ECF1 2e Digital Sampler by Wayside Publishing

EntreCultures SAMPLE

Elizabeth Zwanziger

Brittany Goings

Hélène Schuster

Ed Weiss

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

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.

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Print date:

Hardcover ISBN 978-1-641595-84-1

EntreCultures® Mission and Vision •

Welcome to EntreCultures® 1

Scope and Sequence

World-Readiness Standards for Learning Languages

Approaches to Teaching and Learning

TE5

TE6

TE14

TE15

High-Leverage Teaching Practices TE15

Cultivating Interculturality

EntreCultures® Mission and Vision • Welcome to EntreCultures® 1 ..............ii

TE18

Integrating Interculturality in Teaching and Learning TE19

World-Readiness Standards for Learning Languages ............................iii

Developing and Assessing Interculturality in Teaching and Learning

Heritage Learners

Vocabulary Instruction in Context

Grammar Instruction in Context

TE29

Le monde francophone

TE30

Assessing Language Performance in Context TE32

Rubrics TE33

Unit Organization TE34

Our Digital Learning Experience TE46 Learning Site®

TE47

Using Readers to Support Language Acquisition TE48

TE20

Unit Organization ....................................iv Our Digital Learning Experience ..........xiv Learning Site® .....................................xiv Nualang™ .............................................xv

Staying in the Target Language

Instructional Strategies

Table of Contents ...................................xvi

Program Components and Features

Table of Contents

TE49

TE50

Appendices Table of Contents .............xxii

TE22

TE24

Integrated Differentiated Instruction TE26

Appendices Table of Contents

Acknowledgments

Pays et gouvernements membres de la Francophonie

56 membres

5 associés

32 observateurs

Pays membres

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)

TE57

TE58

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.

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

Scope and Sequence

UNITS

ESSENTIAL QUESTIONS

UNITS QUESTIONS

UNIT GOALS

Unité préliminaire

Bonjour !

Unité 1

Unité

L’identité

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

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?

How do I talk about who I am?

How do I talk who am?

What do my preferences reveal about identity?

What do my preferences reveal about my identity?

What are cultural similarities and differences between me and others in

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

Interpret charts, graphs, and images to learn about diverse francophone places, people, and cultures

Interpret charts, and images to 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

Interact with in French asking and basic questions about months, days of the week, numbers and phone

Explore opportunities to investigate French-speaking resources in my community

Explore opportunities to French-speaking resources my community

Interpret images, video, audio, and print texts in French to understand various aspects of identity

Interpret images, video, print texts French to understand various aspects

Interact to exchange personal information and express preferences

Interact to exchange information preferences

Present basic information about yourself

Present yourself

Investigate, explain, and reﬂect on the role of language in shaping identity in France, Quebec, and your community

Investigate, on the role of language shaping identity Quebec, community

INTERCULTURAL FOCUS

Zoom culture

Pratique culturelle : Les salutations et l’espace vital

Pratique culturelle : Téléphoner en France

Zoom culture culturelle : Les salutations et l’espace culturelle : Téléphoner en France

Produit et pratique culturels : Un grand festival

Pratique culturelle : Les années

Produit et pratique culturels : Un grand festival culturelle : Les

La France et le Québec

France et Québec

Zoom culture

Pratique culturelle : Justin Trudeau, un Canadien à plusieurs identités

Pratique culturelle : Le handball

Pratique culturelle : L’identité linguistique du Québec

Pratique culturelle : Justin Trudeau, un Canadien à plusieurs culturelle : Le culturelle : L’identité du Québec

Unité

Unité 2

À l’école

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

How cultures to or different my own?

How do class schedules reﬂect the customs of a community?

How do class schedules reﬂect the customs a

What habits help me to succeed in school?

What to succeed in school?

Unité 3

La vie en famille

What makes a family?

What interests family members have?

What attributes and interests can family members have?

How does a home reﬂect cultural values?

Interpret images, videos, and schedules to learn about school life in a francophone country

Interpret images, videos, and schedules to school life in a francophone country

L’Algérie

Zoom culture

Exchange compare people, activities,

Exchange and compare information about school, people, activities, and schedules

Present information about my school activities and preferences

Present information about activities and preferences

Investigate and interact with others about attitudes towards school in francophone cultures

Investigate with others attitudes towards school

Interpret charts, graphs, images, and videos to learn about family life and the French-speaking world

Interpret charts, graphs, images, and videos to learn about family life and activities in the French-speaking world

Interact with in French home and family life

Interact with others in French by exchanging information about home and family life

Present information about home, or to you

Present information about what home, family, or friends mean to you

Investigate in francophone communities and your own

Investigate and compare family structures in francophone communities and your own

Pratique culturelle : Le système scolaire algérien

Pratique culturelle : La récré

Pratique culturelle : La technologie à l’école

Zoom culture culturelle : Le système scolaire algérien culturelle : La récré culturelle : La technologie à

sud-ouest

Le sud-ouest de la France

Zoom culture

culturelle : Les animaux

Pratique culturelle : Les animaux de compagnie

culturelle : Le le

Pratique culturelle : Le PACS et le mariage en France

culturel : et le logement

Produit culturel : Les bâtiments et le logement

Unité

Unité 4

Bon !

Bon appétit !

What inﬂuences my taste in foods?

What inﬂuences my taste

How cuisine contribute to cultural

How does cuisine contribute to cultural values?

What traditions are aﬃliated with francophone world?

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

Unité

Unité 5

Le libre

Le temps libre

In do sports contribute to culture?

In what ways do sports and music contribute to culture?

How do leisure people

How do leisure activities bring people together?

What does have daily life?

What impact does regional weather have on daily life?

Share opinions and habits about food preferences and food purchases

Share and habits about food preferences and food purchases

Interpret photographs, videos, advertisements, infographics, blogs, to understand food culinary customs

Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs

Create a menu based on traditions of francophone country

Create a menu based on food preferences and traditions of a francophone country

Investigate with others food choices and the problem of in francophone cultures

Investigate and interact with others about healthy food choices and the problem of hunger in francophone cultures

Identify information from print and audiovisual materials relating to leisure activities

Exchange information about leisure activities

Identify from print and audiovisual relating to Exchange 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

Make social plans and invite someone to an Investigate why use their and interact with your community

Le Rwanda

Rwanda

Zoom culture

Produit culturelle : Le marché en Afrique

Pratique culturelle : L’heure des repas

Pratique culturelle : Le gaspillage alimentaire

Zoom culture Le marché en culturelle : L’heure culturelle : Le gaspillage alimentaire

Togo

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

Zoom culture culturelle : Le France et le Tour du La culturelle : Le Eke Epke à Togo

Pratique culturelle :

Le système métrique

Pratique culturelle : système métrique

Unité 6

Unité

En ville

What relationship between shopping eating community?

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

What do shopping reveal about

What do shopping habits reveal about a culture?

How culture affect get around?

How does culture affect how I get around?

Interpret blogs, lists, proverbs, and promotional shopping choices and activities

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

Share information and preferences about community and in the

Describe the relative location of stores in a community using maps

Describe location of a using

Explore some of the unique features of transportation in francophone communities and how they impact the environment

Explore some the unique features of francophone communities and how they environment

La France

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

Zoom culture culturelle : Faire les France culturelle : Les culturelle : Les commun culturelle : L’Oﬃce

Sequence Scope and Sequence EntreCultures

Scope and Sequence

VOCABULARY TOPICS IN CONTEXT

Premières conversations

Initial Conversations

Les expressions dans la salle de classe

Classroom Expressions

Les mois de l’année

Months of the Year

Les nationalités

Nationalities

Les occupations

Occupations

Les descriptions

Descriptions

Mes activités préférées

My Favorite Activities

Questions et réponses

Questions and Answers

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

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

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

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

Faire les courses

Grocery Shopping

Faire du shopping

Shopping

Le shopping en ligne

Online Shopping

L’emplacement

Location

N/A

STRUCTURES IN CONTEXT (V=VIDEO)

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)

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)

Indicating Family Relationships

Possessive Adjectives (V)

Describing Family Members

Adjective Agreement (V)

Asking Informational Questions

Interrogative Words (V)

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)

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)

ADDITIONAL FEATURES

Prononciation

Final Consonants

Learning Strategy Video

Interpretive Print

Détail grammatical

Quelle est la date ?

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

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

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

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

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

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 ® 2

Scope and Sequence EntreCultures

UNITS ESSENTIAL QUESTIONS

Unité 1

Réussir son année scolaire

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?

UNIT GOALS

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

Unité 2

À table !

Unité 3

Au boulot, les bénévoles !

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

INTERCULTURAL FOCUS

L’île de La Réunion

Zoom culture

Pratique culturelle : Trouver sa voie

Produit culturel : Le foyer des élèves

Pratique culturelle : Les activités périscolaires

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?

Unité 4

Une ville qui bouge

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

What information do I need to make plans?

What makes cultural experiences unique?

Unité 5

Des conseils pour une vie saine

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?

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

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

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

La Belgique

Zoom culture

Produit culturel : La baraque à frites

Pratique culturelle : On va au marché ?

Produit culturel : La forêt dans l’assiette

Le Québec

Zoom culture

Pratique culturelle : Les tâches

ménagères au Canada

Pratique culturelle : La jeunesse engagée au Canada

Pratique culturelle : Le bénévolat comme intégration

Paris

Zoom culture

Produit culturel : Les arrondissements

Pratique culturelle : Allons au café ! Pratique culturelle : Comment se déplacer à Paris

Dijon et la Bourgogne-FrancheComté, en France

Zoom culture

Pratique culturelle : L’assurance maladie en France

Produit culturel : La pharmacie

Unité 6

Voyager autrement

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

Scope and Sequence EntreCultures

Scope and Sequence

VOCABULARY TOPICS IN CONTEXT

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

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

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?

