. The world’s greatest cycling event, the Tour de France, is an annual spectacle that originated in 1903. It spans three weeks and over 2,000 miles. The French Open tennis tournament is one of the four major championships in that sport. It is played at the Roland Garros stadium on a clay surface. Two famous French tennis players are René Lacoste, founder of the apparel company that bears his name, and Yannick Noah, who has become a popular singer-songwriter.

You will share your reflections online.

17.2 Perspectives d o

D

Research how handball is played. How is it similar to sports that are popular where you live? How is it different?

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Unit Unit Organization Organization

Vocabulary in Context Unité 3 | La vie en famille

A

Communiquons 3

Comment dit-on ?

You will learn essential vocabulary presented visually in authentic contexts.

A Comment dit-on ?

Chez moi a Je m’appelle Yasmin. Je cherche une maison à la campagne.

B

À VENDRE

Expressions utiles

Maison à la campagne : 120 m2, 650 000 €

These useful expressions can boost communication skills, often with phrases that work across themes.

maison à la campagne

C

Stratégies These brief learning strategies will be available throughout the units.

All Learning Strategies videos from all four levels are available on Learning Site®.

la chambre à coucher

la cuisine

la salle de bains

la salle à manger

le garage

le jardin

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Unité 3 | La vie en famille

Communiquons 2

20 Quel âge ont-ils ?

MODÈLE

Noah, our vlogger from the French city of Bourgival, is introducing his cousin Jacques to you. Jacques is sharing with you the age of his family members.

20.1 Écoutez les âges a Listen to Jacques and complete each sentence with the number that you hear. ans.

3. Mon grand-père Stéphane a 4. Ma mère Claire a

ans.

Vous êtes bavards. Vous adorez

.

et

MODÈLE

Élève A : Ta tante est paresseuse ? Élève B : Oui ! Elle déteste travailler.

(Non, elle travaille beaucoup !)

Mon progrès communicatif

20.2 Parlez de leurs âges m

h

Interpersonal: I can ask and answer questions about characteristics of family members or friends.

Now it is your turn to share the ages of some family members. Select five people in a family, state their ages as Noah’s friend did and record yourself sharing this information.

C

h

Stratégies v Speaking a New Language It can be intimidating to speak another language when you are just starting to learn it. Here are some helpful tips.

Interpersonal: I can share information about the ages of some family members.

B

. .

ans !

ans.

Mon progrès communicatif

Il est timide. Il n’aime pas Elle est sociable. Elle aime

ans.

7. L’arrière-grand-mère de mon meilleur ami a 8. Moi j’ai

3.

4.

With a partenaire, ask each other about the characteristics of family members or friends. Then answer by stating what that person likes or does not like to do.

ans.

6. Mon demi-frère Emmanuel a

. .

21.2 Parlez des caractéristiques s

ans.

5. Mon beau-père Paul a

Elle est sérieuse. Elle aime Tu es créatif. Tu aimes

5.

ans.

2. Ma grand-mère Caroline a

1.

2.

Ask a question to keep a conversation going.

1. Talk about familiar topics.

2. Show pictures to help you get your point across.

Expressions utiles amusant(e)

amusing, fun

marié(e)

married

bavard(e)

talkative

paresseux, paresseuse

lazy

célibataire

single

sociable

sociable

divorcé(e)

divorced

timide

shy

énergique

energetic

Images licensed courtesy of Vyond™

1. Mon oncle Jean a

(Moi) Je suis sportif. J’aime faire du sport.

3. Make comments and ask questions to keep the conversation going.

Watch the Interpersonal Speaking Strategies videos for more examples and tips.

21 Nos caractéristiques

Share information about people in your life.

21.1 Lisez la description et complétez la phrase b Think of several people in your life. Write their name next to each sentence. Then complete each sentence with an activity that each person enjoys doing.

Domme, en Nouvelle-Aquitaine (France)

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Comment dit-on ?

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Unit UnitOrganization Organization For every vocabulary section, there are online Workbook activities that provide extra practice if needed or desired. You do not need to complete all of these activities to be successful on J’avance or J’y arrive assessments.

Unité 6 | En ville 3 À chacun son emploi s

Ces employés travaillent dans des magasins d’alimentation (food). Avec un(e) partenaire, posez une question et répondez en identifiant le magasin où travaillent ces personnes.

MODÈLE

Élève A :

Où travaille cette femme ?

Élève B :

Elle travaille à la boucherie.

D 1

2

4

D

Détail linguistique

3

5

You will explore curious and useful details of the language.

6

Détail linguistique Le mot pour The word pour generally means for, but when placed before an infinitive, it means in order (to).

On va au supermarché pour acheter du lait, du pain et des boissons.

You go to the supermarket (in order) to buy milk, bread, and drinks.

Unité 2 | À l’école

E

Synthèse : Vocabulaire Communiquons 1 Les fournitures scolaires School Supplies

Un grand magasin à Bruxelles (Belgique)

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E

un agenda scolaire un cahier

school planner notebook

un livre un ordinateur

book computer

une calculatrice des ciseaux

calculator scissors

un portable un sac à dos

cell phone backpack

un classeur un crayon un dictionnaire une feuille de papier

binder pencil dictionary sheet of paper

un stylo une tablette une trousse

pen tablet pencil case

Les numéros de 31 à 60

Synthèse : Vocabulaire

Numbers from 31 to 60

trente et un, trente-deux, etc. quarante quarante et un, quarante-deux, etc. cinquante cinquante et un, cinquante-deux, etc. soixante

To help you review, these lists summarize the vocabulary studied in the unit.

You will find more practice in context on Learning Site®.

thirty-one, thirty-two, etc. forty forty-one, forty-two, etc. fifty fifty-one, fifty-two, etc. sixty

Communiquons 2 Les matières School Subjects

le cours le déjeuner l’éducation physique et sportive (EPS) (f.) l’enseignement moral et civique (EMC) (m.) l’espagnol (m.) le français l’histoire-géographie (l’histoire-géo) (f.) l’informatique (f.)

class, course lunch physical education civic education Spanish French social studies information technology (IT)

les langues vivantes (f.) les mathématiques (les maths) (f.) la matière la physique-chimie

world languages mathematics

school subject physics and chemistry la récréation recess les sciences de la vie life and earth et de la terre (SVT) (f.) sciences difficile difficult facile easy fascinant(e) fascinating

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Unit Unit Organization Organization

Grammar in Context Communiquons 1

Unité 5 | Le temps libre

A Découvrons

B

Expressing Where to Go for Leisure Activities a

Détail grammatical Le verbe aller + à The verb aller, meaning to go, is another frequently used verb in French. It is often used with various forms of the preposition à combined with a noun of location.

The Verb aller

Il va à la piscine.

Je vais au gymnase.

Ma chère Isabelle, Salut de Lomé, au Togo ! Ma famille et moi, nous allons souvent au lac Togo où nous faisons de la natation. Moi, je vais au stade parce que j’adore le foot. Cet après-midi, je vais au marché de Lomé, la capitale. Pour rester en bonne santé, mes parents vont au gymnase pour faire du sport. Mon frère va toujours à la piscine avec mes parents. Et toi, où vas-tu en vacances en juillet ? Ta famille et toi, vous allez à Marseille ?

Nous allons à l’école à 8h00.

Je vais aux stades à Paris et à Lyon.

12 Logique ou illogique ?

Vous allez lire des messages de votre ami Raoul, puis vous allez envoyer des textos à un(e) autre ami(e).

Isabelle Fournier

12.1 Décidez si la phrase est logique b

41 rue Zola

Dans ces phrases, Raoul parle de ses activités. Identifiez si la phrase est logique ou illogique. Pour chaque phrase illogique, écrivez une phrase logique pour la remplacer.

30072 Bordeaux FRANCE

1. J’aime beaucoup nager. Je vais à la piscine.

2. Mes parents sont très actifs. Ils vont au gymnase.

À plus, Raoul

3. Mon frère aime faire du ski. Il va souvent au marché.

4. Ma famille et moi, nous aimons la musique. Nous allons à la leçon de foot.

5. J’adore jouer de la musique. Je vais à ma leçon de guitare.

12.2 Écrivez trois textos w Écrivez trois textos à un(e) ami(e) pour indiquer les activités que vous faites et où vous allez pour les faire.

MODÈLE

Coucou ! Je vais au stade pour jouer au foot.

1.

2.

11 Découvertes b d

3.

Look at the words in bold that Raoul used to express where his family going on vacation. Did you observe the various forms of the verb aller? Discuss your observations with your classmates and teacher. View the Découvrons resources for Communiquons 1, and check the Synthèse : Grammaire at the end of this unit.

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Découvrons

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A

Découvrons Examples of new structures in context encourage you to become a “grammar detective.”

Unité 1 | L’identité

C

You will find helpful videos called Découvrons and Structure en avant online.

Synthèse : Grammaire 1. Expressing Who I Am The Verb être In this unit, you have seen three forms of the verb être (to be); all the present tense forms of this verb are given below.

B

singular (one person)

Détail grammatical

the speaker the person spoken to

Timely grammar details will help you communicate.

C

To help you review, this summary contains helpful explanations of grammatical structures to help you review.

êtes

est

ils

sont

est

elles

sont

es

vous (formal)*

êtes

il elle

The verb être can be used with adjectives to describe a person’s identity.

Tristan est sérieux.

Tristan is serious.

Soon-Ja est sérieuse.

You will find more practice in context online.

Soon-Ja is serious.

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sommes

tu (informal)

*The versatile subject pronoun vous may refer to either to one person or to several people since it can be found in both the singular and the plural columns in the chart above. Vous, when referring to one person, has a formal tone, as opposed to the word tu, which is used to address someone informally, such as a family member or a friend. Use vous to refer to a teacher or an adult who is not a family member. Whether singular or plural, formal or informal, the pronoun vous is generally found on the plural side of verb conjugation charts like the one above.

Synthèse : Grammaire

For every grammar section, there are online Workbook activities that provide extra practice if needed or desired.

nous

suis

the person or people spoken about

plural (two or more people)

vous (formal or informal)

je

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Unit UnitOrganization Organization

Formative Assessments A

B

J’avance

Mon progrès communicatif

Formative assessments will help you measure your progress towards unit goals.

You will provide evidence of growing proficiency in your online Portfolio, which contains all Can-Do statements included throughout the unit.

Find supporting materials on Learning Site®.

Communiquons 3 A

J’avance 42 Le nouvel élève

You get to know a francophone student and you will compare your preferences.

42.1 Écoutez un dialogue a Listen to a dialogue between a newly arrived francophone exchange student and his bilingual counselor at a high school.

B

Mon progrès communicatif

h

Interpretive: I can understand information related to identity and preferences.

42.2 Comparez et écrivez des phrases w d Write complete sentences to describe at least two differences or similarities between you and Olivier.

Mon progrès communicatif

h

Presentational: I can describe some similarities and differences between a francophone student and myself.

42.3 Demandez et répondez s Your school is producing a video to introduce the visiting francophone students to their new school community. With a partner, record an interview where both the host student and the visiting student (your partenaire and you) ask each other questions. Each of you will ask three questions and respond to the questions from your partenaire.

Mon progrès communicatif

h

Interpersonal: I can ask and answer questions to get to know another person.

Amiens, France

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J’avance

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Global Community Notre communauté mondiale Investigate the local or global community and interact with French speakers in your community or internationally.

Unité 2 | À l’école

Notre communauté mondiale

Notre communauté mondiale

47 Les sentiments envers l’école

46 Les emplois du temps

47.1 Créez un sondage w p

Gather more data on francophone students’ attitudes about their school.

Examine the school experiences of students in your community and compare them with those of students in francophone communities. Use surveys to discover francophone students’ attitudes about their education.

Create a survey or questionnaire to discover how francophone students feel about school. Consider seeking information not just on how students feel about school but also on what they like to do at school and at what time their school day begins.

46.1 Faites des recherches w c

47.2 Présentez les résultats b p

Use search terms such as emploi du temps scolaire to research what a typical school schedule looks like for students in your grade in a francophone country of your choice. As you complete this research, identify the following: •

the classes students are taking;

Contact a school in the country you have researched. Ask the students at this school to take the survey you have created. Your teacher may need to help you find a school where you can send your survey. Once you receive the results of your survey, write a short synthesis and share it with your class.

•

whether their classes last for a full school year or for just one quarter or semester;

Mon progrès interculturel

•

the school supplies students are expected to have for class; and

•

any other aspects of school life that you are interested in learning more about.

h

Interact: I can create a survey for francophone peers and interpret the results.

48 Réflexion interculturelle o d p

46.2 Faites des comparaisons w d

Now that you know more about what students in different parts of the francophone world think about their school schedules, explain how your own feelings about school might change if your schedule more closely resembled those in the francophone countries you researched.

Identify some similarities and differences between your current school schedule and the ones that you have researched. Use a Venn diagram.

46.3 Échangez vos idées s

Mon progrès interculturel

In small groups, share what you have learned about school schedules in different parts of the francophone world. Which aspects of these schedules would be beneficial to you as a student? Explain why you think so.

h

Investigate: I can investigate francophone school schedules and the way francophone students feel about them.

Constantine (Algérie)

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Unit Unit Organization Organization

Summative Assessment J’y arrive A summative assessment set in an authentic intercultural context will assess your progress.

Find supporting materials on Learning Site®.

Unité 3 | La vie en famille

J’y arrive Questions essentielles • What makes a family?

• What attributes and interests can family members have?

• How does a home reflect cultural values?

Voici ma famille ! w

Une nouvelle famille, une nouvelle culture

Give your exchange student a previ share written information and phot and pets.

You have another opportunity to participate in an échange scolaire through the website jeveuxapprendredeslangues.com. The following assessments are based on the ads and vlogs posted by Jeanne, Ariane, and Noah. Before you begin, refer to the J’y arrive rubric to familiarize yourself with the evaluation criteria.

Interpretive Assessment Ma famille d’échange v Jeanne, Ariane, and Noah are looking to improve their English by participating in an exchange program with an English-speaking host family. Watch all three of their videos and use the chart of attributes to take notes on the three vloggers and their families.

Vlog

Vlog

Vlog

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Unit Organization

Teacher’s Edition Communiquons 1

Unité 1 | L’identité Communiquons 1 EntreCultures® includes three Communiquons sections in each unit. Each Communiquons section includes one or two Comment-dit-on ? vocabulary presentations in context, one Découvrons grammar presentation in context, and a formative performance assessment called J’avance.

Communiquons 1

3 Qui suis-je ? a

Comment dit-on ?

1. _______

3. _______

5. _______

7. _______

2. _______

4. _______

6. _______

8. _______

Look at the photographs under Comment dit-on ? Then listen to the speakers and indicate the letter of the image that corresponds to the speaker’s identity.

Qui suis-je ? a

4 Es-tu bilingue ? s

Je suis canadien mais je ne suis pas québécois.

Comment dit-on ?

In EntreCultures®, the visually rich Comment dit-on ? section presents essential vocabulary and expressions in manageable segments for each thematic unit. These segments target the vocabulary that learners need to know to be successful on the formative J’avance and summative J’y arrive assessments, and for use beyond the classroom. Students will be assessed on vocabulary presented in blue type in this section.

Your teacher has asked members of the class to get to know one another. With a partner, ask each other questions to share information about your identity.

Je suis musicien.

J’aime jouer de la musique.

Je suis élève.

J’aime étudier.

A

MODÈLE

Élève A : Je suis bilingue. Et toi ? Élève B : Oui, je suis bilingue. (Non, je ne suis pas bilingue.)

Je suis sérieuse. Et toi ?

Scaffold

Stratégies v

Understanding Spoken French

A

B

Je suis athlète et sportif. J’aime jouer au hockey.

In this unit, the vocabulary in Comment diton ? introduces expressions that can be used to talk about identity. Engage the class in a brief exchange to elicit the vocabulary. For example, ask a student: Je suis bilingue, tu es bilingue ? The student responds: Je suis bilingue. To ensure correct pronunciation, offer a choice in your questions: Tu es sérieux ou tu es sérieuse ? Personalize vocabulary with a few additional identities based on student interests and backgrounds.

A variety of scaffolding notes allow for support when needed.

When listening to French, relax! You won’t understand everything. Your goal for now is to understand a few familiar words and phrases as you listen. With practice, you will understand more.

C

Je suis chanteuse et bilingue. J’aime chanter en français et en anglais.

Je suis sérieux parce que j’aime travailler.

Watch the listening strategies video for more tips to help you understand spoken French.

Remember these tips:

1. Pay attention. Don’t panic.

2. Note the words you understand.

3. Observe visual cues.

B

Je suis sérieuse. Moi aussi, j’aime travailler.

D

E

Je suis artiste.

J’aime dessiner et peindre.

Resources Audio, Workbook

F

Je suis française et blogueuse. Je suis créatrice de mode.

H

G

Challenge

Je suis américain et cycliste. J’aime faire du sport.

A variety of notes allow learners to perform at their highest level.

Amiens (France)

I

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Unité 1

A

Scaffold

B

Challenge

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57

Comment dit-on ?

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For more practice, have students fill out a Mind Map (Remue-méninges) where the anchor expression in the center circle will be Qui suis-je ?. Students can then brainstorm adjectives to add to the top half of the map and nouns to add to the bottom half. Students could even use the right and left quadrants to delineate masculine forms from feminine forms.

Create basic sentence strips with various components such as je… suis… je… ne suis pas… and the adjectives presented in Comment dit-on ?. For an additional challenge, call out a sentence in either English or French such as « Je ne suis pas sérieux. » Students will create human sentences in either a large or small group with the components. Note that the negative construction is presented on p. 65 in the Découvrons section.

Communiquons 2

Unité 2 | À l’école 26 Une journée à l’école a

Expressions utiles

Your French friend Vincent describes a typical day at his school to his followers on social media. Listen carefully and complete the chart with the appropriate times and courses, based Vincent’s narration.

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le cours ou l’action

The class starts at...

Le cours se termine à…

The class ends at...

ACTFL Standards

8h00 10h00

Instructional Notes

While looking at the schedule of a French student, you are going to compare it with your own school schedule.

28.1 Observez et écrivez

28.1 Observez et écrivez b

Resources Portfolio

Paul, a high school student in the French city of Plouzané, has shared his schedule with you. Your friend who does not speak French wants to know when Paul has his literature classes (français). Tell your friend the day and time of each of Paul’s literature classes. Use the 12-hour clock in your answers.

déjeuner français

histoire-géo

Additional 27instructions and tips Mon emploi du temps help teachers prioritize learning.

lundi

mardi

mercredi

jeudi

8h00-8h55

Histoire-géo (13)

Latin (26)

Arts plastiques

Histoire-géo (13)

SVT (15)

27.1 Notez vos cours w

9h00-9h55

Espagnol (7)

Maths (3)

Maths (3)

Espagnol (34)

10h10-11h05

Anglais (32)

EPS

Technologie (T2)

11h10-12h05

SVT (15)

A new student is going to shadow you until lunch time to learn about your school.

Provide the details of your morning schedule and share it with this student. Include times, classes, and locations. heure

cours

où

7h00

histoire

salle 32

EPS

AP /IB Strategies

13h55-14h50

Français (7)

Français (7)

Strategies help lead learners to success on AP® and IB assessments.

14h55-15h50

Espagnol (34)

Espagnol (34)

16h05-17h00

Maths (3)

Anglais (32)

27.2 Demandez et répondez s

Mon progrès communicatif

Work with a partenaire to ask and answer questions about your schedules. Use a variety of question expressions, including où, à quelle heure, and quel cours. Élève A :

Quel cours as-tu à 11h00 ?

J’ai le cours de géo à 11h00.

E

Connections Connections help connect to other disciplines, such as STEAM and Spanish-Language.

Histoire-géo (13) SVT (15)

Français (7) Anglais (32)

h

Interpretive: I can understand information about someone’s school schedule.

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Maths (3)

Latin (26)

12h55-13h50

Élève B :

Technologie (T2)

vendredi

Pause

®

MODÈLE

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D

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Découvrons

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AP® Strategies The ability to work with graphs, charts, and infographics is critical to success on AP® Cultural Comparisons. Students should be familiar with the terminology and be able to express what they see in the infographic in 28.

E

STEAM Connections In this unit, students have seen several authentic school schedules. Ask students what they have noticed about the number of math- and science-oriented classes that francophone students take, in contrast to the number of arts- or music-oriented school courses.

Unité 2 | À l’école

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EntreCultures® 1

C

Answers Mondays and Tuesdays, 1:55 P.M. Fridays, 2:55 P.M.

Authentique

As you are starting a new school year, you are sharing and exchanging information about your schedule with other students.

D

Communication: Interpretive (28.1) Communities: Lifelong Learning (28.1) Cultures: Products (28.1)

28 À quelle heure commencent et se terminent les cours ?

l’heure

arriver à la cour

C

Le cours commence à…

© education.gouv.fr

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F F

ACTFL Standards

ACTFL Standards

Communication: Interpersonal (23.2) Communication: Presentational (23.3, 23.4) Communication: Interpretive (23.4) Communities: Lifelong Learning (23.3) Comparisons: Cultural (23.4)

ACTFL Standards are indicated for each activity.

G

23.2 Comparez vos listes

H

x 23.3 Écrivez trois phrases

Communiquons 2 23.2 Comparez vos listes s Compare your list with that of a classmate by asking questions to find out if your partenaire likes or dislikes a specific activity. Which activities do you both enjoy?

Which activities do you both dislike?

23.3 Écrivez trois phrases w Write three summary sentences about your conversation from 23.2. Use the model below, adding the name of your partenaire and the activity. Share your findings in the discussion forum.

MODÈLE

Je suis comme j’aime

Je ne suis pas comme je n’aime pas

Mon progrès communicatif

(partner’s name) parce que

. .

(partner’s name) parce que

h

Presentational: I can write simple sentences about myself and about activities that I like and I don’t like.

G

Answers Answers will vary.

Answers

This icon indicates which Mon progrès communicatif Can-Do statements featured in this section are threaded in the J’avance formative assessment.

Discrete and suggested answers are provided wherever possible.

Resources Portfolio

23.4 Comparez et écrivez des phrases v d w Using the same format as in 23.3, write sentences comparing yourself with Marianne and François. Watch the vlogs again and take a few notes to help you with your writing. Then submit your sentences.

Answers Answers will vary.

H

23.4 Comparez et écrivez des phrases

Can-Do Statements

This activity could be used as a formative assessment to check students’ progress with presentational writing tasks.

Activities with x support and share a Can-do statement that appears with the J’avance formative assessment for that section.

Answers Answers will vary.

©Saint-Yrieix-la-Perche SPORT ACADEMY

cadrées par des . Travail sur des ividuelle offensive et ontrôle, déplacement, ge), apprentissage des Matches à thème, nce vidéo…

Unit Organization

Ils font du sport à Montréal, au Québec (Canada).

r camp.

Unité 1

77

Découvrons

Unité 1 | L’identité

J’avance

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Communication: Presentational (27.1) Communities: Lifelong Learning (27.1)

11/25/24 2:23 PM

AP® Strategies In 23.2, 23.3, and 23.4 students focus on making comparisons, an essential skill on the AP® French Language and Culture Exam.

You can access the J’avance formative assessments online. Tiered versions are available for differentiation. The Blanc version matches the description in the Student Edition of the textbook. The Rouge version may be used with students who wish to challenge themselves, and the Bleu version provides extra support and scaffolding.

Point out the similarities between the use of the word como in Spanish and the use of comme in French. You can also highlight the similarity between the Spanish porque and the French parce que.

Have students self-assess based on the J’avance Can-Do statements prior to taking the formative assessment, and update their Portfolio by adding this assessment as evidence of their growing language proficiency.

Unité 5 | Le temps libre ACTFL Standards

I

Votre petit cousin veut faire des activités avec vous ce week-end. Il vous envoie des photos d’endroits (places) intéressants. Pour chaque image, écrivez ce qu’il est possible de faire et ce qu’il est impossible de faire à cet endroit.

77

Unité 1 | L’identité

MODÈLE

x 3 Les endroits Answers Suggested answers: 1. Il est possible de faire de la randonnée à la montagne. Il est impossible de faire de l’athlétisme à la montagne.

2. Il est possible de faire de la natation à la piscine. Il est impossible de faire de l’équitation à la piscine.

3. Il est possible de faire de l’athlétisme au stade. Il est impossible de faire de la natation au stade.

4. Il est possible de jouer au foot au terrain de foot. Il est impossible de faire de la natation au terrain de foot.

I

Resources

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H

Mon progrès communicatif

h

Presentational: I can write simple sentences about myself and about activities that I like and I don’t like.

Communiquons 1 ACTFL Standards Communication: Interpretive (4) Communities: Lifelong Learning (4)

x 4 Les activités qu’on fait Resources Audio, Portfolio Answers 1. A 2. F 3. D 4. C 5. E 6. B

Take a few minutes before this J’avance to remind students how to say their age, Elle fait de l’équitation. birthday, and where they are from (see Unité préliminaire).

Il est possible de faire de la gymnastique au gymnase.

Il est impossible de faire de l’équitation au gymnase.

There are no tiered versions of this particular assessment.

Answers Answers are provided in the J’avance key A B available online.

1.

2.

Mon progrès communicatif

3.

C

82

4.

h

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Presentational: I can identify some leisure activities and where they take place.

Mon progrès communicatif For Mon progrès communicatif and Mon progrès interculturel the goal is to have students continuously reflect on their learning, take responsibility for their progress, and identify ways that they can improve. The three bards are meant to represent levels of progress.

Find audio, video, and any other resources indicated here.

You have learned that previous applicants have used many tools for visual support in their videos, and you need to choose which one you will use for your presentation.

ThisMODÈLE activity serves as practice for the J’y arrive Integrated Performance Assessment (IPA). Students will use their multimedia presentation, poster, photo book, or collage as the visual support in their video.

Resources Portfolio 050-105_ECF_2e_L1_TE_U1.indd 77

Mon progrès c

Presentational: I

27.1 Écrivez un document w

Resources Tiered Assessments (Bleu, Blanc, Rouge) 4 Les activités qu’on fait a Rubrics (Single-Point, Holistic, Analytic), Écoutez les descriptions des activités représentées sur ces images. Faites Portfolio correspondre les phrases avec les images.

3 Les endroits w

Communication: Presentational (3) Communities: Lifelong Learning (3)

Now that you h a video to intro presentation s presentation to

You have decided to compete for a statewide scholarship to help fund your travel to a francophone country as part of an exchange program. Prepare a video presentation that you can use to introduce yourself to the French teachers on the scholarship committee.

J’avance

Spanish Language Connections

27.2 Créez u

27 Je me présente

D

Détail grammatical Le verbe faire

je fais

nous faisons

tu fais

vous faites

il/elle/on fait

ils/elles font

E

1.

The verb faire is one of the most commonly used verbs in French. It typically means to do or to make, but it can also have other meanings when used in various expressions.

2.

3.

Mon progrès communicatif

h

F

4.

5.

6.

Interpretive: I can understand a variety of leisure activities.

Je fais du sport aujourd’hui.

This is still a goal.

Nous faisons du foot au terrain de foot.

I can do this with support (notes, my teacher, a classmate)

Expressions utiles

I can do this independently.

to ride a motorbike, scooter

faire la cuisine

to cook

faire du cyclisme

to cycle

faire une promenade

to take a walk

faire du skate

to skateboard

faire un voyage

to take a trip

faire de la moto

See the Instructional Strategies Toolkit for further suggestions of how to introduce and implement this routine.

82

286

Expressions utiles Expressions utilesare useful expressions, transition words, and idioms highlighted for learners to use in communicative tasks.

J

Unité 5

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Language As students work through 3, encourage them to make linguistic comparisons between the expressions used to describe leisure time activities. For example, in English one says I go swimming or I go horseback riding, but in French the verb faire is used.

With the addition of the verb faire, this is the second verb that students will encounter where the vous form in the present indicative ends in -es and not -ez. The third verb is dire - vous dites.

L

J

Comment dit-on ?

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Culture Nearly half of the Togolese population declares Christianity as its faith, but one-third of of the population practice a variety of traditional African religions (some nature-based, others based on belief in a supreme being), and there is a significant Muslim population of nearly 20 percent.

Differentiate See the Instructional Strategies Toolkit for an activity entitled, “Find Someone Who.” It can be used with sports and activities as a warm-up or a formative task. To ensure that all students’ interests are included, poll the students before the activity and create a list of hobbies or sports not mentioned. If the students do not participate in sports or hobbies, change the task to “Would you like to…?”

Language Connections to strategies reinforce language skills or information on language structure or etymology, allowing for linguistic comparisons.

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11/26/24 7:30 AM

K

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L

Culture

Differentiate

Information about cultural topics allows for further connections to and discussions about products, practices, or perspectives of a community, region, or country.

Find suggestions on adapting activities, allowing you to differentiate learning for students with various learning types.

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Our Our Digital Digital Learning Learning Experience Experience

Elevate Teaching and Learning with the NEW Learning Site® Your All-in-One Digital Teaching Companion

Learning Site empowers educators with streamlined tools for classroom management, student engagement, and measurable outcomes—all from one unified platform.

Engaging and Varied Learning Tools •

Select from diverse activities, media, assessments, games, and interpersonal speaking practice with Nualang.

•

Provide students with dynamic learning paths tailored to their language goals and proficiency levels.

Simplified Classroom Management •

Find, present, assign, and grade—all in one place, eliminating the need for multiple tabs and tools.

•

Generate actionable reports for courses, schools, or districts to track engagement and progress.

Seamless Integration for Effortless Collaboration •

Fully compatible with LMS and SIS systems using standards like LTI 1.3, OneRoster, and QTI.

•

Easily exchange rosters, assignments, and grades to streamline workflows across your institution.

Safe, Accessible, and Reliable •

TrustED App certified to meet the highest standards of security, ensuring all students can access resources in a safe environment.

What’s New on Learning Site?

•

NEW Enhanced eBook Features: Enjoy mobile support, highlighting, notetaking, search functionality, and more.

•

NEW Administrative Reporting: Gain insights into student activity and user actions with detailed reports.

•

NEW Embedded Portfolio: Help students track their progress towards Can-Do Statements and personal goals.

•

NEW LMS/SIS Integrations: Benefit from streamlined rostering, grade exchange, and SSO compatibility.

•

NEW Accessibility and Security: Certified for safety and equity, ensuring equal opportunities for learning.

xiv EntreCultures® 1 TE46 EntreCultures® 1

Our Our Digital Digital Learning Learning Experience Experience

Unlock Language Confidence with Nualang™ Nualang transforms language learning by breaking down barriers and making practice engaging, effective, and fun.

Its immersive, judgment-free platform inspires confidence and accelerates progress for students and teachers alike.

For Teachers: Empower Your Classroom •

Simplify Lesson Planning: Save time with ready-made lessons and role-plays, or create personalized content tailored to your class’s goals.

•

Track Progress Easily: Gain insights into student growth and provide targeted feedback with interactive tools and recorded sessions.

•

Build Speaking Confidence: Give students frequent opportunities to practice speaking in a low-pressure, high-impact environment.

For Students: Build Confidence in Every Conversation •

Judgment-Free Practice: Interactive tools like role-plays and real-time feedback help students improve without fear of making mistakes.

