EntreCultures 1 by Wayside Publishing

SA PL E

Communicate, Explore, and Connect Across Cultures

Livre du professeur

Elizabeth Zwanziger Hélène Schuster Brittany Goings Ed Weiss

ENTRECULTURES 1

Copyright © 2020 by Wayside Publishing All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the USA 8 9 10 KP 20 Print date: Softcover ISBN 978-1-944876-85-2

ENTRECULTURES 1

Le Monde francophone

Glossary of Classroom and Activity Approaches to Teaching and Learning Glossary of Classroom . . . . ii Instructions . . . . . . .and . . . Activity . . . . . . . Instructions . . . . . . . ii . . . .Cultivating Interculturality. . . . . . . . . xxiv Acknowledgements .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. iv . . . . . . . . . . . iv Acknowledgements Staying in the Target Language . . . . xxviii World-Readiness Standards for Learning LanguagesIntegrated . . . . .v Differentiated Instruction . .xxx LearningFeatures. Languages. Essential . . . . . . . . . . . . . . . . . . . . .v. . . . . .Vocabulary . . . . vi Instruction in Context . . xxxiii Scope and Sequence. . . . . .and . . . Vision. . . . . . . .. .. .. .. .. vi EntreCultures 1 Mission . . . . . . .Grammar . . . viii Instruction in Context. . . . xxxiv Essential Features. . . . . . . . 1. .. .. .. .. .. .. .. .. .. .. .. ..xx Welcome to EntreCultures . . . . . . .Assessing . . . . ix Language Performance EntreCultures 1 Mission and Vision. . . . xxii . . . . . . . . . . . . . . . . . . . . xxxvi Unit Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in . . .Context .x Welcome to EntreCultures 1 . . . . . . . . . . xxiii Unit Organization . . . . . . . . . . . . . . . . . xxxviii

20 19 6 7

Marc Degioanni - Conseiller pédagogique - Digne (2012), “Monde 4 Francophonie”, Retrieved from http://formation.eklablog.fr/le-monde-seance-n-4-les-pays-francophones-a40996532.

langue maternelle (1–5)

1. Québec

8 18 11 9 17 16 15 14 10 31 13 12

langue officielle (6–18; 23–32)

32 26 23

langue culturelle (19–22; 33)

minorité francophone

18. Sénégal

27. Maurice

2. France

10. République démocratique du Congo

19. Mauritanie

28. Dominique/Sainte Lucie

3. Belgique

11. Cameroun

20. Algérie

29. Vanuatu

4. Suisse

12. République du Congo

21. Maroc

30. Polynésie Française

5. Guyane

13. Gabon

22. Tunisie

31. Burkina Faso

6. Mali

14. Bénin

23. Madagascar

32. Djibouti

7. Niger

15. Togo

24. Haïti

33. Sahara Occidental

8. Tchad

16. Côte d’Ivoire

25. Canada

34. Luxembourg

9. République centrafricaine

17. Guinée

26. Comores

EntreCultures 1

ENTRECULTURES 1

EntreCultures 1

Glossary of Classroom and Activity Instructions Expressions de politesse

asseyez-vous

à vos souhaits

écoutez

Expressions pour la salle de classe sit down listen

il vous faut…

levez la main levez-vous

ouvrez vos livres

parlez avec votre voisin

parlez en français regardez-moi répétez

excusez-moi

close your books

de rien

you need…

you’re welcome

merci

raise your hand

excuse me thank you

pardon

fermez vos livres

bless you (after a sneeze)

stand up

s’il vous plaît

open your books

please

talk to your neighbor speak French look at me repeat

retournez à vos places return to your places

Descriptions d’emplacement - Où est le cercle?

sous

sur

à côté de

à droite de

dans

devant

derrière

à gauche de

loin de

près de

Expressions pour les activités choisissez classez

comparez

complétez créez

décrivez

demandez discutez

échangez écoutez

enregistrez étudiez

choose classify compare complete create

describe ask

discuss

exchange listen

record, ﬁlm study

explain

expliquez

look for

identiﬁez indiquez lisez

mettez

organisez

identify

indicate read put

organize

talk, speak

parlez

participez pensez

préparez

présentez regardez

participate think

prepare present watch

cherchez

ENTRECULTURES 1

répondez résumez tchattez trouvez

respond, answer summarize

chat (online) ﬁnd

utilisez

use

un/une autre élève de classe

classmate

une image

image

un exemple

un/une partenaire une phrase

une question une réponse un rôle

un tableau

example partner

sentence question answer role table, chart

EntreCultures 1

iii

ENTRECULTURES 1

Acknowledgements 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 had the privilege to work with a talented and hard-working professional team that served as our anchor during the entire creative process.

From the very beginning of this project, Eliz Tchakarian, Editorial Project Manager, and Janet Parker, Curriculum Coordinator, were dedicated partners who coached us through every step of the journey and consistently helped us pull all of the pieces together in order to create this book. We also greatly appreciate Curriculum Coordinator Helen Small’s and Editorial Project Manager Lindsey Colling’s guidance in completing the program in its last stage. Kelsey Hare and Elizabeth Rench (Permissions Coordinators) were instrumental and persistent with acquiring permissions for authentic materials. We commend our outstanding editors, Eileen M. Angelini and Ana-Maria M’Enesti, whose advice and editing were indispensible to the completion of this work. Contributing Authors Julia Thornton and Nitya Viswanath enriched the content of our online presence. Our book would not have been as truly authentic nor as engaging without the generous contribution of our international video bloggers, 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 culture. Thanks so much to Marianne, François, Hamid, Jeanne, Ariane, Kate, and Noah for being the faces of EntreCultures level one.

We thank Derrick Alderman and Rivka Levin at Bookwonders—our talented and artistic production team—who brought our manuscripts to life on the engaging and colorful pages of the completed product. We thank Wayside Publishing Graphic Designers Nathan Galvez, Sawyer McCarronRutledge, Tawny Cantor, and cover designer Shelby Newsted, who designed many of the beautiful graphics and graphic organizers used in both the print and online versions of this book. We extend our appreciation to Senior Tech Support Representatives Maddie Bonneau, James LeVasseur, and everyone else on the IT team led by Manager Deb Penham.

The Wayside Publishing Sales and Marketing team was led by Director Michelle Sherwood, who was assisted by Marketing Manager Nicole Lyons, Professional Development Manager Jay Ketner, and the entire Instructional Strategist team. We’d like to specifically thank all Instructional Strategists, as well as the Marketing Specialists Stefanie Millette and Zsofia McMullin. In collaboration with the Wayside Publishing Sales and Marketing team, we are getting the word out to the French teaching community about EntreCultures, a new instructional tool and innovative approach to developing students’ intercultural communicative competence. Finally, we sincerely thank Wayside Publishing President Greg Greuel and Manager of Product Development Steve Whitworth for supporting this project with their clear vision and leadership.

Elizabeth Zwanziger

Hélène Schuster

Brittany Goings

Ed Weiss

ENTRECULTURES 1

World-Readiness Standards WORLD-READINESS STANDARDS LEARNING LANGUAGES ForFOR Learning Languages GOAL AREAS

GOAL AREAS

COMMUNICATION

STANDARDS

Interpersonal Communication:

Interpretive

STANDARDS Presentational

CULTURES

Communication: Communication: Interpersonal Interpretive Presentational COMMUNICATION Learners interact and Communication: Learners understand, Learners present information, Communication: Communication: Communicate eff ectively negotiate meaning in interpret, and analyze what concepts, and ideas to inform, Learners interact Learners Learners present spoken, signed, or written is heard, read, or viewed on a explain, persuade, and narrate in more than one and negotiate understand, information, concepts, and conversations variety of topics. on a variety of topics using language in order to to share interpret, and information, reactions, meaning in spoken, appropriate media and adapt- ideas to inform, explain, function in a variety of analyze is persuade, and narrate feelings, and opinions. signed, or written ing to what various audiences of situations and for multiple listeners, readers, conversations to heard, read, or or viewers. on a variety of topics purposes share information, viewed on a variety using appropriate media ULTURES reactions, feelings, of topics. and adapting to various Relating Cultural Relating Cultural Interact with cultural and opinions. audiences of listeners, Practices to Perspectives: Products to Perspectives: competence and readers, or viewers. Learners use the language to investigate, Learners use the language to investigate, understanding Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

explain, and reflect on the relationship between explain, and reflect on the relationship between the practices and perspectives of the cultures the products and perspectives of the cultures Relating Cultural Practices to Relating Cultural studied. studied.

Products to Perspectives: Perspectives: Interact with cultural Learners use the language to Learners use the language to competence and ONNECTIONS investigate, explain, and reflect investigate, explain, and reflect on Making Connections: Acquiring Information Connectunderstanding with other on the relationship between the the relationship between the products and Diverse Perspectives: disciplines and acquire Learners build, reinforce, and expand their practices and perspectives of the and perspectives of the cultures information and diverse Learners access and evaluate information and knowledge of other disciplines while using the perspectives in order to use cultures studied. studied. diverse perspectives that are available through language to develop critical thinking and to

the language to function in academic and careerrelated situations

the language and its cultures.

solve problems creatively.