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

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

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

STRUCTURES IN CONTEXT (V=VIDEO)

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

ADDITIONAL FEATURES

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

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

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

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)

Giving General Advice

The Inﬁnitive After Certain Expressions (V)

Telling Someone What to Do

The Imperative (V)

Describing My Routine

Reﬂexive Verbs (V)

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

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 ?

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

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

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

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 ® 3

Scope and Sequence EntreCultures ® 3

UNITS ESSENTIAL QUESTIONS

Unité 1

De l’enfance vers l’indépendance

How do relationships with others shape who I am?

How did experiences and events impact my childhood?

How do life events in my adolescence inﬂuence the person I am becoming?

UNIT GOALS

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

INTERCULTURAL FOCUS

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

La citoyenneté numérique

Unité 3

Je me prends en charge

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?

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?

Unité 4

Une génération responsable

Unité 5

La quête de soi

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 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

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

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

La Martinique

Zoom culture

Pratique culturelle : Accès aux portables à l’école

Produit culturel : Les devises et les droits

Pratique culturelle : « Parlez-vous technologie ? »

La Belgique

Zoom culture

Pratique culturelle : Le travail de l’étudiant

Pratique culturelle : « Métro, boulot, dodo »

Pratique culturelle : Faire la grève

Le Québec

Zoom culture

Pratique culturelle : Le recyclage au Canada

Pratique culturelle :

Sauvegarder l’environnement

Produit culturel : Les énergies renouvelables au Québec

Unité 6

L’art et la vie

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

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

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

Le Laos

Zoom culture

Produit culturel : L’art du quotidien

Produit culturel : Les bandes dessinées

Produit culturel : Les crêpes autour du monde

Scope and Sequence EntreCultures

Scope and Sequence

VOCABULARY TOPICS IN CONTEXT

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

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

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

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

STRUCTURES IN CONTEXT (V=VIDEO)

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)

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

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

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)

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)

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)

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)

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)

ADDITIONAL FEATURES

Vous savez déjà (Review)

À l’école ; Les traits de caractère ; Les traits physiques

Learning Strategy Video

Discovering New Words

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

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

Learning Strategy Video

Intercultural Communication

Détail linguistique

Les familles de mots ; Quel mot utiliser ? ; Le verbe sortir

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

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

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 ?

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

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

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

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

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 ® 4

Scope and Sequence EntreCultures

UNITS ESSENTIAL QUESTIONS

Unité 1

Raconteznous !

Unité 2

Citoyens du monde

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?

De quelle manière une communauté peut-elle être diversiﬁée ?

In what ways can a community be diverse?

Quels sont les déﬁs d’une communauté 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?

Unité 3

Ça reste à inventer

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?

Unité 4

Tous ensemble

Unité 5

S’informer pour mieux consommer

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?

Pourquoi s’informer avant de consommer ?

Why is it important to be informed as a consumer?

Comment consommer l’information de manière responsable ?

How can we consume information responsibly?

Devrions-nous changer notre façon de consommer ?

Should we change the ways in which we consume?

UNIT GOALS

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

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

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

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

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

INTERCULTURAL FOCUS

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 ?

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

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

Le Maroc Ghali from Casablanca, Maroc

Zoom culture

Produit culturelle

Les festivals d’humour

Pratique culturelle

Un festival original

Pratique culturelle Fêtons la diversité !

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

Savoir, vouloir, pouvoir !

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?

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

VOCABULARY TOPICS IN CONTEXT

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

Vive la diﬀérence !

Types of diversity

Accueillir le monde

Addressing challenges in a multicultural society

S’enrichir des cultures

How cultures enrich one another

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

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

Votre guide pratique pour acheter raisonnablement

Being an informed consumer

Plus vous en savez

Consuming information responsibility

Savoir consommer autrement

Responsible consumerism

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

Scope and Sequence EntreCultures

STRUCTURES IN CONTEXT (V= VIDEO)

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’antérioritél’inﬁnitif passé

Expressing completed actions and precedence

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)

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)

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

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

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

Scope and Sequence

ADDITIONAL FEATURES

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.

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.

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.

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.

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.

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.

World-Readiness Standards For Learning Languages

GOAL AREAS STANDARDS

COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication

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

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

Interpretive Communication

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

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.

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.

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.

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.

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 Products to Perspectives

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

Acquiring Information and Diverse Perspectives

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

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.

Lifelong Learning

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

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.

1 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.

2 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®

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

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.

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

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.

with permission

Reproduced

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

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.

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

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.

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.

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

7 Swain, M. (2000). “The output hypothesis and beyond: Mediating acquisition through collaborative dialogue.” In J. P. Lantolf (Ed.) Sociocultural theory and second language acquisition (pp. 97–114). Oxford, U.K.: Oxford University Press.

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

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

Make connections from prior learning contexts to new learning objectives

Use body language: actions, gestures, and facial expressions

Use rich visuals and concrete objects

Integrate target vocabulary and structures into natural connected context

Provide useful expressions and questions to negotiate meaning

Use a variety of relevant and appropriate authentic sources

Emphasize meaning and content over form

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

Enhance comprehension by using cognates, when appropriate

Know expectations, activate prior knowledge, make connections, and engage with topic

Build on prior language and content

Demonstrate comprehension through gestures, actions, and L2 production

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

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

Negotiate meaning, ask for clarification, and use circumlocution

Interact collaboratively with peers to infer meaning based on context, visual clues, and sensible guessing

Demonstrate comprehension, make connections, and ask for clarification

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

Make connections and demonstrate comprehension

Activities, Mon progrès communicatif Can-Do statements, teacher notes, and online Instructional Strategies Toolkit

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

Learning Strategies videos (see Appendix D of each level)

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

Learning Strategies videos (see Appendix D of each level)

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

Mon progrès communicatif Can-Do statements and online Portfolio

Learning Strategies videos (see Appendix D of each level)

What The Teacher Does (CI)

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

Use tone of voice and intonation to target new language in context

Elicit language repairs and requests clarification.

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

Model tasks with examples in context

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

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

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

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

Provide specific, interactive, and meaningful feedback

Approaches to Teaching and Learning

What Students Do (CO) Related Materials And Resources in EntreCultures®

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

Focus on new words and structures in connected contexts

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

Produce language using scaffolded input

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

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

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

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

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

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

Learning Strategies videos (see Appendix D of each level)

Teacher notes and online Instructional Strategies Toolkit

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

Activities providing a variety of question sequences and sentence starters

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

Learning Strategies videos (see Appendix D of each level)

Language examples in context, Découvrons videos

Teacher notes, Instructional Strategies Toolkit

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

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.

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

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.

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.

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.

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

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.

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 The IPA was designed by ACTFL to measure learners’ knowledge and skills in simulated “real-world” situations within a cultural context that reflects the content in the thematic unit.

13 The Can-Do statements are Wayside Publishing’s alone and are aligned with the NCSSFL-ACTFL Can-Do Statement Performance Indicators.

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

Approaches to Teaching and Learning

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

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

Unit Organization

Rencontre interculturelle

Présentation du vlogueur ou de la vlogueuse

Communiquons 1

Comment dit-on ?

Zoom culture 1

Réflexion interculturelle 1

Découvrons 1

Communiquons 2

Comment dit-on ?

Zoom culture 2

Réflexion interculturelle 2

Découvrons 2

Communiquons 3

Comment dit-on ?

Zoom culture 3

Réflexion interculturelle 3

Découvrons 3

J’avance 1

Formative Assessment

J’avance 2

Formative Assessment

Embedded Elements

d Réflexion interculturelle

h Mon progrès communicatif

h Mon progrès interculturel

Détail linguistique

Détail grammatical

J’avance 3

Formative Assessment

Notre communauté mondiale

Synthèse : Grammaire

Synthèse : Vocabulaire

Icons Legend

Expressions utiles

Rappel

Stratégies

J’y arrive !

Integrated Performance Assessment

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.

a Interpretive Audio s Interpersonal Speaking o Cultures r AP® Task

v Interpretive Audiovisual e Interpersonal Writing c Connections Authentic Resource

i Interpretive Visual m Presentational Speaking p Communities x Can-Do Assessment Path

b Interpretive Print w Presentational Writing d Linguistic or Cultural Comparisons

Unit Overview

Objectifs

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

Questions essentielles

Connect day-to-day learning to bigger questions.

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.

Rencontre interculturelle

Start with interculturality.

Comment dit-on ?

Begin with essential vocabulary.

Découvrons

View and make hypotheses as you reflect on language patterns.

J’avance

Check progress with these formative assessments after each unit section.

Communiquons

Integrate language and culture to communicate.

Connect and interact with communities, authentic products, and native speakers.

Synthèse de grammaire et de vocabulaire

Review structures and vocabulary presented.

J’y arrive

Apply learning in the summative unit assessment.

Interculturality

Rencontre interculturelle

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

Vlogger videos are available on Learning Site®.

Rencontre interculturelle

La France

Prénom : Marianne Langues parlées : français, anglais, espagnol, italien

Ville d’origine : Montréal (Québec)

Prénom Marianne Langues parlées : français, anglais, espagnol, Ville d’origine Montréal

level meet each of our vloggers

In you will to know Marianne and François. will share information and their backgrounds. You will them throughout units.

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.

Le 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.

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.

Nombre de personnes qui parlent français

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.

La France a aussi d’autres territoires :

• 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.

La France : première destination touristique

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

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

Montréal, une grande ville francophone

Unité 1 | L’identité

Marie Curie, physicienne franco-polonaise

Omar Sy, acteur français Une peinture de Claude Monet, artiste français

Leonard Cohen, musicien et écrivain canadien

Céline Dion, chanteuse québécoise

Personnalités célèbres dans le monde francophone

Rencontre interculturelle

1 Bonjour, Marianne et François !

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

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 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 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.

1.4 Comparez les personnes d How are Marianne and François similar to you? How are they different? Share your observations.

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 h

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

Réflexion interculturelle

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

You will share reflections in the online discussion forum.