•

Motivating and Fun: Features like Nualang LIVE let students compete in games, earn medals, and boost fluency.

•

Personalized Learning: Adjustable accents, voice speeds, and chat companions make every session adaptable to the learner’s pace.

A Game-Changer for Language Mastery

Nualang makes speaking a new language natural and exciting. Whether students practice with peers, solo, or in real-world scenarios, Nualang equips them with the skills they need to succeed.

Inspire confidence. Spark engagement. Achieve results with Nualang.

Practice more with ™

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Using Readers to Support Language Acquisition

Using Readers to Support Language Acquisition This edition of EntreCultures® includes a companion reader, Brandon Brown veut un chien, that is aligned to the goals and content of EntreCultures® 1. On Learning Site®, the reader appears as an additional component along with activities, a glossary, and a Teacher’s Guide with detailed teacher tips and answer keys.

Reading has been shown to have a strong impact on both vocabulary development and the acquisition of language structures. Just as young learners benefit from leveled readers to develop reading skills in their first language, these companion readers provide targeted input of the vocabulary and structures French learners need to progress toward reading authentic literature. Students benefit from stories that are both comprehensible and compelling to them. You can provide additional support by doing the following: •

Pre-teach any needed vocabulary so that the comprehension level is very high while students are reading, especially if they will be reading at home.

•

Do pre- and post-reading activities to get students to interact at a deeper level with the content they are learning about in the story.

Readers as Part of Your Curriculum Here are some suggestions for incorporating readers to enhance student progress toward proficiency. The Teacher’s Guide on Learning Site® contains additional ideas.

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•

Plan to include the reader at any point in the year. The reader, Brandon Brown veut un chien, was chosen for its simplicity and repetition of basic structures, allowing it to be effectively integrated at almost any point throughout the year. Guide students through the book with in-class reading during the first semester or give them a chance to find success more independently toward the end of the year.

•

Set aside time daily/weekly over a set period. Read a little bit each day or on a set day each week until the reader is completed. To keep students’ interest level high, read regularly and avoid long gaps between reading sessions.

•

Replace other homework with daily reading. Assign the chapters to be read independently outside of class. Preview the chapter when it is assigned and follow up with comprehension tasks after reading.

EntreCultures® 1

Program Components and Key Features

Program Components and Key Features EntreCultures® Second Edition components are available digitally on Learning Site® unless noted as also available in print format.

For the Teacher •

Teacher Edition: Available in Print and Digital formats.

•

Assessment Program: Includes a suite of assessments and rubrics to customize to each student’s need, from proficiency-based Formative and Summative Assessments to Alternative Objective Tests in an autograded delivery format.

•

Letters to Guardians: Highlight the key information for each unit of study for parents and guardians.

•

Lesson Plan Builder: Pulls directly from the textbook to create engaging, tailored lessons that can be exported to multiple formats, including slides—saving teachers time and boosting student engagement.

•

Personalized Assignments and Assignment Controls: Empower teachers to adapt tasks to each student’s needs, enhancing engagement and learning outcomes.

•

Learning Pathways: Aligned with Can-Do statements and assessments, our pathways guide teachers to essential activities for building proficiency, providing clear guidance for new teachers and flexibility for experienced educators.

•

Instructional Strategies Toolkit: Ready-to-use, research-based activities organized by communication mode, skill, and proficiency level—keeping students engaged and helping every learner thrive in the target language.

•

Administrative Reporting: Provides powerful insights on student activity and user actions, making it easy for administrators to manage and safeguard the platform effectively.

•

Performance Towards Proficiency Growth: Gives insights into student growth towards proficiency.

•

Standards: At point of use, standards ensure our content aligns with educational benchmarks, empowering teachers to meet key learning goals with confidence.

•

Personalized settings: Allow teachers to customize timed tasks, transcripts, and captions, giving them flexible tools to meet the unique needs of their students and classroom.

•

Professional Learning: Brings unmatched expertise and personalized training to support successful program implementation, empowering teachers with tailored, research-backed strategies to elevate language instruction and foster meaningful student engagement.

For the Student •

Student Edition: Available in Print and Digital formats.

•

Workbook Grammar and Vocabulary Activities: Additional activities to practice vocabulary and grammar from each unit. Available in Print and Digital formats.

•

eBook: A page-by-page representation of the Student Edition with highlight and note-taking functionality.

•

Nualang Activities with Heritage Path: Students engage in conversation and receive personalized feedback from our chatty little helpers, the Nualas.

•

Flashcards: Practice key vocabulary from the unit. Available in Print and Digital formats.

•

Companion Reader: Each level of the program includes a comprehensible French reader.

•

Portfolio: Students document the growth of language learning.

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Table Contents Table ofof Contents Unité preliminaire : Bonjour !

Rencontre interculturelle : Le français dans le monde

6

Communiquons 1 Comment dit-on ? : Bonjour et au revoir Zoom culture : Les salutations et l’espace vital J’avance : Rencontre avec une Canadienne

14 18 21

Communiquons 2 Comment dit-on ? : A. Expressions pour la salle de classe Comment dit-on ? : B. Les numéros de 1 à 30 J’avance : Identifier les expressions

22 26 31

Communiquons 3 Comment dit-on ? : Le calendrier : les mois et les dates Zoom culture : Un grand festival Zoom culture : Les années J’avance : En colonie de vacances Notre communauté mondiale Synthèse : Vocabulaire

32 39 44 45 46 48

Questions essentielles • • •

How do I begin and maintain a simple conversation when meeting a French speaker?

How do we communicate in the classroom?

How do I use numbers to share information?

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Table TableofofContents Contents Unité 1 : L’identité Rencontre interculturelle : Le Québec, La France

52

Communiquons 1 Comment dit-on ? : Qui suis-je ?

Zoom culture : Justin Trudeau, un Canadien à plusieurs identités Découvrons : Expressing Who I Am J’avance : Les identités

56 58 64 67

Communiquons 2 Comment dit-on ? : Mes activités préférées Zoom culture : Le handball Découvrons : Expressing Preferences J’avance : Je me présente

68 70 73 82

Communiquons 3 Comment dit-on ? : Questions et réponses Découvrons : Asking and Answering Questions Zoom culture : L’identité linguistique du Québec J’avance : Le nouvel élève Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

84 90 95 97 98 100 102

SUMMATIVE ASSESSMENT J’y arrive : Un échange scolaire Interpretive Audiovisual Assessment Interpersonal Writing Assessment Presentational Speaking Assessment Presentational Writing Assessment

104 105 105 105 105

Questions essentielles • • •

How do I talk about who I am?

What do my preferences reveal about my identity?

What are cultural similarities and differences between me and others in francophone communities?

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Table Table ofof Contents Contents Unité 2 : À l’école Rencontre interculturelle : L’Algérie

108

Communiquons 1 Comment dit-on ? : Les fournitures scolaires Zoom culture : Le système scolaire en Algérie Découvrons : Identifying People and Things J’avance : Dans mon sac à dos

112 119 122 124

Communiquons 2 Comment dit-on ? : Les matières Zoom culture : La récré Découvrons : Telling Time J’avance : Nos emplois du temps

126 131 134 141

Communiquons 3 Comment dit-on ? : Qu’est-ce qu’on fait à l’école ?

Zoom culture : La technologie à l’école Découvrons : Expressing Daily School Activities J’avance : Mes activités à l’école Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

142 147 148 156 158 160 162

SUMMATIVE ASSESSMENT J’y arrive : Un échange virtuel Interpretive Print Assessment Interpersonal Writing Assessment Presentational Speaking Assessment

164 164 165 165

Questions essentielles • • •

How is student life in francophone cultures similar to or different from my own?

How do class schedules reflect the customs of a community?

What habits help me to succeed in school?

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Table TableofofContents Contents Unité 3 : La vie en famille Rencontre interculturelle : Le sud-ouest de la France

168

Communiquons 1 Comment dit-on ? : La famille Bouziane Zoom culture : Les animaux de compagnie Découvrons : Indicating Family Relationships J’avance : Voici ma famille

172 179 180 186

Communiquons 2 Comment dit-on ? : Comment sont les membres de ma famille ?

Zoom culture : Le PACS et le mariage en France Découvrons : Describing Family Members J’avance : Nos correspondants

188 193 194 199

Communiquons 3 Comment dit-on ? : Chez moi Zoom culture : Les bâtiments et le logement Découvrons : Asking Informational Questions J’avance : Cherchez une location de vacances Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

200 205 208 213 214 216 218

SUMMATIVE ASSESSMENT J’y arrive : Une nouvelle famille, une nouvelle culture Interpretive Audiovisual Assessment Interpersonal Speaking Assessment Presentational Writing Assessment

220 220 221 221

Questions essentielles • • •

What makes a family?

What attributes and interests can family members have?

How does a home reflect cultural values?

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Table Table ofof Contents Contents Unité 4 : Bon appétit !

Rencontre interculturelle : Le Rwanda, en Afrique centrale

224

Communiquons 1 Comment dit-on ? : Au supermarché Zoom culture : Le marché en Afrique Découvrons : Expressing Quantities of Food J’avance : Un repas typique

228 233 234 238

Communiquons 2 Comment dit-on ? : A. Au café et au restaurant Zoom culture : L’heure des repas Comment dit-on ? : B. Les numéros de 101 à 1 000 Découvrons : Expressing What You Eat and Drink J’avance : Au resto

240 244 247 249 254

Communiquons 3 Comment dit-on ? : Les aliments et les bonnes pratiques Zoom culture : Le gaspillage alimentaire Découvrons : Negating Statements J’avance : Des choix responsables Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

256 258 263 268 270 272 274

SUMMATIVE ASSESSMENT J’y arrive : Choisissons un restaurant Interpretive Print Assessment Interpersonal Speaking Assessment Presentational Writing Assessment

276 276 277 277

Questions essentielles • • •

What influences my taste in foods?

How does cuisine contribute to cultural values?

What habits and traditions are associated with meals in the francophone world?

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Table TableofofContents Contents Unité 5 : Le temps libre Rencontre interculturelle : Le Togo

280

Communiquons 1 Comment dit-on ? : Le sport et la musique Zoom culture : Tour de France et Tour du Togo Découvrons : Expressing Where to Go for Leisure Activities Zoom culture : La pétanque J’avance : Les activités et les endroits

284 292 293 295 299

Communiquons 2 Comment dit-on ? : Les activités entre amis Zoom culture : Le festival Eke Epke à Glidji, au Togo Découvrons : Expressing Upcoming Plans J’avance : Le week-end prochain

300 306 307 311

Communiquons 3 Comment dit-on ? : Des vêtements pour chaque saison Zoom culture : La mode française et francophone Découvrons : Requesting Information J’avance : Le week-end Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

312 317 320 326 228 330 332

SUMMATIVE ASSESSMENT J’y arrive : Le week-end prochain Interpretive Audiovisual Assessment Interpretive Print Assessment Interpersonal Speaking Assessment Presentational Writing Assessment

334 334 335 335 335

Questions essentielles • • •

In what ways do sports and music contribute to culture?

How do leisure activities bring people together?

What impact does regional weather have on daily life?

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Table Table ofof Contents Contents Unité 6 : En ville Rencontre interculturelle : Bougival, en France

338

Communiquons 1 Comment dit-on ? : Faire les courses Zoom culture : Faire les courses en France Découvrons : Expressing What I Want to, Must, and Can Do J’avance : Les courses en ville

342 347 349 353

Communiquons 2 Comment dit-on ? : A. Faire du shopping dans les magasins Zoom culture : Les soldes Comment dit-on ? : B. Le shopping en ligne Découvrons : Describing What People Buy and Where J’avance : La valise perdue

354 358 359 365 368

Communiquons 3 Comment dit-on ? : L’emplacement des magasins Zoom culture : Les transports en commun Découvrons : Expressing Activities in Town Zoom culture : L’office de tourisme J’avance : Des courses en ville Notre communauté mondiale Synthèse : Grammaire Synthèse : Vocabulaire

370 375 380 382 383 384 386 388

SUMMATIVE ASSESSMENT

J’y arrive : Un stage Interpretive Audio Assessment Presentational Writing Assessment Interpersonal Speaking Assessment

Questions essentielles • • •

What is the relationship between shopping and eating habits in a community?

What do shopping habits reveal about a culture?

How does culture affect how I get around?

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390 390 391 391

Table of Contents Appendix A – Can-Do Statements �������������������������������������������������������������������������������������A2 Appendix B – Rubrics ��������������������������������������������������������������������������������������������������������A10 Appendix C – AP® and IB Correlation Guides ����������������������������������������������������������������A24 Appendix D – Grammar and Learning Strategies Index ���������������������������������������������A27 Glossary of Classroom and Activity Instructions ����������������������������������������������������� G1 Glossary French–French �������������������������������������������������������������������������������������������������� G3 Glossary English–French ������������������������������������������������������������������������������������������������ G11 Credits ����������������������������������������������������������������������������������������������������������������������������������C1

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Acknowledgments

Acknowledgments We extend our sincere gratitude and appreciation to all who accompanied us on our journey from the conception to the completion of this edition of the EntreCultures® program. We were privileged to work with a talented and hardworking professional team that served as our anchor throughout the creative process.

We would like to thank Wayside Publishing®’s Content team Eliz Tchakarian, Helen Small, Nathalie Gaillot, Henry Menninger, and Vanessa Ta, who coached us through every step of the journey and pulled all the pieces together in order to create this program. We extend our gratitude to the outstanding contributing editors and authors who partnered with us on this project. EntreCultures® would not have been as truly authentic or as engaging without the generous contribution of our international vloggers, incredible young people from across the francophone world who shared their lives with our readers to help make a true connection to the French language and to French-speaking cultures. Thanks to Marianne, François, Hamid, Jeanne, Ariane, Kate, and Noah for being the faces of EntreCultures® 1.

We thank the talented and artistic production team and graphic designers Derrick Alderman and Rivka Levin at Bookwonders, Ryan Hamner, Sawyer McCarron-Rutledge, Tawny Dougherty, and cover designer Jaana Bykonich at Wayside Publishing® for their beautiful graphics and design.

We extend a special thank you to the Wayside Publishing Technology & Operations team and the Sales, Adoptions, Marketing, and Professional Learning team for their support during this journey. We are so grateful for the wisdom, vision, and support of everyone at Wayside Publishing who contributed to the creation of this wonderful program.

Elizabeth Zwanziger Hélène Schuster Brittany Goings Ed Weiss

TE58

EntreCultures® 1

For each unit there is an online discussion forum where you and your students can participate in open discussions on the topics presented in the unit.

UNITÉ

4

Bon appétit !

Encourage students to preview all Can-Do statements for the unit in their Portfolio.

You can also review the Portfolio in class to emphasize the importance of uploading evidence for the Can-Do statements. If technology or Internet access is limited, there are printable document versions of the CanDo statements online and in Appendix A of the Student Edition.

While reviewing the Objectifs and the Questions essentielles, encourage students to respond to the following questions: What are your daily eating habits? Which foods do you prefer? Which foods are typical of the region where you live? What do you imagine the differences may be between your eating customs and those of the francophone world?

Have them list a few questions they could ask a francophone speaker to find out about food preferences.

Objectifs • Share opinions and habits about food preferences and food purchases • Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs • Create a menu based on food preferences and traditions of a francophone country • Investigate and interact with others about healthy food choices and the problem of hunger in francophone cultures 222

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Scaffold As students develop their intercultural competencies, they may demonstrate initial reactions to new products, practices, and perspectives on global food habits. As you introduce these new concepts, avoid “othering” these cultural products and practices. Model curiosity and investigation and encourage questions and comparisons to other global food and eating practices.

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Questions essentielles • What influences my taste in foods?

• How does cuisine contribute to cultural values?

• What habits and traditions are associated with meals in the francophone world?

Rencontre interculturelle

Questions essentielles All Questions essentielles for all units are also online as a discussion forum, where students can continue to share ideas.

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The following standards are addressed in the unit sections below.

Le Rwanda Vlog d’Ariane

ACTFL Standards

Communiquons 1 Comment dit-on ?

Au supermarché

228

Communiquons 2 Comment dit-on ?

A. Au café et au restaurant

240 240

B. Les numéros de 101 à 1 000

247

Interpersonal Communication Interact in basic spoken and written conversations, asking and answering questions about food preferences and quantities, ordering from French menus, healthy choices, and responsible food practices.

Communiquons 3 Comment dit-on ?

Les aliments et les bonnes pratiques

256

Découvrons Expressing Quantities of Foods

234

Découvrons Expressing What You Eat and Drink

249

Découvrons Negating Statements

263

J’avance Make a video for Ariane’s vlog about food.

238

J’avance Exchange information about your eating habits.

254

J’avance Work with a vlogger to help others make responsible food choices.

268

Notre communauté mondiale

Interpretive Communication Understand and identify information in conversations, discussions, videos, and informational texts such as menus, grocery ads, and infographics.

Presentational Communication Using simple sentences, present information to describe and express food preferences and quantities, French eating habits, nutritional choices, and responsible food practices.

270

Cultures Use the language to investigate and reflect on foods, food shopping practices, mealtimes, and food waste practices to understand perspectives of the cultures studied.

Investigate the European nutritional indicator and interact with a francophone relief organization.

Synthèse : Grammaire

272

Synthèse : Vocabulaire

274

J’y arrive

276

Unité 4

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Cultural Comparisons Identify some similarities and differences between a francophone young person’s place of origin, family, leisure activities, and food preferences, and your own.

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Connections Acquire information about the global challenge of food waste and how France and Rwanda are making an economic and environmental impact on it.

You will find the Unité 4 Integrated Performance Assessment Rubric for J’y arrive in Appendix B and online.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Rencontre interculturelle

Rencontre interculturelle

The Rencontre interculturelle is meant to activate students’ prior knowledge about francophone countries, territories, regions, or cities to help them learn more about francophone cultures around the world.

In each unit a francophone vlogger from a specific location is introduced. This section also provides an opportunity for reading comprehension practice by digesting comprehensible French language in context.

Le Rwanda, en Afrique centrale Le Rwanda est un pays de l’Afrique de l’Est. Sa capitale est Kigali.

Le Rwanda est une ancienne colonie de la Belgique. Le pays est célèbre pour ses belles collines (hills). Il y a beaucoup de volcans et de montagnes. La monnaie du Rwanda s’appelle le franc rwandais (FRw).

Prénom : Ariane Langues parlées : kinyarwanda, kirundi, français, anglais

Les langues officielles du Rwanda sont le kinyarwanda, le français, l’anglais et le swahili. Le kinyarwanda est la langue parlée par la majorité de la population. Le français et l’anglais sont notamment des langues utilisées dans l’éducation. Les professeurs et les élèves parlent français et anglais à l’école.

Le Rwanda est membre de l’Organisation internationale de la Francophonie.

Ville d’origine : Nyarutarama (Rwanda)

Le drapeau du Rwanda

Le parc national de Nyungwe au sud-ouest du Rwanda

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Language Rwanda has four official languages: Kinyarwanda, French, English, and Swahili. Nearly all Rwandans speak Kinyarwanda. After World War I, Rwanda and its neighboring country Burundi became a province of Belgian Congo. French (one of the languages of Belgium) then became the official language. When Rwanda became an independent nation in 1962, both Kinyarwanda and French were declared official languages. Rwanda joined the East African Community (EAC), an intergovernmental organization, in 2007. The EAC had three official languages: Swahili, English, and French. Membership in the EAC led to the addition of Swahili and English as the third and fourth official languages of Rwanda.

Challenge Ask students to investigate the meanings of the colors and symbols of Rwanda’s flag and flags from the previous countries in the Rencontres interculturelles.

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Rencontre interculturelle Une girafe au parc national de l’Akagera

Mer Méditerranée

TUNISIE MAROC ALGÉRIE

LIBYE

SAHARA OCCIDENTAL

MALI

ge ou rR Me

MAURITANIE

NIGER

SÉNÉGAL

GUINÉE

ÉGYPTE

TCHAD

SOUDAN

RÉPUBLIQUE CENTRAFRICAINE

SOUDAN DU SUD

ÉRYTHRÉE

BURKINA -FASO

CÔTE SIERRA D’IVOIRE LEONE GHANA LIBÉRIA TOGO

NIGÉRIA

BÉNIN

CAMEROUN

GABON

ÉTHIOPIE

OUGANDA

RWANDA

RÉPUBLIQUE DÉMOCRATIQUE DU CONGO

TANZANIE

OCÉAN

SOMALIE

KENYA

CONGO

OCÉAN INDIEN

ANGOLA

MALAWI ZAMBIE

ATLANTIQUE

ZIMBABWE

MADAGASCAR

NAMIBIE BOTSWANA

MOZAMBIQUE

AFRIQUE DU SUD

Le marché de Huye

Le lac Kivu au Rwanda

Parc national des volcans au Rwanda

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Culture Rwanda provides a spectacular backdrop for a photo safari of the vast wildlife and geographical features it offers.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks WL.K12.NH.4.5 (1.1) Je m’appelle Je m’appelle Ariane.

Ariane.

Rencontre interculturelle The purpose of the second part of the Rencontre interculturelle is to provide students with some background information on the featured vlogger(s). Have students read about Ariane and watch her video online.

Je viens du Rwanda, un tout petit pays de l’Afrique de l’Est.

J’habite avec ma famille : mon père, ma mère et mes deux petites sœurs.

J’aime discuter avec mes amis et regarder des films.

Tous les membres de la famille d’Ariane sont rwandais. Elle étudie beaucoup, mais elle adore faire des activités avec ses amis. Ariane aime aussi préparer le dîner avec ses parents. Ils mangent des plats (dishes) rwandais et américains à la maison.

Students will continue to see Ariane throughout the unit, which will provide points of cultural comparison and more practice with the vocabulary and grammar.

1 Bonjour, Ariane !

1.1 Lisez les informations Answers famille : un père, une mère, deux sœurs origine : Rwanda activités : discuter avec ses amis, regarder des films

Vous allez faire la connaissance d’Ariane afin de correspondre avec elle pendant l’année scolaire.

1.1 Lisez les informations b Lisez ce qu’Ariane dit dans les bulles (speech bubbles).

Dans la représentation schématique, résumez les informations que vous lisez.

Beginning in this unit, instructions are in French. See the Détail linguistique in the Comment dit-on ? of Communiquons 1 to remind students of the common expressions they will read in activity instructions.

informations sur Ariane famille origine activités

La ville de Kigali, la capitale du Rwanda

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Spanish Language Connections Point out in 1 that Spanish (and other Romance languages) use the preposition de when describing possession and with the expression come from. Students who speak or who have studied this construction may use it more frequently and with strong confidence than monolingual Anglophones.

Model this preposition usage throughout the unit with fruits or vegetables and where they are from.

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Rencontre interculturelle Florida Benchmarks

1.2 Regardez la vidéo v a. Regardez le vlog d’Ariane. Ensuite, écrivez trois phrases pour résumer ce qu’elle dit. Mentionnez (1) sa famille, (2) ses origines et (3) ses activités. b. Écrivez une ou deux phrases pour expliquer ce que vous avez en commun avec Ariane. (« Ariane et moi, nous… »)

WL.K12.NH.1.4 (1.2) WL.K12.NM.1.5 (1.2) WL.K12.NH.3.1 (1.3) WL.K12.NH.3.1 (1.4) WL.K12.NH.6.2 (2) WL.K12.NH.8.3 (2)

Vlog

1.3 Parlez et écrivez s w a. Parlez avec un(e) partenaire et discutez de ce que vous avez chacun (e) en commun avec Ariane.

1.2 Regardez la vidéo

b. Maintenant écrivez une ou deux phrases pour expliquer ce que votre partenaire a en commun avec Ariane.

Resources Video

1.4 Comparez et discutez s d

Answers a. Ariane : Elle habite avec sa famille. Elle a un père, une mère et deux petites sœurs.

Elle vient du Rwanda, un petit pays de l’est de l’Afrique. Une sœur a trois ans et l’autre sœur a un an. Elle aime discuter avec ses amis, appeler ses amis en France et regarder des films. b. Ariane et moi, nous : Answers will vary.

Regardez les similarités entre Ariane et vous, et entre Ariane et votre ami(e). Est-ce qu’il y a aussi des différences ? Discutez avec votre partenaire des caractéristiques que vous avez en commun avec Ariane.

MODÈLE

Je suis comme Ariane. J’aime regarder des films.

Tu n’es pas comme Ariane. Tu n’aimes pas les films.

2 Réflexion interculturelle o d

How do you describe where you are from? What do you do in your free time? How is Ariane similar to you? How is she different from you? Answer the questions in the discussion forum.

Mon progrès interculturel

1.3 Parlez et écrivez Answers a. Answers will vary. b. Mon ami(e) et Ariane, ils/elles : Answers will vary.

h

Investigate: I can identify some similarities and differences between a francophone student’s place of origin and free-time activities and my own.

1.4 Comparez et discutez Answers Answers will vary.

2 Réflexion interculturelle The Réflexion interculturelle questions encourage students to recognize how they can use their knowledge of language and culture to communicate effectively across cultures. To minimize the use of English during class, have students reflect and respond online in the discussion forum.

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Challenge

Resources Forum, Portfolio Answers Answers will vary.

Exit Card prompt: Think about Ariane’s family, place of origin, and favorite activities. Identify one way in which you are similar to Ariane and one way in which you are different.

See the “Exit Card” Strategies in the Instructional Strategies Toolkit for more details.

Scaffold For Mon progrès communicatif and Mon progrès interculturel the goal is to have students continuously reflect on their learning, take responsibility for their progress, and identify ways in which they can improve. The three bars are meant to represent levels of progress.

This is still a goal.

I can do this with support (notes, my teacher, a classmate) I can do this independently.

See the Instructional Strategies Toolkit for further suggestions on how to introduce and implement this routine.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Comment dit-on ?

Communiquons 1

In EntreCultures®, the visually rich Comment dit-on ? section presents essential vocabulary and expressions in manageable segments for each thematic unit. These segments target the vocabulary that learners need to know to be successful on the formative J’avance and summative J’y arrive assessments, and for use beyond the classroom. Students will be assessed on vocabulary presented in blue type in this section.

Comment dit-on ?

Au supermarché a Les trois repas Pour le petit déjeuner, j’adore manger du pain.

Si j’ai soif, j’aime boire du jus de pomme.

Pour le déjeuner, je prends de la soupe ou un sandwich et un œuf.

Resources Audio, Workbook

Détail linguistique

J’ai faim le soir. Pour le dîner, je préfère manger du poulet, des pommes de terre et un petit gâteau.

Ma liste

Détail linguistique boxes provide additional insight about aspects of the French language that are related to elements in the unit.

Les boissons

Les fruits

Directions from now on are in French in the vous form, even though some activities will need to be completed by students working alone. Remind students that vous is used when addressing an individual person of authority or an elder, but also when addressing a group of people. When used in the vous form, most verbs end in -ez, making this form easy for students to recognize.

Les viandes et les poissons

la banane

le lait

le poulet

la mangue

le jus de pomme

le steak

le jus d’orange

le poisson

Les légumes les pommes de terre le brocoli Les desserts

l’eau

Autres le pain

Le riz et les pâtes

les œufs

le riz

le gâteau

le fromage

les pâtes

la glace la tarte

Détail linguistique Suivez les instructions Did you notice that all instructions for activities are now in French? Congratulations!

You now have the necessary language tools to make this transition. The instructions in EntreCultures® are given in the vous form since they are addressed to you and your classmates. Here are some verbs you will frequently encounter in the vous form. choisissez

décrivez

demandez

écoutez

lisez

mettez

répondez

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Scaffold See the Instructional Strategies Toolkit entry entitled “Remue-méninges” for an activity to do before introducing the vocabulary from Comment dit-on ?.

Remind students that there are additional activities online.

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Communiquons 1 Florida Benchmarks

3 L’intrus b

WL.K12.NH.2.1 (3) WL.K12.NH.3.8 (3) WL.K12.NH.1.3 (4)

Il y a un problème avec une appli (app) qui fait des listes de courses (grocery lists). Aidez les programmeurs en identifiant l’aliment qui n’est pas dans la bonne catégorie.

2. A. du poulet

3. A. de la soupe

B. des œufs

B. du steak

B. du gâteau

C. du jus d’orange

C. du poisson

C. une tarte

D. du lait

D. du riz

D. de la glace au chocolat

4. A. du brocoli

5. A. le déjeuner

1. A. de l’eau

B. des carottes

B. le dîner

C. de la viande

C. le petit déjeuner

D. des pommes de terre

D. des boissons

3 L’intrus Answers 1. B 2. D 3. A 4. C 5. D

4 Le déjeuner a

4 Le déjeuner

Océane et son ami rwandais Benjamin discutent de leurs déjeuners typiques. Écoutez la conversation et sélectionnez tous les aliments que vous entendez. de la banane

du riz

de la glace

des brocolis

de la mangue

de la soupe

du poisson

du steak

des pommes de terre

de la tarte

Resources Audio Answers des pommes de terre, du poisson, du riz, de la mangue, de la tarte

du poulet

le lac Kivu

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Comment dit-on ?

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Language In 3, point out to students the pronunciation of the singular word œuf (/œf/) and of its plural form œufs (/ø/). Note that the f is silent in the plural form. Both pronunciations are provided in the recording of the Synthèse : Vocabulaire.

Challenge For 3, use individual whiteboards to open a conversation for the students’ choices. To provide depth to activity 3, create basic follow up statements that support the students’ choices such as parce que… c’est un fruit, un légume, une viande, etc.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

5 Les préférences d’Ariane

WL.K12.NH.1.3 (5.1) WL.K12.NH.3.2 (5.2)

Ariane veut partager ses préférences culinaires avec vous.

5.1 Écoutez les préférences d’Ariane v Écoutez Ariane parler des aliments qu’elle aime et des aliments qu’elle n’aime pas. Pour chaque aliment, sélectionnez la bonne réponse pour indiquer si Ariane aime, si Ariane n’aime pas, ou si on ne le sait pas.

5.1 Écoutez les préférences d’Ariane Resources Video, Portfolio

A. Ariane aime.

Answers 1. A 2. B 3. A 4. A 5. B 6. C 7. A 8. A 9. C 10. A

B. Ariane n’aime pas.

Vlog

C. On ne le sait pas.

1. le steak

6. les pommes de terre

2. le poisson

7. la sauce blanche

3. le poulet

8. les pommes

4. les légumes

9. la glace

5. le fromage

10. les fruits

Mon progrès communicatif

h

Interpretive: I can understand someone’s food preferences that are expressed in a video.

5.2 Discutez des opinions s Parlez avec un(e) partenaire des opinions d’Ariane. Exprimez vos opinions sur les aliments de la liste dans 5.1. Posez deux ou trois questions.

5.2 Discutez des opinions

MODÈLE

Answers Answers will vary.

Élève A : Et toi, tu aimes le poulet ? Élève B : Oui, moi aussi, j’aime le poulet !

(Non, pas moi, je n’aime pas le poulet.)

Mon progrès communicatif For Mon progrès communicatif and Mon progrès interculturel the goal is to have students continuously reflect on their learning, take responsibility for their progress, and identify ways in which they can improve.

The three bars represent levels of progress.

Expressions utiles

This is still a goal.

I can do this with support (notes, my teacher, a classmate).