CONNECTIONS

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

Making Connections: Acquiring Information and Diverse Learners build, reinforce, and Perspectives: OMPARISONS Connect with other Language Comparisons: Cultural Comparisons: expand their knowledge of Learners access and evaluate Develop insight into the acquire nature disciplines of language and and Learners use the languageother to investigate, Learners using use the language to investigate, disciplines while information and diverse perspectives culture information in order to interact and diverse explain, and reflect on thethe nature of language to develop explain, and critical reflect on the concept of culture language that are available through the with cultural competence language studied through comparisons of the cultures studied perspectives in through ordercomparisons of the thinking and to solve problems language and its cultures. and theirto own. and their own. to use the language creatively. function in academic and careerrelated situations

COMMUNITIES

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

School and Global Communities:

Lifelong Learning:

Comparisons: Cultural Comparisons: Learners use the languageLanguage both within COMPARISONS Learners set goals and reflect on their progress

and beyond the classroomLearners to interact and use the language to Learners use the language to in using languages for enjoyment, enrichment, Develop insightcollaborate into the in their community and the investigate, explain, and reflect investigate, explain, and reflect and advancement. nature of language and globalized world. on the nature of language on the concept of culture through culture in order to interact through comparisons of the comparisons of the cultures studied with cultural competence language studied and their own. and their own.

COMMUNITIES

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

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

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

EntreCultures 1

| Scope and Sequence ENTRECULTURES 1| Scope and Sequence

Scope and Sequence EntreCultures Level 1 ESSENTIAL QUESTIONS How widely is French used in the world, on the Internet, and in my community?

Unité préliminaire Bonjour!

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

Unité 1 L’identité AP® Themes Personal and Public Identities

Interpret charts, graphs, and images to learn about diverse places, people, and cultures where French is spoken.

Reflect on how to communicate and interact respectfully when meeting people from other cultures.

Unité 2 À l’école

IB Themes Social Organization

Unité 3 La vie en famille AP® Themes Family and Communities IB Themes Social Organization

Pratique culturelle: Téléphoner en France Produit et pratique culturels: Un grand festival Pratique culturelle: Les années

Who am I? How does what I do define who I am?

La France et le Québec

How do I exchange information about my identity and that of others?

Interpret images, audio, and video, and print texts in French to gain insights into identity.

Zoom culture: Pratique culturelle: Justin Trudeau, un Canadien à plusieurs identités

What are cultural similarities and differences between myself and others in a Francophone community?

Present basic information about yourself.

Pratique culturelle: Le handball

How is student life at my school similar to and/or different from student life in a Francophone country?

How do courses and schedules reflect the educational values of a community?

AP® Themes Contemporary Life

Zoom culture: Pratique culturelle: Les salutations et l’espace vital

Interact to express your identity, ask for and give personal information, and express preferences about activities.

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

IB Themes Identities

Interact in French, asking and answering some basic questions to meet and get to know others.

INTERCULTURAL FOCUS

What strategies will help me communicate in French as I begin to learn the language?

UNIT GOALS

UNITS

What places, people and activities define student life?

Exchange information about your life at school, including people, places, schedules, and student activities.

Which attributes and interests do family members share? Which places and activities bring families together in our culture and in Francophone cultures?

L’Algérie

Interpret images, videos, and schedules to gain insights into what school life is like in a Francophone country.

Zoom culture: Pratique culturelle: Le système scolaire algérien

Present information about your own life at school.

Pratique culturelle: La technologie à l’école

Investigate elements of school life and aspects of time in Francophone cultures.

Who are the members of a family?

Pratique culturelle: L’identité linguistique du Québec

Pratique culturelle: La récré

Exchange information about family and home life.

Le sud-ouest de la France

Interpret print texts, infographics, charts, audios, and videos about family life and activities.

Zoom culture: Pratique culturelle: Les animaux de compagnie

Present a collection of images to share information about a home, a family and/or friends.

Pratique culturelle: Le Pacs et le mariage en France

Explore family traditions in Francophone cultures.

Produit culturel: Les bâtiments et le logement

Scope and Sequence 1 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

Prononciation: Final Consonants

Classroom directions: Expressions pour la salle de classe

Greetings and introductions: Bonjour et au revoir

Learning Strategy Video: Interpretive Print

N/A

Activities and preferences: Mes activités préférées

Expressing who I am: Être (suis, es, est) et les adjectifs (V)

Expressing Preferences: J’aime, tu aimes, je n’aime pas, tu n’aimes pas (V) Asking and Answering Questions (Part 1 and Part 2): Questions et réponses (V)

Getting to know someone: Questions et réponses

Détail grammatical: Quelle est la date?

Days, dates, and numbers: Le calendrier

Identities: Qui suis-je?

ADDITIONAL FEATURES

School supplies: Les fournitures scolaires

Subjects: Les matières

School activities: Qu’est-ce qu’on fait à l’école?

Identifying People or Things: Les articles indéfinis, définis et la possession avec de (V) Telling Time: L’heure (V)

Expressing Daily School Activities: Les verbes en -er (V)

Prononciation: /r/ sound /e/ sound (é, ez, er, et)

Learning Strategy Video: Interpretive Listening

Détail grammatical: Les noms masculins/féminins Le verbe être Les questions avec est-ce que L’ordre des mots dans les questions Est-ce que

Prononciation: Word Stress in French Hard and Soft G Sounds Learning Strategy Video: Recognizing Cognates Détail linguistique: Les abréviations Détail grammatical: La possession avec de Les articles définis L’infinitif Les pronoms sujets et les verbes en -er Prononciation: Liaison

Family members: C’est ma famille

Indicating Family Relationships: Les adjectifs possessifs et avoir (V)

Learning Strategy Video: Interpersonal Speaking

Descriptions of family: Comment sont les membres de ma famille?

Describing Family Members: Les adjectifs (V)

Détail linguistique: Les surnoms en famille

Where I live: Chez moi

Asking Informational Questions: Les questions (V)

Détail grammatical: Le verbe avoir C’est vs. Il/Elle est Le mot combien

EntreCultures | Scope and Sequence

vii

| Scope and Sequence ENTRECULTURES 1| Scope and Sequence

Scope and Sequence EntreCultures Level 1 (continued) (continued) UNITS

ESSENTIAL QUESTIONS

UNIT GOALS

INTERCULTURAL FOCUS

AP® Themes Global Challenges IB Themes Experiences

Unité 5 Le temps libre

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

Create a menu based on food preferences and food traditions of a Francophone country.

Recognize how Francophone cultures demonstrate responsible attitudes and practices toward food-related issues.

What are common leisure activities in my community and in the Francophone world?

How do leisure activities, sports, and music help define cultures? What is the impact of leisure activities on everyday life?

Exchange information about leisure activities.

Identify information from print and audiovisual materials relating to leisure activities. Make simple social plans and invite someone to an event.

AP® Themes Contemporary Life

How does cuisine help define cultures?

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

What is the role of food in everyday life?

IB Themes Experiences

AP® Themes Families and Communities IB Themes Social Organization

viii

Identify how and why people use their leisure time in Francophone cultures and in your community.

How do the culture, community, and the people around us affect how we live?

Unité 6 En ville

Le Rwanda

Zoom culture: Pratique culturelle: Le marché en Afrique Pratique culturelle: L’heure des repas

Pratique culturelle: Le gaspillage alimentaire

Unité 4 Bon appétit

Share preferences, opinions, and habits about food choices and food purchases.

How do my surroundings shape my identity? How does culture affect how people move between locations in a town?

Share information and preferences about places in your community and in the Frenchspeaking world. Interpret blogs, lists, proverbs, and promotional materials about shopping choices and activities. Describe the relative location of stores in a community using maps. Identify some of the unique features that have shaped and defined the culture of a community.

Le Togo

Zoom culture: Pratique culturelle: Le Tour de France Pratique culturelle: La pétanque Pratique culturelle: Le festival Eke Epke à Glidji, au Togo Pratique culturelle: Le système métrique Pratique culturelle: La mode française

La France Zoom Culture: Pratique culturelle: Faire les courses en France Pratique culturelle: Les soldes Pratique culturelle: Le transport en commun Pratique culturelle: L’Office de Tourisme

Scope and Sequence 1 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES

Prononciation: /o/ Sound

Expressing Quantity of Foods: Le partitif (V)

Ordering foods and beverages: Au café

Expressing What You Eat and Drink: Les verbes aller, prendre et boire (V)

Responsible choices relating to food: Les aliments et notre monde

Negating: La forme négative (V)

Learning Strategy Video: Elaborating and Connecting Ideas Détail linguistique: Suivez les instructions La politesse L’entrée Avoir ou prendre

Foods bought in a market: Au supermarché

Détail grammatical: Les expressions avec avoir Au négatif

Leisure activities: Le sport et la musique Weekend activities: Les activités du week-end

Expressing Upcoming Plans: Le futur proche (V) Requesting Information: Quel/quelle/quels/quelles (V)

Clothes and the weather: Des vêtements pour chaque saison

Expressing Where to Go for Leisure Activities: Aller

Places to buy food: Faire les courses

Places to buy other items: Faire du shopping

Where I went and what I did: L’emplacement

Requesting Information: Les questions formelles et informelles (V)

Expressing What I Can and Must Do: Je peux, je veux et je dois Describing What People Buy and Where: Acheter (V) Expressing Activities in Town: Les verbes en -re (V)

Prononciation: /è/ Sound

Learning Strategy Video: Expanding Vocabulary Détail linguistique: Les pays et les prépositions Les abréviations en ligne

Détail grammatical: Le verbe faire Le verbe aller La négation au futur proche 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 verbe vendre Les prépositions avec de Les verbes en -re

EntreCultures | Scope and Sequence

| Scope and Sequence ENTRECULTURES 2| Scope and Sequence

Scope and Sequence EntreCultures Level 2

AP® Themes Contemporary Life IB Themes Social Organization

AP® Themes Family and Communities Contemporary Life

How do personal preferences and traits influence our choices in school? What helps students engage in their school community? What do schools in different cultural contexts provide to meet the needs of their students?