Mon progrès interculturel

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

You will provide evidence of growth in your online Portfolio.

Zoom culture

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

You will share your reflections online.

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.

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.

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.

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

Zoom culture

Vocabulary in Context

Comment dit-on ?

You will learn essential vocabulary presented visually in authentic contexts.

Expressions utiles

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

Stratégies

These brief learning strategies will be available throughout the units.

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

20 Quel âge ont-ils ?

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.

1. Mon oncle Jean a ans.

2. Ma grand-mère Caroline a ans.

3. Mon grand-père Stéphane a ans.

4. Ma mère Claire a ans.

5. Mon beau-père Paul a ans.

6. Mon demi-frère Emmanuel a ans.

7. L’arrière-grand-mère de mon meilleur ami a ans

8. Moi j’ai ans.

20.2 Parlez de leurs âges m

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.

Mon progrès communicatif h Interpersonal: I can share information about the ages of some family members.

Expressions utiles

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.

Communiquons 3

Comment dit-on ?

Chez moi a Je m’appelle

À VENDRE

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

1. Elle est sérieuse. Elle aime

2. Tu es créatif. Tu aimes

3. Il est timide. Il n’aime pas

Elle est sociable. Elle aime 5. et Vous êtes bavards. Vous adorez

21.2 Parlez des caractéristiques s

With a partenaire, ask each other about the characteristics

Domme, en Nouvelle-Aquitaine (France)

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.

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.

Détail linguistique

You will explore curious and useful details of the language.

Synthèse : Vocabulaire

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

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

Synthèse : Vocabulaire

Communiquons 1

Les fournitures scolaires School Supplies un agenda scolaire un cahier une calculatrice des ciseaux un classeur un crayon un dictionnaire une feuille de papier

school planner notebook calculator scissors binder pencil dictionary sheet of paper un livre un ordinateur un portable un sac à dos un stylo une tablette une trousse book computer cell phone backpack pen tablet pencil case

Les numéros de 31 à 60

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

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)

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

les langues vivantes (f.) les mathématiques (les maths) (f.) la matière la physique-chimie la récréation les sciences de la vie et de la terre (SVT) (f.) difficile facile fascinant(e)

world languages mathematics school subject physics and chemistry recess life and earth sciences difficult easy fascinating

Unité 2 | À l’école

Grammar in Context

Découvrons

Expressing Where to Go for Leisure Activities a The Verb aller

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

Isabelle Fournier 41 rue Zola 30072 Bordeaux

11 Découvertes b d 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.

Découvrons

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

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

Détail grammatical

Timely grammar details will help you communicate.

Synthèse : Grammaire

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

You will find more practice in context online.

Détail

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

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).

12.1 Décidez si la phrase est logique b 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.

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

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

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.

Coucou ! Je vais au stade pour jouer au foot.

Unité 1 | L’identité

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. singular (one person) plural (two or more people) the speaker je suis nous sommes

the person spoken to tu (informal) es vous (formal or informal) êtes vous (formal)* êtes

the person or people spoken about il est ils sont elle est elles sont

*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.

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

Tristan est sérieux.

Tristan is serious.

Soon-Ja est sérieuse. Soon-Ja is serious.

Formative Assessments

J’avance

Formative assessments will help you measure your progress towards unit goals. Find supporting materials on Learning Site® .

Mon progrès communicatif

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

Communiquons 3

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.

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

Global Community

Notre communauté mondiale

Investigate the local or global community and interact with French speakers in your community or internationally.

Notre communauté mondiale

46 Les emplois du temps

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.

46.1 Faites des recherches w c

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;

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

• 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.

46.2 Faites des comparaisons w d

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

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.

47 Les sentiments envers l’école

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

47.1 Créez un sondage w p

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.

47.2 Présentez les résultats b p

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.

Mon progrès interculturel h

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

48 Réflexion interculturelle o d p

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.

Mon progrès interculturel h

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

Summative Assessment

J’y arrive

A summative assessment set in an authentic intercultural context will assess your progress.

Find supporting materials on Learning Site® .

J’y arrive

Questions essentielles

• What makes a family? What attributes and interests can family members have?

How does a home reflect cultural values?

Une nouvelle famille, une nouvelle culture

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.

Voici ma famille ! w

Give your exchange student a preview share written information and photographs and pets.

Unité 3 | La vie en famille

Teacher’s Edition

Scaffold

A variety of scaffolding notes allow for support when needed.

Challenge

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

Instructional Notes

Additional instructions and tips help teachers prioritize learning.

AP®/IB Strategies

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

Connections

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

et écrivez b 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. lundi mardi mercredi jeudi vendredi

8h00-8h55 Histoire-géo (13) Latin (26) Arts plastiques Histoire-géo (13)

ACTFL Standards

ACTFL Standards are indicated for each activity.

Answers

Discrete and suggested answers are provided wherever possible.

Can-Do Statements

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

Resources

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

Language

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

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

Differentiate

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

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.

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.

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.

• 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.

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.

Unité preliminaire : Bonjour !

Rencontre interculturelle : Le français dans le monde 6

Communiquons 1

Comment dit-on ? : Bonjour et au revoir 14

Zoom culture : Les salutations et l’espace vital 18

J’avance : Rencontre avec une Canadienne 21

Communiquons 2

Comment dit-on ? : A. Expressions pour la salle de classe 22

Comment dit-on ? : B. Les numéros de 1 à 30 26

J’avance : Identifier les expressions 31

Communiquons 3

Comment dit-on ? : Le calendrier : les mois et les dates 32 Zoom culture : Un grand festival 39

culture : Les années 44

J’avance : En colonie de vacances 45

communauté mondiale 46

: Vocabulaire 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?

Unité 1 : L’identité

Communiquons

Questions essentielles

• How do I talk about who I am?

• What do my preferences reveal about my

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

Unité 2 : À l’école

Communiquons 2

Communiquons 3

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?

Unité 3 : La vie en famille

Rencontre interculturelle : Le sud-ouest de la France

Communiquons 1

Comment dit-on ? : La famille Bouziane

Zoom culture : Les animaux de compagnie

Découvrons : Indicating Family Relationships

J’avance : Voici ma famille

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

Communiquons 3

Comment dit-on ? : Chez moi

culture : Les bâtiments et le logement

J’y

SUMMATIVE ASSESSMENT

Questions essentielles

• What makes a family?

• What attributes and interests can family members have?

• How does a home reflect cultural values?

Unité 4 : Bon appétit !

Rencontre interculturelle : Le Rwanda, en Afrique centrale

Communiquons 1

Comment dit-on ? : Au supermarché

Zoom culture : Le marché en Afrique

Découvrons : Expressing Quantities of Food

J’avance : Un repas typique

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

Communiquons 3

Comment dit-on ? : Les aliments et les bonnes pratiques

: Le gaspillage alimentaire

Découvrons : Negating Statements

J’avance : Des choix responsables

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?

Unité 5 : Le temps libre

Rencontre interculturelle : Le Togo

Communiquons 1

Comment dit-on ? : Le sport et la musique

: Tour de France et Tour du Togo

Découvrons : Expressing Where to Go for Leisure

: La pétanque

J’avance : Les activités et les endroits

Communiquons 2

Comment

: Expressing

Communiquons 3

Comment

Questions essentielles

• In what ways do sports and music contribute to

• How do leisure activities bring

Unité 6 : En ville

Rencontre interculturelle : Bougival, en France

Communiquons 1

Comment dit-on ? : Faire les courses

: Faire les courses en France

Découvrons : Expressing What I Want to, Must, and Can Do

J’avance : Les courses en ville

Communiquons 2

Comment dit-on ? : A. Faire du shopping dans les magasins

Zoom

Comment

: Les soldes

Découvrons : Describing What People Buy and Where

Communiquons 3

Comment dit-on ? : L’emplacement des magasins

J’avance :

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?

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

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

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.

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.

Scaffold

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

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.

Questions essentielles

• What influences my

•

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

about

Questions

essentielles

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

The following standards are addressed in the unit sections below.

ACTFL Standards

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.

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.

Cultures

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

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

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.

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.

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.

Rencontre interculturelle

Prénom : Ariane

Langues parlées : kinyarwanda, kirundi, français, anglais

Ville d’origine : Nyarutarama (Rwanda)

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).

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.

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

Le drapeau du Rwanda

Le parc national de Nyungwe au sud-ouest du Rwanda

Florida Benchmarks

WL.K12.NH.4.5 (1.1)

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.

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

1.1 Lisez les informations

Answers

famille : un père, une mère, deux sœurs origine : Rwanda activités : discuter avec ses amis, regarder des films

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.

Je m’appelle Ariane.

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

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

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.

1 Bonjour, Ariane !

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. informations sur Ariane

famille origine

activités

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.

La ville de Kigali, la capitale du Rwanda

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… »)

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.

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

1.4 Comparez et discutez s d

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 h

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

Challenge

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.

Florida Benchmarks

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)

1.2 Regardez la vidéo

Resources

Video

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.

1.3 Parlez et écrivez

Answers

a. Answers will vary.

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

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.

Resources Forum, Portfolio

Answers

Answers will vary.

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.

Resources

Audio, Workbook

Détail linguistique

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

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.

Communiquons 1

Comment dit-on ?

Au supermarché a

Ma liste

Les fruits la banane la mangue

Les légumes

les pommes de terre le brocoli

Les desserts le gâteau la glace la tarte

Détail linguistique

Suivez les instructions

Scaffold

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

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

Les boissons le lait

le jus de pomme le jus d’orange l’eau

Le riz et les pâtes le riz les pâtes

Les viandes et les poissons le poulet le steak le poisson

Autres le pain les œufs le fromage

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

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.

3 L’intrus b

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.