I can do this independently.

un abricot

apricot

une mangue

mango

un avocat

avocado

un melon

melon

une banane

banana

un oignon

onion

des brocolis

broccoli

une olive

olive

une carotte

carrot

une pêche

peach

un concombre

cucumber

riche

rich, fatty

délicieux, délicieuse

delicious

salé, salée

salty

épicé, épicée

spicy

sucré, sucrée

sweet

une figue

fig

une tomate

tomato

léger, légère

light

See the Instructional Strategies Toolkit for further suggestions on how to introduce and implement this routine.

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Differentiate To help students with listening comprehension, you may use 5.2 before 5.1. Review the pronunciation of the options with the students so they feel confident on what they are listening for. To strengthen students’ comprehension, ask the students to query their classmates on their preferences. Pre-listening exposure to and practice with the vocabulary will strengthen their internal conceptions of the vocabulary as they build their interpretive listening skills.

Language Students may be interested in considering the qualities of count nouns and mass nouns. Count nouns indicate countable objects (des carottes), whereas mass nouns indicate abstract quantities such as sauce, sugar, or non-food words like patience or peace.

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Communiquons 1 Florida Benchmarks

6 Faire du shopping b o

WL.K12.NH.2.1 (6) WL.K12.NH.6.3 (6)

Vous visitez Montréal et vous voulez préparer un dîner avec votre ami. Pour préparer le repas, regardez la publicité (ad) d’un supermarché et répondez aux questions pour décider de votre menu.

Authentique

x 6 Faire du shopping Resources Portfolio

©Aldi.fr

Answers Suggested answers: 1. Comme source de protéine, je préfère le saumon ; le poisson (le vivaneau) ; le bœuf haché ; le bifteck/steak 2. Les ingrédients nécessaires pour une salade sont des concombres ; des épinards ; du fromage feta ; de l’ananas ; des framboises.

3. Le jus d’orange et la tartinade aux noisettes sont idéals pour un petit déjeuner.

4. Comme fruit, je préfère l’ananas ; la framboise parce que c’est sucré et délicieux.

5. Je ne mange pas… parce que…

1. Quelle source de protéine est-ce que vous préférez ?

2. Quels sont les ingrédients nécessaires pour faire une salade ?

3. Quels aliments sont idéals pour un petit déjeuner ?

4. Quel fruit est-ce que vous préférez acheter ? Pourquoi ?

5. Quel(s) aliment(s) est-ce que vous ne mangez pas ? Pourquoi ?

Mon progrès communicatif

h

Interpretive: I can identify foods in a supermarket advertisement.

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Comment dit-on ?

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STEAM Connections Have students investigate the current exchange rate between the Canadian dollar, the U.S. dollar and the franc rwandais and make price comparisons for the foods and drinks in 6.

IB Strategies (Research) As a connection to 5.1, provide student groups with links to recipes to four to five typical dishes (breakfast, lunch, dinner, or snacks) from Rwanda. Ask students to note the most commonly used ingredients: Are these dishes mainly composed of meats, seafood, fruits, vegetables? How do the ingredients compare to dishes from their own backgrounds?

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

7 Qu’est-ce que tu préfères ? s

WL.K12.NH.3.3 (7) WL.K12.NH.2.1 (8)

Posez des questions à votre ami(e) pour apprendre (to learn) ce qu’il ou elle préfère.

MODÈLE

la glace au chocolat ou la glace à la vanille Élève A : Tu préfères la glace au chocolat ou la glace à la vanille ?

7 Qu’est-ce que tu préfères ?

Élève B : Je préfère la glace à la vanille parce qu’elle est délicieuse ! Et toi ? Élève A : Pas moi. Je préfère la glace au chocolat.

You may need to remind students that moi aussi shows agreement with this type of statement, whereas pas moi shows disagreement.

1. le riz ou les pâtes

4. le steak ou le poisson

2. l’eau ou le jus d’orange

5. les légumes ou les fruits

3. le petit déjeuner ou le dîner

8 Sucré, salé ou autre ? b

Answers Answers will vary.

Ariane veut savoir comment sont cuisinés les aliments chez vous. Complétez chaque phrase avec un adjectif. Attention à la forme de l’adjectif !

8 Sucré, salé ou autre ?

salé(e)

Answers Suggested answers: 1. salé / épicé / léger 2. sucré / riche 3. riche / salé 4. léger / salé / épicé 5. sucrée / riche 6. sucrée / légère 7. sucré 8. salée / riche / épicée

MODÈLE

sucré(e)

L’avocat est

riche

1. Le poulet est 2. Le gâteau est 3. Le steak est 4. Le poisson est

épicé(e)

riche

léger/légère

.

.

5. La glace est

.

6. La mangue est 7. Le soda est

. .

8. La soupe est

. . . .

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Challenge Extend 7 by asking students to create their own questions. See the Instructional Strategies Toolkit for suggestions on pairing students.

Scaffold See the Instructional Strategies Toolkit entry entitled “Four Corners” for an activity to do with food and drink preferences using the vocabulary in 7. Extend the activity by asking students to draw the vocabulary as visual cues to use during the “Turn and Talk” portion of the “Four Corners” activity. You will have an extensive collection of visuals to use throughout the unit.

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Communiquons 1 Zoom culture

Florida Benchmarks

Produit

WL.K12.NH.8.3 (9.1) ELA.K12.EE.2.1 (9.1) WL.K12.NH.6.1 (9.2) WL.K12.NH.8.3 (9.2) WL.K12.NH.8.3 (10)

9 Le marché en Afrique 9.1 Connexions o c How is the daily life of a people reflected in the way food is bought, sold, and consumed?

Outdoor food markets continue to play an essential role in providing daily food supplies throughout Rwanda. Whether it is a onceor twice-weekly market in smaller towns or in the permanent markets in the capital of Kigali, such as the Kimironko market, Rwandans rely on these bustling centers of food supplies for their culinary needs.

Zoom culture Each Zoom culture focuses on a cultural product (produit) or practice (pratique) and invites students to develop insights into underlying perspectives (perspectives) in the francophone world and in their own culture. Products are tangible and intangible items—such as books, food, laws, music, and games— required or justified by the underlying values and beliefs of a culture.

Practices are patterns of social interactions or behaviors, such as greetings, holidays, events, and daily schedules. Perspectives are the values, attitudes, and ideas of a culture.

Some of the frequently purchased items at Rwandan markets include les patates douces Vendeurs au marché Kimironko à Kigali (sweet potatoes), les bananes plantains (plantains), les haricots (beans), and les œufs (eggs). These markets are quite busy since the majority of Rwandans prepare and eat most meals at home.

Although dining out is an uncommon practice in most of the country, it is no longer a rarity in the capital city of Kigali, where there is an increasing number of restaurants and bakeries.

Umuganura is a festive holiday that celebrates the harvest and has similarities to Thanksgiving. Umuganura means first-fruits festival. Families and communities gather to enjoy the staple foods of the harvest, which is very meaningful to the social and economic life of Rwandans. Beans, sorghum paste with pumpkins, and traditional greens are a few of the foods typically enjoyed on this day of national unity.

Before students read the Zoom culture selections in the unit, use the Connexions questions to have them reflect on this product, practice, or perspective in their own culture.

Then have them read the information in the section before responding to the Perspectives questions. Students should complete both the Connexions and Perspectives questions in the discussion forum, as they will use English for their responses.

9.2 Perspectives o d Research the difference between outdoor food markets in Rwanda and those in France. How do food prices in Rwanda compare with those in other francophone countries? Answer the question in the discussion forum.

10 Réflexion interculturelle o d

9.1 Connexions

How do the diet and customs of people in Rwanda differ from those in the area where you live and in other francophone regions?

Mon progrès interculturel

Resources Forum

h

9.2 Perspectives

Investigate: I can identify how and why people from the francophone world eat what they do.

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Comparisons For 10, ask students if there is an outdoor food market where they live. If so, do they or their family shop there? What are the advantages or realities of shopping at these types of markets?

Culture Find an online video of Umuganura and see the Instructional Strategies Toolkit entitled “Movie Talk”.

The video in 9 may be in English, but you can turn the volume down and discuss the products, practices, and perspectives shown with yes/no questions and other comprehensible input type questions.

Resources Forum Answers Answers will vary.

10 Réflexion interculturelle The Réflexion interculturelle questions encourage students to recognize how they can use their knowledge of language and culture to communicate effectively across cultures. To minimize the use of English during class, have students reflect and respond online in the discussion forum.

Resources Forum, Portfolio Answers Answers will vary.

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Découvrons

Florida Benchmarks WL.K12.NH.1.6 (11) WL.K12.NH.2.1 (11) WL.K12.NH.2.4 (11) WL.K12.NH.7.1 (11)

Expressing Quantities of Foods a Partitive Articles

Découvrons

Pour le petit déjeuner, je préfère manger du pain et boire du jus d’orange.

Je ne bois pas de lait.

The Découvrons sections in EntreCultures® provide clear examples of language used in context, with targeted structures emphasized, helping students focus on form. Instead of presenting grammar rules, the segment invites students to observe, discover, and reflect on form in context.

Students will write their observations on the graphic organizer, and then work with a partner to see if they can come up with additional observations. Students may consult the Synthèse : Grammaire at the end of the unit to confirm their hypotheses.

Encourage students to make linguistic comparisons to their home languages.

Je prends souvent de la soupe aux cacahuètes (peanuts) et du riz pour le déjeuner.

Quand j’ai soif, je bois de l’eau.

Resources Audio

Pour le dîner, j’ai très faim, alors je mange de la viande, des légumes et des pommes de terre.

Je ne prends pas de pain.

11 Découvertes Découvrons videos and practice activities are available online throughout the series to support the explanation and understanding of newly presented grammar points.

Students can view them at home and absorb grammatical patterns and structures at their own pace. Alternatively, you may wish to use these videos in class to support your own teaching.

Discuss with classmates and with your teacher, view this unit’s online Découvrons resources for Communiquons 1, and check the Synthèse : Grammaire at the end of this unit.

Resources Video, Think-Pair-Share Graphic Organizer, Workbook Answers Suggested answers: Different forms are used according to the gender of the noun. Du is used before masculine singular nouns; de la is used before feminine singular nouns; de l’ is used before singular nouns beginning with a vowel; and des is used before plural nouns regardless of gender. We have already learned that des means some when used before plural nouns.

Du and de la mean some when used before singular or uncountable nouns.

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Pour le dessert, j’aime manger un petit gâteau avec de la glace à la vanille.

11 Découvertes b v d

In the sentences accompanying each image, notice the words in bold. Do these words introduce a part of a whole item?

Carefully observe the spelling of the different forms of de.

Do you notice any patterns? What do you observe about the different forms? Discuss your observations with a partenaire, view the Découvrons resources for Communiquons 1, and check the Synthèse : Grammaire at the end of this unit.

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Challenge When ordering a drink at a café or restaurant, you would generally use the indefinite article (un, or une) since you are ordering one drink, but at home, when the drink is often poured out of a larger bottle or other container, the partitive article (du, de la, and de l’) is used. Explain that des is used to express the plural form of the partitive, no matter the gender of the noun.

Culture Peanuts are a frequent staple in many West African dishes. Look up some pictures and recipes (use the search term arachide) to use in an opinion interpersonal activity. Vary the activity by asking students if they think the dish is served for breakfast, lunch, dinner, or snacks.

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Communiquons 1 Florida Benchmarks

12 En partie ou en entier ?

WL.K12.NH.2.1 (12.1) WL.K12.NH.5.3 (12.2)

Vous préparez un repas international avec votre classe de français. Discutez des quantités d’aliments et des boissons dont vous avez besoin.

12.1 Classez les aliments b

12.1 Classez les aliments

Classez les aliments et les boissons en deux catégories.

Remind students that certain foods and drinks could be consumed in various formats, so sometimes more than one classification is possible.

a. La première catégorie est pour les aliments et les boissons qu’on mange en entier (whole). b. La deuxième catégorie est pour les aliments qu’on mange en partie (in part). légumes

poisson

banane

soupe

fromage

glace

riz

pêche

œuf

pain

jus d’orange

gâteau

en entier : un, une, des MODÈLE

Answers Suggested answers: a. en entier : un, une, des des légumes, une pêche, une banane, une glace, un œuf, un gâteau b. en partie : du, de la, de l’, des de la salade, de la soupe, du riz, du pain, du poisson, du fromage, du jus d’orange, de la glace, du gâteau

en partie : du, de la, de l’, des MODÈLE

une banane

du riz

12.2 Écrivez la quantité w Pour chaque aliment suivant, décidez si c’est un aliment que l’on mange en entier (whole) ou en partie (in part). Écrivez l’article correspondant.

MODÈLE

de l’

eau

une

banane

1.

lait

5.

soupe

2.

mangue

6.

fromage

3.

pâtes

7.

glace

4.

gâteau

8.

jus d’ orange

12.2 Écrivez la quantité Note that since certain foods and drinks could be consumed in various formats, sometimes more than one answer is suggested.

Answers 1. du 2. une, de la 3. des 4. un, du 5. de la 6. du 7. de la 8. un, du

Détail grammatical Les expressions avec avoir The verb avoir is used with select nouns to describe sensations or feelings that are temporary and changeable. avoir besoin de

to need

avoir faim

to be hungry

avoir envie de

to feel like

avoir soif

to be thirsty

J’ai faim. J’ai envie de manger un gros steak !

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Découvrons

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Language In the Détail grammatical, point out to students that the word faim is related in meaning to the English words famine and famished.

Spanish Language Connections Although French does use partitive articles, Spanish does not. This construction will not be fully internalized by students to begin with. Model frequent use with pictures, recipes, and graphics to support comprehension. Although this is an important concept to present with food, students may not reproduce it with accuracy until Novice High or even Intermediate Low levels. The Spanish equivalents of these expressions all use tener which is the same verb as avoir.

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Florida Benchmarks

13 Leurs préférences s

WL.K12.NH.3.3 (13) WL.K12.NH.3.6 (13) WL.K12.NH.5.3 (13) WL.K12.NH.3.4 (14) WL.K12.NH.5.1 (15)

Demandez les préférences d’autres élèves et notez leurs réponses dans la représentation schématique.

MODÈLE

Élève A : Qu’est-ce que tu manges quand tu as faim ? Élève B : Quand j’ai faim, je mange de la glace.

avoir faim

13 Leurs préférences

personne 1

Resources Portfolio

personne 2

Answers Answers will vary.

Mon progrès communicatif

avoir soif

de la glace

h

Interpersonal: I can ask and answer questions about food preferences.

Détail linguistique

Détail linguistique

Détail linguistique boxes provide additional insight about aspects of the French language that are related to elements in the unit.

La politesse You have seen the expression s’il vous plaît used to express politeness when a request is made in a formal situation. Another expression used for this purpose is s’il te plaît for a family member, friend, or someone you would address informally.

In these two expressions, do you see a pattern that can help you decide which is the appropriate one to use in a given situation?

14 Commandez un repas Answers Answers will vary

te ➞ tu

vous ➞ vous

To ask for something politely, use je voudrais....

x 15 Pour le dîner ce soir

14 Commandez un repas s

Resources Portfolio

Vous êtes au restaurant. Demandez au serveur ou à la serveuse ce que vous voulez manger et boire. Jouez les rôles avec un(e) partenaire.

Answers Answers will vary.

MODÈLE

Élève A : Bonjour. Vous désirez ? Élève B : Bonjour. Je voudrais un sandwich, s’il vous plaît.

15 Pour le dîner ce soir e

Vous allez dîner chez votre grand-parent, qui est au supermarché. Lisez ses textos et répondez à ses questions.

1. Salut. Je suis au supermarché. Qu’est-ce que tu veux manger pour le dîner ce soir ?

2. Bonne idée. Et pour le dessert ?

3. Tu veux quelque chose à boire aussi ?

4. Super. À tout de suite.

Mon progrès communicatif

h

Interpersonal: I can respond to text chats about my eating habits.

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Scaffold For 13, see the Instructional Strategies Toolkit for details on “Speed Dating,” a strategy for changing partners.

Differentiate For 14, create a picture slide presentation of people of different ages and roles interacting at supermarkets, outdoor markets, family meals, restaurants, schools, etc. Ask students to identify if the context would require using s’il te plaît or s’il vous plaît.

AP® Strategies The Interpersonal Conversation part of the AP® Exam requires students to interact with a speaker with follow up questions and agreements to proposals. For 15, the activity could be extended to an interpersonal activity between students or with the teacher.

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Communiquons 1 Florida Benchmarks

16 Un repas typique

WL.K12.NH.5.1 (16.1) WL.K12.NH.5.4 (16.1) WL.K12.NH.3.2 (16.2) WL.K12.NH.3.4 (16.2)

Vous échangez vos préférences avec vos amis.

16.1 Décrivez un repas w Cherchez ou dessinez une image qui représente un repas typique pour vous.

Ensuite, écrivez des phrases pour décrire les éléments du repas et la boisson.

MODÈLE

x 16.1 Décrivez un repas Resources Portfolio Answers Answers will vary.

16.2 Demandez et répondez Answers Answers will vary.

J’ai faim. Je mange de la soupe à l’oignon et une salade pour le déjeuner. La soupe est salée, alors j’ai soif. Je bois de l’eau.

Mon progrès communicatif

h

Presentational: I can describe a typical meal in my community.

16.2 Demandez et répondez s a. Dans un groupe de quatre personnes, mélangez (mix up) les images au centre du groupe. Ensuite, posez des questions pour déterminer quelle image correspond à chaque membre du groupe. b. Complétez la représentation schématique avec les éléments du repas de chaque personne dans le groupe.

MODÈLE

Élève A : Tu prends de la salade pour le déjeuner ? Élève B : Oui, je prends de la salade.

(Non, je ne prends pas de salade.)

MODÈLE

plat principal (main dish)

de la soupe à l’oignon

accompagnement(s)

de la salade

boisson

de l’eau

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personne 1

personne 2

personne 3

moi

Découvrons

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Scaffold For 16.2, since students will not see how the partitive article changes in the negative, let them know that they may answer simply with non. If you want to provide a simple explanation of this, you could point out the example in the modèle and let them know that de is equivalent to any in English.

Spanish Language Connections In Spanish, there is no equivalent of the partitive article: Como arroz = I’m eating (some) rice = Je mange du riz. Note that although the word some is frequently omitted in English, the partitive article cannot be omitted in French.

STEAM Connections A photo of sparkling water is shown in 16. What are your students’ opinions on sparkling water? Create a class poll that asks about their perceptions of the different sparkling water brands in the U.S. and why people like or don’t like to drink them. Ask students to create a bar graph of the poll and label the graph with written out numbers.

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J’avance

Florida Benchmarks WL.K12.NH.4.2 (17.1) WL.K12.NH.3.3 (17.2) WL.K12.NH.2.1 (17.3)

17 Un repas typique

Ariane is creating a vlog and is interested in typical meals in your region.

17.1 Créez une vidéo m

J’avance

She has asked you to make a video that she can share on her vlog. Describe what you typically eat for one meal.

You can access the J’avance formative assessments online. Tiered versions are available for differentiation. The Blanc version matches the description in the Student Edition of the textbook. The Rouge version may be used with students who wish to challenge themselves, and the Bleu version provides extra support and scaffolding.

Mon progrès communicatif

h

Presentational: I can describe a typical meal in my community.

17.2 Discutez avec Ariane e After watching your video, Ariane has a few follow-up questions about typical eating habits. She contacts you via text chat.

Mon progrès communicatif

Have students self-assess based on the J’avance Can-Do statements prior to taking the formative assessment, and update their Portfolio by adding this assessment as evidence of their growing language proficiency.

h

Interpersonal: I can respond to text chats about my eating habits.

17.3 Classez les aliments b Ariane has asked you for one last addition for her vlog post. She has sent you a supermarket ad from Rwanda and has asked you to organize the items by type.

Mon progrès communicatif

Resources Tiered Assessments (Bleu, Blanc, Rouge), Rubrics (Single-Point, Holistic, Analytic), Portfolio

h

Interpretive: I can identify foods in a supermarket advertisement.

Answers Answers are provided in the J’avance key available online.

17.1 Créez une vidéo Remind students to use strategies learned in this unit to include details in their responses.

Un plat de chou sauté du Rwanda

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Scaffold Support student success on 17.1 with student examples from previous classes (or from your upper level students), sentence frames, and peer-writing centers. Students at the Novice Mid level may not be able to memorize full sentences. Provide options and opportunities for students to meet the presentational goals of this activity.

Culture As students can often be reluctant to share foods from their backgrounds and cultures, encourage them to inform their classmates and you about the dishes that are important to them. Additionally, students may come from households that face food insecurity and who may not wish to divulge their situations.

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Communiquons 1

Une plantation de thé au Rwanda

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J’avance

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Culture Point out the terraced plots used for farming on the hillsides. Ask students if they have seen similar plots elsewhere. Let them know that Rwanda is sometimes called “le pays des mille collines.”

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Comment dit-on ?

Communiquons 2

In EntreCultures®, the visually rich Comment dit-on ? section presents essential vocabulary and expressions in manageable segments for each thematic unit. These segments target the vocabulary that learners need to know to be successful on the formative J’avance and summative J’y arrive assessments, and for use beyond the classroom. Students will be assessed on vocabulary presented in blue type in this section.

Comment dit-on ?

A. Au café et au restaurant a Dans un café à Paris, en France Le petit déjeuner à 8h

Le déjeuner à 12h00

Le dîner à 19h

Je prends des croissants, une omelette et un café.

En général, je mange un croque-monsieur et des frites ou de la quiche.

Je prends un steak-frites, une salade et de la glace.

Resources Audio, Workbook

Dans un restaurant à Kigali, au Rwanda Le petit déjeuner à 6h45

Le déjeuner à 13h30

Le dîner à 21h

Je prends des beignets et un thé.

Je prends du porc, du riz et des haricots.

Je mange du poisson et de la tarte aux pommes.

Le dîner à 21h

Le déjeuner à 12h

Le dîner à 18h

J’aime prendre du pain, un chocolat chaud et un jus d’orange.

Je prends un sandwich jambon-fromage avec de la moutarde.

Je prends du poulet rôti, et comme boisson, un soda.

Pour le dessert, j’aime les crêpes beurre-sucre.

Chez moi

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Language In English, when one talks about a fruit pie, the fruit is expressed in the singular: apple pie. In French, the plural of the fruit is often used: une tarte aux pommes (tart made with apples).

Culture Although omelettes have traditionally been served as a lunch or light dinner, many cafés and restaurants have added them to the breakfast menu as a protein-rich option, and to meet the demand of tourists.

In some francophone cultures, such as Belgium, Canada, and Switzerland, the noontime meal is called le dîner and the evening meal is referred to as le souper. Similarly, in different parts of the English-speaking world, some speakers use dinner to refer to the noontime meal and supper for the evening meal.

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Communiquons 2 18 La carte b

Florida Benchmarks

Vous travaillez dans un restaurant international à Kigali, la capitale du Rwanda.

Votre première tâche est de mettre les parties du menu dans les catégories appropriées.

WL.K12.NH.2.4 (18) WL.K12.NH.5.4 (18)

Petit bistro de Kigali

18 La carte

Petit déjeuner

Boissons chaudes et fraîches Entrées

pain au chocolat

café expresso

croissant

thé bio (fabriqué au Rwanda) œufs mimosa

brioche

eau minérale

assiette de charcuterie

…

…

…

Plats du jour

Accompagnements

Desserts crêpes beurre-sucre

steak sandwich sauce frites moutarde et frites riz poulet rôti en sauce pâtes fraîches œufs au plat

glace (3 boules) assiette de fromage …

…

…

Answers 1. D 2. F 3. E 4. B 5. D 6. B 7. C 8. F 9. D

salade césar

1. croque-monsieur

A. petit déjeuner

2. salade de fruits

B. boissons chaudes et fraiches

3. haricots verts

C. entrées

4. chocolat chaud

D. plats du jour

5. omelette maison

E. accompagnements

6. eau gazeuse

F. desserts

7. salade de tomates aux herbes fraîches 8. tarte aux pommes 9. sandwich au poisson

Expressions utiles une entrée

appetizer, first course

Je voudrais…

I would like …

un plat principal

main dish

Vous prenez… ?

Are you having …?

au resto

at the restaurant

avec

with

Bon appétit !

Enjoy your meal!

comme

as, for

Je prends…

I’m having …

sans

without

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Challenge Students could research the French expressions that refer to different preparations of eggs (such as œuf au plat), varieties of water (sparkling or still), or cooking temperatures for meats.

Language A well-known soft drink company denied permission to use their product name or other trademarked features in this series. Therefore, students are introduced to the generic term le soda.

Culture Students may be interested in researching the different types of bread products that exist in francophone cultures, such as la brioche, which is a bread that is slightly more rich because it may have butter, eggs, or sugar added.

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Florida Benchmarks

19 Un boulot dans un restaurant b w

WL.K12.NH.2.1 (19) WL.K12.NH.5.1 (19)

Vous avez un nouveau boulot (new job) dans un restaurant français. Votre première tâche (task) est de créer une carte pour le site web. Votre chef (boss) vous a donné (gave) une liste de plats et des images à sous-titrer. a. Faites correspondre les plats avec les images.

x 19 Un boulot dans un restaurant Answers a.

1. F 6. I 2. B 7. D 3. E 8. A 4. H 9. G 5. C b. 1. un steak-frites, un poulet rôti, un croque-monsieur 2. un café, de l’eau minérale, un chocolat chaud 3. une tarte aux pommes, une crêpe beurre-sucre, une glace au chocolat

1. un café

6. une glace au chocolat

2. un chocolat chaud

7. un poulet rôti

3. une crêpe beurre-sucre

8. un steak-frites

4. un croque-monsieur

9. une tarte aux pommes

5. de l’eau minérale

A

B

C

D

F

G

H

I

E

b. Pour vous aider à créer votre carte, écrivez les plats dans les bonnes catégories.

1. les plats principaux 2. les boissons 3. les desserts

Mon progrès communicatif

h

Presentational: I can write captions for photos related to menu items.

Détail linguistique L’entrée Both French- and English-language menus use the word entrée, but for different items.

On a French menu, entrée refers to the course that precedes the main dish (which is from the verb entrer, meaning to enter). On an English-language menu in North America, entrée refers to the main course. The main course on a French-language menu, however, is le plat principal. In French, the term for a menu is une carte, while un menu refers to a fixed-price meal with specific options for each course.

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Language The list of items contains nouns accompanied by articles, which is how they have been presented in this unit. However, articles are seldom included on French-language menus. Call students’ attention to this fact as they prepare their menus. For an example, refer them to the Comment dit-on ? of Communiquons 2.

Let students know that the word entrée also refers to an entrance. In francophone cultures, this word is visible on or near a door leading into a business or store.

Culture Point out the bowl of hot chocolate shown in 19, letting students know that sometimes (especially for breakfast), hot chocolate and tea are served in a bowl rather than a cup. Be sure to hold it with two hands!

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Communiquons 2 Florida Benchmarks

20 À quelle heure mangez-vous ? b

WL.K12.NH.2.1 (20) WL.K12.NH.1.2 (21.1) WL.K12.NH.1.2 (21.2) WL.K12.NH.5.4 (21.2) WL.K12.NH.5.3 (21.3)

Vous allez passer une semaine avec la famille de votre e-pal français. Votre correspondant(e) pense qu’il est important de comprendre la vie quotidienne de sa famille. Faites correspondre chaque phrase (1–6) à l’heure appropriée (A–F).

1. Mon petit frère prend son petit déjeuner à 8h.

A. huit heures du soir

2. J’aime manger un goûter à 16h.

C. six heures du soir

3. Mon père prépare le dîner à 20h.

B. une heure de l’après-midi D. huit heures du matin

20 À quelle heure mangez-vous ?

E. quatre heures de l’après-midi

21 Préférences alimentaires

Sophie et Honorine sont deux amies qui planifient des vacances ensemble. Écoutez-les parler de leurs préférences culinaires.

Answers 1. D 2. E 3. A 4. F 5. C 6. B

21.1 Qui parle ? a

21.1 Qui parle ?

4. Ma belle-mère aime regarder la télé à 22h.

5. Notre chien Médor aime manger à 18h.

6. Ma sœur prend le déjeuner à 13h.

F. dix heures du soir

Sophie aime bien la viande, mais son amie Honorine est végétarienne. Écoutez les phrases et décidez qui dit chaque phrase.

1.

2.

3.

Resources Audio Answers 1. Sophie 2. Honorine 3. Honorine 4. Sophie

4.

21.2 Écoutez et écrivez a Écoutez encore une fois les phrases de Sophie et d’Honorine. Pour chaque catégorie, notez les aliments mentionnés. plats principaux

desserts

Mon progrès communicatif

accompagnements

boissons

21.2 Écoutez et écrivez Resources Audio, Portfolio

h

Answers Plats principaux : une omelette, une miniquiche, une baguette au fromage, un steakfrites Desserts : des crêpes beurre-sucre, une glace au chocolat Accompagnements : un croissant avec du beurre, de la baguette, des frites Boissons : un jus d’orange, de l’eau minérale

Interpretive: I can identify the foods that people eat for different parts of a meal.

21.3 Partagez vos préférences w Écrivez quatre phrases pour donner votre opinion sur plusieurs aliments mentionnés dans 21.2.

MODÈLE

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Moi aussi, j’aime les frites parce qu’elles sont délicieuses et salées.

Comment dit-on ?

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21.3 Partagez vos préférences Answers Answers will vary

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Scaffold Remind students to practice the strategy of note-taking as they listen to the recording in 21.1. After the first listening round, encourage them to confirm their initial ideas with a partner. As they develop confidence in their listening skills, they will be more and more at ease with this type of activity.

Unité 4 | Bon appétit !

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Florida Benchmarks

Zoom culture

WL.K12.NH.2.1 (22.1) WL.K12.NH.7.1 (22.1) WL.K12.NH.8.3 (22.1) ELA.K12.EE.2.1 (22.1)

Pratique

22 L’heure des repas 22.1 Connexions o c How do people’s mealtimes influence their daily schedules and activities?

What people in the francophone world eat at their meals, as well as the times when they have their meals, may be quite different from what you are used to in the area where you live. Here is an infographic that indicates French and Rwandan mealtimes.

Zoom culture

le matin

Each Zoom culture focuses on a cultural product (produit) or practice (pratique) and invites students to develop insights into underlying perspectives (perspectives) in the francophone world and in their own culture. Products are tangible and intangible items—such as books, food, laws, music, and games— required or justified by the underlying values and beliefs of a culture.

Practices are patterns of social interactions or behaviors, such as greetings, holidays, events, and daily schedules. Perspectives are the values, attitudes, and ideas of a culture.

le petit déjeuner

06:45 patates douces

08:00 croissants

et bouillie

et café

le déjeuner

l’après-midi

Before students read the Zoom culture selections in the unit, use the Connexions questions to have them reflect on this product, practice, or perspective in their own culture. Then have them read the information in the section before responding to the Perspectives questions. To minimize the use of English during class, have students read silently and respond for homework. Students should complete both the Connexions and Perspectives questions in the discussion forum, as they will use English for their responses.