Read, view, and listen to information about a variety of schools in Francophone cultures to draw comparisons with your own. Present your school to a visiting student from a Francophone culture while giving advice on how to be successful in your school.

Unité 3 Au boulot, les bénévoles!

AP® Themes Contemporary Life Family and Community IB Themes Social Organization Sharing the Planet

L’île de la Réunion

Zoom culture: Pratique culturelle: La filière scolaire

Pratique culturelle: Le foyer des élèves

Pratique culturelle: Qu’est-ce qu’on propose comme activités périscolaires?

Investigate how schools in a Francophone culture promote learning and student involvement.

Which culinary traditions of the past are still important today?

How are our memories with the important people in our lives connected to food? How does food bring people together?

IB Themes Experiences Identity

INTERCULTURAL FOCUS

Exchange information about academic and extracurricular offerings at your school and schools in Francophone cultures.

Exchange information about traditional dishes from Francophone cultures and memories related to food.

Unité 2 À table!

UNIT GOALS

Unité 1 C’est la rentrée!

ESSENTIAL QUESTIONS

UNITS

Read, view, and listen to recipes, menus, videos, and invitations related to food in Francophone cultures. Invite others to events and special meals. Investigate how food plays an integral part in family, traditions, and celebrations in Francophone cultures.

How do my personal responsibilities and routines shape my daily life? How can community members work together to improve the quality of life for themselves and others? What kinds of volunteer opportunities exist in the Francophone world? What motivates people from different cultures to volunteer?

Read, view, and listen to informational texts such as announcements, videos, 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 how and why people in Francophone cultures contribute to their communities through volunteerism.

La Belgique

Zoom culture: Produit culturel: La baraque à frites Pratique culturelle: On va au marché Produit culturel: Le chocolat, une tradition belge à savourer!

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

Scope and Sequence 2 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES Prononciation: Les fins de mots

What I Do at School: Comment réussir à l’école? Les activités périscolaires

Places and People at School: Qu’y a-t-il dans ton école? Le personnel de l’école

Expressing Preferences and What You Are Going to Do: préférer/aimer + l’infinitif et le futur proche

Describing a Person’s Job and Personality: le genre de noms et l’accord des adjectifs (V)

Learning Strategy Video: Interpretive Listening; Interpretive Reading Détail linguistique: Permanence vs. temps libre Les synonymes Les notes (3 définitions)

The School Year, School Day, and Subjects: Le calendrier scolaire Les matières Les moments de la journée

Rappelle-toi (Review): Les fournitures scolaires Les matières Les activités à l’école Les personnes et les endroits de l’école

Comparing How Much or How Often: le comparatif des noms, des verbes et des adverbes (V)

Détail grammatical: Suivre un cours Le verbe devoir Ne...jamais Les verbes lire, écrire et apprendre

Prononciation: L’accent tonique

Traditional Francophone dishes and their components: Les plats traditionnels belges Encore des plats traditionnels Foods I used to make and eat: Souvenirs de la ferme Dans la cuisine

Invitations to a special meal or event: Une invitation à un repas

My responsibilities at home: Mes responsabilités chez moi

What being a good volunteer means to me: Je fais ma part Comment fonctionne une association de bénévoles? Where and why I volunteer: Où peut-on faire du bénévolat? Pourquoi suis-je bénévole?

Describing the Past: l’imparfait (V)

Talking About What You Used to Do: la formation de l’imparfait (V) Avoiding Repetition Using “en”: le pronom “en” (V)

Rappelle-toi (Review): Les repas et la nourriture Au café/au restaurant La famille

Learning Strategy Video: Word Families Détail linguistique: Une moule ou un moule? Variations régionales pour parler des repas Quelques expressions idiomatiques Détail grammatical: Le pluriel en “x” Le verbe mettre Le verbe venir Je t’invite OU je vous invite? Prononciation: Une combinaison de lettres à deux sons

Describing What People Can and Want to Do: les verbes vouloir, pouvoir, choisir et finir (V)

Rappelle-toi (Review): Chez moi Mots interrogatifs Les adjectifs

Asking “Which” and “What” Questions: les mots interrogatifs “qu’est-ce que” et “quel”

Learning Strategy Video: Arriving at a Decision

Connecting Phrases with Qui, Que, and Où: quelques pronoms relatifs (V)

Détail linguistique: Les anglicismes Des expressions idiomatiques Détail grammatical: La formation des verbes servir et accueillir Nouveau

EntreCultures | Scope and Sequence

| Scope and Sequence ENTRECULTURES 2| Scope and Sequence

Scope and Sequence EntreCultures Level 2 (continued) (continued) ESSENTIAL QUESTIONS

Unité 4 Une ville qui bouge

IB Themes Experiences Human Ingenuity Social Organization Unité 5 Des conseils pour une vie saine

How does culture influence where I go and what I do in a Francophone city or town?

Read, view, and listen to a variety of sources like brochures, schedules, and online reviews to access information to make plans.

Paris

Exchange preferences about places to go for fun in a Francophone city or town.

Zoom culture: Produit culturel: Les arrondissements

Describe past events and activities.

Pratique culturelle: Allons au café!

Investigate how and where teens in Francophone cultures and in your community enjoy a metropolitan area.

How do people where I live and in Francophone cultures take care of their physical health?

How do people address concerns with their health?

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.

AP® Themes Global Challenges

How can I access information to make plans?

IB Themes Identity Social organization

How do people where I live and in Francophone cultures view social and emotional health?

Unité 6 Voyager autrement

AP® Themes Contemporary Life IB Themes Experiences Sharing the planet

xii

INTERCULTURAL FOCUS

Pratique culturelle: Comment se déplacer à Paris

AP® Themes Contemporary Life

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

UNIT GOALS

UNITS

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?

Zoom culture: Pratique culturelle: L’assurance maladie en France Pratique culturelle: Consulter le pharmacien

Investigate how people in Francophone cultures maintain their physical as well as social and emotional health Read, view, and listen to informational texts such as announcements, videos, and personal stories about world travel.

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

Dijon et la Bourgogne-FrancheComté, France

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: Rester en famille d’accueil

Scope and Sequence 2 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO)

ADDITIONAL FEATURES Prononciation: La lettre “s” en français

Places people go in a city: Mes endroits préférés en ville Things people do in a city: Je fais des recherches

Telling Where You Went and How You Got There: le passé composé (II) (V)

Learning Strategy Video: Navigating Websites and Mobile Apps Détail linguistique: Des synonymes

How I get to places in a city: Je bouge en ville Comment prendre le métro?

Describing What You Did: le passé composé (I) (V)

Rappelle-toi (Review): Pour s’amuser en ville Le transport Pour faire des achats Les activités en ville

Expressing the Most, Least, Best, and Worst: le superlatif des adjectifs (V)

Détail grammatical: L’ordre des mots avec des adjectifs En métro et à vélo

Ways that people stay healthy Des habitudes saines Présenter des statistiques

Giving General Advice: l’infinitif après certaines expressions (V)

Telling Someone What to Do: l’impératif (V)

Symptoms of sickness and giving advice for how to feel better: Les parties du corps Les symptômes d’une maladie

Prononciation: L’élision

Ways that people maintain their social and emotional health: Ma santé sociale et émotionnelle La vie en ligne

Describing Your Routine: les verbes pronominaux (V)

Places I will go and the trips I will take: Choisir sa destination Vive les vacances alternatives!

Describing What Will Happen/What You Will Do (Part 1): le futur simple des verbes irréguliers (V)

How I prepare to travel: Se préparer au voyage

Avoiding Repetition Using le, la, and les: les pronoms le, la, les (V)

Where I stay and what I do as a responsible traveler: Les hébergements et les activités de voyage Des conseils pour les voyageurs

Describing What Will Happen/What You Will Do (Part 2): le futur simple des verbes réguliers (V)

Rappelle-toi (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: Trop

Prononciation: Les combinaisons “au,” “ou” and “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

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| Scope and Sequence ENTRECULTURES 3| Scope and Sequence

Scope and Sequence EntreCultures Level 3 ESSENTIAL QUESTIONS

Unité 1 Ma vie et moi!

How is friendship experienced in my community and in francophone cultures?

AP® Themes Families and Communities

What experiences and events shape childhood?

Personal and Public Identities IB Themes Identities Social Organizations

Interpret authentic texts to gain insights into friendship and life events of childhood and adolescence in the francophone world. Narrate past experiences that have affected your or another person’s present life and path toward independence.

AP® Themes Science and Technology

Contemporary Life

What effects do digital media have on my life and the lives of those in francophone cultures? What are my rights and responsibilities as a digital citizen?

How can technology help me pursue my interests?