1. A. de l’eau

B. des œufs

C. du jus d’orange

D. du lait

4. A. du brocoli

B. des carottes

C. de la viande

D. des pommes de terre

4 Le déjeuner a

2. A. du poulet

B. du steak

C. du poisson

D. du riz

5. A. le déjeuner

B. le dîner

C. le petit déjeuner

D. des boissons

3. A. de la soupe

B. du gâteau

C. une tarte

D. de la glace au chocolat

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 de la glace de la mangue du poisson des pommes de terre du poulet du riz des brocolis de la soupe du steak de la tarte

Florida Benchmarks

WL.K12.NH.2.1 (3)

WL.K12.NH.3.8 (3)

WL.K12.NH.1.3 (4)

3 L’intrus

Answers

1. B

2. D

3. A

4. C

5. D

4 Le déjeuner

Resources

Audio

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

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.

WL.K12.NH.1.3 (5.1)

WL.K12.NH.3.2 (5.2)

5.1 Écoutez les préférences d’Ariane

Resources

Video, Portfolio

Answers

1. A 2. B

3. A 4. A

5.2 Discutez des opinions

Answers

Answers will vary.

Mon progrès communicatif

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.

5 Les préférences d’Ariane

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

A. Ariane aime. B. Ariane n’aime pas. C. On ne le sait pas.

1. le steak

2. le poisson

3. le poulet

4. les légumes

5. le fromage

Mon progrès communicatif h

6. les pommes de terre

7 la sauce blanche

8. les pommes

9 la glace

10. les fruits

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.

MODÈLE

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.)

Expressions utiles un abricot un avocat une banane des brocolis une carotte un concombre délicieux, délicieuse épicé, épicée une figue léger, légère

apricot avocado banana broccoli carrot cucumber delicious spicy fig light une mangue un melon un oignon une olive une pêche riche salé, salée sucré, sucrée une tomate mango melon onion olive peach rich, fatty salty sweet tomato

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.

Communiquons 1

6 Faire du shopping b o

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

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.

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?

Florida Benchmarks

WL.K12.NH.2.1 (6)

WL.K12.NH.6.3 (6)

x 6 Faire du shopping

Resources

Portfolio

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…

Florida Benchmarks

WL.K12.NH.3.3 (7)

WL.K12.NH.2.1 (8)

7 Qu’est-ce que tu préfères ?

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

Answers

Answers will vary.

8 Sucré, salé ou autre ?

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

7 Qu’est-ce que tu préfères ? s

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 ?

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.

1. le riz ou les pâtes

2. l’eau ou le jus d’orange

3. le petit déjeuner ou le dîner

8 Sucré, salé ou autre ? b

4. le steak ou le poisson

5. les légumes ou les fruits

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

salé(e) sucré(e) épicé(e) riche léger/légère

MODÈLE L’avocat est riche .

1. Le poulet est .

2. Le gâteau est

3. Le steak est .

4. Le poisson est

5. La glace est .

6. La mangue est

7. Le soda est .

8. La soupe est

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.

Zoom culture Produit

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. Some of the frequently purchased items at Rwandan markets include les patates douces (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.

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

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 h

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

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.

Florida Benchmarks

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)

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. 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.

9.1 Connexions

Resources Forum

9.2

Perspectives

Resources Forum Answers Answers will vary.

10 Réflexion interculturelle

Resources Forum, Portfolio Answers Answers will vary.

Vendeurs au marché Kimironko à Kigali

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)

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.

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.

Resources

Audio

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.

Découvrons

Expressing Quantities of Foods a

Partitive Articles

Pour le petit déjeuner, je préfère manger du pain et boire du jus d’orange. Je ne bois pas de lait.

Je prends souvent de la soupe aux cacahuètes (peanuts) et du riz pour le déjeuner. Quand j’ai soif, je bois de l’eau.

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 b v d

Pour le dessert, j’aime manger un petit gâteau avec de la glace à la vanille.

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.

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.

12 En partie ou en entier ?

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

Classez les aliments et les boissons en deux catégories.

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 soupe riz pain poisson fromage pêche jus d’orange banane glace œuf gâteau en entier : un, une, des en partie : du, de la, de l’, des

MODÈLE une banane MODÈLE 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

2. mangue

3. pâtes

4. gâteau

Détail grammatical

Les expressions avec avoir

5. soupe

6. fromage

7. glace

8. jus d’ orange

The verb avoir is used with select nouns to describe sensations or feelings that are temporary and changeable.

avoir besoin de avoir envie de to need to feel like avoir faim avoir soif to be hungry to be thirsty

J’ai faim. J’ai envie de manger un gros steak !

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.

Florida Benchmarks

WL.K12.NH.2.1 (12.1)

WL.K12.NH.5.3 (12.2)

12.1 Classez les aliments

Remind students that certain foods and drinks could be consumed in various formats, so sometimes more than one classification is possible.

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

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

Florida Benchmarks

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)

13 Leurs préférences

Resources

Portfolio

Answers

Answers will vary.

Détail linguistique

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

14 Commandez un repas

Answers

Answers will vary

x 15 Pour le dîner ce soir

Resources

Portfolio

Answers

Answers will vary.

13 Leurs préférences s

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 avoir soif

personne 1 de la glace

personne 2

Mon progrès communicatif h

Interpersonal: I can ask and answer questions about food preferences.

Détail linguistique

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?

te ➞ tu vous ➞ vous

To ask for something politely, use je voudrais...

14 Commandez un repas s

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.

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.

222-277_ECF_2e_L1_SE_U4.indd

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.

16 Un repas typique

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

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 personne 1 personne

plat principal (main dish) de la soupe à l’oignon accompagnement(s) de la salade boisson de l’eau

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.

Florida Benchmarks

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)

x 16.1 Décrivez un repas

Resources

Portfolio

Answers

Answers will vary.

16.2 Demandez et répondez

Answers

Answers will vary.

Florida Benchmarks

WL.K12.NH.4.2 (17.1)

WL.K12.NH.3.3 (17.2)

WL.K12.NH.2.1 (17.3)

J’avance

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.

Resources

Tiered Assessments (Bleu, Blanc, Rouge), Rubrics (Single-Point, Holistic, Analytic), Portfolio

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.

J’avance

17 Un repas typique

Ariane is creating a vlog and is interested in typical meals in your region.

17.1 Créez une vidéo m

She has asked you to make a video that she can share on her vlog. Describe what you typically eat for one meal.

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 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 h

Interpretive: I can identify foods in a supermarket advertisement.

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.

Un plat de chou sauté du Rwanda

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.”

Une plantation de thé au Rwanda

J’avance

Comment dit-on ?

Resources

Audio, Workbook

Communiquons 2

Comment dit-on ?

A. Au café et au restaurant a

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.

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.

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.

Dans un café à Paris, en France

Dans un restaurant à Kigali, au Rwanda

Chez moi

Communiquons 2

18 La carte b

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.

Petit bistro de Kigali

Petit déjeuner pain au chocolat croissant brioche

Plats du jour

steak sandwich sauce moutarde et frites poulet rôti en sauce œufs au plat

Boissons chaudes et fraîches café expresso thé bio (fabriqué au Rwanda) eau minérale

Entrées salade césar œufs mimosa assiette de charcuterie

Accompagnements frites riz

pâtes fraîches

Desserts crêpes beurre-sucre glace (3 boules) assiette de fromage

1. croque-monsieur

2. salade de fruits

3. haricots verts

4. chocolat chaud

5. omelette maison

6. eau gazeuse

7. salade de tomates aux herbes fraîches

8. tarte aux pommes

9. sandwich au poisson

Expressions utiles une entrée un plat principal au resto

Bon appétit ! Je prends… appetizer, first course main dish at the restaurant Enjoy your meal! I’m having …

A. petit déjeuner

B. boissons chaudes et fraiches

C. entrées

D. plats du jour

E. accompagnements

F. desserts

Je voudrais… Vous prenez… ? avec comme sans

I would like … Are you having …? with as, for without

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.

Florida Benchmarks

WL.K12.NH.2.4 (18)

WL.K12.NH.5.4 (18)

Florida Benchmarks

WL.K12.NH.2.1 (19)

WL.K12.NH.5.1 (19)

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

19 Un boulot dans un restaurant b w

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.

1. un café

2. un chocolat chaud

3. une crêpe beurre-sucre

4. un croque-monsieur

5. de l’eau minérale

6. une glace au chocolat

7. un poulet rôti

8. un steak-frites

9. une tarte aux pommes

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.

222-277_ECF_2e_L1_SE_U4.indd

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!

20 À quelle heure mangez-vous ? b

Communiquons 2

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.

2. J’aime manger un goûter à 16h.

3. Mon père prépare le dîner à 20h.

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.

21 Préférences alimentaires

A. huit heures du soir

B. une heure de l’après-midi

C. six heures du soir

D. huit heures du matin

E. quatre heures de l’après-midi

F. dix heures du soir

Sophie et Honorine sont deux amies qui planifient des vacances ensemble. Écoutez-les parler de leurs préférences culinaires.

21.1 Qui parle ? a Sophie aime bien la viande, mais son amie Honorine est végétarienne. Écoutez les phrases et décidez qui dit chaque phrase.

1. 2. 3. 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 accompagnements boissons

Mon progrès communicatif h

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 Moi aussi, j’aime les frites parce qu’elles sont délicieuses et salées.

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.

Florida Benchmarks

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)

20 À quelle heure mangez-vous ?

Answers

21.1 Qui parle ?

Resources

Audio

Answers

1. Sophie

2. Honorine

3. Honorine

4. Sophie

21.2 Écoutez et écrivez

Resources

Audio, Portfolio

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

21.3 Partagez vos préférences

Answers

Answers will vary

Florida Benchmarks

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)

Zoom culture

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.

22.1 Connexions

Resources Forum

Zoom culture 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.

le petit déjeuner le goûter le déjeuner le dîner

bœuf

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.

patates douces et bouillie riz et haricots

mangue et papaye

matoke

croissants et café sandwich jambon-beurre tartine au chocolat

bourguignon

Communiquons 2

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.

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.