13:30 riz et haricots

12:00 sandwich

jambon-beurre

le goûter

17:00 mangue et

16:00 tartine

le soir

papaye

22.1 Connexions Resources Forum

au chocolat

le dîner

21:00 matoke

19:00 bœuf

bourguignon

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STEAM Connections As a follow up to 22.1, explore the practices of eating times in your school or community. Ask students to question at least five adults and children about their meal times. Students can note any additional biographical information about the people they asked (age, background, number of meals, etc.). Create a circle, dot, or bar graph that displays the results. What are commonalities or differences that students notice? Provide students sentence frames that allow them to present their findings with comprehensible language at their level. Share this information with another class, another school in your area, or with a school correspondent.

Culture See “Affinity Mapping” in the Instructional Strategies Toolkit for an open ended question about the question posed in 22.1. Beyond what is listed, what else impacts meal times in societies? Reasons may include sunrise and sunset, climate, and work schedules. Encourage the students to list any feasible idea. This conversation will be in English, but supports intercultural inquiry and discovery.

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Communiquons 2 Florida Benchmarks

Breakfast in France tends to be a simple meal of freshly baked bread or a croissant, accompanied by juice, coffee, or hot chocolate. The French have long embraced an extended lunchtime, lasting as long as two hours and often the most substantial meal of the day. Dinner rituals in France may be quite different from your own. In most French restaurants, on the check brought to you by your server at the end of the meal, you will find the expression service compris, which means that the tip is included in the price of the food. It is still customary to leave a small gratuity. There are two ways to order from a French menu: à la carte, where each item is priced individually, and un menu or une formule, where the restaurant offers a fixed-price meal including an array of dishes selected by the restaurant for a specific number of courses.

WL.K12.NH.6.1 (22.2) WL.K12.NH.8.3 (22.2, 23)

22.2 Perspectives Resources Forum Answers Answers will vary.

23 Réflexion interculturelle

As in France, breakfast in Rwanda is generally a simple meal consumed early in the morning, since the workday and many schools in Rwanda begin early in the morning. Sweet potatoes and porridge are a popular breakfast option. Lunch and dinner tend to be more abundant, with dinner as the principal meal. Matoke is a popular dish that is made of boiled and mashed green plantains. Between meals, Rwandans often snack on tropical fruits, such as avocados, bananas, mangoes, pineapple, and papaya. Roadside vendors in urban areas sell roasted corn and barbecued meat. Restaurant dining is not a frequent custom for many Rwandans; tipping after a meal is not customary but is appreciated.

The Réflexion interculturelle questions encourage students to recognize how they can use their knowledge of language and culture to communicate effectively across cultures. To minimize the use of English during class, have students reflect and respond online in the discussion forum.

Resources Forum, Portfolio

22.2 Perspectives o d

Answers Answers will vary.

Look at menus from France, Rwanda, and the place where you live. What similarities and differences do you observe between the types and prices of food items available in your area and those available in Rwanda and in France? Answer the question in the discussion forum.

23 Réflexion interculturelle o d

What is it like to eat at a restaurant in different parts of the francophone world?

How do these traditions differ from those where you live? Which adjustments might you need to make when dining at a restaurant in the francophone world? Answer the questions in the discussion forum.

Mon progrès interculturel

h

Investigate: I can identify the differences in daily eating customs in various locales in the francophone world.

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Culture Query your students about their snack habits. Do any of them eat something similar to une tartine au chocolat? Look for infographics or images of typical francophone after school snacks and discuss preferences and opinions.

AP® Strategies The Presentational Speaking portion of the AP® test requires students to deliver a two-minute presentation based on a prompt in which they compare a cultural feature in their community to one from a francophone community. Réflexion interculturelle activities provide an opportunity to prepare students for this task.

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Florida Benchmarks

24 Nos préférences

WL.K12.NH.3.3 (24.1) WL.K12.NH.5.3 (24.2)

La cantine de l’école va changer de menu. Avec un partenaire, discutez de vos préférences alimentaires.

24.1 Demandez et répondez s

24.1 Demandez et répondez

Avec un(e) autre élève, échangez vos préférences de plats pour chaque (each) partie d’un repas. À tour de rôle, posez-vous des questions sur vos préférences pour l’entrée, le plat principal, le dessert et la boisson.

Answers Answers will vary.

MODÈLE

24.2 Comparez vos préférences Answers Answers will vary.

Élève A : Pour le plat principal, je préfère un steak-frites. Qu’est-ce que tu préfères ? Élève B : Moi, je préfère une omelette. Qu’est-ce que tu préfères pour le dessert ?

24.2 Comparez vos préférences w Identifiez les similarités et les différences entre vous et votre partenaire.

MODÈLES

Éric et moi, nous préférons le steak-frites en plat principal. Éric préfère la glace en dessert, mais moi, je préfère les crêpes.

Parc national des volcans au Rwanda

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Differentiate Many school lunch chefs in Europe share pictures of their daily lunch offerings as well as their menus.

To encourage a wider exposure to different foods and practices, look for pictures and menus of school lunches around the world to serve as prompts for 24.1.

Culture After 25, ask students to do some research on other versions of the franc that are used in Africa and Europe.

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Communiquons 2

Comment dit-on ?

Florida Benchmarks WL.K12.NH.1.2 (25) WL.K12.NH.2.4 (25) MA.K12.MTR.2.1 (25)

B. Les numéros de 101 à 1 000 a

Comment dit-on ?

J’adore les frites ! Si je mange une petite portion de frites, je consomme deux cent trente calories, onze grammes de lipides, deux cents milligrammes de sodium et quatre cent soixante-dix milligrammes de potassium.

For certain units in EntreCultures® 1, Comment dit-on ? is divided into Sections A and B. Each of these sections presents essential vocabulary and expressions in manageable segments targeting the vocabulary that learners need to know to be successful on the formative J’avance and summative J’y arrive assessments, and for use beyond the classroom. Students will be assessed on vocabulary presented in blue type in this section.

Mais si je partage une grande portion de frites avec mes amis, nous consommons quatre cent quatre-vingts calories, vingt-trois grammes de lipides, quatre cents milligrammes de sodium et mille milligrammes de potassium.

Valeur nutritive Portion

petite (68g)

moyenne (99g)

230

Calories

grande (124g)

320

480

Lipides

11g

15g

23g

Sodium

200mg

260mg

400mg

Potassium

470mg

670mg

1000mg

Glucides

31g

43g

65g

Protéines

3g

5g

7g

Once introduced to the words cent and mille, students will be able to understand and begin to produce numbers up to one million.

These large numbers are introduced here, but students will not need to produce numbers above 1,000 to be successful on assessments.

Resources Audio, Workbook

25 L’addition dans un café rwandais a

25 L’addition dans un café rwandais

Dans un café à Kigali, écoutez le serveur qui présente l’addition aux clients.

Identifiez et faites correspondre la somme de leurs dîners dans la liste.

MODÈLE

Resources Audio

Serveur : Voici l’addition. Ça fait trois mille sept cent soixante-quinze francs (rwandais).

1. Serveuse :

A. 958

2. Serveur :

B. 15 645

3. Serveuse :

C. 12 222

4. Serveur :

D. 33 114

5. Serveuse :

E. 772

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Comment dit-on ?

Answers 1. C 2. E 3. D 4. A 5. B

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Challenge After 25, ask students to practice numbers by saying years of historical importance, their birth year, or the birth year of their parent(s) or guardian(s).

STEAM Connections The currency of Rwanda is the Rwandan franc, abbreviated as FRw. You and your students will need to check the current exchange rate of le franc rwandais.

Language As students progress beyond 100, they may need reminders about differentiating between mille and million. Provide listening input through a bell ringer or exit ticket by creating a T-chart with mille and million. Read a short sentence that includes numbers in context. Students will place a check mark on the side for each item they hear.

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Florida Benchmarks

26 Prononciation v

WL.K12.NH.1.1 (26) WL.K12.NH.3.2 (26) WL.K12.NM.4.5 (27) WL.K12.NH.4.2 (27) WL.K12.NH.4.3 (27) WL.K12.NH.4.5 (27) WL.K12.NH.4.6 (27) MA.K12.MTR.5.1 (27)

Le son /o/

The sound /o/ in French is pronounced with very rounded, o-shaped lips. It can be written in with the letter o as in the word stylo, or with ô as in drôle. More often it is written au or eau. This sound occurs in many words and expressions that you already know. Try to pronounce the following expressions, paying particular attention to the round /o/ sound. Then listen to our vlogger François as he pronounces these words. Try to imitate the way he pronounces the sound /o/.

26 Prononciation Prononciation is helpful to students as they discover the French phonetic system. Have students review the accompanying videos to assist them further with improving their French pronunciation.

au revoir

tarte aux pommes

chauffeur

sauce

il vous faut

de l’eau

chocolat chaud

au château

au restaurant

gâteau au fromage

27 Visite au restaurant m

Votre prof de français a envie de manger au restaurant avec votre classe de dixneuf élèves. Il ou elle vous demande de laisser un message électronique pour la classe. Avec un(e) partenaire, regardez les prix (prices) proposés et lisez-les à haute voix (aloud) dans un message électronique.

Resources Video

27 Visite au restaurant Answers cent quatre-vingts euros (cent huitante euros) cent douze euros soixante euros trois cent cinquante-deux euros deux cent dix euros soixante euros deux cent soixante-dix euros (deux cent septante euros) cent vingt euros soixante-douze euros (septante-douze euros) cent quatre-vingt-douze euros (cent nonantedeux euros)

Café des Fleurs 10 x steak-frites 10 x 18 € = 180 € 7 x poulet rôti 7 x 16 € = 112 € 3 x poisson 3 x 20 € = 60 €

Restaurant Kigali

Bistrot St-André

15 x poisson avec des patates douces 15 x 14 € = 210 €

12 x croque-monsieur 12 x 10 € = 120 €

5 x poulet rwandais avec des haricots 5 x 12 € = 60 €

8 x omelette aux légumes 8 x 9 € = 72 €

Total = 270 €

Total = 192 €

Total = 352 € MODÈLE

180 = cent quatre-vingts euros

Lac au Rwanda

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Culture Note that in many francophone countries, including Rwanda, speakers may use septante instead of soixante-dix, huitante instead of quatre-vingts (although many speakers still opt for quatre-vingts), and nonante instead of quatre-vingt-dix. The responses for 27 include both numbering systems.

Language As students learn phonics in French, ask them to think of mnemonics or other ways to depict the sounds with memes, hand-drawn pictures, or found pictures. For example, the chemical symbol for water is H2O (eau).

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Découvrons

Florida Benchmarks WL.K12.NH.1.4 (28) WL.K12.NH.1.6 (28) WL.K12.NH.2.1 (28) WL.K12.NH.7.2 (28)

Expressing What You Eat and Drink a Manger, choisir, prendre, boire, and -ir Verbs Qu’est-ce que tu manges d’habitude ?

Découvrons The Découvrons sections in EntreCultures® provide clear examples of language used in context, with targeted structures emphasized, helping students focus on form. Instead of presenting grammar rules, the segment invites students to observe, discover, and reflect on form in context.

Je mange régulièrement du poisson. Ma grand-mère, elle mange souvent une salade verte.

Quand ton frère est au café, qu’est-ce qu’il prend ?

Mon frère Paul prend de la salade et une quiche au café.

Quand je suis avec Paul, je prends souvent une salade de fruits.

Students will write their observations on the graphic organizer, and then work with a partner to see if they can come up with additional observations. Students may consult the Synthèse : Grammaire at the end of the unit to confirm their hypotheses.

Encourage students to make linguistic comparisons to their home languages.

Et toi, qu’est-ce que tu bois au petit déjeuner ? Je bois souvent du café. Mon petit frère boit souvent du jus d’orange.

Resources Audio À la cantine, qu’est-ce que tu choisis de manger généralement ?

Moi, je choisis une pomme verte.

Et mon ami Maël, il choisit une banane. D’habitude je finis avant Maël parce que j’ai faim à midi.

Il finit son déjeuner dix minutes après moi.

28 Découvertes Découvrons videos and practice activities are available online throughout the series to support the explanation and understanding of newly presented grammar points.

Students can view them at home and absorb grammatical patterns and structures at their own pace. Alternatively, you may wish to use these videos in class to support your own teaching.

Notice the words in bold: they all are different verbs that express eating, drinking, choosing, finishing, and having different food items or beverages. What do you observe about the different forms of these words? Discuss with your classmates and teachers, view the Découvrons resources for Communiquons 2, and check the Synthèse : Grammaire at the end of this unit.

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Images licensed courtesy of Vyond™

28 Découvertes b v d

Découvrons

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Language To avoid word-for-word translations, explain that the expression prendre le petit déjeuner is more natural and more used than the US English expression to have breakfast. The expression tomar el desayuno is the equivalent in Spanish. This will be explained in more detail in the Détail linguistique on page 250. After 28, reinforce the difference between using an infinitive after a conjugated verb and conjugating a single verb. It is a good practice to show verbs in all forms to remind students that verbs change for different reasons.

Discuss with classmates and with your teacher, view this unit’s online Découvrons resources for Communiquons 2, and check the Synthèse : Grammaire vocabulaire at the end of this unit.

Resources Video, Think-Pair-Share Graphic Organizer, Workbook Answers Suggested answers: We are already familiar with -er verbs like manger and their endings when conjugated: je mange, tu manges, elle mange. Here we see other verbs that have different patterns.

Verbs ending in -ir have a consistent pattern of endings. Prendre and boire seem to have their own patterns. In all of the new verbs, the je and tu forms end in s.

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Florida Benchmarks

Détail linguistique

WL.K12.NH.1.2 (29)

Avoir ou prendre You have used the verb avoir to express having a class or materials for class.

29 Vous entendez les phrases

She has a calculator.

Elle a une calculatrice.

Resources Audio

However, when expressing having foods or drinks, the verb prendre is used.

Answers 1. A 2. B 3. C 4. A 5. C 6. A 7. C 8. B 9. A 10. B

Qu’est-ce que tu prends pour le petit déjeuner ?

What do you have for breakfast?

En général, je prends des œufs.

In general, I have eggs.

29 Vous entendez les phrases a

Vous êtes au restaurant avec un ami quand vous entendez les phrases suivantes.

Choisissez le mot logique pour compléter chaque (each) phrase.

1. Tu

du gâteau ou de la glace en dessert ?

A. manges 2. Elle ne

B. mange

A. prends

B. prend

3. J’aime beaucoup les boissons sucrées, alors je A. boire 4. Tu

B. boit

A. choisis

B. choisit

A. prends

B. prendre

A. mange A. choisit

A. finir

C. prend

C. manger

une glace au chocolat comme dessert.

B. choisir

8. Quand je n’ai plus faim, je ne A. manges

C. choisir

équilibré (balanced): il prend souvent des B. manges

7. Au restaurant, je

A. boit

C. bois

du poisson, le plat du jour aujourd’hui, au restaurant.

6. Mon ami Georges salades au café.

10. Pauline

C. prendre souvent des jus de fruits.

une salade verte ou de la quiche ?

5. Ma tante

9. Mon père

C. mangez

jamais de steak au café. Elle est végétarienne.

C. choisis

plus.

B. mange

C. manger

du chocolat chaud en décembre.

B. bois

C. boire

son déjeuner à 13h00.

B. finit

C. finis

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Scaffold As a reminder to Monolingual anglophone students, English verbs do not change as much as French verbs do in the present indicative. Support their listening skills by reading through the pronunciation of all three verbs for the first few sentences in 29. Then re-read the verbs again and ask students to write the letter of the verb that sounded different to them. Compare with a partner and discuss what difference they heard.

Challenge For 29, ask students to make a connection between the cognate équilibré(e) in French and equilibrium in English, considering the meaning in different contexts.

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Communiquons 2 Florida Benchmarks

Détail grammatical

WL.K12.NH.3.4 (30.1) WL.K12.NH.5.1 (30.2) WL.K12.NH.5.2 (30.2) WL.K12.NH.3.4 (30.3) WL.K12.NH.3.6 (30.3)

Les verbes irréguliers Verb forms in French often follow similar patterns. You may notice that the je and tu forms of some regular and most irregular verbs end in s. However, the il/elle form usually ends in t or d. je finis

tu prends

il/elle finit

il/elle prend

30 Un choix

30.1 Demandez et répondez

Le département de français de votre école organise un déjeuner à l’école.

Resources Portfolio

30.1 Demandez et répondez s Votre professeur de français a besoin de vos préférences pour choisir le menu du déjeuner.

Answers Answers will vary.

Posez des questions à un(e) partenaire pour découvrir ses préférences entre les aliments suivants. Utilisez les verbes prendre, manger, choisir, ou boire.

30.2 Écrivez les points en commun

MODÈLE

Élève A : Tu prends du poisson ou de la viande ?

Answers Answers will vary.

Élève B : Je prends du poisson. Et toi, qu’est-ce que tu prends ?

30.3 Discutez de vos préférences

Élève A : Je prends de la viande.

1. thé/café

5. eau/jus d’orange

2. gâteau/tarte

6. poulet/poisson

3. légumes/fruits

7. … (autres possibilités)

Answers Answers will vary.

4. sandwich/soupe

Mon progrès communicatif

h

Interpersonal: I can ask and respond to some simple questions about eating habits.

30.2 Écrivez les points en commun w Maintenant, écrivez ce que vous et votre partenaire avez en commun.

MODÈLE

Nous prenons de la viande et du poisson.

30.3 Discutez de vos préférences s En petit groupe, discutez des préférences de chacun et chacune. Posez des questions et faites une liste des aliments préférés du groupe.

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Découvrons

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Scaffold Before starting 30.1, refresh students’ memories with the partitive by reviewing pages 234 and 235.

Encourage them to make a quick note of which articles the food vocabulary will need. Introduce the expression ni l’un, ni l’autre as an alternative option.

Differentiate See the Instructional Strategies Toolkit entry entitled, “Agreement Circles”. Based on your previous school lunch picture research, vary 30.3 by showing pictures of francophone lunches. Students will move to the inside or the outside of the agreement circles and discuss their preferences with their partners.

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Florida Benchmarks

31 Un sondage

WL.K12.NH.2.1 (31.1)

Le club de français a demandé aux élèves de français de participer à un sondage (survey) pour identifier les préférences des élèves de votre école.

31.1 Répondez au sondage

31.1 Répondez au sondage b

Answers Answers will vary.

Sélectionnez les réponses qui correspondent à vos préférences.

Sondage : Préférences alimentaires du déjeuner 1. Je préfère prendre le déjeuner . au restaurant chez moi au café à la cantine 2.

est mon plat préféré pour le déjeuner.

5. Pour le dessert, je choisis .

La quiche Le croque-monsieur

les crêpes

Le steak-frites

la glace

Le sandwich fromage

le gâteau

3. Pour le déjeuner, je mange en dessert.

la tarte 6. En légume, j’aime prendre pour le déjeuner.

du gâteau de la tarte

de la salade

de la glace Je ne prends pas de dessert au déjeuner.

4. Quand j’ai soif, je bois de l’eau minérale du lait de l’eau gazeuse du jus de pomme

.

de la tomate des pommes de terre Je ne mange pas de légumes.

7. Je préfère les plats

.

sucrés salés épicés légers

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STEAM Connections Before or after doing 32, ask students who are musicians if they know anything about the structure of a lullaby. They may be interested to know that lullabies are always in 3/4 meter and are meant to imitate the gesture of an adult rocking a child to sleep.

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Communiquons 2 Florida Benchmarks

31.2 Faites des comparaisons s d

WL.K12.NH.3.4 (31.2) WL.K12.NM.1.5 (32) WL.K12.NH.6.3 (32) ELA.K12.EE.2.1 (32)

Avec un(e) partenaire, identifiez les similarités et les différences entre vos préférences et habitudes alimentaires et celles des élèves de votre école.

Mon progrès communicatif

h

Interpersonal: I can ask and respond to some simple questions about eating habits.

32 Une berceuse b o a

x 31.2 Faites des comparaisons

Lisez cette berceuse (lullaby) du Rwanda et répondez aux questions.

Resources Video, Portfolio

Authentique Kabuye Kanjye

Mon petit caillou

Kabuye Kaniye ni keza pe

Mon petit caillou est très joli,

Kabuye Kaniye ni keza pe

Mon petit caillou est très joli.

Enda nawe ukarore

Prends-le2, regarde-le,

Nawe ukarore

Regarde-le,

Ni keza pe

Il est très joli.

Answers Answers will vary.

1

32 Une berceuse Resources Audio Answers Answers will vary.

1

2

take it

1. Quel objet est-ce que vous prenez pour être calme ?

2. Quels sont les attributs de votre objet ? Écrivez un petit poème : MODÈLE

Je prends...

Il/Elle est...

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AP® Strategies Making comparisons is an important skill for the AP® Language and Culture Exam.

Differentiate Have students share their response to Activity 32 and discuss why certain objects as in the lullaby can provide a comforting presence or sensation for them. They may also find or draw an image represent this object.

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J’avance

Florida Benchmarks WL.K12.NH.2.4 (33.1) WL.K12.NH.3.4 (33.2) WL.K12.NH.5.1 (33.3)

33 Au resto

Ariane’s friend Sylvie is coming to visit her in Rwanda this summer. Read and take part in their exchanges to share information about your eating habits. Then plan a lunch of your own.

J’avance

33.1 Lisez et choisissez b

You can access the J’avance formative assessments online. Tiered versions are available for differentiation. The Blanc version matches the description in the Student Edition of the textbook. The Rouge version may be used with students who wish to challenge themselves, and the Bleu version provides extra support and scaffolding.

Ariane has asked Sylvie about her meal preferences. Read Sylvie’s e-mail response and complete a culinary survey for Sylvie.

Mon progrès communicatif

h

Interpretive: I can understand someone’s food preferences as expressed in an email.

33.2 Demandez et répondez r s Sylvie has contacted you online to set up a time to discuss your eating habits at restaurants. Answer her questions and ask any appropriate questions.

Have students self-assess based on the J’avance Can-Do statements prior to taking the formative assessment and update their Portfolio by adding this assessment as evidence of their growing language proficiency.

Mon progrès communicatif

h

Interpersonal: I can ask and respond to some simple questions about eating habits.

Resources Tiered Assessments (Bleu, Blanc, Rouge) Rubrics (Single-point, Holistic, Analytic) Portfolio

33.3 Écrivez w p You have convinced the cafeteria director at your school to have a francophoneinspired lunch to celebrate National French Week.

Mon progrès communicatif

Answers Answers are provided in the J’avance key available online.

h

Presentational: I can write captions for photos related to menu items.

33.2 Demandez et répondez Resources Audio

33.3 Écrivez Be sure to check the dates for the next National French Week and consider how your students and you could participate.

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Scaffold Pre-reading activities are a good strategy for stronger comprehension and grammar internalization.

Before completing 33.1, ask students to use highlighters or colored pencils to mark the email to identify cognate words (English, Spanish), partitive articles, and singular verbs.

AP® Strategies The AP®-style conversation in 33.2 has 15-second pauses for student responses. At this point, students may leave a lot of blank time before the next recorded utterance. Coach them through this process and encourage them to fill as much time as possible. As they progress, it should become less challenging for students to fill the time provided. The pause will grow to 20 seconds in Unité 5.

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Communiquons 2

Promenade dans le parc national de Nyungwe (Rwanda)

Unité 4

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J’avance

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Language With the photo of the national park on this spread, introduce the expression faire de la randonnée (go hiking). Ask students if they would like (avoir envie de - presented later in the unit) to go hiking in this parc national.

Culture 33.3 provides a good opportunity to use francophone school lunch menus and pictures to broaden the wide array of foods from around the world. Invite your school cafeteria or administrator to your classroom to learn from your students as they share their opinions and discoveries.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks WL.K12.NH.1.2 (34)

Communiquons 3

Comment dit-on ?

Comment dit-on ?

In EntreCultures®, the visually rich Comment dit-on ? section presents essential vocabulary and expressions in manageable segments for each thematic unit. These segments target the vocabulary that learners need to know to be successful on the formative J’avance and summative J’y arrive assessments, and for use beyond the classroom. Students will be assessed on vocabulary presented in blue type in this section.

Les aliments et les bonnes pratiques a L’environnement, la santé et les habitudes alimentaires de ma famille

Resources Audio, Workbook

34 Une conversation au restaurant Resources Audio Answers cuisiner, au régime, gourmand, gaspiller

Mon père est au régime parce qu’il est diabétique.

Nos amis dégustent des fromages français.

Ma mère ne mange pas de pain parce qu’elle est allergique au gluten.

Ma belle-sœur cuisine un plat typiquement rwandais.

Ma petite cousine est gourmande.

Elle adore les desserts !

Ma nièce Lina partage son goûter avec sa petite sœur.

Ma grand-mère est en bonne santé parce qu’elle est très active.

Quelle horreur ! Mon frère gaspille des légumes et de la viande.

Mes sœurs recyclent parce qu’elles adorent la planète.

34 Une conversation au restaurant a

Noémie écrit un blog culinaire. Elle demande à son ami Félix de parler de ses habitudes alimentaires. Écoutez la conversation et sélectionnez les expressions que vous entendez. cuisiner

gourmand

déguster

gaspiller

au régime

partager

en bonne santé

recycler

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Scaffold Before 35, remind students that they have learned how to use verbs ending in -er. They should therefore know how to use cuisiner, déguster, gaspiller, and recycler since these are all regular -er verbs. If some students need to review how to use verbs ending in -er, you can refer them back to Unité 2, Découvrons 3.

Challenge Help students identify the different types of expressions or words presented in this Comment dit-on ? section. It may be helpful, for example, to group the verbs together and note that they all follow the typical pattern of conjugation. Discuss the usage of the remaining three expressions or words.

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Communiquons 3 Florida Benchmarks

35 À chaque action, sa conséquence b

WL.K12.NH.2.1 (35)

Notre vlogueuse Ariane, qui fait partie d’un groupe écologique, parle des habitudes des membres de sa famille et de leurs conséquences. Associez les conséquences avec les actions appropriées.

35 À chaque action, sa conséquence

1. Mon frère recycle le papier et le plastique.

Answers 1. B 2. D 3. A 4. E 5. C

2. Ma mère aime être en bonne santé.

3. J’ai besoin de faire du sport.

4. Ma famille et moi partageons les repas.

5. Ma sœur est gourmande.

A. Pour rester en bonne santé.

B. Il ne gaspille pas beaucoup.

Stratégies

C. Elle adore manger des plats riches.

The Learning Strategies videos in EntreCultures® provide student-friendly strategies regarding different aspects of the language-learning process. They are designed to enhance students’ awareness of how language is acquired.

D. Elle choisit souvent de manger des salades.

E. Pour ne pas gaspiller de nourriture.

Images licensed courtesy of Vyond™

Stratégies Including Details in Responses v Thinking about the questions who?, what?, where?, when? and why? can help you add detail to your written and spoken communication.

1. Specify with whom you do something: avec + une personne.

Resources Video

2. Specify a location: à + un endroit.

3. Specify a day of the week.

4. Specify why: Use parce que.

À Kibuye, au Rwanda

Unité 4

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Comment dit-on ?

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Language When introducting Stratégies, point out to students that no preposition is needed when talking about something happening on a day of the week, as opposed to in English where we use on Saturday.

Culture Cassava, featured in the photo, is an important source of carbohydrates (starch) grown in Rwanda. It is processed into a flour for dishes such as foufou and ugali. Cassava flour is gluten free and is used around the world.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

Zoom culture

WL.K12.NH.3.8 (36.1) WL.K12.NH.7.2 (36.1) ELA.K12.EE.2.1 (36.1) WL.K12.NH.6.3 (36.2) WL.K12.NH.8.3 (36.2, 37)

36 Le gaspillage alimentaire 36.1 Connexions o c How are francophone countries dealing with the problem of wasting food, and what is the effect of this phenomenon on the people of those countries?

France has taken the lead in setting an example for the rest of the world after studies showed the amount of food and, consequently, money being wasted each year. In the next five years, the government is expecting to have reduced food waste by 50 percent from the previous ten years.

Each Zoom culture focuses on a cultural product (produit) or practice (pratique) and invites students to develop insights into underlying perspectives (perspectives) in the francophone world and in their own culture. Products are tangible and intangible items—such as books, food, laws, music, and games— required or justified by the underlying values and beliefs of a culture.

Practices are patterns of social interactions or behaviors, such as greetings, holidays, events, and daily schedules. Perspectives are the values, attitudes, and ideas of a culture.

France became the first country in the world to prohibit supermarkets from throwing away unused food, requiring them to donate them or face a fine. Other policies require schools to teach students about food sustainability, companies to report food waste statistics, and restaurants to make takeout bags available.

As it faces challenges with production, harvesting, processing, and storage, Rwanda has invested in modern harvesting machinery and improved storage facilities and taken a bold step by banning all plastic bags and packaging.

Before students read the Zoom culture selections in the unit, use the Connexions questions to have them reflect on this product or practice in their own culture. Then have them read the information in the section before responding to the Perspectives questions.

To minimize the use of English during class, have students read silently and respond for homework. Students should complete both the Connexions and Perspectives questions in the discussion forum, as they will use English for their responses.

36.2 Perspectives o d Research laws concerning the wasting of food in France and Rwanda and compare them to regulations where you live. What is the economic and environmental impact of wasting food?

37 Réflexion interculturelle o d

What steps are being taken by France and Rwanda to address the issue of food waste? What measures are being taken where you live? What is your personal attitude about food waste? Answer the questions in the discussion forum.

36.1 Connexions Resources Forum

Mon progrès interculturel

37 Réflexion interculturelle The Réflexion interculturellequestions encourage students to recognize how they can use their knowledge of language and culture to communicate effectively across cultures.

Resources Forum, Portfolio Answers Answers will vary.

258

h

Investigate: I can identify some practices related to food waste in francophone countries and in my community.

36.2 Perspectives

Answers Answers will vary.

Authentique

© Statista

Zoom culture

Resources Forum

Pratique

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AP® Strategies The ability to work with graphs, charts, and infographics is critical to success on AP® Cultural Comparisons. Students should be familiar with the terminology and be able to express what they see in the infographic in the Zoom culture.

Culture After 36 or 37, do a search of les fruits et légumes moches to find memes, infographics and websites dedicated to reducing food waste. The images will inspire fun conversations about food appearance and taste.

12/9/24 7:12 AM

Communiquons 3 38 Décrivez les images w

Florida Benchmarks

MODÈLE

38 Décrivez les images

Pour être en bonne santé, on mange une grosse salade et on ne grignote pas.

Answers Suggested answers: 1. Le gaspillage alimentaire n’est pas responsable. Partagez vos repas !

2. Il est très important de ne pas gaspiller.

Nous préférons recycler.

3. Les plats italiens sont délicieux et ils sont souvent riches.

4. Pour rester en bonne santé, on cuisine avec beaucoup de légumes et de fruits.

WL.K12.NH.5.1 (38) WL.K12.NH.5.2 (38)

Votre classe va créer des affiches (posters) pour encourager les autres élèves à faire de bons choix alimentaires. Avec un(e) partenaire, écrivez deux ou trois phrases qui représentent les images pour préparer les affiches.

1.

2.

3.

4.

Expressions utiles aider l’environnement

to help the environment

essayer de faire un effort to try to make an effort grignoter

to snack

jeter

to throw

rester

to stay

Unité 4

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le gaspillage food waste alimentaire le plastique

plastic

responsable

responsible

Comment dit-on ?