IB Themes Social organization

Human ingenuity

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Le Sénégal Lily from Dakar, Sénégal Zoom culture: Pratique culturelle: Parler de ses amis en français Produit culturel: Le cartable

Pratique culturelle: Avoir son permis de conduire

Investigate how friendships and life events shape the lives of young people in francophone cultures. Exchange and present information about social networking, digital responsibilities, and safe use of technology.

Unité 2 Citoyenneté numérique

How do life events and relationships as an adolescent influence whom I am becoming?

Exchange and present information about friendship and life events during childhood and adolescence.

INTERCULTURAL FOCUS

Contemporary Life

UNIT GOALS

UNITS

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

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

Scope and Sequence 3 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

Talking About the Past: Décrire les actions du passé (V)

Childhood and back-to-school: La rentrée scolaire Quand j’étais petite…

Narrating in the Past: La narration au passé (V)

ADDITIONAL FEATURES Rappelle-toi (Review): À l’école Les traits de caractère Les traits physiques Les formes du passé

Expressing What People Do with Friends: Décrire les actions réciproques (V)

Friendship and relationships: L’amitié Les qualités d’un(e) ami(e) Les activités entre ami(e)s

Learning Strategy Video: Discovering New Words

Détail linguistique: Les familles de mots Encore des verbes réciproques Parler des examens Les familles de mots Les automobiles

Important events as a teen: Je deviens indépendant(e) Je travaille Je me déplace

STRUCTURES IN CONTEXT (V=VIDEO)

Détail grammatical: La permission et l’interdiction

Avoiding Repetition: Éviter la répétition en employant me, te, nous, vous, lui et leur (V)

Advantages and disadvantages of the internet: Les avantages Les inconvénients Rights and responsibilities: Les droits Les responsabilités

Expressing What Would Be If Another Condition Were Met: Présenter une hypothèse: Et si…? (V)

New technologies and new interests: À la recherche de nouveaux intérêts Comment trouver ce qui m’intéresse

Expressing What One Would, Should or Could Do: Décrire les actions hypothétiques (V)

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

Learning Strategy Video: Intercultural Communication Détail linguistique: Les familles de mots Quel mot utiliser? Sortir

EntreCultures | Scope and Sequence

| Scope and Sequence ENTRECULTURES 3| Scope and Sequence

Scope and Sequence EntreCultures Level 3 (continued) (continued)

AP® Themes Contemporary Life Personal and Public Identities IB Themes Social organization

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

Exchange information about competencies, interests, and future plans.

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

Interpret authentic texts such as videos, infographics, or articles to gain insights into the transition toward adulthood among young people in the francophone world.

What impact will my generation have on society?

Present advice about planning for the future and describe workrelated competencies and goals.

Unité 4 Génération responsable

What is my role as an eco-friendly citizen? Why does sustainability matter and how do my actions impact the future?

How are the beliefs of community members reflected in their actions regarding the environment in francophone communities and my own?

AP® Themes Global Challenges Science and Technology

Contemporary Life IB Themes Sharing the planet

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

Investigate how young people in francophone cultures prepare for their future.

Identities

UNIT GOALS

Unité 3 Je me prends en charge

ESSENTIAL QUESTIONS

UNITS

Exchange information and advice about what it means to be ecofriendly.

Le Québec Maggie from Saint-Hyacinthe, Québec

Interpret authentic texts such as videos, charts, infographics, brochures, and articles to gain insights into patterns of sustainability in the francophone world.

Zoom culture: Pratique culturelle: Le recyclage au Canada

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.

Pratique culturelle: La circulation différenciée Produit culturel: Les panneaux solaires au Maroc

Scope and Sequence 3 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (V=VIDEO) Connecting Ideas: Relier des idées avec les pronoms relatifs ce qui et ce que (V)

Work-life balance: Trouver un équilibre de vie

Expressing What Will Happen If Another Condition Is Met: Exprimer ce qui arrivera peut-être (V)

Expressing Future Actions When Something Else Occurs: Exprimer ce qui arrivera dans certaines situations (V)

Learning Strategy Video: Formal Written Communication

Future goals and impact on society: Quelles sont mes compétences sociales?

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

Heading toward the Future: Je me prépare mentalement Je prends mon avenir en main!

ADDITIONAL FEATURES

Eco-volunteering: Moi, j’agis! Nous agissons ensemble

Giving Instructions: Donner des directives (V) Expressing What and Whom We Know: Exprimer ce que nous savons, ce que nous connaissons et qui nous connaissons (V)

Individual and collective impact: Prendre conscience de son impact À nous maintenant!

Expressing What One Must Do: Exprimer ce qu’il est nécessaire de faire (V)

Actions around the world: Actions autour du monde

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, où, où et ou Je sais ou je connais?

Rappelle-toi (Review): Les éléments d’une génération responsable Pour dire quand Pour créer un monde meilleur L’impératif Learning Strategy Video: Writing to Persuade Détail linguistique: Quelques mots apparentés Les noms de certains verbes en -uire Les planètes du système solaire Les familles de mots Les formules de politesse Quelques mots apparentés Le suffixe -able Quelques mots empruntés Détail grammatical: Pour exprimer la nécessité La cause et l’effet

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| Scope and Sequence ENTRECULTURES 3| Scope and Sequence

Scope and Sequence EntreCultures Level 3 (continued) (continued)

AP® Themes Personal and Public Identities Contemporary Life IB Themes Identities Experiences

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?

UNIT GOALS Exchange information about past experiences and other factors that affect personal identity.

INTERCULTURAL FOCUS La France Charles from Nantes, France

Unité 5 La quête de soi

ESSENTIAL QUESTIONS

Read, view, and listen to authentic texts such as charts, infographics, videos, ads, and articles to gain insights into different facets of personal identity.

Zoom culture: Pratique culturelle: Les prénoms, un aspect de notre identité

Pratique culturelle: Les choix d’expression personnelle

UNITS

Create a short biography that includes important facets of your identity and present advice about making positive decisions.

Produit culturel: Le français, une langue sexiste?

Investigate how people in francophone cultures express their individuality and compare to your community.

Unité 6 L’art et la vie

What is art? How do we define it?

AP® Themes Beauty and Aesthetics

How is art expressed in my community and in francophone cultures?

What is the value of art?

Personal and Public Identities

Contemporary Life IB Themes Identities

Human Ingenuity

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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 compare to your community.

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

Scope and Sequence 3 Scope and Sequence| ENTRECULTURES | ENTRECULTURES

VOCABULARY TOPICS IN CONTEXT

Maintaining my identity in a new culture: Je m’exprime ici et ailleurs

ADDITIONAL FEATURES 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

Expressing Generalities and Opinions (Part 1): Exprimer des généralités et des opinions (V)

My identity: Mon identité

Expressing Generalities and Opinions (Part 2): Exprimer des généralités et des opinions (V - Découvrons 1 and 2 are in one video ) Expressing What is Mine, Yours, His, Hers, Ours, or Theirs Exprimer la possession (V)

Learning Strategy Video: Using Language Resources

Making good decisions: Je prends de bonnes décisions

STRUCTURES IN CONTEXT (V=VIDEO)

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

Expressing Opinions and Beliefs: Exprimer des opinions et des croyances

The importance of art: L’importance de l’art

Expressing Desires and Emotions: Exprimer des désirs et des émotions (V)

What is art?: Qu’est-ce que l’art?

Art and culture intertwined: Artistes ou vandales? Où suis-je? En France ou au Laos?

Avoiding Repetition: Éviter la répétition avec me, te, nous, vous, le, la, les, lui, leur (V)

Détail grammatical: Exprimer l’importance d’une action Rappelle-toi (Review): Les endroits et les événements Les activités Les personnes Les visites Les émotions et caractéristiques Learning Strategy Video: Interpreting Longer Texts Détail linguistique: Le genre de certains pays Le vocabulaire emprunté dans les arts Les familles de mots Penser à vs penser de Nul(le) Amener, emmener, apporter ou emporter? Pour prononcer deux pronoms ensemble Détail grammatical: Deux actions simultanées Les verbes et doubles pronoms objets

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ENTRECULTURES 1 | Essential Features

Essential Features

SELFASSESSMENT

SA With EntreCultures, learners explore and compare Francophone communities to their own communities. Video blogs created by native speakers allow learners to compare their lives with those of their peers. Activities and assessments are based on authentic sources and set in real-life thematic and cultural contexts.

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AUTHENTICITY

Interculturality is at the heart of EntreCultures

T U R A L I T Y

T L U U R C AL R E IT T Y IN

Learners maintain an online Mon dossier to self-assess, reflect, and upload evidence for each Can-Do statement displayed alongside activities in the Student Edition. Building their collections of artifacts allows learners to form vital habits leading them to efficiently continue learning beyond the classroom.

L U C R E T IN

Essential Features | ENTRECULTURES 1

RCULTURAL TE I T Y IN

LTURA PERFORMANCELIT BASED ASSESSMENT Y

Units include performance-based formative assessments, J’avance, which solidify culturally appropriate communication skills relating to learners’ communities. J’y arrive, summative integrated performance assessments, engage learners in global intercultural contexts. Analytic rubrics that include intercultural and communicative learning targets accompany summative assessments.

RESOURCES FOR TEACHERS AND STUDENTS

The online Explorer provides all audio/video resources; scaffolding for Student Edition activities; vocabulary and grammar reinforcement, including flipped classroom videos; additional activities; formative and summative assessments; rubrics; and other teacher resources.

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.