22.2 Perspectives o d

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.

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.

Florida Benchmarks

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

Resources Forum, Portfolio

Answers Answers will vary.

Florida Benchmarks

WL.K12.NH.3.3 (24.1)

WL.K12.NH.5.3 (24.2)

24.1 Demandez et répondez

Answers

Answers will vary.

24.2 Comparez vos préférences

Answers

Answers will vary.

24 Nos préférences

La cantine de l’école va changer de menu. Avec un partenaire, discutez de vos préférences alimentaires.

24.1 Demandez et répondez s 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.

MODÈLE 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.

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.

Parc

Communiquons 2

Comment dit-on ?

B. Les numéros de 101 à 1 000 a

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.

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

Calories 230 320 480

25 L’addition dans un café rwandais a

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 Serveur : Voici l’addition. Ça fait trois mille sept cent soixante-quinze francs (rwandais).

1. Serveuse :

2. Serveur :

3. Serveuse :

4. Serveur :

5. Serveuse :

A. 958

B. 15 645

C. 12 222

D. 33 114

E. 772

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.

Florida Benchmarks

WL.K12.NH.1.2 (25)

WL.K12.NH.2.4 (25)

MA.K12.MTR.2.1 (25)

Comment dit-on ?

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.

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

L’addition dans un café rwandais

Resources Audio Answers

Florida Benchmarks

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)

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.

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)

26 Prononciation v 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/.

au revoir

chauffeur

il vous faut chocolat chaud

au restaurant

27 Visite au restaurant m

tarte aux pommes

sauce de l’eau au château gâteau au fromage

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.

Bistrot St-André

Restaurant Kigali

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 €

Total = 352 €

MODÈLE

15 x poisson avec des patates douces

15 x 14 € = 210 €

5 x poulet rwandais avec des haricots 5 x 12 € = 60 €

Total = 270 €

180 = cent quatre-vingts euros

12 x croque-monsieur

12 x 10 € = 120 €

8 x omelette aux légumes

8 x 9 € = 72 €

Total = 192 €

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).

Communiquons 2

Découvrons

Expressing

What You

Eat

and

Drink

a Manger, choisir, prendre, boire, and -ir Verbs

Qu’est-ce que tu manges d’habitude ?

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.

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.

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 b v d

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.

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.

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)

Découvrons

Resources

Audio

28 Découvertes

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.

29 Vous entendez les phrases

Resources

1. A

2. B

3. C 4. A 5. C

6. A

7. C

8. B

9. A

10. B

Détail linguistique

Avoir ou prendre

You have used the verb avoir to express having a class or materials for class.

Elle a une calculatrice. She has a calculator.

However, when expressing having foods or drinks, the verb prendre is used.

Qu’est-ce que tu prends pour le petit déjeuner ?

En général, je prends des œufs.

29 Vous entendez les phrases a

What do you have for breakfast? In general, I have eggs.

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 B. mange C. mangez

2 Elle ne jamais de steak au café. Elle est végétarienne.

A. prends B. prend C. prendre

3 J’aime beaucoup les boissons sucrées, alors je souvent des jus de fruits.

A. boire B. boit C. bois

4 Tu une salade verte ou de la quiche ?

A. choisis B. choisit C. choisir

5. Ma tante du poisson, le plat du jour aujourd’hui, au restaurant.

A. prends B. prendre C. prend

6 Mon ami Georges équilibré (balanced): il prend souvent des salades au café.

A. mange B. manges C. manger

7. Au restaurant, je une glace au chocolat comme dessert.

A. choisit

B. choisir C. choisis

8 Quand je n’ai plus faim, je ne plus.

A. manges B. mange C. manger

9 Mon père du chocolat chaud en décembre.

A. boit

B. bois C. boire

10 Pauline son déjeuner à 13h00.

A. finir

B. finit C. finis

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.

Communiquons 2

Détail grammatical

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

Le département de français de votre école organise un déjeuner à l’école.

30.1 Demandez et répondez s

Votre professeur de français a besoin de vos préférences pour choisir le menu du déjeuner.

Posez des questions à un(e) partenaire pour découvrir ses préférences entre les aliments suivants. Utilisez les verbes prendre, manger, choisir, ou boire

MODÈLE

Élève A : Tu prends du poisson ou de la viande ?

Élève B : Je prends du poisson. Et toi, qu’est-ce que tu prends ?

Élève A : Je prends de la viande.

1. thé/café

2. gâteau/tarte

3. légumes/fruits

4. sandwich/soupe

Mon progrès communicatif h

5. eau/jus d’orange

6. poulet/poisson

7. … (autres possibilités)

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.

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.

Florida Benchmarks

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)

30.1 Demandez et répondez

Resources

Portfolio

Answers

Answers will vary.

30.2 Écrivez les points en commun

Answers

Answers will vary.

30.3 Discutez de vos préférences

Answers

Answers will vary.

31.1 Répondez au sondage

Answers

Answers will vary.

31 Un sondage

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 b

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.

La quiche

Le croque-monsieur

Le steak-frites

Le sandwich fromage

3. Pour le déjeuner, je mange en dessert. du gâteau de la tarte 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

5. Pour le dessert, je choisis les crêpes la glace le gâteau la tarte

6. En légume, j’aime prendre pour le déjeuner. de la salade de la tomate des pommes de terre Je ne mange pas de légumes.

7. Je préfère les plats sucrés salés épicés légers

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.

31.2 Faites des comparaisons s d

Communiquons 2

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 Lisez cette berceuse (lullaby) du Rwanda et répondez aux questions.

Authentique

Kabuye Kanjye

Kabuye Kaniye ni keza pe Kabuye Kaniye ni keza pe Enda nawe ukarore

Nawe ukarore

Ni keza pe

Mon petit caillou1

Mon petit caillou est très joli,

Mon petit caillou est très joli.

Prends-le2, regarde-le, Regarde-le, Il est très joli.

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...

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.

Florida Benchmarks

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)

x 31.2 Faites des comparaisons

Resources

Video, Portfolio

Answers

Answers will vary.

32 Une berceuse

Resources

Audio Answers

Answers will vary.

Florida Benchmarks

WL.K12.NH.2.4 (33.1)

WL.K12.NH.3.4 (33.2)

WL.K12.NH.5.1 (33.3)

J’avance

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. 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.

Resources

Tiered Assessments (Bleu, Blanc, Rouge) Rubrics (Single-point, Holistic, Analytic) Portfolio

Answers

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

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.

J’avance

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.

33.1 Lisez et choisissez b

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.

Mon progrès communicatif h

Interpersonal: I can ask and respond to some simple questions about eating habits.

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 h

Presentational: I can write captions for photos related to menu items.

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.

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.

Promenade dans le parc national de Nyungwe (Rwanda)

J’avance 255

Florida Benchmarks

WL.K12.NH.1.2 (34)

Comment dit-on ?

Resources

Audio, Workbook

34 Une conversation au restaurant

Resources

Audio

Answers cuisiner, au régime, gourmand, gaspiller

Communiquons 3

Comment dit-on ?

Les aliments et les bonnes pratiques a

L’environnement, la santé et les habitudes alimentaires de ma famille

Mon père est au régime parce qu’il est diabétique.

Ma mère ne mange pas de pain parce qu’elle est allergique au gluten.

Ma petite cousine est gourmande Elle adore les desserts !

Ma grand-mère est en bonne santé parce qu’elle est très active.

Mes sœurs recyclent parce qu’elles adorent la planète.

Nos amis dégustent des fromages français.

Ma belle-sœur cuisine un plat typiquement rwandais.

Ma nièce Lina partage son goûter avec sa petite sœur.

Quelle horreur ! Mon frère gaspille des légumes et de la viande.

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 déguster au régime en bonne santé gourmand gaspiller partager recycler

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.

35 À chaque action, sa conséquence b

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.

1. Mon frère recycle le papier et le plastique.

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.

C. Elle adore manger des plats riches.

D. Elle choisit souvent de manger des salades.

E. Pour ne pas gaspiller de nourriture.

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

2. Specify a location: à + un endroit

3. Specify a day of the week.

4. Specify why: Use parce que.

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.

Florida Benchmarks

WL.K12.NH.2.1 (35)

35 À chaque action, sa conséquence

Answers

1. B

2. D

3. A

4. E

5. C

Stratégies

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.

Resources Video

À Kibuye, au Rwanda

Florida Benchmarks

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)

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. 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.

36.1 Connexions

Resources Forum

36.2 Perspectives

Resources Forum

Answers

Answers will vary.

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.

Zoom culture Pratique

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.

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.

Authentique

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.

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.

Mon progrès interculturel h

Investigate: I can identify some practices related to food waste in francophone countries and in my community.

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.

Communiquons 3

38 Décrivez les images w 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.

MODÈLE

Pour être en bonne santé, on mange une grosse salade et on ne grignote pas.

Expressions utiles aider l’environnement essayer de faire un effort grignoter jeter rester

to help the environment to try to make an effort to snack to throw to stay

le gaspillage alimentaire le plastique responsable food waste plastic responsible

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.

Florida Benchmarks

WL.K12.NH.5.1 (38)

WL.K12.NH.5.2 (38)

38 Décrivez les images

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.

Florida Benchmarks

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)

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.

Answers

39 Le club de lecture b

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.

Notre table à Kigali A

40.1 Lisez l’infographie

Resources

Portfolio

Answers

1. le pain

2. les boissons non-alcoolisées

3. Answers will vary.

La passion mondiale de la cuisine 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.

4. Un chef de cuisine, qui ne gaspille jamais, offre des leçons pour notre société.

40 Le gaspillage alimentaire

Le gaspillage alimentaire est un problème important dans le monde. Comparez les attitudes concernant le gaspillage alimentaire en France et dans votre communauté.

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) ?