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Scaffold In 38 show the students how to negate an infinitive by using ne... pas in front of the verb if they want to refer to not doing something in the images. Draw a connection to negation with a conjugated verb, which they already know.

Language Point out to students that there is an e following the g in partageons to ensure the soft g sound and to keep it consistent with the other forms of the verb. For more discussion on the hard and soft g sounds, refer to the Prononciation video of Unité 2.

In 38, point out to students that the word gros(se) is often used in French to express great big to emphasize largeness of size.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

39 Le club de lecture b

WL.K12.NH.2.1 (39) WL.K12.NH.2.3 (39) WL.K12.NH.2.1 (40.1) WL.K12.NH.3.8 (40.1)

Vos amis et vous participez à un club de lecture (reading) à votre école. Voici la liste de livres avec des descriptions. Faites correspondre les livres avec leurs descriptions.

La passion mondiale de la cuisine

Notre table à Kigali

39 Le club de lecture Ask students to write down key words that lead them to match the description with the title. They could then compare their lists with a partner and verify their answers.

A

Answers 1. C 2. B 3. A 4. D

B

Ma planète, notre planète

C

Respectez les aliments !

D

1. C’est l’histoire d’une femme qui recycle. Sa philosophie : le recyclage est le futur de notre planète.

2. Un homme voyage et déguste des aliments de différentes régions.

3. L’histoire d’une femme rwandaise qui cuisine pour sa famille et pour leur restaurant.

40.1 Lisez l’infographie Resources Portfolio

4. Un chef de cuisine, qui ne gaspille jamais, offre des leçons pour notre société.

Answers 1. le pain 2. les boissons non-alcoolisées 3. Answers will vary.

Le gaspillage alimentaire est un problème important dans le monde. Comparez les attitudes concernant le gaspillage alimentaire en France et dans votre communauté.

40 Le gaspillage alimentaire

40.1 Lisez l’infographie b o Lisez l’infographie sur le gaspillage alimentaire (food-related waste) et répondez aux questions suivantes avec un(e) partenaire.

1. Quel type de produit est le plus (the most) gaspillé au moins une fois par semaine ?

2. Quel type de produit est-ce que 68 % des personnes ne gaspille jamais ?

3. Quel est l’aspect de l’infographie le plus surprenant (most surprising) ?

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AP® Strategies The ability to work with graphs, charts, and infographics is critical to success on AP® Cultural Comparisons. Students should be familiar with the terminology and be able to express what they see in the infographic in 40.

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Communiquons 3 Florida Benchmarks

Authentique

WL.K12.NH.3.4 (40.2) WL.K12.NH.7.1 (40.2)

LA FRÉQUENCE DU GASPILLAGE PAR TYPE DE PRODUIT Sous-total au moins une fois par mois Du pain

15%

Des fruits

11%

10%

12%

Des légumes

12%

9%

9%

Des plats non terminés 6% Des produits laitiers (yaourts, fromages…)

11%

12%

11%

9%

2% 2%

35%

32%

1% 2%

33%

37%

1% 2%

30%

39%

6% 1%

29%

51%

1% 1%

25%

20%

41%

32% 30%

11%

25%

9% 5%

22%

48%

5% 1%

23%

Des produits secs (pâtes, riz, farine, etc.)

9%

8% 5%

16%

57%

3% 2%

22%

Des œufs

8%

8% 6%

16%

58%

2% 2%

22%

9%

7% 5% 10%

De la viande 6%

Des produits emballés (charcuterie, pizza, traiteur, etc.)

Des produits en conserve Des produits surgelés

9%

8%

23%

66%

1% 2%

21%

7% 7% 7%

13%

60%

4% 2%

21%

8%

12%

62%

4% 2%

20%

9% 6% 4% 11%

7% 5%

68%

1% 1%

19%

Du poisson 6% 8% 5%

15%

61%

3% 2%

19%

Des condiments (sel, poivre, épices, herbes, etc.) 6% 7% 6%

13%

63%

3% 2%

19%

2%

15%

Des boissons alcoolisées 4% 7% 4% 10%

60%

Au moins une fois par semaine

Moins souvent

Jamais

Plusieurs fois par mois

Une fois par mois

Vous n’achetez pas ce type de produit

13%

25% -1

Answers Answers will vary.

Jette au moins 1 type de produits tous les mois

53% +2 Ne jette jamais de produits

17% -2

NSP

QUESTION 2. À quelle fréquence jetez-vous chacun des types de produits alimentaires suivants ?

Question posée à l’ensemble des Français, 1051 répondants

Mon progrès communicatif

Resources Venn Diagram

©Étude OpinionWay-Smartway

Des boissons non-alcoolisées

40.2 Discutez et comparez

Jette au moins 5 types de produits tous les mois

h

Interpretive: I can understand some facts from an infographic about food waste.

40.2 Discutez et comparez s d Faites une recherche sur le gaspillage alimentaire dans votre région ou communauté. Ensuite, utilisez un diagramme de Venn pour comparer ces données avec l’information présentée dans l’infographie. Discutez de vos observations dans un petit groupe.

Unité 4

Comment dit-on ?

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STEAM Connections For 40.2, students can investigate statistics and practices in their own community. Comparisons could involve their own family or general statements about families and businesses in their community.

AP® Strategies Making comparisons is an important skill for the AP® Language and Culture Exam.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

41 Les choix responsables

WL.K12.NH.1.1 (41.1) WL.K12.NH.1.2 (41.1) WL.K12.NH.7.1 (41.1) WL.K12.NH.8.1 (41.1) WL.K12.NH.4.2 (41.2) WL.K12.NH.4.3 (41.2) WL.K12.NH.4.4 (41.2) WL.K12.NH.4.6 (41.2) WL.K12.NH.6.3 (41.2)

Pour faire des choix alimentaires responsables, vous demandez à Marianne, notre vlogueuse québécoise, de partager son opinion.

41.1 Regardez et comparez v d Regardez la vidéo de Marianne où elle décrit ses choix responsables. Comparez ses choix responsables avec vos choix responsables dans un diagramme de Venn.

Vlog

Marianne

x 41.1 Regardez et comparez

les deux

moi

Mon progrès communicatif

Resources Video, Venn Diagram, Portfolio

h

Interpretive: I can understand someone talking about responsible choices and practices related to food.

Answers Marianne : choisir un repas qui est bon pour la santé, prendre un sandwich ou une salade, essayer de moins gaspiller, partager avec un(e) ami(e) moi : Answers will vary. les deux : Answers will vary.

41.2 Faites une vidéo m d Dans une vidéo, expliquez les choix présentés dans le diagramme de Venn.

Décrivez les similarités et les différences entre Marianne et vous.

Mon progrès communicatif

h

Presentational: I can present information about responsible choices and practices related to food.

x 41.2 Faites une vidéo Resources Portfolio Answers Answers will vary.

Parc national des volcans au Rwanda

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Scaffold Before beginning 41.1, create a bank of expressions from Marianne’s video with 2-3 distractors.

Ask students to check off the words/expressions that they hear on the first few listening attempts.

Students can compare with a partner to see how many of the expressions they checked off and which ones they understand. After the students have listened 2-3 times, they will be ready to complete 41.1.

Language In 41, note that Marianne is using the word lorsque instead of quand.

AP® Strategies The Cultural Comparison task of the AP® test requires students to compare and contrast products, practices, and perspectives from their community with a francophone community.

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Communiquons 3

Découvrons

Florida Benchmarks WL.K12.NH.1.6 (42) WL.K12.NH.2.1 (42) WL.K12.NH.2.4 (42) WL.K12.NH.7.1 (42) MA.K12.MTR.1.1 (42)

Negating Statements a Negation With ne…pas, ne…plus, and ne…jamais Ce que j’aime et ce que je n’aime pas manger en Belgique !

Découvrons

1. Mon plat préféré est le steak-frites !

The Découvrons sections in EntreCultures® provide clear examples of language used in context, with targeted structures emphasized, helping students focus on form. Instead of presenting grammar rules, the segment invites students to observe, discover, and reflect on form in context.

Je n’aime pas du tout le poulet rôti. J’adore les frites belges avec toutes les sauces !

2. Je ne préfère pas les omelettes le matin.

Ma mère préfère manger une omelette pour commencer la journée, mais moi, je choisis plutôt du pain avec de la confiture et du nutella pour le petit déjeuner.

3. J’adore le poisson.

Malheureusement, je ne mange plus de poisson parce que j’habite loin de l’océan.

4. Ma famille ne gaspille jamais. Il est nécessaire de respecter l’environnement pour protéger les océans et les animaux.

Students will write their observations on the graphic organizer, and then work with a partner to see if they can come up with additional observations. Students may consult the Synthèse : Grammaire at the end of the unit to confirm their hypotheses.

Encourage students to make linguistic comparisons to their home languages.

Coucou ! Je m’appelle Obed. Je suis rwandais, mais j’habite dans un petit village près de Liège en Belgique.

J’ai 13 ans et j’adore jouer au foot.

42 Découvertes b v d

Resources Audio

In the pairs of sentences above, what is the purpose of the words in bold? What do you observe about the different forms? Discuss your observations with a classmate and with your teacher, view the Communiquons 3 Découvrons resources, and check the Synthèse : Grammaire at the end of the unit.

42 Découvertes Découvrons videos and practice activities are available online throughout the series to support the explanation and understanding of newly presented grammar points.

Students can view them at home and absorb grammatical patterns and structures at their own pace. Alternatively, you may wish to use these videos in class to support your own teaching.

Détail grammatical Au négatif After a negative construction, an indefinite article (un, une, des) or a partitive (du, de la, de l’, des) becomes simply de (d’).

Je mange du poulet.

Je ne mange pas de poulet.

Tu manges des fruits.

Tu ne manges plus de fruits.

Je cuisine une omelette.

Je ne cuisine jamais d’omelette.

Unité 4

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Découvrons

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Language As an addition to 42, students may be interested to know that ne... jamais means never or not ever, but jamais alone means ever.

Note that there are several different words for snack in French, such as une collation (seen in 40.1), un goûter, and un snack.

Discuss with classmates and with your teacher, view this unit’s online Découvrons resources for Communiquons 3, and check the Synthèse : Grammaire at the end of this unit.

Resources Video, Think-Pair-Share Graphic Organizer, Workbook Answers Suggested answers: We already know that ne and pas surrounding the verb negates that verb. This is a general negation form. For the more extreme negative form “never”, ne… jamais is used. For actions that used to be the case, but are no longer the case, ne… plus is used.

Unité 4 | Bon appétit !

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Unité 4 | Bon appétit !

Florida Benchmarks

43 Mon assiette idéale

WL.K12.NH.2.1 (43.1) WL.K12.NH.5.2 (43.1) WL.K12.NH.5.4 (43.1) WL.K12.NH.5.2 (43.2) WL.K12.NH.6.3 (43.2)

Le prof de votre cours de santé veut encourager la classe à manger équilibré.

43.1 Lisez l’infographie b w o Lisez l’infographie et répondez aux questions.

Authentique QUELQUES IDÉES DE REPAS ET DE COLLATIONS

CR US OU

FRUITS DE SAIS ON (

U ES O UM ÉG L %

Idée n°4

Dés de poulet Boulgour Concombre concassé, Tomates concassés

50

Fèves ou lentilles Pâtes semi-complètes Pointes d’asperges en boîte,½ avocat

+1 FRUIT

(

25 %

Idée n°3

+EAU

FÉC UL EN

Answers Answers will vary.

OT ÉIN ES

) ITS CU

S LET MP CO TS

Idée n°2

2 oeufs mollets Patate douce Haricots verts, Carottes râpées

43.2 Décrivez un repas de fête

25 % PR

S) ÉTALE VÉG OU ES AL IM AN

Answers légumes : asperges, avocat, tomates, concombres, carottes protéines : poulet, œufs, poisson, poulet féculents : riz, pommes de terre, pain, pâtes

L’ASSIETTE IDÉALE

Idée n°1

Pavé de saumon Riz (complet de préf) Brocolis, Tomates cerise

+LAITAGE ET CÔTÉ COLLATIONS ?

SUCRÉES :

SALÉES :

Laitage + fruit Pain complet + (frais de préférence) beurre + Fromage blanc + jambon de dinde granola

Gressins + fromage

Flocons d’avoine +

Petite soupe +

yaourt

un peu de fromage

© MACSF.fr

43.1 Lisez l’infographie

1. Mettez les aliments dans la bonne catégorie d’après l’infographie. poulet

asperges

pommes de terre

riz

œufs

concombres

légumes

avocat pâtes

protéines

poisson

pain

tomates

carottes

poulet

féculents

2. Écrivez des phrases pour décrire vos repas quotidiens (daily meals). a. Ce que (what) vous mangez b. Ce que vous ne mangez jamais et pourquoi MODÈLE

Je mange beaucoup de fruits.

Je ne mange jamais de pain parce que je suis allergique au gluten.

3. Êtes-vous d’accord avec cette assiette idéale ? Quels changements suggérez-vous ?

43.2 Décrivez un repas de fête w Choisissez une fête importante (de famille ou une fête religieuse) pour vous ou votre famille. Quand vous faites un grand repas pour cette fête, qu’est-ce que vous mangez et qu’est-ce que vous ne mangez pas ?

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IB Strategies Ask students to take a picture of their school lunch or the lunch they bring from home. Students will create a similar infographic to 43 with the portions of the lunch in percentages. How does their lunch meet or not meet the provided guidelines? Give students comprehensible sentence frames to express their opinions and feedback such as “Je voudrais voir plus de… / moins de… / Mon déjeuner n’a pas de… / a beaucoup de…”

Culture In 43, point out that school lunches in France are not served with milk, but students are offered another dairy product such as cheese, yogurt, or a cream dessert. If a school offers breakfast, milk is served with the meal.

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Communiquons 3 Florida Benchmarks

43.3 Demandez et répondez s

WL.K12.NH.3.3 (43.3) WL.K12.NH.3.4 (43.3) WL.K12.NH.5.3 (44)

Échangez des questions avec un(e) partenaire. a. Demandez si votre partenaire aime les aliments de l’infographie. b. Pour les réponses négatives, utilisez une expression comme ne… pas ou ne… jamais. c. Pour les réponses affirmatives, utilisez une expression comme souvent, toujours ou rarement.

MODÈLE

43.3 Demandez et répondez Answers Answers will vary.

Élève A : Est-ce que tu manges du poisson ? Élève B : Non, je ne mange jamais de poisson. Élève A : Est-ce que tu bois du lait ?

44 Je suis végétarien(ne) maintenant !

Élève B : Oui, je bois toujours du lait pour ma santé.

44 Je suis végétarien(ne) maintenant ! w

Answers Suggested answers: Je ne mange plus de viande.

Je ne mange plus de poulet.

Je ne mange plus de steak-frites.

Je ne mange plus de sandwich jambon-fromage.

Vous décidez d’être végétarien(ne). Écrivez quatre phrases pour expliquer ce que vous ne mangez plus ou ne buvez plus.

MODÈLE

Je ne mange plus de poisson.

Détail linguistique Les adjectifs de nationalité When referring to foods from different countries, use the terms cuisine (or nourriture) paired with adjectives of nationality. la cuisine française

la cuisine américaine

la cuisine indienne

Here are some very helpful new ones to help you speak of your favorite foods. la cuisine chinoise

la cuisine italienne

la cuisine grecque

la cuisine japonaise

cuisine française

crêpe

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cuisine américaine

la cuisine mexicaine

cuisine indienne

cuisine chinoise

hamburger

poulet au curry

riz sauté

cuisine grecque

cuisine italienne

cuisine japonaise

cuisine mexicaine

gyros

pizza

sushi

taco Découvrons

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Culture For 44, consider that US students do not always know what people eat in other countries. Ask the students if they think there are Mexican, Italian, Indian, Thai, or other ethnic restaurants in francophone countries. Invite the students to look at the menus from ethnic restaurants in various countries and compare them to what they know from the United States.

Students might need clarification between pescatarien(ne), végétarien(ne), and végétalien(ne). In France, fish is often considered part of a vegetarian diet. Point out that végan(e) and le véganisme are commonly used in French.

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Florida Benchmarks

45 D’accord ? w

WL.K12.NH.5.1 (45) MA.K12.MTR.3.1 (45)

Votre ami(e) et vous n’êtes jamais d’accord. Écrivez une phrase négative logique pour chaque situation.

45 D’accord ?

Mon ami(e) mange toujours des croissants.

Answers Suggested answers: Je n’aime jamais préparer de quiches.

Je ne suis pas allergique au gluten.

Je ne prends pas de croque-monsieur.

Je ne gaspille pas/jamais.

Je ne cuisine pas/jamais d’omelettes.

Je ne fais pas souvent du sport.

Mon ami(e) aime souvent préparer des quiches.

Modèle Je ne mange jamais de croissants.

Mon ami(e) est allergique au gluten.

Pour le déjeuner, mon ami(e) prend un croque-monsieur.

Mon ami(e) gaspille beaucoup.

Mon ami(e) cuisine des omelettes pour le petit déjeuner et pour le dîner.

Mon ami(e) fait du sport chaque jour.

Mon ami fait du sport pour être en bonne santé. Et toi ?

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Challenge Refer students to the Découvrons presentation on p. 263 for the negative constructions that will be used on 45. Modify this activity from a writing task to a listening task (such as a dictée) with white boards or paper. Students hear the positive statement and can transform it to a negative statement.

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Communiquons 3 Florida Benchmarks

46 Vos préférences alimentaires

WL.K12.NH.2.1 (46.1) WL.K12.NH.3.3 (46.2)

Vous participez à une étude (study) sur les préférences alimentaires des jeunes.

46.1 Choisissez vos préférences b Une organisation de chefs de restaurants dans votre région voudrait comprendre vos choix alimentaires. Sélectionnez les phrases qui décrivent vos préférences.

46.1 Choisissez vos préférences Answers Answers will vary.

Au restaurant r Je n’aime pas manger au restaurant ; je préfère cuisiner chez moi.

x 46.2 Demandez et répondez

r Je ne vais jamais au restaurant.

Resources Portfolio

r Je mange souvent au restaurant. r Je vais rarement au restaurant.

Answers Answers will vary.

r Je n’aime pas les restaurants internationaux ; je préfère la cuisine française. r Je n’aime pas dîner au restaurant parce que ça coûte cher (expensive). r Je n’aime pas essayer de nouveaux plats. r Je déguste souvent de nouveaux plats. À la maison r Je ne mange jamais de fast-food. r Je ne mange plus de viande ; je suis végétarien(ne). r Je n’aime pas trop la cuisine épicée. r Je ne recycle jamais. r Je recycle souvent. r Je recycle toujours. r Quand j'ai faim, je mange des fruits.

46.2 Demandez et répondez s Vous désirez savoir quelles sont les préférences d’un(e) partenaire. Choisissez cinq phrases de 46.1 et posez des questions à un(e) partenaire.

MODÈLE

Élève A : Est-ce que tu manges souvent au restaurant ? Élève B : Non, je ne mange pas souvent au restaurant.

Mon progrès communicatif

h

Interpersonal: I can exchange information about responsible choices and practices related to food.

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Découvrons

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AP® Strategies A simulated conversation is a task used in Advanced Placement® tests that is intended to seem like a realistic conversation. Students hear a succession of prompts and record their interactions without pausing the recording. Live interpersonal conversations as in 46.2 help prepare students for simulated conversations that will be recorded.

Differentiate For 46.2, using each of the sentences in 46.1, ask students to create memes or images of people who follow these statements. Divide the class into several groups and assign 3-4 sentences per group. Ask students to add details into their created images to demonstrate their comprehension. Are people viewed positively or negatively based on the statements? What connotations do students have of vegetarians, of people who don’t recycle, or of those who eat only at home?

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J’avance

Florida Benchmarks WL.K12.NH.1.1 (47.1) WL.K12.NH.3.3 (47.2) WL.K12.NH.4.3 (47.3)

47 Des choix responsables

You are going to help François, our vlogger from France, create a video about responsible consumption for his vlog.

J’avance

47.1 Regardez la vidéo v

You can access the J’avance formative assessments online. Tiered versions are available for differentiation. The Blanc version matches the description in the Student Edition of the textbook. The Rouge version may be used with students who wish to challenge themselves, and the Bleu version provides extra support and scaffolding.

Watch François’ vlog and write three responsible choices and practices related to food that he does or does not make or do.

Mon progrès communicatif

h

Vlog

Interpretive: I can understand someone talking about responsible choices and practices related to food.

47.2 Demandez et répondez s

Have students self-assess based on the J’avance Can-Do statements prior to taking the formative assessment and update their Portfolio by adding this assessment as evidence of their growing language proficiency.

In a small group, ask and answer questions about what you do and what you do not do to make responsible choices related to food.

Resources Tiered Assessments (Bleu, Blanc, Rouge) Rubrics (Single-Point, Holistic, Analytic) Portfolio

François has asked you to be a guest vlogger on his vlog to talk about responsible choices and practices related to food. Be sure to include things you choose to do and not to do.

Answers Answers are provided in the J’avance key available online.

Presentational: I can present information about responsible choices and practices related to food.

Mon progrès communicatif

h

Interpersonal: I can exchange information about responsible choices and practices related to food.

47.3 Choisissez et présentez m

Mon progrès communicatif

h

47.1 Regardez la vidéo Resources Video

47.3 Choisissez et présentez In the video, the image could be an online image on a device, a drawing, or a photo of the student engaging in the practice.

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Differentiate As a class, brainstorm four to five questions that students can use for 47.2 to promote engagement.

Students who have a collection of question options will feel empowered to participate in the conversation.

Scaffold For 47.3, peer editing and feedback is a strategy to avoid translated or copy/pasted work. Provide students with examples from previous classes and sentence frames. Remind students that their writing level in French will not match their level in their first language. Encourage students to focus on comprehensible messages that convey basic ideas.

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Communiquons 3

Le fleuve Congo

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J’avance

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Notre communauté mondiale

Florida Benchmarks WL.K12.NH.2.1 (48.1) MA.K12.MTR.2.1 (48.1) WL.K12.NH.5.3 (48.2) MA.K12.MTR.2.1 (48.2) WL.K12.NH.5.1 (48.3) WL.K12.NH.6.2 (49) WL.K12.NH.7.1 (49)

48 Les Nutri-Scores

In groups, you will research the nutritional indicator Nutri-Score, and you will use it to promote healthy eating in your school.

48.1 Faites des recherches b c Nutri-Score is a tool invented in France to provide a simplified nutritional indicator on foods. It is now used in several European countries including Belgium and Switzerland, in addition to France. Working with your group, spend some time researching what constitutes each of the scores (A, B, C, D, and E) and how these scores are calculated.

48.1 Faites des recherches The purpose behind this activity is to allow students to understand the nutritional values associated with the different letter ratings of the Nutri-Score. You may want to suggest that students use search terms such as: how is Nutri-Score calculated.

Mon progrès interculturel

48.2 Identifiez des exemples s

Resources Portfolio

Now that you have identified the characteristics for the five Nutri-Score letters, discuss within your group how to apply these characteristics to the foods you have learned about in this unit and identify examples for each of the A through E Nutri-Score ratings.

Answers Possible answers: Nutri-Score ratings take into account nutrients that should be consumed in high quantities as well as those that should be consumed in limited quantities. An algorithm is used to assign a score for 100 grams (or 100 ml) of a given food or drink.

48.3 Faites une présentation w In order to help students at your school become healthier eaters, create a visual presentation to display examples of foods that are represented by each of the five categories.

49 Réflexion interculturelle o d

48.2 Identifiez des exemples

What impact do alternative approaches to providing nutritional facts, such as Nutri-Score, have on healthy eating choices and practices?

The Nutri-Score calculator is a tool that allows users to enter nutritional information (found on food packages) to determine the Nutri-Score of a given quantity of food. To facilitate the retrieval of accurate Nutri-Score ratings, you may wish to introduce this tool to students before they begin this activity.

Answers Suggested answers: A : poulet (cru), baguette, fruits, eau B : riz, soda (light) C : jus d’orange, jus de pomme D : glace E : gâteau, soda (sucré)

48.3 Faites une présentation Answers Answers will vary.

49 Réflexion interculturelle Resources Forum, Portfolio Answers Answers will vary.

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h

Investigate: I can use French to investigate a tool for evaluating the nutritional value of foods.

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Notre communauté mondiale Florida Benchmarks

50 Agir contre la faim

WL.K12.NH.5.1 (50.1) WL.K12.NH.5.7 (50.1) WL.K12.NH.9.1 (50.1) WL.K12.NH.9.2 (50.1) WL.K12.NH.5.4 (50.2)

Hunger is a devastating problem in many regions and parts of our world. It can touch entire countries or specific regions or populations of nations that are considered wealthy. Access to drinking water can also be a primary source of this problem. In an effort to help your community and others, you will research how to get involved in hunger relief efforts.

50.1 Envoyez un e-mail w p

50.1 Envoyez un e-mail

Select a francophone hunger relief organization and write a message to inquire about their effort and practices to fight hunger in the world.

It may be beneficial for you to pre-select some francophone hunger relief organizations prior to students working on this task to provide them with some options of organizations to contact.

Here are suggested items to include in your email: •

your name

•

the name of your school

•

the fact that you are a French student

•

questions to find out what they do

•

questions about what foods or drinks are typically needed

Resources Portfolio

•

questions to find out how you can get involved in your community or abroad (avoir envie d’aider…)

Answers Answers will vary.

Mon progrès interculturel

h

50.2 Organisez une collecte

Interact: I can interact in French to seek information about ways to support my community or other communities.

Before students create their advertisements, it is very important to plan out the details involved with having a fundraiser, such as how the advertisements will be shared, who will be in charge of collecting donations, where these will be stored, where the donations should be shipped to and how they can be sent to the selected relief organization. Be sure to plan out all of these aspects with your students, not only so they have the information they’ll need to create their advertisements, but also so they understand the responsibility involved with such a project.

50.2 Organisez une collecte w Once you receive a response from the relief organization, work with your group to organize a fundraiser (une collecte) at your school and in your community to help your own community. Use information learned from the response you received in 50.1 to plan for what foods and drinks you will need to collect. To promote your fundraiser, create advertisements that include the following: •

a creative name for the fundraiser;

•

the date(s);

•

a drop-off location;

•

the items and quantities needed; and

•

the name of the francophone relief organization that you are supporting and that has inspired you.

Answers: Answers will vary.

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AP® Strategies For 50.1, responding to an email is an important skill for working in the interpersonal mode on the AP® Language and Culture exam. Writing an initial message (instead of responding to one) is a good way to practice this skill. Students should read through the information given for ideas to plan their response before writing.

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Synthèse : Grammaire

Synthèse : Grammaire

This section presents a brief overview of the language structures presented in the three Découvrons. Note that there are Workbook activities for more support available in the respective Découvrons sections online.

1. Expressing Quantity of Foods Partitive Articles

Resources Workbook

You have already learned how to use definite articles (le, la, les) to refer to things in general or as a whole. You also understand the use of indefinite articles (un, une) and how they can refer to something in its entirety. The article partitif allows us to refer to some or a part of something.

En général, j’aime le poulet.

le poulet = all chicken

Mon ami mange une banane.

Pour le dîner, j’aime manger du poulet.

une banane = entire banana du poulet = some/a portion of chicken

masculine

du

Mon frère prend du gâteau.

feminine

de la

Ariane mange de la tarte aux pommes.

starts with a vowel

de l’

Ma cousine boit de l’eau minérale.

plural

des

Je mange des pâtes.

after a negation

de

Ma mère ne mange jamais de viande.

Elle ne mange pas de pommes de terre.

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Language Support students’ comprehension of partitif by creating a series of pictures that show a part and and whole of a variety of foods. Ask students if they want to eat du gâteau or un gâteau? De la tarte or une tarte? Du bœuf or un bœuf? Du poulet or un poulet? De la pastèque or une pastèque? Etc. See the Instructional Strategies Toolkit entitled “Line Ups” for a review activity with negative sentence structure. Refer to the Learning Site for extra practice, activities, and resources for these grammar concepts.

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Synthèse : Grammaire

2. Expressing What You Eat and Drink Manger, choisir, prendre, boire and -ir Verbs Several verbs in French are used to express food consumption: manger (to eat), prendre (to have) and boire (to drink). manger je mange

choisir nous mangeons

je choisis

nous choisissons

tu manges

vous mangez

tu choisis

vous choisissez

il/elle/on mange

ils/elles mangent

il/elle/on choisit

ils/elles choisissent

prendre

boire

je prends

nous prenons

je bois

nous buvons

tu prends

vous prenez

tu bois

vous buvez

il/elle/on prend

ils/elles prennent

il/elle/on boit

ils/elles boivent

Pour le petit déjeuner, mon père prend du pain et il boit du jus d’orange.

For breakfast, my dad has bread and drinks orange juice.

3. Negating Statements Negation With ne...pas, ne...plus, and ne...jamais To make a verb negative, put ne (n’) before the verb and pas after it. affirmative

negative

one verb

Je regarde la carte.

Je ne regarde pas la carte.

two verbs

Ma cousine aime manger au restaurant.

Ma cousine n’aime pas manger au restaurant.

In a negative sentence, the partitive article becomes de (d’).

Avec mon dîner, je mange des légumes. Avec mon dîner, je ne mange pas de légumes.

Two other negative expressions are ne...plus (no more, no longer) and ne... jamais (never).

Au restaurant, je ne prends jamais At a restaurant, I never have dessert. de dessert.

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Language Explain to students that for verbs that end in -ger (such as manger and partager), the nous form requires the letter e after the g to create the same soft sound that is present in the other forms. For more discussion on hard and soft g sounds, see the Prononciation video from Unité 2.

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Synthèse : Vocabulaire

Synthèse : Vocabulaire

This section provides a summary of the vocabulary studied in this unit. For further reinforcement, activities for practice are available in the Workbook and online.

Communiquons 1

Resources Flashcards, Workbook

Au supermarché At the Supermarket le repas

meal

le petit déjeuner

breakfast

le déjeuner le dîner

lunch dinner

la boisson

beverage

le dessert

dessert

l’eau (f.)

water

le fromage

cheese

les fruits (m. pl.) le gâteau

fruit cake

la glace

ice cream

le jus d’orange/de pomme le lait les légumes (m. pl.) l’œuf (m.), les œufs le pain les pâtes (f. pl.) le poisson les pommes de terre (f. pl.) le riz la soupe la viande j’ai faim (avoir faim) j’ai soif (avoir soif)

orange/apple juice milk vegetables egg(s) bread pasta fish potatoes rice soup meat I am hungry (to be hungry) I am thirsty (to be thirsty)

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Language Point out that the singular and plural forms of the word œuf differ in pronunciation in two ways.

The singular has the same vowel sound as the familiar word sœur and the f is pronounced. The plural, œufs, has a smaller vowel, which is the same as that in the familiar word deux and the f is not pronounced. Also point out that the article l’ pluralizes in the same way as the articles le and la, with the plural article les. There is a liaison made when pronouncing les œufs. Students can listen to the pronunciation of these and all vocabulary words onlne.