Appendices

In the Teacher Edition, you are provided with audio and audiovisual transcripts for authentic resources, answer keys, instructional strategies, Can-Do statements for each unit, and rubrics. Indices include a Grammar and Learning Strategies Videos Index as well as an index of grammatical concepts. All glossaries are also included in the program.

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RCU TE IN

ENTRECULTURES 1 | Mission and Vision

EntreCultures Mission and Vision

EntreCultures Mission

EntreCultures is a three-level, standards-based, thematically-organized program consisting of six in-depth units per level that provide 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 aims to prepare learners to communicate, explore, and connect across cultures in order to foster attitudes of mutual understanding and respect.

EntreCultures Vision

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Welcome to EntreCultures 1 | ENTRECULTURES 1

Welcome to EntreCultures 1 Dear colleagues,

Welcome to EntreCultures: Communicate, Explore, and Connect Across Cultures, an innovative approach to learning languages through the lens of interculturality. Our goal is to have learners discover effective ways to interact with others whose perspectives may be different from their own. 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 and understanding.” EntreCultures balances communicative and intercultural goals via dynamic and engaging activities, interactions, and tutorials.

EntreCultures immerses learners in meaningful, authentic contexts from the beginning of each unit when they are introduced to video bloggers from Francophone countries. 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 in-depth exposure to the rich cultural fabric of the Francophone world, helping them to attain “cultural competence and understanding.” Constant opportunities for students to comment and reflect on what they have learned about the target culture 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. EntreCultures 1 lays the foundation for students to build proficiency through the Novice levels, preparing them to tackle the more advanced proficiency expected in programs such as AP® and IB.

Nous sommes heureux de vous accueillir à EntreCultures 1. Notre but est de vous offrir une approche unique visant à l’enrichissement linguistique et culturel de vos élèves, ainsi qu’une connaissance approfondie du monde francophone.

Elizabeth Zwanziger Hélène Schuster Brittany Goings Ed Weiss

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ENTRECULTURES 1

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.

Intercultural reflection prompts and can-do self-assessments featured in each unit 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. Retrieved from http://ncssfl.org/secure/index.php?interculturality,

March 6, 2016.

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ENTRECULTURES 1

Integrating Interculturality in Teaching and Learning

PL Int e

ive

Knowing Myself

MPA

RISO N S

sentational

Pre

Engaging with the World

Exploring Communities

CO N NECTI

Inter pr et

onal ers rp

ITIES N U

ION T A IC

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

Reproduced with permission from Clementi, D & Terrill, L. (2013). Keys to Planning for Learning. Alexandria, VA: American Council on the Teaching of Foreign Languages.

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ENTRECULTURES 1

Integrating 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 Myself2: How can learners understand their own culture and use their language skills to identify and investigate products and practices of Francophone cultures? Mon progrès interculturel

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

explaining, and reflecting on common cultural practices of Francophone cultures.

explaining, and reflecting on common cultural products of Francophone cultures.

• By investigating,

Mon progrès interculturel

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? Mon progrès interculturel

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

• By identifying and comparing cultural beliefs and values in order to understand the cultural perspectives of Francophone speakers.

• By demonstrating curiosity, openmindedness, respect, tolerance, and empathy while exploring communities in order to gain a balanced understanding of Francophone cultures.

Mon progrès interculturel I can identify whom people consider to be part of their family in my culture and in a Francophone culture.

2 Clementi, D. & Terrill, L. (2013). Keys to Planning for Learning. Alexandria, VA: American Council on the Teaching of Foreign Languages.

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ENTRECULTURES 1 3. Engaging with the World: How can learners use their language skills and cultural understanding to function at a survival level (Novice) or functional level (Intermediate) in cultural contexts outside of the classroom?

• By engaging in

Mon progrès interculturel

I can identify shopping habits where I live and in the Francophone world and tell how they impact each community.

age-similar native speakers in a variety of Francophone countries by means of video blogs, interviews, blogs, podcasts, and social media messages to participate in cultural interactions.

Mon progrès interculturel I can identify some similarities and differences between a Francophone teen and myself related to preferences and place of origin.

• By problem-

solving global issues in different cultural contexts to participate appropriately in cultural interactions.

Mon progrès interculturel

I can identify some practices related to food waste in Francophone countries and in my community.

self-assessment and intercultural reflections to participate in cultural interactions.

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

• By engaging with

sensitivity and awareness of cultural practices and perspectives to participate appropriately in cultural interactions.

Mon progrès interculturel

• By developing a

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ENTRECULTURES 1

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 like 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 Hypothesis3, that second language acquisition occurs when learners receive an optimal quantity of comprehensible input that is a little beyond the current level of competence (i +1); “i” indicates 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 Hypothesis4, that learners need opportunities to produce output that is meaningful, purposeful, and motivating so students 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.

Access the Instructional Strategies Appendix for specific examples of what comprehensible input (CI) and comprehensible output (CO) look and sound like in the classroom.

3 Krashen, S. (1982). Principles and practice in second language acquisition, Oxford, UK: Pergamon Press. 4 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, UK: Oxford University Press.

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ENTRECULTURES 1 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. (2014) Creating Comprehensible Input and Output: Fundamental Considerations in Language Learning (pp. 24-26). ACTFL, The Language Educator, Oct/Nov 2014.

EntreCultures is designed to assist teachers in achieving at least 90% use of French in the classroom beginning in level 1 and eventually move to 100% in levels 2 and 3, providing guidance to help teachers implement the ACTFL Position Statement (2010) on Use of the Target Language in the Classroom.5 There are multiple levels of support to assist teachers to “stay in the target language”:

Teacher notes and instructional strategies in the Teacher Edition address what to say and do to make meaning 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 Explorer 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.

•

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

•

Flipped classroom instructional videos for grammatical concepts (Découvrons) have learners focus on noticing grammatical patterns in French after they have processed for meaning. These videos include explanations in English, except at level 3, so that learners can view them outside of the classroom, and class time can be dedicated to target language practice.

•

5 ACTFL Position Statement. (2010). Use of the Target Language in the Classroom. American Council on the Teaching of Foreign Languages: Alexandria, VA, Retrieved 3/9/16 from http://www.actfl.org/news/position-statements/use-the-targetlanguage- the-classroom-0

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ENTRECULTURES 1

Integrated Differentiated Instruction As the world shrinks and global interaction is more commonplace, acquiring more than one language becomes essential for all students – not just 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 Tomlinson6, 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 they will learn), process (how they will acquire the content), and product (how they will demonstrate and extend what they know and can do) based on learners’ interests, learning profiles, and readiness levels.

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ENTRECULTURES 1 EntreCultures invites teachers to differentiate their classrooms through the five “nonnegotiable” principles of Tomlinson’s approach by incorporating a variety of strategies and activities.

1. Supportive Learning Environment

2. Continuous Assessment

Units are designed to build a sense of community among students, which promotes risk-taking and collaboration. The online Explorer extends support through a variety of resources to facilitate differentiation, such as scaffolding and supplementary resources.

Each unit is comprised of 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, the J’avance formative assessments have two additional tiered versions in Explorer so that teachers can empower students of all ability levels to demonstrate their progress at 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 to Intermediate levels, preparing them to tackle the more advanced proficiency and content expectations in programs such as AP® and IB.

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 to 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.

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

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ENTRECULTURES 1

Heritage Learners

Engaging Heritage Learners of French

Heritage learners... 1. grow up in homes or communities where French is spoken;

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 and/or its cultures in their homes or communities. Our Explorer contains resources that will help meet the needs of heritage learners of French.

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

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ENTRECULTURES 1

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 level 3 when appropriate.

All unit activities include listening, reading, and/or viewing comprehensible input that focuses on the target vocabulary in the thematic context. Following the input, a variety of interpretive, interpersonal, and presentational tasks in communicative and cultural contexts enable learners to produce the vocabulary they have processed for meaning. Additional vocabulary practice and vocabulary tasks in the context of each unit are in Explorer. These activités supplémentaires provide extra practice, if needed or desired. EntreCultures presents unit vocabulary in three manageable groupings: •

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

•

On peut aussi dire: Extended useful vocabulary that can be used for differentiation and increased personalization of the unit themes.

•

In levels 2 and 3, the Rappelle-toi feature recycles previously learned vocabulary for students to use in the activities.

Expressions utiles: Useful expressions, transition words, and idioms showcased in the margins of the activities for learners to use in communicative tasks. Vocabulaire: A compilation of unit vocabulary organized by topics at the end of each unit, before the summative assessment.

EntreCultures has a series of Learning Strategies videos demonstrating student-friendly strategies that help learners maximize their language learning, including vocabulary building. These videos are geared for Novice through Intermediate level learners; all videos are in English with examples in French and are available in Explorer.

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ENTRECULTURES 1

Grammar Instruction in Context The EntreCultures series aligns with the collaborative, co-constructive or dialogic7 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, then are asked to analyze the salient features, e.g., associating verb ending patterns with the meaning. This approach allows learners to take an active role in coconstructing the grammar concept by collaborating with peers and the teacher. The structures are integrated into thematic-based communicative tasks. Additional optional grammar practice, tasks, and flipped classroom videos on most Découvrons concepts are available in Explorer.

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 an explicit explanation of a new grammar feature needed to complete specific communicative tasks in the unit activities. In levels 1 and 2, the explanations are in English; in level 3, they are in French.