AP® Strategies

Communiquons 3

Authentique

LA FRÉQUENCE DU GASPILLAGE PAR TYPE DE PRODUIT

Sous-total au moins une fois par mois

Du pain

Des fruits

Des légumes

Des plats non terminés

Des produits laitiers (yaourts, fromages…)

De la viande

Des produits secs (pâtes, riz, farine, etc.)

Des œufs

Des produits emballés (charcuterie, pizza, traiteur, etc.)

Des produits en conserve

Des produits surgelés

Des boissons non-alcoolisées

Du poisson

Des condiments (sel, poivre, épices, herbes, etc.)

Des boissons alcoolisées

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 h

Interpretive: I can understand some facts from an infographic about food waste.

40.2 Discutez et comparez s d

Jette au moins 5 types de produits tous les mois 25% -1

Jette au moins 1 type de produits tous les mois 53% +2

Ne jette jamais de produits 17% -2

Florida Benchmarks

WL.K12.NH.3.4 (40.2)

WL.K12.NH.7.1 (40.2)

40.2 Discutez et comparez

Resources

Venn Diagram

Answers

Answers will vary.

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.

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.

Florida Benchmarks

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)

x 41.1 Regardez et comparez

Resources

Video, Venn Diagram, Portfolio

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

Resources

Portfolio

Answers

Answers will vary.

41 Les choix responsables

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.

Marianne les deux moi

Mon progrès communicatif h

Interpretive: I can understand someone talking about responsible choices and practices related to food.

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.

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.

Parc national des volcans au Rwanda

Découvrons

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 !

1. Mon plat préféré est le steak-frites !

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.

42 Découvertes b v d

! 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.

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.

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.

Tu manges des fruits.

Je cuisine une omelette.

Je ne mange pas de poulet.

Tu ne manges plus de fruits.

Je ne cuisine jamais d’omelette.

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.

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)

Découvrons

Resources

Audio

42 Découvertes

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.

Coucou

Florida Benchmarks

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)

43.1 Lisez l’infographie

Answers

légumes : asperges, avocat, tomates, concombres, carottes protéines : poulet, œufs, poisson, poulet féculents : riz, pommes de terre, pain, pâtes

43.2 Décrivez un repas de fête

Answers

Answers will vary.

43 Mon assiette idéale

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

L’ASSIETTE IDÉALE

+EAU

+1 FRUIT

+LAITAGE

ET CÔTÉ COLLATIONS ?

SUCRÉES :

Laitage + fruit (frais de préférence)

Fromage blanc + granola

Flocons d’avoine + yaourt

1. Mettez les aliments dans la bonne catégorie d’après l’infographie.

SALÉES : Pain complet + beurre + jambon de dinde

Gressins + fromage

Petite soupe + un peu de fromage

poulet asperges riz œufs avocat poisson tomates pommes de terre concombres pâtes pain carottes poulet

légumes protéines 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 ?

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.

43.3 Demandez et répondez s

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

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 ?

Élève B : Oui, je bois toujours du lait pour ma santé.

44 Je suis végétarien(ne) maintenant ! w

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 grecque la cuisine italienne la cuisine japonaise la cuisine mexicaine

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.

Florida Benchmarks

WL.K12.NH.3.3 (43.3)

WL.K12.NH.3.4 (43.3)

WL.K12.NH.5.3 (44)

43.3 Demandez et répondez

Answers

Answers will vary.

44 Je suis végétarien(ne) maintenant !

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.

Florida Benchmarks

WL.K12.NH.5.1 (45)

MA.K12.MTR.3.1 (45)

45 D’accord ?

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.

45 D’accord ? w

Votre ami(e) et vous n’êtes jamais d’accord. Écrivez une phrase négative logique pour chaque situation.

Mon ami(e) mange toujours des croissants. Modèle Je ne mange jamais de croissants.

Mon ami(e) aime souvent préparer des quiches.

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.

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.

Mon ami fait du

46 Vos préférences alimentaires

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.

Au restaurant

r Je n’aime pas manger au restaurant ; je préfère cuisiner chez moi.

r Je ne vais jamais au restaurant.

r Je mange souvent au restaurant.

r Je vais rarement au restaurant.

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.

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?

Florida Benchmarks

WL.K12.NH.2.1 (46.1)

WL.K12.NH.3.3 (46.2)

46.1 Choisissez vos préférences

Answers

Answers will vary.

x 46.2 Demandez et répondez

Resources

Portfolio Answers

Answers will vary.

Florida Benchmarks

WL.K12.NH.1.1 (47.1)

WL.K12.NH.3.3 (47.2)

WL.K12.NH.4.3 (47.3)

J’avance

Resources

Tiered Assessments (Bleu, Blanc, Rouge) Rubrics (Single-Point, Holistic, Analytic) Portfolio

Answers

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

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.

J’avance

47 Des choix responsables

You are going to help François, our vlogger from France, create a video about responsible consumption for his vlog.

47.1 Regardez la vidéo v

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

Interpretive: I can understand someone talking about responsible choices and practices related to food.

47.2 Demandez et répondez s

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.

Mon progrès communicatif h

Interpersonal: I can exchange information about responsible choices and practices related to food.

47.3 Choisissez et présentez m

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.

Mon progrès communicatif h

Presentational: I can present information about responsible choices and practices related to food.

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.

Le fleuve Congo

J’avance

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)

48.1

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.

Resources

Portfolio

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.

48.2 Identifiez des exemples

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.

Notre communauté mondiale

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.

Mon progrès interculturel h

Investigate: I can use French to investigate a tool for evaluating the nutritional value of foods.

48.2 Identifiez des exemples s

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.

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

What impact do alternative approaches to providing nutritional facts, such as Nutri-Score, have on healthy eating choices and practices?

50 Agir contre la faim

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

Select a francophone hunger relief organization and write a message to inquire about their effort and practices to fight hunger in the world. 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

• questions to find out how you can get involved in your community or abroad (avoir envie d’aider…)

Mon progrès interculturel h

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

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.

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.

Florida Benchmarks

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)

50.1 Envoyez un e-mail

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.

Resources

Portfolio

Answers

Answers will vary.

50.2 Organisez une collecte

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.

Answers:

Answers will vary.

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.

Resources

Workbook

Synthèse : Grammaire

1. Expressing Quantity of Foods

Partitive Articles

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. Mon ami mange une banane. Pour le dîner, j’aime manger du poulet.

le poulet = all chicken 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.

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.

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 choisir

je mange 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

prendre boire

ils/elles choisissent

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

Pour le petit déjeuner, mon père prend du pain et il boit du jus d’orange.

3. Negating Statements

ils/elles boivent

For breakfast, my dad has bread and drinks orange juice.

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 de dessert.

At a restaurant, I never have dessert.

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.

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.

Resources

Flashcards, Workbook

Language

Synthèse : Vocabulaire

Communiquons 1

Au supermarché

At the Supermarket

le repas

le petit déjeuner

le déjeuner

le dîner

la boisson

le dessert

l’eau (f.)

le fromage

les fruits (m. pl.)

le gâteau

la glace

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) meal

juice

meat

I am hungry (to be hungry)

I am thirsty (to be thirsty)

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.

Synthèse : Vocabulaire

Communiquons 2

Au café/restaurant

At the Café/Restaurant

le café

le chocolat chaud le thé le soda

la crêpe (beurre-sucre)

le croissant le croque-monsieur les frites (f. pl.)

les haricots (m. pl.)

l’omelette (f.) le porc

le poulet rôti la quiche la salade le sandwich jambon-fromage le steak-frites

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

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

coffee hot chocolate

tea

soda

crepe (with butter and sugar)

croissant

ham and cheese melt

French fries beans

omelette

pork

roast chicken quiche

salad

ham and cheese sandwich steak and fries

two hundred, three hundred, etc.

two hundred thirty, four hundred seventy, etc.

one thousand

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

Florida Benchmarks

WL.K12.NH.2.1 (Interpretive Assessment)

WL.K12.NH.2.2 (Interpretive Assessment)

J’y arrive

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.

Resources

Rubrics: Holistic, Analytic, Integrated Performance Assessment

Answers

Answers are provided in the J’y arrive key available online.

J’y arrive

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?

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. Before you begin, refer to the J’y arrive rubric to familiarize yourself with the evaluation criteria.

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.

Interpersonal 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

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.

Also remind students to use strategies for including details in their responses during these tasks.

Florida Benchmarks

WL.K12.NH.3.2 (Interpersonal Assessment)

WL.K12.NH.5.3 (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.

Marché au Rwanda

Scaffold

Appendix A: Can-Do Statements

Appendix B: Rubrics

Analytic Growth Rubrics A10

Holistic Rubrics

Integrated Performance Assessment Rubrics

Appendix C: EntreCultures®1 AP®/IB Correlation Guides

AP® Correlation Guide

A18

A24 IB Correlation Guide

Appendix D: Grammar and Learning Strategies Index

Glossary of Classroom and Activity Instructions

Glossary: French-English

Glossary: English-French

Credits

A26

A27

Unité préliminaire

Mon progrès communicatif

b s a s

I can identify and name places on a map where French is spoken around the world . (9)

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)

I can ask and answer questions to meet and greet a young person . (20, 21)

Mon progrès interculturel

o o I can identify some familiar products, landmarks, and monuments and what they represent to francophone people (12)

vI can follow classroom commands . (23, 31)

I can tell someone my telephone number . (27)

I can understand when people tell me their phone number . (30)

I can ask and answer questions about birthdays . (34)

I can understand when someone tells me their birthday (34)

I can understand the purpose of an advertisement . (41, 45)

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 how francophone cultures and my culture celebrate local and national holidays or festivals (40)

I can identify the ways people express numbers for the calendar year in French and in English (44)

I can investigate regional francophone resources and organizations . (46)

Unité 1

Mon progrès communicatif

I can ask and answer simple questions about identity . (60, 65, 67)

I can use words relating to identity to describe myself and others . (61, 67)

I can write some simple sentences about identity . (66)

I can understand some words and phrases relating to activity preferences . (69)