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Communiquons 2 Au café/restaurant At the Café/Restaurant le café

coffee

le chocolat chaud

hot chocolate

le thé le soda

tea soda

la crêpe (beurre-sucre)

crepe (with butter and sugar)

le croissant

croissant

le croque-monsieur

ham and cheese melt

les frites (f. pl.)

French fries

les haricots (m. pl.) l’omelette (f.)

beans omelette

le porc

pork

le poulet rôti

roast chicken

la quiche

quiche

la salade le sandwich jambon-fromage le steak-frites

salad ham and cheese sandwich steak and fries

Les numéros de 101 à 1 000 Numbers from 101 to 1,000 deux cents, trois cents, etc. deux cent trente, quatre cent soixante-dix, etc. mille

two hundred, three hundred, etc. two hundred thirty, four hundred seventy, etc. one thousand

Communiquons 3 Les aliments et les bonnes pratiques Foods and Best Practices être allergique (à) être au régime être en bonne santé être gourmand(e) cuisiner déguster gaspiller partager recycler

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to be allergic (to) to be on a diet to be in good health to enjoy eating to cook to taste, savor (food) to waste to share to recycle

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J’y arrive

Florida Benchmarks WL.K12.NH.2.1 (Interpretive Assessment) WL.K12.NH.2.2 (Interpretive Assessment)

Questions essentielles

J’y arrive

• What influences my taste in foods?

• How does cuisine contribute to cultural values?

• What habits and traditions are associated with meals in the francophone world?

The J’y arrive summative Integrated Performance Assessment (IPA) addresses the essential questions for the unit through a series of interrelated performance tasks.

All supporting materials for the IPA can be accessed online. The IPA rubric is designed to be shared with students in advance of J’y arrive so that they know what is expected of them.

Choisissons un restaurant During a trip to France, you have met a friend named Éva and are making plans.

You will choose a restaurant for a dinner in town. You will need to look at two menus, discuss the restaurants, and describe your ideal restaurant.

Resources Rubrics: Holistic, Analytic, Integrated Performance Assessment

Before you begin, refer to the J’y arrive rubric to familiarize yourself with the evaluation criteria.

Answers Answers are provided in the J’y arrive key available online.

Interpretive Assessment Deux cartes différentes b Éva has asked you to select a restaurant where you, she, and a small group of friends can have dinner together. Look at the menus from two different French restaurants and comments from each person. Select the restaurant that would be the most appropriate for each person making the comment. Then decide which restaurant you should all go to.

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J’y arrive Florida Benchmarks

Interpersonal Assessment

WL.K12.NH.3.2 (Interpersonal Assessment) WL.K12.NH.5.3 (Presentational Assessment)

Discutons des restaurants r s Your friend Éva will ask you a series of questions about the two restaurants.

Respond by expressing your food preferences. Record your responses.

Presentational Assessment

Presentational Assessment

Exemplary response is available online.

Encourage students to use as many vocabulary terms from the unit along with any avoir expressions and food-related verbs that they have learned.

Mon restaurant idéal w Having seen the food and features of two different restaurants, you can imagine your ideal restaurant. Online you post features that you would like to see, such as healthy options and a variety of dishes.

Marché au Rwanda

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Scaffold Also remind students to use strategies for including details in their responses during these tasks.

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Table of Contents

Appendix A: Can-Do Statements ������������������������������������������������������������� A2 Appendix B: Rubrics ������������������������������������������������������������������������������� A10 Analytic Growth Rubrics ��������������������������������������������������������������������� A10 Holistic Rubrics ������������������������������������������������������������������������������������� A14 Integrated Performance Assessment Rubrics ��������������������������������� A18 Appendix C: EntreCultures®1 AP®/IB Correlation Guides ������������������� A24 AP® Correlation Guide ������������������������������������������������������������������������� A24 IB Correlation Guide ��������������������������������������������������������������������������� A26 Appendix D: Grammar and Learning Strategies Index ��������������������� A27 Glossary of Classroom and Activity Instructions ��������������������������� G1 Glossary: French-English ������������������������������������������������������������������������� G3 Glossary: English-French �����������������������������������������������������������������������G11 Credits ��������������������������������������������������������������������������������������������������������� C1

EntreCultures® 1

A1

Can-Do Statements | Appendix Can-Do Statements | Appendix A A

Unité préliminaire Mon progrès communicatif b I can identify and name places on a

map where French is spoken around the world . (9)

s

I can answer questions about my name, how I am, and where I am from . (15) I can understand some basic words and phrases when French speakers introduce themselves . (16)

a

s I can ask and answer questions to meet and greet a young person . (20, 21)

v I can follow classroom commands . b (23, 31) s I can tell someone my telephone number . (27)

a

I can understand when people tell me their phone number . (30)

s I can ask and answer questions about birthdays . (34)

a

I can understand when someone tells me their birthday (34)

b I can understand the purpose of an advertisement . (41, 45)

Mon progrès interculturel o

o

A2

A2

I can identify some familiar products, landmarks, and monuments and what they represent to francophone people . (12)

d I can identify how francophone cultures

I can identify appropriate expressions and practices, such as gestures and body language, associated with greetings, introductions, and leave-taking in francophone cultures . (19)

d I can identify the ways people express

EntreCultures® 1 EntreCultures® 1

and my culture celebrate local and national holidays or festivals . (40) numbers for the calendar year in French and in English . (44)

o

I can investigate regional francophone resources and organizations . (46)

Can-Do Can-Do Statements Statements | Appendix | Appendix AA

Unité 1 Mon progrès communicatif s I can ask and answer simple questions

w

about identity . (60, 65, 67)

w w

I can use words relating to identity to describe myself and others . (61, 67)

I can write simple sentences about myself and about activities that I like and I don’t like . (77, 81, 82)

m I can introduce myself and provide some basic information about my identity . (78, 83)

I can write some simple sentences about identity . (66)

I can understand information related to identity and preferences . (86, 97)

b I can understand some words and phrases

a

s I can ask and answer questions about

s I can ask and answer questions to get to

b I can identify key words and some

w

I can describe some similarities and differences between a francophone student and myself . (97)

o

I can identify other languages spoken in my community and what they represent to people . (95)

c

I can investigate regional francophone immigration patterns and their impact on American culture . (98)

p

I can interact in French to share information about myself . (99)

relating to activity preferences . (69)

know another person . (87, 97)

activities that I like and dislike . (72)

information in an online ad for a summer camp . (62)

Mon progrès interculturel d I can identify some similarities and

differences between francophone young people and myself . (55)

o

I can identify some famous French speakers, their professions, and their contributions . (63)

d I can identify popular sports in Quebec

and France and how they are similar to or different from sports in my community. (71)

d I can identify musical events and musicians in a francophone region and how they are similar to or different from those in my community . (89)

EntreCultures® 1 EntreCultures® 1

A3 A3

Can-Do Statements | Appendix Can-Do Statements | Appendix A A

Unité 2 Mon progrès communicatif I can understand when someone names school supplies . (114, 124)

v

m I can describe items I or others have or need for school . (116, 124)

b I can can identify common student activities and locations at school . (144, 156)

s I can ask and answer questions about

typical activities that take place during the school day . (146)

s I can respond to questions about school a v

supplies . (116, 124)

w

I can understand some basic activities and objects related to specific classes. (127)

i I can identify common student activities and

I can understand the names of classes and how many hours per week they meet . (129)

e I can respond to an email from a francophone

locations at school . (148, 156)

student about typical activities that take place during the school day . (153, 156)

s I can ask and answer questions about my class preferences . (132, 141)

b I can understand information about someone’s school schedule . (137)

I can use the 24-hour clock to provide information about my school schedule .

(138, 141)

w

I can describe some activities that students like to do at school . (147)

m I can create a vlog about my daily activities at school . (155, 156)

m I can ask and answer questions about

typical activities that take place during the school day . (155)

b I can identify some simple similarities and

differences between my schedule and that of a francophone student . (138, 141)

Mon progrès interculturel d I can identify some similarities and

o

I can identify practices and related perspectives regarding the use of technology in schools in francophone countries . (148)

p

I can create a survey for francophone peers and interpret the results . (159)

c o

I can investigate francophone school schedules and the way francophone students feel about them . (159)

differences between my classes and those of a francophone teen . (111) I can identify some information about grade levels in a francophone country and how students’ grades are recorded . (120)

o

I can identify what francophone students do in their free time at school, where they go, and why . (131)

o

A4

A4

EntreCultures® 1 EntreCultures® 1

Can-Do Can-Do Statements Statements | Appendix | Appendix AA

Unité 3 Mon progrès communicatif v

I can identify family members when I hear someone talk about family . (174, 186)

w

I can write a description of myself to share with others . (192, 199)

a

I can identify the actions of family members in a comptine, a French nursery rhyme . (176)

a

I can identify which person is being described . (196, 199)

I can use a few simple details to present information about family members . (181, 186)

v

I can understand simple descriptions of francophone homes . (203)

w

I can write descriptions of the places and activities that bring families together in my culture and in francophone cultures . (206)

w

I can ask and answer questions about family s members in a photo . (182) I can respond to questions to provide e information and simple details about family members . (184, 186) I can share information about the ages of s some family members . (190)

s I can ask and answer questions about a property . (210, 213)

b I can understand online descriptions of rental properties . (212, 213)

w

I can write a description of a rental property in a francophone country . (212, 213)

c

I can use French to find information about families in francophone countries . (214)

p

I can interact with French speakers by creating an audio survey and analyzing the responses . (215)

I can ask and answer questions about s characteristics of family members or friends . (191, 199)

Mon progrès interculturel d I can identify some similarities and

differences between the preferences and place of origin of a francophone teen and my own . (171)

d I can identify whom people consider to be part of their family in my culture and in a francophone culture . (179)

o

I can identify some legal practices related to traditional marriages and civil unions between two people in France . (193)

d I can compare family structures in

francophone communities and in my own . (215)

d I can identify how signage in public

buildings and spaces in francophone cultures is similar to and different from that in my culture . (205)

EntreCultures® 1 EntreCultures® 1

A5 A5

Can-Do Statements | Appendix Can-Do Statements | Appendix A A

Unité 4 Mon progrès communicatif I can understand someone’s food preferences that are expressed in a video . (230)

v

s I can ask and respond to some simple questions about eating habits . (251, 253, 254)

b I can identify foods in a supermarket

b I can understand someone’s food

s I can ask and answer questions about

b I can understand some facts from an

e I can respond to text chats about my

v

advertisement . (231, 238) food preferences . (236)

preferences as expressed in an email . (254) infographic about food waste . (261)

eating habits . (236, 238)

I can describe a typical meal in my community . (237, 238)

w w

I can write captions for photos related to menu items . (242, 254)

a

I can identify the foods that people eat for different parts of a meal. (243)

I can understand someone talking about responsible choices and practices related to food . (262, 268)

s I can exchange information about

responsible choices and practices related to food . (267, 268)

m I can present information about

responsible choices and practices related to food . (262, 268)

Mon progrès interculturel d I can identify some similarities and

differences between a francophone student’s place of origin and free-time activities and my own . (227)

A6

o

I can identify how and why people from the francophone world eat what they do . (233)

o

I can identify the differences in daily eating customs in various locales in the francophone world . (245)

A6

EntreCultures® 1 EntreCultures® 1

d I can identify some practices related to food waste in francophone countries and in my community . (258)

c

I can use French to investigate a tool for evaluating the nutritional value of foods . (270)

p

I can interact in French to seek information about ways to support my community or other communities . (271)

Can-Do Can-Do Statements Statements | Appendix | Appendix AA

Unité 5 Mon progrès communicatif w

I can identify some leisure activities and where they take place . (283, 299)

v

I can understand simple descriptions about someone’s social plans . (303)

a

I can understand a variety of leisure activities . (287, 299)

w

I can write a social media post about upcoming plans . (308)

e I can ask and answer questions about

m I can leave a voicemail inviting a friend to

b I can understand written information about

b I can understand social media posts about

I can give some simple reasons that I would like to visit a francophone location . (298)

b I can make decisions about clothing based w on weather . (313, 315, 326)

b I can understand social media posts about

b I can understand facts about the weather

s I can ask and answer questions about

s I can ask and respond to questions to

leisure activities . (288, 299) leisure activities (291)

w

weekend plans . (301, 311) weekend plans . (301, 311)

w

I can leave a short description about weekend plans . (302)

an event . (308, 311)

weekend plans . (301, 311)

when symbols are used . (314, 326) inquire about preferences . (322)

s I can exchange information about activities in my community . (324, 326)

Mon progrès interculturel d I can identify some ways in which a

francophone student’s place of origin and free-time activities are similar to and different from my own. (283)

d I can identify how people measure in francophone cultures and in my community . (314)

c

I can investigate the participation of francophone countries in the Olympic games . (328)

p

I can use French to invite French speakers in my community to an upcoming event and to interview them about it . (329)

d I can identify popular sporting events

in my community and in francophone cultures and tell how they benefit their communities . (292)

d I can identify how people celebrate festivals in the francophone world and in my community . (306)

EntreCultures® 1 EntreCultures® 1

A7 A7

Can-Do Can-Do Statements Statements | Appendix | Appendix AA

Unité 6 Mon progrès communicatif m I can describe what one can buy in various w food stores . (345, 351, 353)

b I can identify where to buy various m items . (363, 366, 368)

I can understand which foods someone wants or needs to buy . (346)

e I can understand and respond to

a

s I can recommend where to purchase

various foods based on what someone wants or needs . (350, 353)

w

I can describe what one can buy in various food stores . (351)

posts about where people buy various food items . (367)

s I can ask and answer simple questions about where various places are located . (372)

m I can describe where a shop is located

relative to other places in town . (374, 383)

e I can respond to text messages about what I can buy in various food stores . (352)

w

a I can understand what someone wants b to, must, or can do when shopping

I can describe how people get around town using various types of transportation . (379)

a

I can understand what people do in some stores or other locations in town . (382)

for food . (352, 353)

b I can understand and illustrate a

b I can identify what someone can buy or do e in various stores . (377)

s I can ask and answer questions about

w

I can describe what one can do or buy at various locations around town . (382, 383)

d I can identify some ways in which a

o

I can identify how public transportation, such as subways and trains, affects the daily lives of people in the francophone world and in my community . (375)

d I can identify differences in everyday

c

I can use French to investigate popular modes of transportation in francophone countries . (384)

simple proverb . (352)

shopping and prices . (358, 368)

m I can tell where I shop and what I buy

there in a video post about a shopping trip . (360, 368)

Mon progrès interculturel francophone student’s hometown and activities around town are similar to and different from my own. (341) practices related to food shopping in francophone communities and in my community, and I can understand the benefits of both systems. (348)

o

I can identify shopping habits where I live and in the francophone world and tell how they affect each community. (358)

EntreCultures® 1 A8 EntreCultures® 1 A8

d I can compare the modes of transportation used in francophone countries and in my community . (384)

p

I can use French to survey French speakers in my community about their shopping needs . (385)

Can-Do Statements | Appendix A

EntreCultures® 1

A9

Analytic Growth Rubrics | Appendix Analytic Growth Rubrics | Appendix B B Interpretive Reading, Listening, Audiovisual, and Viewing Level 1 Target: Novice Mid - Novice High DOMAIN How well do I understand?

Main Idea and/or Details

What words and structures do I understand?

Vocabulary and Structures in Context

How well can I understand unfamiliar language?

Context Clues

How well can I infer meaning beyond what I read or hear?

Inferences

How intercultural am I? Interculturality *Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences .

NOVICE LOW

NOVICE MID

INTERMEDIATE LOW

I can recognize a few words that are very familiar to me.

I can recognize and understand some basic information with memorized words and phrases.

I can identify pieces of information and sometimes the main idea(s) without explanation when the idea is familiar, short, and simple.

I can identify the main idea(s) and some details when the idea is familiar, short, and simple.

I can recognize a few very familiar words and phrases in text or speech from well-practiced topics.

I can recognize words and phrases, including cognates, and borrowed words in text or speech from well-practiced topics.

I can understand words, phrases, simple sentences, and some structures in short, simple texts or sentencelength speech, one utterance at a time, with support, related to familiar topics of study.

I can identify words, phrases, high-frequency expressions, and some learned structures in short, simple, loosely connected texts or sentence-length speech, one utterance at a time, related to familiar topics of study.

I can understand some very basic word-level meaning from short, simple authentic texts or speech on very familiar topics that include cognates and/or visual clues.

I can understand some basic meaning when authentic texts or speech on very familiar topics include cognates and/or visual clues.

I can understand basic meaning when short, non-complex authentic texts or speech include cognates and visual clues, on familiar topics.

I can understand literal meaning from authentic texts or speech on familiar topics and from highly predictable texts related to daily life.

I can make minimal inferences based on visual clues, organizational layout, inflection and/or body language.

I can make limited inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/ or body language.

I can make a few inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/ or body language.

I can make some inferences based on the main idea and information such as visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

I can recognize limited cultural products, practices, or perspectives including cultural behaviors and expressions, related to daily life.

I can identify a few cultural products, practices, or perspectives including cultural behaviors and expressions related to daily life.

I can identify some cultural products, practices, and perspectives, including cultural behaviors and expressions related to daily life.

I can describe cultural products, practices, and perspectives, including cultural behaviors and expressions related to daily life.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

A10 EntreCultures® 1 A10 EntreCultures® 1

NOVICE HIGH

Analytic Analytic Growth Growth Rubrics Rubrics | Appendix | Appendix BB Interpersonal Communication: Speaking and Writing Level 1 Target: Novice Mid - Novice High NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

I have great difficulty maintaining a conversation. I speak with frequent hesitation, pauses, and/or repetition.

I have some difficulty maintaining simple conversations. I mainly use isolated words and memorized phrases.

I speak with frequent hesitation, pauses, and/or repetition.

I can participate in short social interactions by asking and answering simple questions and relying heavily on learned phrases and short or incomplete sentences.

I speak with hesitation, pauses, and/or repetition.

I can sustain the conversation by relying on phrases, simple sentences, and a few appropriate questions. I attempt to self-correct but speak with hesitation, pauses, and/or repetition.

I can use a limited number of memorized words and expressions to identify common objects and actions.

I can use a limited number of highly practiced words and expressions to identify familiar objects and actions.

I can use learned words and phrases to interact with others in tasks and activities on familiar topics.

I can use a variety of new and previously learned words and phrases to interact with others on a range of familiar topics.

I can use memorized words for functions (actions) and isolated words as structures.

I can ask and respond to highly predictable questions with words, lists, and memorized phrases.

I am beginning to communicate beyond the word level, but my errors often interfere with the message.

I can use phrases, simple sentences, and questions.

I am beginning to create original sentences with simple details on familiar topics, but errors sometimes interfere with the message.

I can combine words and phrases to create original sentences in present time to interact with others on familiar topics. I can sometimes vary the time frames (e.g., past, future), but errors may interfere with the message.

I am understood only with great effort by someone accustomed Comprehensibility to a language learner.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

I can understand some isolated words and expressions that I have memorized. I need continual repetition.

I can understand some familiar language, one phrase at a time. I rely on visual clues, repetition, and/or a slowed rate of speech.

I can understand pieces of information and sometimes the main idea in straightforward language that uses familiar structures. I occasionally rely on visual clues, repetition, and/or a slowed rate of speech.

I can understand the main idea in short, simple messages and conversations in sentencelength speech that uses familiar structures. I rely on restatement, paraphrasing, and/or contextual clues.

How intercultural I can apply my knowledge of cultural am I?

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

DOMAIN How well do I maintain the conversation?

Quality of Interaction

What language/ words do I use?

Vocabulary in Context How do I use language?

Function and Text Type

How well am I understood ?

How well do I understand?

Comprehension

Interculturality *Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences .

products, practices, and perspectives in order to interact with respect and understanding.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

EntreCultures® 1 EntreCultures® 1

A11 A11

Analytic Growth Rubrics | Appendix Analytic Growth Rubrics | Appendix B B Presentational Speaking Level 1 Target: Novice Mid - Novice High NOVICE HIGH

INTERMEDIATE LOW

Vocabulary in Context

I can use a very limited I can use a limited number of isolated number of words and words that are repetitive. expressions to identify objects and actions in familiar contexts.

I can use words and expressions that I have practiced to present familiar topics.

I can use a variety of new and previously learned words and phrases to present a range of familiar topics.

How do I use language?

I can use some isolated words.

I can use highly predictable words, lists, and memorized phrases in very familiar contexts.

I can use phrases, simple sentences, and questions. I am beginning to create original sentences with some simple details in familiar contexts.

I can use a series of simple sentences by combining words and phrases to create original sentences with some details in familiar contexts.

I am understood only with great effort by someone accustomed to a language learner.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

I can use a limited number of memorized words for structures.

I can use memorized words and some basic structures with frequent errors.

I can use basic structures in present time with some errors, relying on memorized phrases.

I can use basic structures with some variety in time frames (e.g., past, future) with some errors.

I can deliver my message with great difficulty, speaking with frequent hesitation, pauses, and/ or repetition.

I can deliver my message using isolated words and memorized phrases, speaking with frequent hesitation, pauses, and/ or repetition.

I can deliver my message by relying on learned phrases and short or incomplete sentences, speaking with hesitation, pauses, and/or repetition.

I can deliver my message by relying on phrases and simple sentences, speaking with hesitation, pauses, and/or repetition.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

DOMAIN What language/ words do I use?

NOVICE LOW

Function and Text Type

How well am I understood ?

Comprehensibility How accurate am I? Structures How well do I deliver my message?

Delivery, Fluency, Visuals, Impact on Audience

I can apply my How intercultural am I? knowledge of cultural

Interculturality *Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences .

products, practices, and perspectives in order to interact with respect and understanding.

NOVICE MID

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

A12

A12

EntreCultures® 1 EntreCultures® 1

Analytic Analytic Growth Growth Rubrics Rubrics | Appendix | Appendix B B Presentational Writing Level 1 Target: Novice Mid - Novice High DOMAIN What language/ words do I use?

Vocabulary in context How do I use language?

Function and Text Type

How well am I understood ?

Comprehensibility How well do I use the language?

Language Control

NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

I can use a very limited I can use a limited number of familiar number of memorized words that are repetitive. words and phrases in a familiar context.

I can use words and expressions that I have practiced on familiar topics.

I can use a variety of new and previously learned words and phrases on a range of familiar topics.

I can copy familiar words, phrases, or incomplete sentences to complete lists, forms, charts, or organizers.

I can write lists, memorized phrases, supply information in a form, chart, or organizer on familiar topics.

I can use learned vocabulary and structures to create simple sentences and questions to write short messages and notes with simple details on very familiar topics.

I can write a series of simple and original sentences to describe or explain with some detail and elaboration using some connectors on familiar topics.

I am understood only with great effort by someone accustomed to a language learner.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

I can use basic structures in present time with some errors and some memorized new structures in other time frames.

I can use basic structures with some variety in time frames (e.g., past, future) but more errors may occur.

I can complete the task with familiar content and include some examples. My ideas are somewhat developed and organized.

I can complete the task with familiar content using some details and examples. My ideas are mostly developed and organized.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can use a very limited I am beginning to use number of isolated basic structures with words that are repetitive. frequent errors.

I can minimally complete I can complete the task How well do I with familiar content. complete the task? the task with familiar

Ideas and Organization How intercultural am I? Interculturality *Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences .

content in writing.

My ideas are minimally developed and lack organization.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

EntreCultures® 1 A13 EntreCultures® 1 A13

A14

A14

EntreCultures® 1 EntreCultures® 1

2 Can do this with help .

• Recognizes and understands a few memorized words and phrases in text or speech in familiar contexts.

• Makes minimal inferences from visual and/or contextual clues and cognates.

• Recognizes a few cultural products, practices, or perspectives related to daily life, including cultural behaviors and expressions.

Daily work, formative assessments

• Understands and identifies the main idea and key details in short, simple, loosely connected texts or speech in familiar contexts.

• Makes some inferences from visual and/or contextual clues, cognates, and keywords or uses other interpretive strategies.

• Describes cultural products, practices, and perspectives related to daily life, including cultural behaviors and expressions.**

2

 I listen/watch for emotional reactions.  I listen for time/time frame.  I listen for tones and intonation.  I listen for cognates, familiar words, phrases, and word-order patterns.

 I preview titles, photos, layout, visuals, etc.  I skim the text for cognates, familiar words, and phrases.  I scan the text for specific details.  I make predictions.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

LISTENING/VIEWING

READING/VIEWING

LEARNER SELF-REFLECTION: What interpretive strategies can I use to help me understand what I read/heard/viewed?

1 LinguaFolio®. NCSSFL, Interculturality, 2016. ncssfl.org * Novice range: using appropriate gestures, imitating appropriate etiquette, simple interactions in stores and restaurants. ** Intermediate range: demonstrating how to be culturally respectful, forms of address, appropriate interactions in everyday life.

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

IL

1

3

3 Can do this independently .1

• Understands and identifies words, phrases, questions, simple sentences, and sometimes the main idea in short pieces of informational text or speech in familiar contexts.

NH • Makes a few inferences from visual and/or contextual clues, cognates and keywords or uses other interpretive strategies.

• Identifies some cultural products, practices, and perspectives related to daily life, including cultural behaviors and expressions.*

• Recognizes and understands memorized words, phrases, and basic information in text or speech in familiar contexts.

NM • Makes limited inferences from visual and/or contextual clues and cognates or may use other interpretive strategies.

• Identifies a few cultural products, practices, or perspectives related to daily life, including cultural behaviors and expressions.*

NL

1 This is still a goal .

Interpretive: Reading, Listening, and Viewing

Level 1 Target: Novice Mid - Novice High

Interpretive Reading, Listening, and Viewing: Written, Print, Audio, Visual, and Audiovisual Resources

Holistic Rubrics | Appendix Holistic Rubrics | Appendix B B

2 Can do this with help .

• Communicates with a few memorized words and expressions in familiar contexts, but needs continual repetition to understand. Frequent interference from first language.

• Speaks with frequent hesitation, pauses, and/or repetition.

• Makes minimal inferences from visual and/or contextual clues, cognates.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

Daily class work, participation, class discussions, pair work, group work, and formative assessments

2

3

 I ask for clarification or repetition.  I repeat statements as questions for clarification.  I listen for intonation.  I listen/read for cognates, familiar words, phrases, and word-order patterns.  I indicate lack of understanding.  I ask questions.

 I repeat words and phrases.  I use facial expressions, gestures, and appropriate openings and closings.  I self-correct when I am not understood.  I imitate modeled words.  I restate and rephrase using different words.  I build upon what I’ve heard/read and elaborate in my response.  I use level-appropriate vocabulary in familiar contexts.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

LISTENING/READING

SPEAKING/WRITING

LEARNER SELF-REFLECTION : What communication strategies can I use to help me understand and make myself understood?

1 LinguaFolio®. NCSSFL, Interculturality, 2016. ncssfl.org * Novice range: using appropriate gestures, imitating appropriate etiquette, simple interactions in stores and restaurants. | ** Intermediate range: demonstrating how to be culturally respectful, forms of address, appropriate interactions in everyday life.

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

IL

• Communicates and exchanges information with a variety of new and learned words, phrases, and original sentences in present tense with some details in familiar contexts. Limited interference from first language.

• Participates in social interactions by asking and answering a few appropriate questions with hesitation, pauses, and/or repetition, using some communication strategies.

• Makes some inferences from visual and/or contextual clues, cognates, or other language features.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.**

• Communicates and exchanges information with learned words, phrases, simple sentences, and sometimes the main idea/simple details in familiar contexts. Some interference from first language.

• Participates in short social interactions by asking and answering simple questions with hesitation, pauses, and/or repetition, using a few NH communication strategies.

• Makes a few inferences from visual and/or contextual clues, cognates, or other language features.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

1

3 Can do this independently .1

• Communicates with some memorized words and expressions in familiar contexts, but needs continual repetition. Some interference from first language.

• Maintains limited simple conversations with frequent hesitation, pauses, and/or repetition.

NM • Makes limited inferences from visual and/or contextual clues, cognates.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

NL

1 This is still a goal .

Interpersonal Communication: Speaking, Listening, Reading, and Writing

Level 1 Target: Novice Mid - Novice High

Interpersonal Communication: Speaking, Listening, Reading, and Writing

Holistic Holistic Rubrics Rubrics | Appendix | Appendix B B

EntreCultures® 1 A15 EntreCultures® 1 A15

A16

A16

EntreCultures® 1 EntreCultures® 1

2 Can do this with help .

• Uses a few memorized words and expressions in familiar contexts. Frequent interference from first language.

• Delivers message with great difficulty, using isolated words as structures. Speaks with frequent hesitation, pauses, and/or repetition.

• Makes minimal use of gestures, self-correction, and examples/visuals to support the message.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

2

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

 I organize my presentation in a clear manner.  I use facial expressions and gestures.  I self-correct when I make mistakes.  I present my own ideas.  I use examples to support my message.  I use visuals to support meaning.

PRESENTATIONAL SPEAKING  I include a hook to gain the audience’s attention.  I notice the reaction of the audience during the presentation.  I repeat or rephrase if the audience doesn’t understand.  I project my voice so the audience can hear me.  I practice my presentation before I present to the audience.

LEARNER SELF-REFLECTION: What communication strategies did I use to make myself understood to my audience?

1 LinguaFolio®. NCSSFL, Interculturality, 2016. ncssfl.org * Novice range: using appropriate gestures, imitating appropriate etiquette, simple interactions in stores and restaurants. | ** Intermediate range: demonstrating how to be culturally respectful, forms of address, appropriate interactions in everyday life.

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

IL

• Uses new and previously learned words and phrases in a series of simple sentences/questions to describe or explain with some details and elaboration in familiar contexts. Limited interference from first language.

• Delivers message using basic structures with some variety in time frames (e.g., past, future) with some errors. Speaks with hesitation, pauses, and/or repetition.

• Makes appropriate use of gestures, self-correction, and examples/visuals to support the message, or other communication strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.**

• Uses most highly practiced/learned words, phrases, and simple sentences in familiar contexts. Some interference from first language.

• Delivers message using present time frame with some errors and some memorized new structures. Speaks with hesitation, pauses, and/or repetition.

NH • Makes some use of gestures, self-correction, and examples/visuals to support the message, or a few other communication strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

1

3

3 Can do this independently .1

• Uses some memorized words and expressions in familiar contexts. Some interference from first language.

• Delivers message using some highly practiced basic structures with frequent errors. Speaks with frequent hesitation, pauses, and/or repetition.

NM • Makes limited use of gestures, self-correction, and examples/visuals to support the message.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.*

NL

Presentational Speaking

1 This is still a goal .

Daily class work, participation, presentation to the class, presentation to a group, formative assessments, online audio- and video-recording activities

Level 1 Target: Novice Mid - Novice High

Presentational Speaking

Holistic Rubrics | Appendix Holistic Rubrics | Appendix B B

2 Can do this with help .

• Uses a few memorized words and expressions in familiar contexts. Considerable interference from first language.

• Completes the task minimally, using isolated words as structures.

• Makes minimal use of presentational writing strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.*

2

3

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

 I organize my presentation in a clear manner.  I include a hook to gain the reader’s attention.  I present my own ideas.  I write an outline before I begin to write.  I cite my sources if I have done research on the topic.