Synthèse de grammaire

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

Flipped Classroom Videos

The flipped classroom videos provide reinforcement and additional instruction of the 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 are available in Explorer to support the learner while watching the videos.

7 Glisan, E. W. & Shrum, J. L. (2016). Teacher’s Handbook: Contextualized Language Instruction. 5th ed. Boston, MA: Cengage Learning. 8 Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

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ENTRECULTURES 1 Découvrons videos model the inductive approach to teaching grammar. The videos are in English in levels 1 and 2; level 3 videos are in French. Students can watch the Découvrons video after they have been through the discovery of patterns (inductive) process on the same grammar 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 the learners outside the French classroom. Steps to follow 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: a. What patterns did you see?

b. Can you summarize your observations? 3. Engage in a think-pair-share hypothesis process:

a. Jot down any observations individually. b. Share observations with classmates.

c. Share conclusions with the class and teacher.

4. Co-construct grammar paradigm explanations with the teacher and the class: a. Collaborate: What are the hypotheses? What conclusions have you drawn? b. Provide more models for the students to test their hypotheses. c. Draw final conclusions.

5. Provide purposeful communicative applications.

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ENTRECULTURES 1

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 Assessment9 (IPA) for the unit. The unit activities, communicative tasks, and formative performance-based tasks are developed with the IPA in mind.

J’y arrive, an IPA summative assessment, is a series of interrelated performance-based tasks integrating each communicative mode in a personalized cultural context based on the unit goals of the thematic unit. Each unit’s Table of Contents provides a glimpse of the IPA; a detailed overview of the thematic summative assessment is at the end of each unit. The assessment itself, instructions, checklists, and IPA analytic rubrics are in Explorer. J’avance is a formative assessment that prepares students for the summative IPA, giving teachers the opportunity to provide specific feedback to the learners on their performance, and to adjust instruction as needed, prior to the IPA. This assessment, its differentiated versions, instructions, and checklists are in your Explorer course.

Mon progrès communicatif and Mon progrès interculturel are Can-Do Statements10 embedded in the activities encouraging students to self-assess their level of performance: I can do this independently, I can do this with help, or This is still a goal.11 The Can-Dos were developed for both the communicative and intercultural goals so that learners can keep track of their own progress. To document their progress, learners use the Mon dossier (Language Portfolio) in Explorer to upload evidence of their linguistic and intercultural development.

One of the many benefits of students keeping track of their progress lies in the transparency of their level of performance at any given point in time. The understanding of their current level of performance allows students to remain sensitive to their current needs for either additional support or for extensions, therefore facilitating the use of tiered formative assessments. All students taking a J’avance assessment will be completing the same task, but slightly different versions of the task are provided so that students performing at different levels can experience an appropriately rigorous task. The colors bleu, blanc and rouge are used to identify the leveled formative assessments. The bleu version provides additional supports for students who are currently struggling applying the expected concepts. The blanc version is likely to be the most used as it is designed for students performing as expected. Finally, the rouge version of the assessment is differentiated to provide more advanced students with an appropriately rigorous task that will allow these students to be challenged. 9 The IPA was designed by ACTFL to measure learners’ knowledge and skills in authentic “real-world” situations within a cultural context that reflects the content in the thematic unit. 10 The Can-Do Statements are Wayside Publishing’s alone and not based on the NCSSFL-ACTFL Can-Do Statements. 11 LinguaFolio®, NCSSFL (2014). Interculturality. Retrieved from http://ncssfl.org/secure/index.php?interculturality, March 6, 2016. 12 ACTFL Proficiency Guidelines (ACTFL, 2012) Retrieved (3-1-2016). https://www.actfl.org/sites/default/files/pdfs/public/ ACTFLProficiencyGuidelines2012_FINAL.pdf

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ENTRECULTURES 1

Rubrics Analytic Growth Rubrics

Level-specific analytic rubrics are informative tools for teachers and learners to measure growth on the learner’s path to proficiency for the following communicative modes: Interpretive Reading, Listening, and Viewing

•

Presentational Speaking

•

Interpersonal Communication: Speaking and Writing

•

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 with students one-on-one 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 checks 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 cards, short notes, letters, summaries, descriptions, reviews, questions and answers.

•

Formative Assessment Rubrics Available in Explorer

You can use the general rubric for any J’avance in this book. Feel free to emphasize specific expectations in the rubric.

You can use the single point rubric by itself or in conjunction with the General J’avance Rubric to provide detailed feedback on what students were able to complete for each Can-Do statement, and what areas they could work to improve. Whichever combination of rubrics you choose to use, make sure that your students are aware and understand how to work with the rubrics themselves.

Integrated Performance Assessment Rubrics

The summative IPA Performance Analytic Rubrics align with the task components for the unit Integrated Performance Assessment. The rubrics describe the level of performance for each communicative task in the three communicative modes: Interpretive, interpersonal, and presentational. There are three or four levels of performance on each rubric, adapted from the ACTFL Proficiency Guidelines.12 There are Assessment Guidelines in the Explorer teacher resources, with explanations of the assessment components, how to use Mon dossier, and how to score an IPA performance using the rubrics provided. 13 Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky) and Howard County Public Schools World Languages (Maryland).

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ENTRECULTURES 1 | Unit Organization

Unit Organization

Éléments supplémentaires

Comment dit-on? 1 Expressions utiles On peut aussi dire

Découvrons 1 Zoom culture Connexions Réﬂexions

J’avance 1

Mon progrès Communicatif Interculturel

Comment dit-on? 2 On peut aussi dire Expressions utiles

Découvrons 2

J’avance 2

Zoom culture Connexions Réﬂexions

Réﬂexion interculturelle

Prononciation Détail grammatical Détail linguistique Rappel Stratégies

Rencontre interculturelle

Réﬂexion interculturelle Mon progrès Communicatif Interculturel

Comment dit-on? 3 On peut aussi dire Expressions utiles

Découvrons 3 Zoom culture Connexions Réﬂexions

Réﬂexion interculturelle Mon progrès Communicatif Interculturel

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J’avance 3

J’y arrive!

Unit Organization | ENTRECULTURES 1

Introduction to a Unit Explorer

EntreCultures 1 Explorer resources include video blogs, audio/video authentic resources, vocabulary, grammar and learning strategies videos, additional vocabulary practice, discussion forums, and more. Learners will collect evidence of growth in Mon dossier in Explorer, as well.

Objectifs de l’unité

Questions essentielles

UNITÉ 1

L'identité

Connect day-to-day learning to bigger questions.

Start with interculturality.

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

Rencontre interculturelle

Communiquons Integrate language and culture to communicate.

Questions essentielles

Who am I? How does what I do define who I am? How do I exchange information about my identity and that of others? What are cultural similarities and differences between myself and others in a Francophone community?

There are many sides to our identity. We may be students, athletes, artists and volunteers. In this unit, you will learn to talk with French speakers about who you are and start to develop another aspect of your identity: bilingual communicator connecting across cultures.

Rencontre interculturelle 42

Objectifs de l'unité

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

Meet Marianne and François through their video blogs. As you watch and listen, you will learn about their identities and their countries of origin.

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

46 46

Are you an artist? An athlete? A student? Learn to ask and answer questions to share information about your identity with French speakers. Découvrons 1: Expressing Who I Am

Learn how to express your identity and ask about the identity of your classmates. J’avance 1 Formative Assessment

Assess your progress. Ask and answer questions about your identity and that of others. Comment dit-on? 2: Mes activités préférées

Learn to ask about and express some preferences by saying what you like and do not like to do. Découvrons 2: Expressing Preferences 60 Learn how to express your preferences and find out about those of your classmates. J’avance 2 Formative Assessment

Comment dit-on? 3: Questions et réponses

Découvrons 3: Asking and Answering Questions

Begin with the essential vocabulary chunks.

J’avance Formative Assessments

Check progress after each unit section.

Learn how to ask and answer questions in different ways to get to know someone. J’avance 3 Formative Assessment

Assess your progress. Understand what you hear about others to identify preferences.

Synthèse de grammaire et vocabulaire

Learn to express identity (être), state preferences about activities you like and dislike (j’aime/tu aimes + infinitive), and ask and answer questions.

J’y arrive

Show how well you communicate with young people from a Francophone culture. First, watch two students introduce themselves in their video blogs. Then, respond to one of them with a simple email. Finally, prepare your own video blog to introduce yourself.

Assess your progress. Introduce yourself and talk about what you like and don’t like to do.

Comment dit-on?

Learn to exchange additional information about age, origin, personal interests, and which languages you speak. Identify information in an advertisement for the Festival d’été de Québec about musicians and their identities.

UNITÉ 1

Synthèse de grammaire et vocabulaire

Review the language needed.

J’y arrive

Apply learning in the ﬁnal assessment.

EntreCultures 1 | Unit Organization

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ENTRECULTURES 1 | Unit Organization

Rencontre interculturelle/Interculturality Rencontre interculturelle

Blogger videos are available in Explorer.

UNITÉ 1

| L'identité

Rencontre interculturelle

Langues parlées: français, anglais, espagnol, italien Origine: Montréal, Québec, Canada

La France

Across the course of the six units of this book, you will meet each of our bloggers. In this first unit, you will get to know Marianne and François. Each will share information about themselves and their backgrounds through video blogs. You will encounter them repeatedly throughout the textbook.

Le Québec

| UNITÉ 1

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.

Nom: Marianne

Students will be introduced to the Francophone world with the assistance of our teen video bloggers.