I can ask and answer questions about activities that I like and dislike . (72)

I can identify key words and some information in an online ad for a summer camp . (62)

Mon progrès interculturel

I can identify some similarities and differences between francophone young people and myself (55)

I can identify some famous French speakers, their professions, and their contributions (63)

I can identify popular sports in Quebec and France and how they are similar to or different from sports in my community. (71)

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)

I can write simple sentences about myself and about activities that I like and I don’t like . (77, 81, 82)

I can introduce myself and provide some basic information about my identity . (78, 83)

I can understand information related to identity and preferences . (86, 97)

I can ask and answer questions to get to know another person . (87, 97)

I can describe some similarities and differences between a francophone student and myself . (97)

I can identify other languages spoken in my community and what they represent to people (95)

I can investigate regional francophone immigration patterns and their impact on American culture (98)

I can interact in French to share information about myself . (99)

Unité 2

Mon progrès communicatif

I can understand when someone names school supplies . (114, 124)

I can describe items I or others have or need for school . (116, 124)

I can respond to questions about school supplies . (116, 124)

I can understand some basic activities and objects related to specific classes. (127)

I can understand the names of classes and how many hours per week they meet . (129)

I can ask and answer questions about my class preferences . (132, 141)

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)

I can identify some simple similarities and differences between my schedule and that of a francophone student (138, 141)

Mon progrès interculturel

d o o I can identify some similarities and 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)

I can identify what francophone students do in their free time at school, where they go, and why . (131)

I can can identify common student activities and locations at school . (144, 156)

I can ask and answer questions about typical activities that take place during the school day . (146)

I can describe some activities that students like to do at school . (147)

I can identify common student activities and locations at school . (148, 156)

I can respond to an email from a francophone student about typical activities that take place during the school day . (153, 156)

I can create a vlog about my daily activities at school . (155, 156)

I can ask and answer questions about typical activities that take place during the school day . (155)

I can identify practices and related perspectives regarding the use of technology in schools in francophone countries . (148)

I can create a survey for francophone peers and interpret the results . (159)

I can investigate francophone school schedules and the way francophone students feel about them . (159)

Unité 3

Mon progrès communicatif

I can identify family members when I hear someone talk about family . (174, 186)

I can identify the actions of family members in a comptine, a French nursery rhyme . (176)

I can use a few simple details to present information about family members . (181, 186)

I can ask and answer questions about family members in a photo . (182)

I can respond to questions to provide information and simple details about family members . (184, 186)

I can share information about the ages of some family members . (190)

I can ask and answer questions about characteristics of family members or friends . (191, 199)

Mon progrès interculturel

I can identify some similarities and differences between the preferences and place of origin of a francophone teen and my own . (171)

I can identify whom people consider to be part of their family in my culture and in a francophone culture . (179)

I can identify some legal practices related to traditional marriages and civil unions between two people in France . (193)

I can identify how signage in public buildings and spaces in francophone cultures is similar to and different from that in my culture . (205)

I can write a description of myself to share with others . (192, 199)

I can identify which person is being described . (196, 199)

I can understand simple descriptions of francophone homes . (203)

I can write descriptions of the places and activities that bring families together in my culture and in francophone cultures . (206)

I can ask and answer questions about a property . (210, 213)

I can understand online descriptions of rental properties . (212, 213)

I can write a description of a rental property in a francophone country . (212, 213)

I can use French to find information about families in francophone countries . (214)

I can interact with French speakers by creating an audio survey and analyzing the responses . (215)

I can compare family structures in francophone communities and in my own . (215)

Unité 4

Mon progrès communicatif

I can understand someone’s food preferences that are expressed in a video . (230)

I can identify foods in a supermarket advertisement . (231, 238)

I can ask and answer questions about food preferences . (236)

I can respond to text chats about my eating habits . (236, 238)

I can describe a typical meal in my community . (237, 238)

I can write captions for photos related to menu items . (242, 254)

I can identify the foods that people eat for different parts of a meal. (243)

Mon progrès interculturel

I can identify some similarities and differences between a francophone student’s place of origin and free-time activities and my own . (227)

I can identify how and why people from the francophone world eat what they do . (233)

I can identify the differences in daily eating customs in various locales in the francophone world . (245)

I can ask and respond to some simple questions about eating habits . (251, 253, 254)

I can understand someone’s food preferences as expressed in an email . (254)

I can understand some facts from an infographic about food waste . (261)

I can understand someone talking about responsible choices and practices related to food . (262, 268)

I can exchange information about responsible choices and practices related to food . (267, 268)

I can present information about responsible choices and practices related to food . (262, 268)

I can identify some practices related to food waste in francophone countries and in my community . (258)

I can use French to investigate a tool for evaluating the nutritional value of foods . (270)

I can interact in French to seek information about ways to support my community or other communities . (271)

Unité 5

Mon progrès communicatif

I can identify some leisure activities and where they take place . (283, 299)

I can understand a variety of leisure activities . (287, 299)

I can ask and answer questions about leisure activities . (288, 299)

I can understand written information about leisure activities (291)

I can give some simple reasons that I would like to visit a francophone location . (298)

I can understand social media posts about weekend plans . (301, 311)

I can ask and answer questions about weekend plans . (301, 311)

I can leave a short description about weekend plans (302)

Mon progrès

interculturel

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)

I can identify popular sporting events in my community and in francophone cultures and tell how they benefit their communities . (292)

I can identify how people celebrate festivals in the francophone world and in my community . (306)

I can understand simple descriptions about someone’s social plans . (303)

I can write a social media post about upcoming plans . (308)

I can leave a voicemail inviting a friend to an event . (308, 311)

I can understand social media posts about weekend plans . (301, 311)

I can make decisions about clothing based on weather . (313, 315, 326)

I can understand facts about the weather when symbols are used . (314, 326)

I can ask and respond to questions to inquire about preferences . (322)

I can exchange information about activities in my community (324, 326)

I can identify how people measure in francophone cultures and in my community . (314)

I can investigate the participation of francophone countries in the Olympic games . (328)

I can use French to invite French speakers in my community to an upcoming event and to interview them about it . (329)

Unité 6

Mon progrès communicatif

I can describe what one can buy in various food stores . (345, 351, 353)

I can understand which foods someone wants or needs to buy . (346)

I can recommend where to purchase various foods based on what someone wants or needs . (350, 353)

I can describe what one can buy in various food stores . (351)

I can respond to text messages about what I can buy in various food stores . (352)

I can understand what someone wants to, must, or can do when shopping for food . (352, 353)

I can understand and illustrate a simple proverb . (352)

I can ask and answer questions about shopping and prices . (358, 368)

I can tell where I shop and what I buy there in a video post about a shopping trip (360, 368)

Mon progrès interculturel

I can identify some ways in which a francophone student’s hometown and activities around town are similar to and different from my own. (341)

I can identify differences in everyday practices related to food shopping in francophone communities and in my community, and I can understand the benefits of both systems. (348)

I can identify shopping habits where I live and in the francophone world and tell how they affect each community. (358) o c d p

I can identify where to buy various items . (363, 366, 368)

I can understand and respond to posts about where people buy various food items . (367)

I can ask and answer simple questions about where various places are located . (372)

I can describe where a shop is located relative to other places in town . (374, 383)

I can describe how people get around town using various types of transportation . (379)

I can understand what people do in some stores or other locations in town . (382)

I can identify what someone can buy or do in various stores . (377)

I can describe what one can do or buy at various locations around town . (382, 383)

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)

I can use French to investigate popular modes of transportation in francophone countries . (384)

I can compare the modes of transportation used in francophone countries and in my community . (384)

I can use French to survey French speakers in my community about their shopping needs . (385)

Analytic Growth Rubrics | Appendix B

Interpretive Reading, Listening, Audiovisual, and Viewing

Level 1 Target: Novice Mid - Novice High

How well do I understand?

Main Idea and/or Details

What words and structures do I understand?

Vocabulary and Structures in Context

I can recognize a few words that are very familiar to me.

I can recognize a few very familiar words and phrases in text or speech from well-practiced topics.

I can recognize and understand some basic information with memorized words and phrases.

I can recognize words and phrases, including cognates, and borrowed words in text or speech from well-practiced topics.

I can identify pieces of information and sometimes the main idea(s) without explanation when the idea is familiar, short, and simple.

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 the main idea(s) and some details when the idea is familiar, short, and simple.

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

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 make minimal inferences based on visual clues, organizational layout, inflection and/or body language.

I can understand some basic meaning when authentic texts or speech on very familiar topics include cognates and/or visual clues.

I can make limited inferences based on 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 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 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 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 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).

Analytic Growth Rubrics | Appendix B

Interpersonal Communication: Speaking and Writing

Level 1 Target: Novice Mid - Novice High

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 ?

Comprehensibility

How well do I understand?

Comprehension

How intercultural am I?

Interculturality

*Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences

I have great difficulty maintaining a conversation. I speak with frequent 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 memorized words for functions (actions) and isolated words as structures.

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 use a limited number of highly practiced words and expressions to identify familiar objects and actions.

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 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 use learned words and phrases to interact with others in tasks and activities on familiar topics.

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 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 variety of new and previously learned words and phrases to interact with others on a range of familiar topics.

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 to a language learner.

I can understand some isolated words and expressions that I have memorized. I need continual repetition.

I am somewhat understood by someone accustomed to a language learner.

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 apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I am often understood by someone accustomed to a language learner.

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 am usually understood by someone accustomed to a language learner.

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.

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.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

Analytic Growth Rubrics | Appendix B

Presentational Speaking

Level 1 Target: Novice Mid - Novice High

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 accurate am I?

Structures

How well do I deliver my message?

Delivery, Fluency, Visuals, Impact on Audience

How intercultural am I?

Interculturality

*Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences

I can use a very limited number of isolated words that are repetitive.

I can use a limited number of words and expressions to identify objects and actions in familiar contexts.