PRESENTATIONAL WRITING  I write a draft of my message.  I use examples to support my message.  I ask someone to peer edit my draft before I submit it.  I check all spelling and grammar before I submit it.  I make sure my writing is clear and my handwriting is legible.

LEARNER SELF-REFLECTION: What communication strategies can I use to make my message understood to the reader?

1 LinguaFolio®. NCSSFL, Interculturality, 2016. ncssfl.org * Novice range: using appropriate gestures, imitating appropriate etiquette, simple interactions in stores and restaurants. | ** Intermediate range: demonstrating how to be culturally respectful, forms of address, appropriate interactions in everyday life.

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

IL

• Uses a variety of new and previously learned words and phrases in a series of simple and original sentences to describe or explain in some detail with examples and elaboration. Limited interference from first language.

• Completes the task using basic structures with some variety in time frames (e.g., past, future) with some errors. Ideas are mostly developed and organized.

• Makes appropriate use of drafting, outlining, peer review, or other presentational writing strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.*

1

3 Can do this independently .1

• Uses most highly practiced words, phrases, questions, and simple sentences to write short, simple messages with simple details in familiar contexts. Some interference from first language.

NH • Completes the tasks using present time frame and some memorized new structures. Ideas are partially developed and somewhat organized.

• Makes some use of drafting, outlining, peer review, or other presentational writing strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.*

• Uses some memorized words, expressions, and short sentences in familiar contexts. Frequent interference from first language.

• Completes the task with some highly practiced basic structures with frequent errors. Ideas lack development and organization.

NM • Makes limited use of presentational writing strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.*

NL

1 This is still a goal .

Presentational Writing Daily written class work, forms, organizers, charts, messages, notes, formative assessments, and using online tasks, surveys, discussion forums, and more

Level 1 Target: Novice Mid - Novice High

Presentational Writing

Holistic Holistic Rubrics Rubrics | Appendix | Appendix B B

EntreCultures® 1 A17 EntreCultures® 1 A17

Integrated Performance Assessment Rubrics | Appendix Integrated Performance Assessment Rubrics | Appendix B B

Unité 1 : Un échange scolaire TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Audiovisual Infers details Student identifies key characteristics of each vlogger on a checklist.

Identifies and infers a few details of each vlogger.

Identifies and infers some of the details of each vlogger.

Identifies and infers most of the details of each vlogger.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Writing Responds in an email Student writes an email to exchange student of choice by addressing their vlog.

Greets and introduces self, providing name, age, personal details, and similarities with exchange student.

Student asks two questions about likes and dislikes, gives thanks for vlog, and closes email appropriately.

Message includes a few of the task’s components using memorized words and phrases.

The message is understood only with great effort.

Message includes some of the task’s components using some familiar words, memorized phrases, and attempts at simple questions and simple sentences.

The message is somewhat understood despite frequent errors.

Message includes most of the task’s components using familiar words, phrases, questions, and simple sentences.

The message is often understood despite errors.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Speaking Creates vlog Student prepares vlog to share with host family; includes greeting, name, age, origin, languages, two likes, and closing.

The vlog includes a few of the task’s components using a few familiar words and memorized phrases.

The delivery includes frequent hesitation, pauses, and repetition and is understood with great effort by someone accustomed to a language learner.

The vlog includes some of the task’s components using familiar words, memorized phrases, and attempts at a few simple sentences.

The delivery includes hesitation, pauses, and/or repetition and is somewhat understood by someone accustomed to a language learner.

The vlog includes most of the task’s components using familiar words, phrases, and some simple sentences.

The delivery includes some hesitation, pauses, and/or repetition and is mostly understood by someone accustomed to a language learner.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing Compares similarities Student completes two sentences regarding two similarities with the vloggers.

A18

A18

EntreCultures® 1 EntreCultures® 1

Interculturality Makes limited cultural comparisons.

Interculturality Makes somewhat relevant cultural comparisons.

Interculturality Makes mostly relevant cultural comparisons.

Integrated Integrated Performance Performance Assessment Assessment Rubrics Rubrics | Appendix | Appendix B B

Unité 2 : Un échange virtuel TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Print Recognizes key words Student completes a graphic organizer to identify classes and/or activities that take place in different locations based on the information included in the provided schedule.

Identifies limited required information.

Identifies some of the required information.

Identifies most of the required information.

Compares cultural information Using the information from Sofia’s schedule and the graphic organizer, the student writes one similarity and one difference between class schedules in Algeria and in the local community.

Interculturality Identifies minimal information and may not make a comparison between the two cultures.

Interculturality Identifies a somewhat relevant similarity and difference between the two cultures.

Interculturality Identifies a mostly relevant similarity and difference between the two cultures.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Speaking Asks and answers questions Student exchanges information with Sofia by responding to and asking questions.

Responds to a few questions in the task using memorized and familiar words and phrases.

Student is understood only with great effort.

Responds to and asks some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Student is somewhat understood despite frequent errors.

Responds to and asks most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is often understood despite errors.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Speaking Presents a school day Student creates a video or visual presentation about a day at school including: starting and ending times, school supplies, classes and times of day, class preferences, and after school activities.

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

The delivery includes continuous hesitation, pauses, repetition, and the message is understood only with great effort.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The delivery includes frequent hesitation, pauses, and/or repetition, and the message is somewhat understood despite frequent errors.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The delivery includes some hesitation, pauses, and/or repetition, and the message is often understood despite errors.

EntreCultures® 1 A19 EntreCultures® 1 A19

Integrated Performance Assessment Rubrics | Appendix Integrated Performance Assessment Rubrics | Appendix B B

Unité 3 : Une nouvelle famille, une nouvelle culture TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Video Recognizes key words/ components Student completes a chart to identify attributes of three vloggers based on the information in their three videos.

Identifies limited required information.

Interculturality Minimally identifies personal similarities and differences with a francophone teenager.

Identifies some of the required information.

Interculturality Somewhat identifies personal similarities and differences with a francophone teenager.

Identifies most of the required information.

Interculturality Adequately identifies personal similarities and differences with a francophone teenager.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Speaking Asks and answers questions Student prepares to exchange information with one of the vloggers by responding to and asking questions about family with a partner.

Responds to a few questions in the task using memorized and familiar words and phrases.

Student is understood only with great effort.

Responds to and asks some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Student is somewhat understood despite frequent errors.

Responds to and asks most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is often understood despite errors.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing Creates a digital album Student creates a digital album about a minimum of three family members, using pictures and written descriptions including: name, age, relationship to them and to others, adjectives describing physical appearance and personality, activities, and likes and dislikes.

A20 EntreCultures® 1 A20 EntreCultures® 1

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

The descriptions include continuous repetition and mistakes. The message is understood only with great effort.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The descriptions include frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The descriptions include some repetition and mistakes. The message is often understood despite errors.

Integrated Integrated Performance Performance Assessment Assessment Rubrics Rubrics | Appendix | Appendix B B

Unité 4 : Choisissons un restaurant TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Print Recognizes key components Student reads two menus and identifies information relating to healthy options, the variety of dishes, and responsible practices by completing a chart.

Identifies limited required information.

Identifies some of the required information.

Identifies most of the required information.

Accurately identifies all or almost all of the required information.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Speaking Answers questions Student responds to the questions asked about the two restaurants. Student responses address food preferences.

Responds to a few questions in the task using memorized and familiar words and phrases.

Student is understood only with great effort.

Interculturality Minimally demonstrates understanding of cultural similarities and differences in restaurants.

Responds to some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Student is somewhat understood despite frequent errors.

Interculturality Somewhat demonstrates understanding of cultural similarities and differences in restaurants.

Responds to most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is often understood despite errors.

Interculturality Adequately demonstrates understanding of cultural similarities and differences in restaurants.

Responds appropriately to all or almost all of the questions using a variety of vocabulary in a series of simple and original sentences with some detail.

Student is usually understood despite some errors.

Interculturality Appropriately demonstrates understanding of cultural similarities and differences in restaurants.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing Describes an ideal restaurant Student writes a description of his or her ideal restaurant including features that the student would like to see, such as healthy options and a variety of dishes. Student needs to incorporate what he or she would eat and drink at this restaurant.

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

The descriptions include continuous repetition and mistakes. The message is understood only with great effort.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The descriptions include frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The descriptions include some repetition and mistakes. The message is often understood despite errors.

The presentation includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The descriptions include occasional repetition and mistakes. The message is usually understood despite errors.

EntreCultures® 1 A21 EntreCultures® 1 A21

Integrated Performance Assessment Rubrics | Appendix Integrated Performance Assessment Rubrics | Appendix B B

Unité 5 : Le week-end prochain TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

Identifies most of the required information.

Responses mostly reflect information shared in the video blog.

Accurately identifies all or almost all of the required information.

Responses accurately reflect information shared in the video blog.

Responses mostly reflect information from the weather forecast and the social media posts.

Interculturality Adequately demonstrates understanding of the metric system to measure temperature.

Responses accurately reflect information from the weather forecast and the social media posts.

Interculturality Appropriately demonstrates understanding of the metric system to measure temperature.

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Video Recognizes key components Student watches Kate’s video blog and identifies five possible activities to do or events to attend to celebrate her birthday.

Identifies limited required information.

Responses minimally reflect information shared in the video blog.

Identifies some of the required information.

Responses somewhat reflect information shared in the video blog.

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Print Offers suggestions Student reads the weather forecast and social media posts about local events and suggests first and second choice options for Kate’s birthday weekend based on the information read.

Responses minimally reflect information from the weather forecast and the social media posts.

Interculturality Minimally demonstrates understanding of the metric system to measure temperature.

Responses somewhat reflect information from the weather forecast and the social media posts.

Interculturality Somewhat demonstrates understanding of the metric system to measure temperature.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Speaking Describes plans Based on the information from Interpretive Assessment, student shares a birthday celebration idea with a friend. With a partner, student uses questioning and offers reasons for agreeing or disagreeing, and incorporates all pertinent details relating to their plans.

Responds to or asks a few questions logical for the task using memorized and familiar words and phrases.

Student is understood only with great effort.

Responds to and asks some of the questions logical for the task using familiar and memorized words, phrases, and questions, and attempts simple sentences.

Student is somewhat understood despite frequent errors.

Responds to and asks most of the questions logical for the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is often understood despite errors.

Responds to and asks all or almost all of the questions logical for the task using a variety of vocabulary in a series of simple and original sentences with some detail.

Student is usually understood despite some errors.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing Invites others Student creates an online invitation to Kate’s birthday celebration.

Student incorporates details such as the type of event, the date, time, and location of the event, and other pertinent details.

A22 EntreCultures® 1 A22 EntreCultures® 1

The invitation includes a few of the task’s components using memorized and familiar words and phrases.

The invitation includes continuous repetition and mistakes. The message is understood only with great effort.

The invitation includes some of the task’s components using familiar words and phrases, and attempts a few simple sentences.

The invitation includes frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The invitation includes most of the task’s components using familiar words and phrases, and some simple sentences.

The invitation includes some repetition and mistakes. The message is often understood despite errors.

The invitation includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The invitation includes occasional repetition and mistakes. The message is usually understood despite errors.

Integrated Integrated Performance Performance Assessment Assessment Rubrics Rubrics | Appendix | Appendix B B

Unité 6 : Un stage TASK COMPONENTS

NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

DOMAIN: INTERPRETIVE ASSESSMENT — Interpretive Audio Recognizes key components Student listens to Mathilde’s description of locations and modes of transportation in town.

Using this information, student creates a map illustrating the information using the template provided.

Identifies limited required information Responses minimally reflect information shared in the audio.

Identifies some of the required information.

Responses somewhat reflect information shared in the audio.

Identifies most of the required information.

Responses mostly reflect information shared in the audio.

Accurately identifies all or almost all of the required information Responses accurately reflect information shared in the audio.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing Describe the town Student writes an email to accompany the map.

The email should include a greeting, specific items sold in at least three stores, information about how to travel between locations in town, and a closing.

The message includes a few of the task’s components using memorized and familiar words and phrases.

The message is understood only with great effort.

Interculturality Minimally demonstrates understanding of shopping habits in the francophone world.

The message includes some of the task’s components using familiar words and phrases, and attempts a few simple sentences.

The message is somewhat understood despite frequent errors.

Interculturality Somewhat demonstrates understanding of shopping habits in the francophone world.

The message includes most of the task’s components using familiar words and phrases, and some simple sentences.

The message is often understood despite errors.

Interculturality Adequately demonstrates understanding of shopping habits in the francophone world.

The message includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The message is usually understood despite errors.

Interculturality Appropriately demonstrates understanding of shopping habits in the francophone world.

DOMAIN: INTERPERSONAL ASSESSMENT — Interpersonal Speaking Answers questions Student responds to the questions asked about the stores around town. Student responses address the location of stores, what is sold in different stores, and modes of transportation available to get to different locations.

Responds to a few questions in the task using memorized and familiar words and phrases.

Student is understood only with great effort.

Responds to some of the questions in the task using familiar and memorized words, phrases, and questions, and attempts simple sentences.

Student is somewhat understood despite frequent errors.

Responds to most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is often understood despite errors.

Responds appropriately to all or almost all of the questions using a variety of vocabulary in a series of simple and original sentences with some detail.

Student is usually understood despite some errors.

EntreCultures® 1 A23 EntreCultures® 1 A23

AP®/IB Correlation Guides | Appendix C

AP® Correlation Guide AP® Theme

Unité

préliminaire

Unité 1

Unité 2

Unité 3

Unité 4

Unité 5

Unité 6

 

  





Global Challenges (Les défis mondiaux) Economic Issues (L’économie) Environmental Issues (L’environnement)

 

Health Issues (La santé) Diversity Issues (La tolérance) Human Rights (Les droits de l’être humain)



Nutrition and Food Safety (L’alimentation) Science and Technology (La science et la technologie) Social Impact of Technology (La technologie et ses effets sur la société) Discoveries and Inventions (Les découvertes et les inventions)









Ethical Questions (Les choix moraux)



Intellectual Property (La propriété intellectuelle) Current Research Topics (La recherche et ses nouvelle frontières) Future Technologies (L’avenir de la technologie)



Contemporary Life (La vie contemporaine) Professions (Le monde du travail) Travel (Les voyages)

  

  

Advertising and Marketing (La publicité et le marketing)









 

Leisure and Sports (Les loisirs et le sport)

Housing and Shelter (Le logement) Holidays and Celebrations (Les fêtes)

A24

EntreCultures® 1



  

  

  



AP®/IB Correlation Guides | Appendix C

AP® Theme

Unité

préliminaire

Unité 1

Unité 2

Unité 3

Unité 4

Unité 5

Unité 6







Personal and Public Identities (La quête de soi) Alienation and Assimilation (L’aliénation et l’assimilation) Language and Identity (L’identité linguistique)







Nationalism and Patriotism (Le nationalisme et le patriotisme) Multiculturalism (Le pluriculturalisme)

 

Beliefs and Values (Les croyances et les systèmes de valeurs)













Gender and Sexuality (La sexualité)





Families and Communities (La famille et la communauté) Childhood and Adolescence (L’enfance et l’adolescence) Friendship and Love (L’amitié et l’amour) Age and Class (Les rapports sociaux) Customs and Ceremonies (Les coutumes)

 

 

  



 







Citizenship (La citoyenneté) Family Structures (La famille)



Beauty and Aesthetics (L’esthétique) Ideals of Beauty (Le beau) Contributions to World Artistic Heritage (Le patrimoine)





Literature (Les arts littéraires)



Visual Arts (Les arts visuels) Architecture (L’architecture) Performing Arts (Les arts du spectacle)

  



EntreCultures® 1

A25

AP®/IB Correlation Guides | Appendix C

IB Correlation Guide IB Theme

Unité

préliminaire

1. Identities (Identités) Lifestyles (Styles de vie)

Unité Unité Unité Unité Unité Unité 1 2 3 4 5 6

 



    

 

Health and Well-Being (Santé et bien-être) Beliefs and Values (Convictions et valeurs) Subcultures (Sous-cultures) Language and Identity (Langue et identité)



2. Experiences (Expériences) Leisure Activities (Activités de loisir)

  

  

   

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 

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Holidays and Travel (Vacances et voyages) Life Stories (Récits de vie) Rites of Passage (Rites de passage) Customs and Traditions (Coutumes et traditions) Migration (Migration) 3. Human Ingenuity (Ingéniosité humaine)

 

Entertainment (Divertissements)



Artistic Expressions (Expressions artistiques)



Communication and Media (Communication et médias)



Technology (Technologie)





Scientific Innovation (Innovation scientifique) 4. Social Organization (Organisation sociale)

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Social Relationships (Relations sociales) Community (Communauté)

 



  

  

Social Engagement (Engagement social) Education (Éducation)



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The Working World (Monde du travail) Law and Order (Ordre public) 5. Sharing the Planet (Partage de la planète)



The Environment (Environnement)

 

 

Human Rights (Droits de l’homme) Peace and Conflicts (Paix et conflits) Equality (Égalité)



Globalization (Mondialisation) Ethics (Éthique)



Urban and Rural Environment (Environnements urbains et ruraux)



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Grammar and Learning Strategies Index | Appendix D Unit Section

Activities

(v = There is a video online)

Unité préliminaire Détail grammatical : Quelle est la date ?

29.1, 29.2, 30.3

Learning Strategies v

Stratégies : Using What You Know

Unité 1 Détail grammatical : Le genre des noms Communiquons 1 Learning Strategies v Découvrons : Expressing Who I Am: The Verb être Qui suis-je ? v Détail grammatical : Le verbe être Communiquons 2 Découvrons : Expressing Preferences: The Expressions j’aime and je n’aime pas Qu’est-ce que j’aime ? v Détail grammatical : Les questions avec est-ce que Communiquons 3 Détail grammatical : L’ordre des mots dans les questions Découvrons : Asking and Answering Questions: Forming Informal Questions Structure en avant : Questions et réponses 1re partie v Structure en avant : Questions et réponses 2e partie v Détail grammatical : L’expression est-ce que

6.2, 7, 8, 11, 14 Stratégies : Understanding Spoken French 10, 11, 13, J’avance, J’y arrive, Workbook Activities

10, 11, 13, J’avance, J’y arrive 21, 22, 23, 24, 26, J’avance, J’y arrive, Workbook Activities

22.2, 23.2, J’avance 29, 30, 31 34, 35, 36, J’avance, J’y arrive, Workbook Activities

37.1, J’avance

Unité 2 Communiquons Rappel : La possession avec de Découvrons : Identifying People and Things: Indefinite Articles and the Expression il y a Les articles indéfinis v Structure en avant : Les articles définis v Communiquons 2 Learning Strategies v Détail grammatical : Les articles définis Découvrons : Telling Time: L’heure Quelle heure est-il ? v Détail grammatical : À quelle heure ?

Détail grammatical : Le système horaire sur 12 heures

11, 12 13, 14, 15, J’avance, J’y arrive, Workbook Activities

Stratégies : Recognizing Cognates 20.3, 22 24, 25, J’avance, J’y arrive, Workbook Activities 25.2, 26, 27, 28, Workbook Activities 29, Workbook Activities

EntreCultures® 1

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Grammar and Learning Strategies Index | Appendix D Unit Section (v = There is a video online)

Communiquons 3 Détail grammatical : L’infinitif Découvrons : Expressing Daily School Activities: Using -er Verbs Les activités à l’école v Détail grammatical : Les pronoms sujets et les verbes en -er

Activities 33, 35, J’avance, J’y arrive, Workbook Activities 39, 40, 41, 42, 43, 44, J’avance, J’y arrive, Workbook Activities 40, 41, 42, 43, 44, J’avance, J’y arrive, Workbook Activities

Unité 3 Communiquons 1 Découvrons : Indicating Family Relationships: Possessive Adjectives Structure en avant : Indicating Family Relationships v Détail grammatical : Le verbe avoir Détail grammatical : C’est ou il/elle est Communiquons 2 Learning Strategies v Découvrons : Describing Family Members: Adjective Agreement Les adjectifs v Rappel : Le verbe être Détail grammatical : Où placer les adjectifs ?

Communiquons 3 Découvrons : Asking Informational Questions: Interrogative Words Structure en avant : Asking Informal Questions v Rappel : Les mots interrogatifs Détail grammatical : Le mot combien

12, 13, 14, 16, J’avance, J’y arrive, Workbook Activities, Workbook Activities 12 15, 16, J’avance, J’y arrive, Workbook Activities) 16 Stratégies : Using What You Know 25, 26, 27, 28, 29, J’avance, J’y arrive, Workbook Activities 25 26, 27, 28, J’avance, J’y arrive 29, J’avance, J’y arrive, Workbook Activities 37, 38, 39, 40, J’avance, J’y arrive, Workbook Activities 37 38, 39, 40, J’avance, J’y arrive, Workbook Activities 38.2

Unité 4 Communiquons 1 Learning Strategies v Découvrons : Expressing Quantities of Food: Partitive Articles Le partitif v Détail grammatical : Les expressions avec avoir Communiquons 2 Découvrons : Expressing What You Eat and Drink: Manger, choisir, boire, and -ir Verbs v Les verbes prendre, boire et manger v Détail grammatical : Les verbes irréguliers Communiquons 3 Learning Strategies v Découvrons : Negating: Negation with ne... pas, ne... plus, and ne... jamais La forme négative v Détail grammatical : Au négatif

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Stratégies : Expanding Vocabulary 11, 12, 13, 14, 15, J’avance, J’y arrive, Workbook Activities 11 12.1, 12.2,13, J’avance, J’y arrive, Workbook Activities 28, 29, 30, 31, J’avance, J’y arrive, Workbook Activities 28 30, 31, J’avance, J’y arrive, Workbook Activities Stratégies : Including Details in Responses 42, 43, 44, 45, 46, J’avance, J’y arrive, Workbook Activities 42 42, 43, 44, 45, 46, J’avance, J’y arrive, Workbook Activities

Grammar and Learning Strategies Index | Appendix D Unit Section (v = There is a video online)

Activities

Unité 5 Communiquons 1 Détail grammatical : Le verbe faire Learning Strategies Découvrons : Expressing Where to Go for Leisure Activities: The Verb Aller Détail grammatical : Le verbe aller + à Communiquons 2 Découvrons : Expressing Upcoming Plans: Futur proche with aller + infinitive Le futur proche et les endroits v Détail grammatical : Le futur proche à la forme négative Communiquons 3 Learning Strategies v Découvrons : Requesting Information: Questions With quel Les questions avec quel et qu’est-ce que v Structure en avant : Formal and Informal Questions v

3, 4, 5, 6, 14 Stratégies : Expanding Vocabulary v 11, 12, 13, 15, J’avance, J’y arrive, Workbook Activities 11, 12, 13, 15, Workbook Activities 25, 26, 27, J’avance, J’y arrive, Workbook Activities 27, J’avance, J’y arrive, Workbook Activities

Stratégies : Including Details in Responses 39, 40, 41, 42, 43, J’avance, J’y arrive, Workbook Activities

Unité 6 Communiquons 1 Découvrons : Expressing What I Want to, Must, and Can Do: The Verbs vouloir, devoir, and pouvoir v Learning Strategies v Communiquons 2 Détail grammatical : Le verbe vendre Découvrons : Describing What People Buy and Where: The Verb acheter Structure en avant : Describing What People Buy v Communiquons 3 Détail grammatical : La préposition de avec l’article défini Découvrons : Expressing Activities in Town: -re Verbs Les activités en ville v Détail grammatical : Les verbes en -re

11, 12, 13, 14, 15, 16, J’avance, J’y arrive, Workbook Activities Stratégies : Understanding and Being Understood Part 1, Part 2 18 25, 26, 27, 28, J’avance, J’y arrive, Workbook Activities

31, 32, 33 40, 41, 42, 43, J’avance, J’y arrive, Workbook Activities

41, 42, 43, J’avance, Workbook Activities

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Glossary | Classroom and Activity Instructions

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Glossary || Classroom Classroom and and Activity Activity Instructions Instructions Glossary

Expressions pour la salle de classe asseyez-vous écoutez fermez vos livres il vous faut… levez la main levez-vous ouvrez vos livres parlez avec votre partenaire parlez français regardez-moi répétez retournez à vos places

Expressions de politesse

sit down listen close your books you need… raise your hand stand up open your books talk to your partner speak French look at me repeat return to your places

bless you (after a sneeze) excuse me you’re welcome thank you pardon please

à vos souhaits excusez-moi de rien merci pardon s’il vous plaît

Descriptions d’emplacement : Où est le cercle ?

sur

sous

dans

devant

derrière

à côté de

à droite de

à gauche de

loin de

près de

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Glossary Glossary || Classroom Classroom and and Activity Activity Instructions Instructions Expressions pour la salle de classe cherchez choisissez classez comparez complétez créez décrivez demandez discutez échangez écoutez enregistrez étudiez expliquez identifiez indiquez lisez mettez organisez parlez participez pensez préparez présentez regardez répondez résumez tchattez trouvez utilisez un(e) autre élève de classe un exemple une image un(e) partenaire une phrase une question une réponse un rôle un tableau

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look for choose sort, rank compare complete create describe ask discuss exchange listen record study explain identify indicate read put organize talk, speak participate think prepare present watch respond, answer summarize chat (online) find use classmate example image partner sentence question answer role table, chart

Glossary | French-English Glossary | French–English LEGEND inv. - invariable f. - feminine f. pl. - feminine plural m. - masculine m. pl. - masculine plural À bientôt ! See you soon! (0) à côté de next to (6) à droite (de) to the right (of) (6) à gauche (de) to the left (of) (6) actif, active active (3) âgé(e) old (3) agenda (m .) scolaire school planner (2) aider to help (2) aller to go (1) aller à un festival de … to go to a … festival (5) aller au café to go to a café (1) aller au cinéma to go to the movie theatre (1) aller au concert to go to the concert (5) aller sur internet to go on the internet, online (1) ambitieux, ambitieuse ambitious (3) américain(e) American (1) août August (0) l’ appartement (m .) apartment (3) l’ artiste (m . or f .) artist (1) Asseyez-vous ! Sit down! (0) l’ athlète (m . or f .) athlete (1) Au revoir ! Good-bye! (0) l’ automne (m .) fall, autumn (5) avoir faim, j’ai faim to be hungry, I’m hungry (4) avoir soif, j’ai soif to be thirsty, I’m thirsty (4) avril April (0) le balcon balcony (3) bavarder to chat (in person) (5) beau, belle beautiful, handsome (3) bilingue bilingual (1)

blond(e) blond (3) la boisson beverage (4) bonjour hello (0) les bottes (f . pl .) boots (5) la boucherie butcher shop (6) la boulangerie bakery (6) brun(e) brunette (3) C’est le + (numéro) + (mois) It’s (month) + (number) (0) C’est quand ton anniversaire ? When is your birthday? (0) Ça va bien. I’m fine. (0) Ça va très bien, merci. I’m very well, thanks . (0) le cadeau gift (6) le café coffee (4) le cahier notebook (2) la calculatrice calculator (2) la campagne countryside (3) canadien, canadienne Canadian (1) la cantine cafeteria (2) la carte postale postcard (6) cent one hundred (3) la chambre à coucher bedroom (3) le chanteur, la chanteuse singer (1) le chapeau hat (5) la charcuterie deli (6) le chat cat (3) les chaussures (f . pl .) shoes (5) la chemise shirt (5) le chemisier blouse (5) le chien dog (3) le chocolat chaud hot chocolate (4) cinq five (0) cinquante fifty (2) les ciseaux (m . pl .) scissors (2) les classeur binder (2) les collège middle school (2) la commande order (6) commander to order (6) comment how (1) Comment allez-vous ? How are you? (formal) (0) G3 EntreCultures 1 G3

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Glossary | French-English Glossary | French–English Comment ça va ? How are you? (informal) (0) Comment t’appelles-tu ? What’s your name? (0) la cour courtyard (2) courageux, courageuse courageous (3) le cours class, course (2) le cousin, la cousine cousin (3) le crayon pencil (2) créatif, créative creative (3) la crème solaire sunscreen (6) la crèmerie dairy, creamery (6) la crêpe (beurre-sucre) crepe (with butter and sugar) (4) le croissant croissant (4) le croque-monsieur ham-and-cheese melt (4) la cuisine kitchen (3) cuisiner to cook (4) D’où viens-tu ? Where are you from? (0) dans in (6) danser to dance (1) décembre December (0) déguster to savor (food) (4) déjeuner to have lunch (2) le déjeuner lunch (2) derrière behind (6) le dessert dessert (4) dessiner to draw (1) deux two (0) deux cents two hundred (4) devant in front of, before (6) le dictionnaire dictionary (2) difficile difficult (2) dimanche Sunday (0) dîner dinner (4) discuter (de) to discuss, talk (about) (2) dix ten (0) dix-huit eighteen (0) dix-neuf nineteen (0) dix-sept seventeen (0) douze twelve (0) l’ eau (f .) water (4)

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l’ écharpe (f .) scarf (5) l’ école school (2) écouter de la musique to listen to music (1) les écouteurs (m . pl .) earbuds (6) Écoutez ! Listen! (0) l’ éducation (f .) physique et sportive (EPS) gym class (2) l’ élève student (1) en face (de) opposite, across (from) (6) l’ enfant (m . or f .) child (3) l’ enseignement (m .) moral et civique (EMC) civic education (2) enseigner to teach (2) envoyer des e-mails to send emails (5) envoyer des textos to send text messages (5) l’ épicerie (f .) small grocery store (for produce) (6) l’ époux (m .), épouse (f .) spouse (3) l’ espagnol (m .) Spanish (2) Et toi ? And you? (0) l’ été (m .) summer (5) être allergique (à) to be allergic (to) (4) être au régime to be on a diet (4) être en bonne santé to be in good health (4) être gourmand(e) to enjoy eating (4) étudier to study (1) facile easy (2) faire attention to pay attention (2) faire de l’athlétisme to participate in track and field (5) faire de l’équitation to go horseback riding (5) faire de la gymnastique to do gymnastics (5) faire de la natation to swim (5) faire de la randonnée to hike (5) faire des devoirs to do homework (2) faire du karaté to do karate (5) faire du shopping to go shopping (5) faire du ski to ski (5) faire du sport to play/do a sport (1)