Nom: François Langues parlées: français, anglais, espagnol

La France est une destination touristique importante.

La France commence à explorer l’Atlantique en 1534. Les colonies s’appellent la Nouvelle-France. Aujourd’hui, une grande partie de l’ancienne Nouvelle-France s’appelle le Québec. Samuel de Champlain fonde la ville de Québec en 1608. La ville de Québec est la plus ancienne ville francophone en Amérique du Nord.

La France a aussi des territoires dans l’océan Indien (la Réunion et Mayotte), dans les Caraïbes (la Guadeloupe et la Martinique) et en Amérique du Sud (la Guyane).

Origine: Amiens, France

La France - Première destination touristique

Samuel de Champlain, explorateur

84,2

66,7 millions

millions

la France

les États-Unis

l’Espagne

millions

Nombre de personnes qui parlent français 3.824.221

• Canada

10.523.000

• Paris, France 12.161.542

• France

65.342.000

Personnages français avec un impact global et historique

M Montréal, une grande ville francophone

«Je me souviens» signifie ‘‘I remember’’ en anglais. Les Québécois considèrent leur relation culturelle et linguistique avec la France très importante.

Lebrecht Music & Arts / Alamy Stock Photo

La province de Québec partage une frontière avec quatre états américains: le Maine, le New Hampshire, le New York et le Vermont.

• Montréal, Québec, Canada

L’équipe nationale de foot de France gagne la Coupe du monde en 2018.

Napoléon Bonaparte, général et empereur de France

Jacques Cousteau, explorateur marin

Jeanne d’Arc, héroïne de l’histoire

Coco Chanel, créatrice de mode

UNITÉ UNITÉ11| Rencontre interculturelle

Unit Organization | ENTRECULTURES 1

Rencontre interculturelle

| UNITÉ 1

Activité 1 Bonjour, Marianne et François!

Réﬂexion interculturelle

Record your responses to the following in the discussion forum in Explorer.

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

Étape 1: Préparez

Look at the pictures of Marianne and François and what is in their speech bubbles. What kind of information do you think they have included in their video blogs? What do you think the phrases in the speech bubbles mean? Le Carnaval d’hiver de Québec

Étape 2: Écoutez Listen to the video blogs and raise your hand when you think you hear Marianne and François say the words from the picture captions.

Students share reﬂections in the Explorer discussion forum.

Étape 3: Résumez Listen and watch again. Based on what you see and hear, write two sentences about what you think Marianne and François are telling us in their video blogs.

Étape 4: Comparez

Mon progrès interculturel

Réﬂexion interculturelle

How are Marianne and François similar to you? How are they different? Share your observations in class and in your EntreCultures 1 Explorer course.

This unique self-assessment feature makes intercultural goals explicit to students.

La plus grande cathédrale en France est à Amiens!

What did you notice in the video about what Marianne and François like and don’t like? She likes playing soccer and hanging out with friends and family. He says he likes to skateboard and read comics, but doesn't like doing homework. Are these 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 or different challenges than homework in your school? In preparation for answering the questions in the discussion forum in Explorer, complete the diagramme de Venn first.

Mon progrès interculturel

I can identify some similarities and differences between Francophone young people and myself.

Students provide evidence of growth in Mon dossier in Explorer.

UNITÉ 1

Activité 4

Mon identité et ton identité

UNITÉ UNITÉ11| Rencontre interculturelle

| L'identité

Étape 1: Écrivez Look at the list of identities in the chart and write oui or non in the first column (under moi) to indicate if they correspond or do not correspond to your identity. les identités

Zoom culture

Knowing about cultural products, practices, and perspectives lays a foundation for intercultural reﬂections.

élève 1

élève 2

élève 3

athlète élève

On peut aussi dire Qui suis-je? acteur/actrice bénévole

Students share reﬂections in the Explorer discussion forum.

moi

musicien/ musicienne*

blogueur/blogueuse créateur/créatrice de mode cycliste danseur/danseuse explorateur/exploratrice inventeur/inventrice photographe poète scientifique

Mon progrès communicatif I can ask and answer simple questions about identity.

chanteur/ chanteuse artiste bilingue américain/ américaine sérieux/ sérieuse *If there are two versions of the word listed, use the first one (musicien) for a male and the second one (musicienne) for a female.

Étape 2: Demandez Ask questions to three of your classmates, following this pattern, and record their answers in the chart in Étape 1.

Modèle Élève A: Es-tu musicien(ne)? Élève B: Non, je ne suis pas musicien(ne). Élève A: Es-tu athlète? Élève B: Oui, je suis athlète.

EntreCultures 1 | Unit Organization

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ENTRECULTURES 1 | Unit Organization

Vocabulaire Communiquons Prononciation

Expressions utiles Giving reasons why and when

Hard and Soft G Sounds The letter “g” in French can be pronounced in two ways. The hard “g” sound occurs in the English words “go” and “game.” The soft “g” sound occurs in the word “massage” and is the same sound as the “s” in the word “Asia.”

Students will learn about sounds that occur in French and listen to them being modeled by a native speaker.

Before “a”, “o”, “u”, a “g” in French will be a hard “g.” This can occur at the beginning of a word or later in the word.

J’aime le cours de français parce qu’il est marrant (fun).

Exemples:

Je n’aime pas le cours de géo parce qu’il est épuisant (exhausting).

regarder

bilingue

organiser

langue

Before “e”, “i”, or “y”, a “g” in French will be a soft “g.” This can also occur at the beginning of a word or later in the word. Exemples: géo

origine

Algérie

biologie

âge

gymnase

J'aime faire mes devoirs pendant la semaine.

Mon progrès communicatif

Étape 2: Expliquez

Élève A: Est-ce que tu aimes le cours d’histoire? Pourquoi?

I can ask and answer questions about my class preferences.

Élève B: J’aime le cours d’histoire parce qu’il est fascinant.

Essential vocabulary is presented visually in manageable chunks and authentic contexts.

On peut aussi dire

UNITÉ 2 Communiquons | Comment dit-on? 2

111

Additional vocabulary provides personalization, extension, and variation of skills.

| L'identité

Comment dit-on? 2 Mes activités préférées

J’aime

For every vocabulary section, there are activités supplémentaires in Explorer which provide extra practice, if needed or desired. Students do not need to complete all of these activities to be successful on J’avance or J’y arrive assessments. 1

écouter de la musique

regarder une série/un film

manger

Communiquons

| UNITÉ 1

On peut aussi dire

Activité 9 Quelle identité? Listen to the speakers share their favorite activity and select the correct identity.

chanter

to sing

discuter

to discuss

dormir

to sleep

écrire

to write

habiter

to live

1. a. inventeur

b. musicienne

2. a. photographe

b. bénévole

3. a. blogueur

b. végétarien

4. a. cycliste

b. danseuse

jouer aux jeux vidéo

to play video games

5. a. poète

b. élève

peindre

to paint

6. a. athlète

b. musicien

travailler

to work

7. a. artiste

b. explorateur

voyager

to travel

Activité 10 Logique ou illogique Which of these sentences are logical? Rewrite the illogical sentences so they make sense. 6

jouer

surfer sur internet

Modèle Je suis athlète; j’aime jouer du piano.

Mon progrès communicatif I can understand some words and phrases relating to activity preferences.

illogique: Je suis athlète; j’aime jouer au football. 1. Je suis artiste; j’aime dessiner. 2. J’aime surfer sur internet; je suis musicien. 3. Je suis une élève; j’aime étudier le français. 4. J’aime danser; je suis photographe.

passer du temps avec des amis

dessiner

danser

lire

xlii

These quick reminders show how expressions can boost communication skills, often with phrases that will work across other themes.

pendant le week-end

Je n'aime pas faire mes devoirs pendant le week-end.

Then ask a follow-up question about whether your partenaire likes that class and why.

Comment dit-on?

Expressions utiles

pendant la semaine

gouvernement

Pronunciation videos are available in Explorer.

UNITÉ 1

Use parce que/qu’ (because) to give a reason or explanation:

Prononciation

| UNITÉ 2

aller au café/cinéma

5. J’aime manger des hamburgers; je suis végétarien.

étudier

jouer de la musique

UNITÉ 1 Communiquons | Comment dit-on? 2

Unit Organization | ENTRECULTURES 1

Communiquons

| UNITÉ 2

Activité 10 Classer les activités Which classes offered at your school fit into these categories? Write as many as you can in the first row (dans mon école). In the second row, add as many other possibilities as you can. Use the vocabulary from the student schedules in the Détail linguistique sidebar or use the Stratégies sidebar on the next page. langues

sciences

arts

sciences sociales dans mon école

Mon progrès communicatif

dans d’autres écoles

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

Activité 11 Que fais-tu en cours? Look at the two schedules on the smart phones. Listen to your teacher describe activities that take place in the students’ classes and say the name of the class and where it takes place. Consider the word bank below while you are listening. animaux chanter numéros continents ordinateur paragraphes parler planète calculs écrire élèves amis

Détail linguistique Les abréviations

Students in Francophone countries use these common abbreviations. éducation physique/sportive

EPS

géographie

géo

laboratoire

labo

langue vivante

professeur

Détail linguistique

mathématiques

Students explore curious and useful details of the language.

maths

prof

sciences de la vie SVT et de la terre

UNITÉ 2 Communiquons | Comment dit-on? 2

| UNITÉ 1

Communiquons

107

Vocabulaire

Activité 3

Es-tu bilingue?