I can use some isolated words.

I am understood only with great effort by someone accustomed to a language learner.

I can use a limited number of memorized words for structures.

I can deliver my message with great difficulty, speaking with frequent hesitation, pauses, and/ or repetition.

I can use highly predictable words, lists, and memorized phrases in very familiar contexts.

I can use words and expressions that I have practiced to present familiar topics.

I can use phrases, simple sentences, and questions. I am beginning to create original sentences with some simple details in familiar contexts.

I am somewhat understood by someone accustomed to a language learner.

I can use memorized words and some basic structures with frequent errors.

I can deliver my message using isolated words and memorized phrases, speaking with frequent hesitation, pauses, and/ or repetition.

I am often understood by someone accustomed to a language learner.

I can use basic structures in present time with some errors, relying on memorized phrases.

I can deliver my message by relying on learned phrases and short or incomplete sentences, speaking with hesitation, pauses, and/or repetition.

I can use a variety of new and previously learned words and phrases to present a range of familiar topics.

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 usually understood by someone accustomed to a language learner.

I can use basic structures with some variety in time frames (e.g., past, future) with some errors.

I can deliver my message by relying on phrases and simple sentences, speaking with hesitation, pauses, and/or repetition.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

Analytic Growth Rubrics |

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

How well do I complete the task?

Ideas and Organization

How intercultural am I?

Interculturality

*Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences

I can use a very limited number of familiar words that are repetitive.

I can copy familiar words, phrases, or incomplete sentences to complete lists, forms, charts, or organizers.

I can use a limited number of memorized words and phrases in a familiar context.

I can write lists, memorized phrases, supply information in a form, chart, or organizer on familiar topics.

I can use words and expressions that I have practiced 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 use a variety of new and previously learned words and phrases on a range of 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 can use a very limited number of isolated words that are repetitive.

I am somewhat understood by someone accustomed to a language learner.

I am beginning to use basic structures with frequent errors.

I am often 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 am usually understood by someone accustomed to a language learner.

I can use basic structures with some variety in time frames (e.g., past, future) but more errors may occur.

I can minimally complete the task with familiar content in writing.

I can complete the task with familiar content. 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 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.

3 Can do this independently

2 Can do this with help

1 This is still a goal .

• 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.

• Recognizes and understands memorized words, phrases, and basic information in text or speech in familiar contexts.

• 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.*

• Understands and identifies words, phrases, questions, simple sentences, and sometimes the main idea in short pieces of informational text or speech in familiar contexts.

• 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.*

• 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.**

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

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.

SELF-REFLECTION: What interpretive strategies can I use to help me understand what I read/heard/viewed?

LEARNER

LISTENING/VIEWING

 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.

READING/VIEWING

 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).

3 Can do this independently 1

2 Can do this with help

1 This is still a goal

• 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.*

• 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.

• 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.*

• 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 communication strategies.

• Makes a few inferences from visual and/or contextual clues, cognates, or other language features.

• 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.

• Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.* IL

• 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.**

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences. 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.

to help me understand and make myself understood?

can I use

: What communication strategies

LEARNER SELF-REFLECTION

LISTENING/READING

 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.

SPEAKING/WRITING

 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 ask questions. Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

 I use level-appropriate vocabulary in familiar contexts.

3 Can do this independently 1

2 Can do this with help

1 This is still a goal .

participation, presentation to the

online audioand video-recording

• 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.*

• 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.

• 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.*

• 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.

• 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.*

• 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.**

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

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.

SELF-REFLECTION: What communication strategies did I use to make myself understood to my audience?

LEARNER

 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.

PRESENTATIONAL SPEAKING

 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 practice my presentation before I present to the audience. Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky).

 I use visuals to support meaning.

3 Can do this independently

2 Can do this with help

1 This is still a goal

forms, organizers, charts, messages,

tasks, surveys, discussion

• 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.*

• 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.

• Makes limited use of presentational writing strategies.

• Applies knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.*

• 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.

• 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 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.*

Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

1 LinguaFolio®. NCSSFL, Interculturality, 2016. ncssfl.org

What communication strategies can I use to make my message understood to the reader?

LEARNER SELF-REFLECTION:

 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.

PRESENTATIONAL WRITING

 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.

Integrated Performance Assessment Rubrics | Appendix 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.

DOMAIN:

Identifies and infers a few details of each vlogger.

Identifies and infers some of the details of each vlogger.

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.

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.

DOMAIN: PRESENTATIONAL ASSESSMENT — Presentational Writing

Compares similarities

Student completes two sentences regarding two similarities with the vloggers.

Interculturality

Makes limited cultural comparisons.

Interculturality

Makes somewhat relevant cultural comparisons.

Identifies and infers most of the details of each vlogger.

Message includes most of the task’s components using familiar words, phrases, questions, and simple sentences.

The message is often understood despite errors.

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.

Interculturality

Makes mostly relevant cultural comparisons.

Integrated Performance Assessment Rubrics | Appendix

Unité 2 : Un échange virtuel

TASK COMPONENTS NOVICE LOW

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.

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.

Identifies limited required information.

Identifies some of the required information.

Identifies most of the required information.

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.

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.

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.

Interculturality

Identifies a mostly relevant similarity and difference between the two cultures.

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.

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.

Integrated Performance Assessment Rubrics |

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.

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.

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.

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.

Identifies most of the required information.

Interculturality

Adequately identifies personal similarities and differences with a francophone teenager.

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.

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 Performance Assessment Rubrics | Appendix

Unité 4 : Choisissons un restaurant

TASK COMPONENTS

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.

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.

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.

Accurately identifies all or almost all of the required information.

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.

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.

Integrated Performance Assessment Rubrics

Integrated Performance Assessment Rubrics | Appendix B

Unité 5 : Le week-end prochain

TASK COMPONENTS NOVICE LOW NOVICE MID NOVICE HIGH INTERMEDIATE LOW

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.

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.

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.

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.

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.

Responses accurately reflect information from the weather forecast and the social media posts.

Interculturality

Appropriately demonstrates understanding of the metric system to measure temperature.

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.

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 Performance Assessment Rubrics | Appendix B

Unité 6 : Un stage

TASK COMPONENTS NOVICE

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.

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.

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.

Accurately identifies all or almost all of the required information Responses accurately reflect information shared in the audio.

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.

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.

AP® Correlation Guide

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)

Leisure and Sports (Les loisirs et le sport)

Travel (Les voyages)

Advertising and Marketing (La publicité et le marketing)

Housing and Shelter (Le logement)

Holidays and Celebrations (Les fêtes)

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)

IB Correlation Guide

1 Identities (Identités)

Lifestyles (Styles de vie)

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)

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)

Social Relationships (Relations sociales)

Community (Communauté)

Social Engagement (Engagement social)

Education (Éducation)

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)

Grammar and Learning Strategies Index | Appendix D

(v = There is a video online)

Unité préliminaire

Détail grammatical : Quelle est la date ?

Learning Strategies v

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

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

Activities

29�1, 29�2, 30�3

Stratégies : Using What You Know

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

Structure en avant : Les articles définis v 11, 12 13, 14, 15, J’avance, J’y arrive, Workbook Activities

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

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

Grammar and Learning Strategies Index | Appendix D

(v = There is a video online) Activities

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

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

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

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

12, 13, 14, 16, J’avance, J’y arrive, Workbook Activities, Workbook Activities

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

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

Stratégies : Expanding Vocabulary 11, 12, 13, 14, 15, J’avance, J’y arrive, Workbook Activities

12�1, 12�2,13, J’avance, J’y arrive, Workbook Activities

28, 29, 30, 31, J’avance, J’y arrive, Workbook Activities

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

Unité 5

Communiquons 1

Grammar and Learning Strategies Index | Appendix

Unit Section

(v = There is a video online) Activities

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

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

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

11, 12, 13, 14, 15, 16, J’avance, J’y arrive, Workbook Activities

Stratégies : Understanding and Being Understood Part 1, Part 2

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

Glossary | Classroom and Activity Instructions

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

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

Expressions de politesse à vos souhaits excusez-moi de rien merci pardon s’il vous plaît

bless you (after a sneeze) excuse me you’re welcome thank you pardon please

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

Glossary | Classroom and Activity 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

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

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

Every effort has been made to determine the copyright owners. In case of any omissions, the Publisher will be happy to make suitable acknowledgements in future editions . All credits are listed in order of appearance . All images are © Shutterstock and © iStock by Getty Images, except as noted below .

Cover Image: mkzdillon / Shutterstock

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8 Authentique b D’après © Bamse. « Pays ayant le français comme langue officielle. » CC BY-SA 3.0; © Organisation Internationale de la Francophonie, 2023. francophonie.org

9 Authentique b D’après © Organisation Internationale de la Francophonie. « Carte de la Francophonie. » francophonie.org 19, 34 v © François (vlogger)

36 i © Egon Steiner (Original), RoyFocker 12 (Derivative work). « Frankfurt/Main, Staatspräsident von Senegal, Léopold Sédar Senghor. » CC BY-SA 3.0

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121 i © IMAGO / photothek, Thomas Koehxlerx, « Students » 122, 128, 134, 149, 156 v © Images licensed courtesy of VyondTM

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176 Authentique b © Pierre Lozère (music) and Bernard François (lyrics), with the permission of Éditions Marypierre, « Toute la famille. » papaclown.com, 1983.

178 Authentique b © PORTAIL WALLONIE.BE, « Répartition des ménages privés wallons selon le type (en pourcentage) » iweps.be, 2023

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Authentique b « Babuye Kanjye » Poem from Rwanda

258 Authentique b © Statista, « Le gaspillage alimentaire : 16 milliards d’euros perdus chaque année, » fr.statista.com, 30 May 2016, CC BY-ND 4.0

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Authentique v © AFP, « Ramadan: pâtisseries orientales ou charcuterie halal, ‘le gain de l’année’ pour les commerçants. » afpforum.com, 2022