Glossary Glossary | French-English | French–English faire du vélo to go bike riding (5) fascinant(e) fascinating (2) le fast-food fast food restaurant (6) Fermez vos livres ! Close your books! (0) la feuille de papier sheet of paper (2) février February (0) la fille daughter (3) le fils son (3) français French (2) français(e) French (1) le frère brother (3) les frites (f . pl .) French fries (4) le fromage cheese (4) le fruit fruit (4) le garage garage (3) gaspiller to waste (4) les gâteau cake (4) généreux, généreuse generous (3) gentil, gentille nice, kind (3) la glace ice cream (4) la grand-mère grandmother (3) le grand-père grandfather (3) grand(e) tall (3) les grands-parents (m . pl .) grandparents (3) gratuit(e) free (6) gros, grosse fat, big (3) le gymnase gym (2) les haricots (m . pl .) beans (4) l’ histoire-géographie (f .) social studies (2) l’ hiver (m .) winter (5) huit eight (0) Il fait chaud. It is hot (outside) . (5) Il fait frais. It is cool (outside) . (5) Il fait froid. It is cold (outside) . (5) Il neige. It is snowing . (5) Il pleut. It is raining . (5) Il vous faut… You need … (0) Il y a du soleil. It is sunny . (5) l’ immeuble (m .) apartment building (3) l’ informatique (f .) information technology (IT) (2) intelligent(e) smart, intelligent (3)

janvier January (0) le jardin garden (3) Je m’appelle… My name is … (0) Je viens de… I’m from … (0) jeudi Thursday (0) jeune (m . or f .) young (3) jouer to play (1) jouer à des jeux (m . pl .) de société to play board games (5) jouer à des jeux (m . pl .) vidéo to play video games (5) jouer aux cartes (f . pl .) to play cards (5) jouer aux échecs (m . pl .) to play chess (5) jouer d’un instrument to play an instrument (5) jouer de la batterie to play the drums (5) jouer de la guitare to play the guitar (5) jouer de la musique to play music (1) jouer du piano to play the piano (5) jouer du violon to play the violin (5) le journal newspaper (6) juillet July (0) juin June (0) la jupe skirt (5) le jus d’orange orange juice (4) le jus de pomme apple juice (4) le kiosque à journaux newsstand (6) le lait milk (4) les langues (f . pl .) vivantes world languages (2) la leçon (de musique) (music) lesson (5) les légumes (m . pl .) vegetables (4) la lettre letter (6) Levez la main ! Raise your hand! (0) Levez-vous ! Stand up! (0) la librairie bookstore (6) lire to read (1) la livraison delivery (6) le livre book (2) loin (de) far (from) (6) lundi Monday (0) les lunettes (f . pl .) de soleil sunglasses (5) les lycée high school (2) EntreCultures® 1 EntreCultures® 1

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Glossary | French-English Glossary | French–English les magasin de technologie technology store (6) les magasin de vêtements clothing store (6) le magazine magazine (6) mai May (0) le maillot de bain bathing suit (5) la maison house (3) manger to eat (1) le manteau coat (5) mardi Tuesday (0) mars March (0) les mathématiques (maths) (f . pl .) mathematics (math) (2) la matière school subject (2) méchant(e) mean (3) la médiathèque media center (2) le médicament medicine (6) mercredi Wednesday (0) la mère mother (3) mignon, mignonne cute (3) mille one thousand (4) mince (m . or f .) thin (3) Mon anniversaire est le… My birthday is the … (0) la montagne mountain(s) (5) le musicien, la musicienne musician (1) neuf nine (0) le neveu nephew (3) la nièce niece (3) novembre November (0) octobre October (0) l’ œuf (m .) egg (4) l’ omelette (f .) omelette (4) l’ oncle (m .) uncle (3) onze eleven (0) l’ ordinateur (m .) computer (2) où (d’où) where (from where) (1) Ouvrez vos livres ! Open your books! (0) le paiement payment (6) le pain bread (4) le pantalon pants (5) parce que because (1) les parents (m . pl .) parents (3) G6

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parler to talk (2) Parlez avec votre partenaire ! Speak with your partner! (0) Parlez français ! Speak French! (0) partager to share (4) passer du temps avec des amis to spend time with friends (1) les pâtes (f . pl .) pasta (4) patient(e) patient (3) la pâtisserie pastry shop, bakery (6) le père father (3) le petit déjeuner breakfast (4) le petit-fils grandson (3) petit(e) small, short (3) la petite-fille granddaughter (3) la pharmacie pharmacy (6) la physique-chimie physics and chemistry (2) la piscine pool (5) le poisson fish (4) les pommes (f . pl .) de terre potatoes (4) le porc pork (4) le portable cell phone (2) porter to wear (5) la poste post office (6) le poulet rôti roast chicken (4) pourquoi why (1) le premier the first (0) près (de) close (to), near (6) le printemps spring (5) le prof, la prof teacher (2) le pull sweater (5) qu’est-ce que what (1) quand when (1) quarante forty (2) quatorze fourteen (0) quatre four (0) quatre-vingt-dix ninety (3) quatre-vingts eighty (3) que what (3) québécois(e) from Quebec (1) quel(le)(s) which, what (1) Quelle est la date ? What is the date? (0)

Glossary Glossary | French-English | French–English qui who (1) la quiche quiche (4) quinze fifteen (0) le rayon section (6) le rayon fromagerie cheese section (6) le rayon surgelés frozen foods section (6) la récréation (récré) recess (2) recycler to recycle (4) regarder des vidéos to watch videos (1) Regardez-moi ! Look at me! (0) rendre visite à to visit (a person) (5) le repas meal (4) Répétez ! Repeat! (0) Retournez à vos places ! Go back to your seats! (0) le riz rice (4) roux, rousse red-haired (3) le sac à dos backpack (2) la salade salad (4) la salle à manger dining room (3) la salle de bains bathroom (3) la salle de classe classroom (2) le salon living room (3) salut hi, bye (0) samedi Saturday (0) le sandwich jambon-fromage ham-andcheese sandwich (4) les sciences (f . pl .) de la vie et de la terre (SVT) life and earth science (2) seize sixteen (0) sept seven (0) septembre September (0) sérieux, sérieuse serious (1) le shopping en ligne online shopping (6) six six (0) le soda soda (4) la sœur sister (3) soixante sixty (2) soixante-dix seventy (3) les soldes (f . pl .) sales (6)

la soupe soup (4) sous under (6) sportif, sportive athletic (1) le stade stadium (5) le steak-frites steak and fries (4) strict(e) strict, firm (3) le stylo pen (2) la supérette convenience store (6) sur on (6) la tablette tablet (2) la tante aunt (3) le terrain field (5) le thé tea (4) le timbre postage stamp (6) les toilettes (f . pl .) restroom (3) travailler to work (2) treize thirteen (0) trente thirty (0) trois three (0) trois cents three hundred (4) la trousse pencil case (2) un one (0) utiliser to use (2) le vendeur, la vendeuse sales associate (6) vendredi Friday (0) la viande meat (4) la ville city (3) vingt twenty (0) vingt et un twenty-one (0) vingt-cinq twenty-five (0) vingt-deux twenty-two (0) vingt-huit twenty-eight (0) vingt-neuf twenty-nine (0) vingt-quatre twenty-four (0) vingt-sept twenty-seven (0) vingt-six twenty-six (0) vingt-trois twenty-three (0) voyager to travel (5)

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Glossary | French-English Glossary | French–English

Expressions utiles French-English à moto by motorcycle (6) à pied on foot (6) À plus ! See you ! (0) à scooter by moped (6) à vélo by bike (6) l’ abricot (m .) apricot (4) l’ acteur (m .), l’actrice actor (1) aider l’environnement to help the environment (4) aîné(e) older, oldest (3) l’ algèbre (f .) algebra (2) allemand(e) German (1) amusant fun (2) amusant(e) funny (3) anglais(e) English (1) après after (5) arabe Arab (1) l’ arrêt (m .) de bus bus stop (6) les arts (m . pl .) visuels visual/plastic arts (2) au resto at the restaurant (4) avec with (4) l’ avocat (m .) avocado (4) la banane banana (4) la banque bank (6) bavard(e) talkative (3) beau-(père), belle-(mère) (father/mother)in-law (3) le bébé baby (3) le bénévole (m . or f .) volunteer (1) la bijouterie jewelry store (6) la biologie biology (2) blanc, blanche white (5) bleu(e) blue (5) le blogueur, la blogueuse blogger (1) Bon appétit ! Enjoy your meal! (4) la boutique boutique (6) les brocolis (m . pl .) broccoli (4) la buanderie laundry, utility room (3) le bureau desk, office (2) le bureau desk (3) C’est bon marché. It’s inexpensive . (6)

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C’est cher. It’s expensive . (6) C’est génial ! That’s awesome! (3) C’est pas cher. It’s not expensive . (6) C’est trop cher. It’s too expensive . (6) Ça coûte… It costs… (6) Ça va ? How are you? How is it going? (0) le canapé couch, sofa (3) la carotte carrot (4) célibataire single (3) le centre commercial mall (6) la chaise chair (2, 3) chanter to sing (1) chinois(e) Chinese (1) Ciao ! Bye! (0) le collège middle school (0) Combien ça coûte ? How much does that cost? (6) Combien coûte le/la… ? How much does the … cost? (6) comme as, for (4) la commode dresser (3) le concombre cucumber (4) coréen, coréenne Korean (1) le créateur de mode, la créatrice de mode fashion designer (1) le créole Creole (1) le cycliste (m . or f .) cyclist (1) d’abord first (5) D’accord ! OK! (3) dans la rue in the street (6) le danseur, la danseuse dancer (1) délicieux, délicieuse delicious (4) demi-(frère/sœur) half-(brother/sister) (3) discuter to discuss (1) le distributeur automatique ATM (6) divorcé(e) divorced (3) dormir to sleep (1) écrire to write (1) en avion by plane (6) en bateau by boat (6) en bus by bus (6)

Glossary | French-English Glossary | French–English en service de covoiturage by car-sharing service (6) en taxi by taxi (6) en voiture by car (6) Enchanté(e). Nice to meet you . (0) énergique energetic (3) ensuite then, afterwards (5) épicé(e) spicy (4) l’ espagnol (m .) Spanish (1) essayer de faire un effort to try to make an effort (4) faire de la moto to ride a motorbike, scooter (5) faire du cyclisme to cycle (5) faire du skate to skateboard (5) faire la cuisine to cook (5) faire un voyage to take a trip (5) faire une promenade to take a walk (5) fatigant tiring (2) la femme wife (3) le feutre marker (2) la figue fig (4) finalement finally (5) le gaspillage alimentaire food waste (4) génial awesome (2) grignoter to snack (4) habiter to live (1) Il fait beau. It’s beautiful outside . (5) Il fait bon. It’s nice outside . (5) Il fait mauvais. It’s bad oustide . (5) Il y a des nuages. It’s cloudy . (5) Il y a du vent. It’s windy . (5) Il y a… There is/are … (2) il/elle se trouve it is located (6) indien, indienne Indian (1) inspirant inspiring (2) intéressant interesting (2) J’ai beaucoup de/d’… I have a lot of … (2) J’ai besoin de/d’… I need … (2) japonais(e) Japanese (1) jaune yellow (5) je me déplace I get from place to place (6)

je me promène I go for a walk, I walk around (6) Je n’ai pas beaucoup de/d’… I don’t have a lot of … (2) Je n’ai pas besoin de/d’… I don’t need … (2) Je ne sais pas. I don’t know . (3) Je prends… I’m having … (4) Je sais. I know . (3) Je voudrais… I would like … (4) jeter to throw (4) jouer aux jeux vidéo to play video games (1) la langue des signes sign language (1) le latin latin (2) Le cours commence à… The class starts at … (2) Le cours se termine à… The class ends at … (2) leger, légère light (4) le lien a link (5) le lit bed (3) la littérature litterature (2) la mangue mango (4) le mari husband (3) marié(e) married (3) le melon melon (4) mexicain(e) Mexican (1) la musique music (2) noir(e) black (5) l’ oignon (m .) onion (4) l’ olive (f .) olive (4) orange orange (5) l’ orchestre (m .) orchestra (2) parce que because (2) paresseux, paresseuse lazy (3) participer à des activités extrascolaires to participate in extracurricular activities (2) participer aux clubs to participate in clubs (2) Pas mal. Not bad . (0) Pas très bien. Not very well . (0) Pas trop mal. Not too bad . (0) G9 EntreCultures 1 G9

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Glossary | French-English Glossary | French–English passer to pass by (6) passer un examen to take a test (2) la pêche peach (4) peindre to paint (1) le peintre (m . or f .) painter (1) pendant during (2) le photographe (m . or f .) photographer (1) le placard closet (3) le plastique plastic (4) le portugais Portuguese (1) le prof, la prof (male, female) teacher (informal) (0) le professeur, la professeure (male, female) teacher (formal) (0) la psychologie psychology (2) publier to post (5) puis then (5) le réseau social social (media) network (5) responsable responsible (4) rester to stay (4) riche rich (4) rose rose (5) rouge red (5) salé(e) salty (4) le salon de coiffure hair salon (6)

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sans without (4) les sciences (f . pl .) sociales social studies (2) le scientifique (m . or f .) scientist (1) le site web a website (5) sociable sociable (3) le sport sports (2) sucré(e) sweet (4) la table table (3) le tableau whiteboard, chalkboard (2) le taille-cryon pencil sharpener (2) tchatter to chat (online) (5) télécharger to download, to upload (5) timide shy (3) la tomate tomato (4) travailler to work (1) travailler au bureau to work in the office (2) traverser to cross (6) Très bien Very well . (0) Vachement cool ! Really cool! (3) vert(e) green (5) le vietnamien Vietnamese (1) Vous prenez…? Are you having …? (4) voyager to travel (1) (music) lesson la leçon (de musique) (5)

Glossary | English-French Glossary | English–French LEGEND inv. - invariable f. - feminine f. pl. - feminine plural m. - masculine m. pl. - masculine plural active actif, active (3) ambitious ambitieux, ambitieuse (3) American américain(e) (1) And you? Et toi ? (0) apartment l’appartement (m .) (3) apartment building l’immeuble (m .) (3) apple juice le jus de pomme (4) April avril (0) artist l’artiste (m . or f .) (1) athlete l’athlète (m . or f .) (1) athletic sportif, sportive (1) August août (0) aunt la tante (3) backpack le sac à dos (2) bakery la boulangerie (6) balcony le balcon (3) bathing suit le maillot de bain (5) bathroom la salle de bains (3) to be allergic (to) être allergique (à) (4) to be hungry, I’m hungry avoir faim, j’ai faim (4) to be in good health être en bonne santé (4) to be on a diet être au régime (4) to be thirsty, I’m thirsty avoir soif, j’ai soif (4) beans les haricots (m . pl .) (4) beautiful, handsome beau, belle (3) because parce que (1) bedroom la chambre à coucher (3) behind derrière (6) beverage la boisson (4) bilingual bilingue (1) binder le classeur (2) blond blond(e) (3) blouse le chemisier (5)

book le livre (2) bookstore la librairie (6) boots les bottes (f . pl .) (5) bread le pain (4) breakfast le petit déjeuner (4) brother le frère (3) brunette brun(e) (3) butcher shop la boucherie (6) bye salut (0) cafeteria la cantine (2) cake les gâteau (4) calculator la calculatrice (2) Canadian canadien, canadienne (1) cat le chat (3) cell phone le portable (2) to chat (in person) bavarder (5) cheese le fromage (4) cheese section le rayon fromagerie (6) child l’enfant (m . or f .) (3) city la ville (3) civic education l’enseignement (m .) moral et civique (EMC) (2) class, course le cours (2) classroom la salle de classe (2) close (to), near près (de) (6) Close your books! Fermez vos livres ! (0) clothing store le magasin de vêtements (6) coat le manteau (5) coffee le café (4) computer l’ordinateur (m .) (2) convenience store la supérette (6) to cook cuisiner (4) countryside la campagne (3) courageous courageux, courageuse (3) courtyard la cour (2) cousin le cousin, la cousine (3) creative créatif, créative (3) crepe (with butter and sugar) la crêpe (beurre-sucre) (4) croissant le croissant (4) cute mignon, mignonne (3) dairy, creamery la crèmerie (6) G11 EntreCultures 1 G11

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Glossary | English-French Glossary | English–French to dance danser (1) daughter la fille (3) December décembre (0) deli la charcuterie (6) delivery la livraison (6) dessert le dessert (4) dictionary le dictionnaire (2) difficult difficile (2) dining room la salle à manger (3) dinner dîner (4) to discuss, talk (about) discuter (de) (2) to do gymnastics faire de la gymnastique (5) to do homework faire des devoirs (2) to do karate faire du karaté (5) dog le chien (3) to draw dessiner (1) earbuds les écouteurs (m . pl .) (6) easy facile (2) to eat manger (1) egg l’œuf (m .) (4) eight huit (0) eighteen dix-huit (0) eighty quatre-vingts (3) eleven onze (0) to enjoy eating être gourmand, gourmande (4) fall, autumn l’automne (m .) (5) far (from) loin (de) (6) fascinating fascinant(e) (2) fast food restaurant le fast-food (6) fat, big gros, grosse (3) father le père (3) February février (0) field le terrain (5) fifteen quinze (0) fifty cinquante (2) fish le poisson (4) five cinq (0) forty quarante (2) four quatre (0) fourteen quatorze (0) free gratuit(e) (6) G12

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French le français (2) French français(e) (1) French fries les frites (f . pl .) (4) Friday vendredi (0) from Quebec québécois(e) (1) frozen foods section le rayon surgelés (6) fruit le fruit (4) garage le garage (3) garden le jardin (3) generous généreux, généreuse (3) gift le cadeau (6) to go aller (1) Go back to your seats! Retournez à vos places ! (0) to go bike riding faire du vélo (5) to go horseback riding faire de l’équitation (5) to go on the internet, online aller sur internet (1) to go shopping faire du shopping (5) to go to a … festival aller à un festival de… (5) to go to a café aller au café (1) to go to the concert aller au concert (5) to go to the movie theatre aller au cinéma (1) Good-bye! Au revoir ! (0) granddaughter la petite-fille (3) grandfather le grand-père (3) grandmother la grand-mère (3) grandparents les grands-parents (m . pl .) (3) grandson le petit-fils (3) gym le gymnase (2) gym class l’éducation (f .) physique et sportive (EPS) (2) ham-and-cheese melt le croquemonsieur (4) ham-and-cheese sandwich le sandwich jambon-fromage (4) hat le chapeau (5) to have lunch déjeuner (2) hello bonjour (0) to help aider (2) hi salut (0) high school le lycée (2)

Glossary | English-French Glossary | English–French to hike faire de la randonnée (5) hot chocolate le chocolat chaud (4) house la maison (3) how comment (1) How are you? (formal) Comment allezvous ? (0) How are you? (informal) Comment ça va ? (0) I’m fine. Ça va bien . (0) I’m from… Je viens de … (0) I’m very well, thanks. Ça va très bien, merci . (0) ice cream la glace (4) in dans (6) in front of, before devant (6) information technology (IT) l’informatique (f .) (2) It is cold (outside). Il fait froid . (5) It is cool (outside). Il fait frais . (5) It is hot (outside). Il fait chaud . (5) It is raining. Il pleut . (5) It is snowing. Il neige . (5) It is sunny. Il y a du soleil . (5) It’s (month) + (number) C’est le + (numéro) + (mois) (0) January janvier (0) July juillet (0) June juin (0) kitchen la cuisine (3) letter la lettre (6) life and earth science les sciences (f . pl .) de la vie et de la terre (SVT) (2) to listen to music écouter de la musique (1) Listen! Écoutez ! (0) living room le salon (3) Look at me! Regardez-moi ! (0) lunch le déjeuner (2) magazine le magazine (6) March mars (0) mathematics (math) les mathématiques (maths) (f . pl .) (2) May mai (0) meal le repas (4)

mean méchant(e) (3) meat la viande (4) media center la médiathèque (2) medicine le médicament (6) middle school les collège (2) milk le lait (4) Monday lundi (0) mother la mère (3) mountain(s) la montagne (5) musician le musicien, la musicienne (1) My birthday is the … Mon anniversaire est le… (0) My name is … Je m’appelle… (0) nephew le neveu (3) newspaper le journal (6) newsstand le kiosque à journaux (6) next to à côté de (6) nice, kind gentil, gentille (3) niece la nièce (3) nine neuf (0) nineteen dix-neuf (0) ninety quatre-vingt-dix (3) notebook le cahier (2) November novembre (0) October octobre (0) old âgé(e) (3) omelette l’omelette (f .) (4) on sur (6) one un (0) one hundred cent (3) one thousand mille (4) online shopping le shopping en ligne (6) Open your books! Ouvrez vos livres ! (0) opposite, across (from) en face (de) (6) orange juice le jus d’orange (4) order la commande (6) to order commander (6) pants le pantalon (5) parents les parents (m . pl .) (3) to participate in track and field faire de l’athlétisme (5) pasta les pâtes (f . pl .) (4) G13 EntreCultures 1 G13

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Glossary | English-French Glossary | English–French pastry shop, bakery la pâtisserie (6) patient patient(e) (3) to pay attention faire attention (2) payment le paiement (6) pen le stylo (2) pencil le crayon (2) pencil case la trousse (2) pharmacy la pharmacie (6) physics and chemistry la physiquechimie (2) to play jouer (1) to play an instrument jouer d’un instrument (5) to play board games jouer à des jeux (m . pl .) de société (5) to play cards jouer aux cartes (f . pl .) (5) to play chess jouer aux échecs (m . pl .) (5) to play music jouer de la musique (1) to play the drums jouer de la batterie (5) to play the guitar jouer de la guitare (5) to play the piano jouer du piano (5) to play the violin jouer du violon (5) to play video games jouer à des jeux (m . pl .) vidéo (5) to play/do a sport faire du sport (1) pool la piscine (5) pork le porc (4) post office la poste (6) postage stamp le timbre (6) postcard la carte postale (6) potatoes les pommes (f . pl .) de terre (4) quiche la quiche (4) Raise your hand! Levez la main ! (0) to read lire (1) recess la récréation (récré) (2) to recycle recycler (4) red-haired roux, rousse (3) Repeat! Répétez ! (0) restroom les toilettes (f . pl .) (3) rice le riz (4) roast chicken le poulet rôti (4) salad la salade (4) sales les soldes (f . pl .) (6) G14

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sales associate le vendeur, la vendeuse (6) Saturday samedi (0) to savor (food) déguster (4) scarf l’écharpe (f .) (5) school l’école (2) school planner agenda (m .) scolaire (2) school subject la matière (2) scissors les ciseaux (m . pl .) (2) section le rayon (6) See you soon! À bientôt ! (0) to send emails envoyer des e-mails (5) to send text messages envoyer des textos (5) September septembre (0) serious sérieux, sérieuse (1) seven sept (0) seventeen dix-sept (0) seventy soixante-dix (3) to share partager (4) sheet of paper la feuille de papier (2) shirt la chemise (5) shoes les chaussures (f . pl .) (5) singer le chanteur, la chanteuse (1) sister la sœur (3) Sit down! Asseyez-vous ! (0) six six (0) sixteen seize (0) sixty soixante (2) to ski faire du ski (5) skirt la jupe (5) small grocery store (for produce) l’ épicerie (f .) (6) small, short petit(e) (3) smart, intelligent intelligent(e) (3) social studies l’histoire-géographie (f .) (2) soda le soda (4) son le fils (3) soup la soupe (4) Spanish l’espagnol (m .) (2) Speak French! Parlez français ! (0) Speak with your partner! Parlez avec votre partenaire ! (0) to spend time with friends passer du temps avec des amis (1)

Glossary | English-French Glossary | English–French spouse l’époux (m .), épouse (f .) (3) spring le printemps (5) stadium le stade (5) Stand up! Levez-vous ! (0) steak and fries le steak-frites (4) strict, firm strict(e) (3) student l’élève (1) to study étudier (1) summer l’été (m .) (5) Sunday dimanche (0) sunglasses les lunettes (f . pl .) de soleil (5) sunscreen la crème solaire (6) sweater le pull (5) to swim faire de la natation (5) tablet la tablette (2) to talk parler (2) tall grand(e) (3) tea le thé (4) to teach enseigner (2) teacher le prof, la prof (2) technology store le magasin de technologie (6) ten dix (0) the first le premier (0) thin mince (m . or f .) (3) thirteen treize (0) thirty trente (0) three trois (0) three hundred trois cents (4) Thursday jeudi (0) to the left (of) à gauche (de) (6) to the right (of) à droite (de) (6) to travel voyager (5) Tuesday mardi (0) twelve douze (0) twenty vingt (0) twenty-eight vingt-huit (0) twenty-five vingt-cinq (0)

twenty-four vingt-quatre (0) twenty-nine vingt-neuf (0) twenty-one vingt et un (0) twenty-seven vingt-sept (0) twenty-six vingt-six (0) twenty-three vingt-trois (0) twenty-two vingt-deux (0) two deux (0) two hundred deux cents (4) uncle l’oncle (m .) (3) under sous (6) to use utiliser (2) vegetables les légumes (m . pl .) (4) to visit (a person) rendre visite à (5) to waste gaspiller (4) to watch videos regarder des vidéos (1) water l’eau (f .) (4) to wear porter (5) Wednesday mercredi (0) what qu’est-ce que (1) what que (3) What is the date? Quelle est la date ? (0) What’s your name? Comment t’appellestu ? (0) when quand (1) When is your birthday? C’est quand ton anniversaire ? (0) where (from where) où (d’où) (1) Where are you from? D’où viens-tu ? (0) which, what quel(le)(s) (1) who qui (1) why pourquoi (1) winter l’hiver (m .) (5) to work travailler (2) world languages les langues (f . pl .) vivantes (2) You need … Il vous faut… (0) young jeune (m . or f .) (3)

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Glossary | English-French Glossary | English–French

Expressions utiles English-French actor l’acteur (m .), l’actrice (1) after après (5) algebra l’algèbre (f .) (2) apricot l’abricot (m .) (4) Arab arabe (1) Are you having …? Vous prenez… ? (4) as, for comme (4) at the restaurant au resto (4) ATM le distributeur automatique (6) avocado l’avocat (m .) (4) awesome génial (2) baby le bébé (3) banana la banane (4) bank la banque (6) because parce que (2) bed le lit (3) biology la biologie (2) black noir(e) (5) blogger le blogueur, la blogueuse (1) blue bleu(e) (5) boutique la boutique (6) broccoli les brocolis (m . pl .) (4) bus stop l’arrêt (m .) de bus (6) by bike à vélo (6) by boat en bateau (6) by bus en bus (6) by car en voiture (6) by car-sharing service en service de covoiturage (6) Bye! Ciao ! (0) by moped à scooter (6) by motorcycle à moto (6) by plane en avion (6) by taxi en taxi (6) carrot la carotte (4) chair la chaise (2, 3) Chinese chinois(e) (1) closet le placard (3) couch, sofa le canapé (3) Creole le créole (1) cucumber le concombre (4)

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cyclist le cycliste (m . or f .) (1) dancer le danseur, la danseuse (1) delicious délicieux, délicieuse (4) desk le bureau (3) desk, office le bureau (2) divorced divorcé(e) (3) dresser la commode (3) during pendant (2) energetic énergique (3) English anglais(e) (1) Enjoy your meal! Bon appétit ! (4) fashion designer le créateur de mode, la créatrice de mode (1) (father/mother)-in-law beau-(père), belle(mère) (3) fig la figue (4) finally finalement (5) first d’abord (5) food waste le gaspillage alimentaire (4) fun amusant (2) funny amusant(e) (3) German allemand(e) (1) green vert(e) (5) hair salon le salon de coiffure (6) half-(brother/sister) demi-(frère/soeur) (3) How are you? How is it going? Ça va ? (0) How much does that cost? Combien ça coûte ? (6) How much does the … cost? Combien coûte le/la… ? (6) husband le mari (3) I don’t have a lot of … Je n’ai pas beaucoup de/d’… (2) I don’t know. Je ne sais pas . (3) I don’t need … Je n’ai pas besoin de/d’… (2) I get from place to place je me déplace (6) I go for a walk, I walk around je me promène (6) I have a lot of … J’ai beaucoup de/d’… (2) I know. Je sais . (3) I need … J’ai besoin de/d’… (2) I would like … Je voudrais… (4)

Glossary Glossary | English-French | English–French I’m having … Je prends… (4) in the street dans la rue (6) Indian indien, indienne (1) inspiring inspirant (2) interesting intéressant (2) It costs … Ça coûte… (6) it is located il/elle se trouve (6) It’s bad outside. Il fait mauvais . (5) It’s beautiful outside. Il fait beau . (5) It’s cloudy. Il y a des nuages . (5) It’s expensive. C’est cher . (6) It’s inexpensive. C’est bon marché . (6) It’s nice outside. Il fait bon . (5) It’s not expensive. C’est pas cher . (6) It’s too expensive. C’est trop cher . (6) It’s windy. Il y a du vent . (5) Japanese japonais(e) (1) jewelry store la bijouterie (6) Korean coréen, coréenne (1) latin le latin (2) laundry, utility room la buanderie (3) lazy paresseux, paresseuse (3) light leger, légère (4) link le lien (5) litterature la littérature (2) mall le centre commercial (6) mango la mangue (4) marker le feutre (2) married marié(e) (3) (male, female) teacher (formal) le professeur, la professeure (0) (male, female) teacher (informal) le prof, la prof (0) melon le melon (4) Mexican mexicain(e) (1) middle school le collège (0) music la musique (2) Nice to meet you. Enchanté(e) . (0) Not bad. Pas mal . (0) Not too bad. Pas trop mal . (0) Not very well. Pas très bien . (0) OK! D’accord ! (3)

older, oldest aîné(e) (3) olive l’olive (f .) (4) on foot à pied (6) onion l’oignon (m .) (4) orange orange (5) orchestra l’orchestre (m .) (2) painter le peintre (m . or f .) (1) peach la pêche (4) pencil sharpener le taille-cryon (2) photographer le photographe (m . or f .) (1) plastic le plastique (4) Portuguese le portugais (1) psychology la psychologie (2) Really cool! Vachement cool ! (3) red rouge (5) responsible responsable (4) rich riche (4) rose rose (5) salty salé(e) (4) scientist le scientifique (m . or f .) (1) See you! À plus ! (0) shy timide (3) sign language la langue des signes (1) single célibataire (3) sociable sociable (3) social (media) network le réseau social (5) social studies les sciences (f . pl .) sociales (2) Spanish l’espagnol (m .) (1) spicy épicé(e) (4) sports le sport (2) sweet sucré(e) (4) table la table (3) talkative bavard(e) (3) That’s awesome! C’est génial ! (3) The class ends at … Le cours se termine à… (2) The class starts at … Le cours commence à… (2) then puis (5) then, afterwards ensuite (5) There is/are… Il y a… (2) tiring fatigant (2) EntreCultures® 1 G17 EntreCultures® 1 G17

Glossary | English-French Glossary | English–French to chat (online) tchatter (5) to cook faire la cuisine (5) to cross (the street) traverser (6) to cycle faire du cyclisme (5) to discuss discuter (1) to download, to upload télécharger (5) to help the environment aider l’environnement (4) to live habiter (1) to paint peindre (1) to participate in clubs participer aux clubs (2) to participate in extracurricular activities participer à des activités extrascolaires (2) to pass by passer (6) to play video games jouer aux jeux vidéo (1) to post publier (5) to ride a motorbike, scooter faire de la moto (5) to sing chanter (1) to skateboard faire du skate (5) to sleep dormir (1) to snack grignoter (4) to stay rester (4)

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to take a test passer un examen (2) to take a trip faire un voyage (5) to take a walk faire une promenade (5) to throw jeter (4) to travel voyager (1) to try to make an effort essayer de faire un effort (4) to work travailler (1) to work in the office travailler au bureau (2) to write écrire (1) tomato la tomate (4) Very well. Très bien . (0) Vietnamese le vietnamien (1) visual/plastic arts les arts (m . pl .) visuels (2) volunteer le bénévole (m . or f .) (1) website le site web (5) white blanc, blanche (5) whiteboard, chalkboard le tableau (2) wife la femme (3) with avec (4) without sans (4) yellow jaune (5)

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