UNITÉ 1

Modèle

Vocabulaire

Professeur: Es-tu bilingue?

Élève: Oui, je suis bilingue./Non, je ne suis pas bilingue.

Zoom culture

Stratégies

Perspective culturelle: Justin Trudeau, un Canadien à plusieurs identités

Interpretive Listening

Connexions

How do politicians in your community share their identities?

Justin Trudeau is the 23rd Prime Minister of Canada. However, before becoming a politician, he was a math and French teacher. He is bilingual, having grown up in a family that brought together the English and French influences throughout Canada. In his politics, he is a strong advocate of education and programs for young people, as well as the environment. The son of a former Prime Minister, Trudeau now has three children of his own.

Réflexion

Research the life and career of Justin Trudeau. How does he self-identify, both personally and professionally? Which perspectives does a bilingual politician bring to your community?

Comment dit-on? 1: I can talk about who I am. Qui suis-je?

américain/américaine un/une artiste

un/une athlète

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

bilingue

un chanteur/une chanteuse un/une élève

un musicien/une musicienne sérieux/sérieuse sportif/sportive

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

Mes activités préférées

1. Pay attention. Don’t panic.

aller au café, cinéma

2. Note the words you understand.

dessiner

danser

écouter de la musique

3. Observe visual cues.

étudier

jouer au sport

jouer de la musique lire

manger

passer du temps avec des amis regarder une série, un ﬁlm

Learning Strategies are brieﬂy explained in the book.

UNITÉ 1 Communiquons | Comment dit-on? 1

Who am I?

American artist athlete bilingual

Students will ﬁnd more practice in context in Explorer.

singer student musician serious athletic

Comment dit-on? 2: I can express my likes and dislikes.

Remember these tips:

Stratégies

All Learning Strategies videos from all three levels are available in Explorer.

These lists summarize the vocabulary studied in the unit.

| L'identité

Your teacher will ask you a series of questions about your identity. Listen carefully and follow the model to respond.

surfer sur internet

My favorite activities

to go to a cafe, movie theater to dance to draw to listen to music to study to play a sport to play music to read to eat to spend time with friends to watch a show, ﬁlm to surf the Internet, web

EntreCultures 1 | Unit Organization

xliii

ENTRECULTURES 1 | Unit Organization

Grammaire

Examples of new structures in context encourage students to become “grammar detectives.” Learners will ﬁnd helpful videos called Découvrons and Activité 7 Structure en avant in Explorer.

| L'identité

Découvrons 1 Expressing Who I Am

Je parle français et espagnol. Et toi, tu es bilingue?

Communiquons

Détail grammatical Le verbe être

Vingt questions: Mon identité

Oui, moi aussi. Je suis bilingue. Je parle français et italien.

Étape 1: Écrivez

Look at these words. Select and write five words that describe your identity. Don’t let anyone else see your words! Noms

Adjectifs

acteur/actrice

actif/active

artiste

ambitieux/ambitieuse

chanteur/chanteuse

courageux/courageuse

créateur/créatrice de mode cycliste

sérieux/sérieuse

timide

je suis

I am

tu es

you (familiar/ informal); are

elle est

she is

il est

he is

photographe

The verb être is the most commonly used verb in French and is one way to express identity.

To make the above forms negative, surround the verb form with the words ne… pas:

sportif/sportive

élève

Étape 2: Demandez et répondez

Working with a partenaire, ask questions like the ones in the model until your partenaire answers affirmatively based on the list from Étape 1. Then switch roles. Note: Read the Détail grammatical concerning the verb être to help you use complete sentences in your answer.

je ne suis pas tu n’es pas il/elle n’est pas

Mon progrès communicatif

Détail grammatical

Modèle

I can ask and answer simple questions about identity.

Tu es sportif/sportive?

Est-ce que tu es chanteur/chanteuse?

Découvertes Read the dialogue above and notice the words in bold used to introduce identities (es, suis). What do you observe about the different forms? Can you figure out when to use es and suis? Discuss with classmates and teacher, view the Découvrons 1 resources for this unit in your Explorer course, and check the Synthèse de grammaire at the end of this unit.

Timely grammar details will help learners communicate.

For every grammar section, there are activités supplémentaires in Explorer which provide extra practice, if needed or desired.

UNITÉ 1 Communiquons | Découvrons 1

UNITÉ 1

| L'identité

1. Expressing Who I am: le verbe être et les adjectifs 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

Synthèse de grammaire

plural two or more persons

the speaker

suis

nous

sommes

the person spoken to

tu (informal)

vous (formal or informal)

êtes

the person or people spoken about

This summary contains helpful explanations of grammatical structures.

vous (formal)*

êtes

est

ils

sont

elle

est

elles

sont

*The versatile subject pronoun vous may refer to either one person or any number of people since it can be found in both the singular and plural columns in the chart above. Vous, when referring to a singular person, has a formal tone as opposed to the word tu, which is used to reference someone informally, like a brother, sister or good friend. Use vous to refer to a teacher or an adult neighbor. For future reference, when you encounter a verb conjugation chart like the one above, vous will be located only on the plural side of those charts, no matter if it would be plural or singular, formal or informal.

Students will ﬁnd more practice in context in Explorer.

The verb être can be used with adjectives to describe a person’s identity: — Tristan est sérieux. Tristan is serious. — Carole est sérieuse. Carole is serious.

xliv

Synthèse de grammaire

| UNITÉ 1

UNITÉ 1

Découvrons

Unit Organization | ENTRECULTURES 1

Évaluations | L'identité

J’avance

J’avance 2 Je me présente You have decided to compete for a state-wide scholarship to help fund the cost of going to a Francophone country as part of an exchange program. In order to introduce yourself to the scholarship committee (made up of French teachers), you need to prepare a video presentation that you can use to introduce yourself.

Étape 1: Écrivez You have learned that previous applicants have used many tools for visual support in their videos and you need to choose which you will use for your presentation. The options are as follows: • multimedia presentation • poster • photo book or collage In your presentation tool, be sure to incorporate pictures, drawings or symbols to illustrate and support written statements about yourself including: • your name

• where you are from

• age

• likes

• birthday

• dislikes

Étape 2: Parlez

Mon progrès communicatif I can introduce myself and provide some basic information about my identity.

Find supporting materials in Explorer.

Mon progrès communicatif

Learners provide evidence of growing proﬁciency in Mon dossier, which contains all Can-Do statements included throughout the unit.

Mon progrès communicatif I can write simple sentences about myself and activities that I like and I don’t like.

Formative assessments measure student progress towards unit goals.

UNITÉ 1

Now that you have the support of a presentation tool, you are ready to make a video to introduce yourself to the committee. The narration of your video presentation should consist of a minimum of eight sentences incorporating all the information in your presentation tool. All of the materials for J’avance 2 can be found in Explorer.

J’y arrive

A ﬁnal assessment set in an authentic intercultural context.

Find supporting materials in Explorer.

UNITÉ 1

| L'identité

J’y arrive

Questions essentielles

• How do I exchange information about my identity and that of others? • What are cultural similarities and differences between myself and others in a Francophone community?

Un échange scolaire

Your school has been chosen to participate in an exchange program bringing students from Quebec or France to your community. You have volunteered to host one of the students in your home for three weeks. Before you begin, refer to the J’y arrive rubric in Explorer to familiarize yourself with the evaluation criteria.

Interpretive Assessment

J’y arrive

| UNITÉ 1

Interpersonal Assessment E−mail: Je me présente Write an email to introduce yourself to one of the exchange students, following the instructions in Explorer.

Presentational Assessment Étape 1: Présentez You will create a video blog to share with the family with whom you will stay when you and your classmates travel to Quebec or France next summer. Follow the directions in Explorer to create and share your video.

Étape 2: Comparez Of the two video bloggers you have met in this unit, who is the most similar to you? Copy and complete the sentences and share with a partenaire in the discussion forum in Explorer.

Qui sont les élèves étrangers? Get acquainted with François and Marianne, two of the exchange students, by watching the video blogs they have sent to your school.

Étape 1: Regardez

Watch the video blogs of François and Marianne. Using the graphic organizer in Explorer, mark the words you hear. Compare your list with the list of a partenaire.

Étape 2: Regardez

Watch the video blogs again to learn everything you can about François and Marianne. In Explorer, note what you learn in the organizer.

Étape 3: Identiﬁez

Using the checklist in Explorer, identify the characteristics of each video blogger. Based on what the two students said in their video blogs, which traits of these students would make you more likely to host him/ her in your home during the three week stay in your community?

UNITÉ 1 J’yUNITÉ arrive1| J’avance | J’y arrive 3

EntreCultures 1 | Unit Organization

xlv

ENTRECULTURES 1

Explorer® The online Explorer is the other half of the textbook, connecting students with language learning resources that inspire continued exploration.

Whether learning about Quebec through Marianne’s video blogs, studying grammar through flipped classroom videos, or updating language learning portfolios with new achievements, students can practice all modes of communication at their own pace and within their own comfort zone.

FlexText®

FlexText® is Wayside’s unique e-textbook platform. Built in HTML5, our digital textbook technology automatically adjusts the book pages to whatever screen you are using for optimal viewing. Your FlexText® can be accessed across all of your devices. And page by page, just like the printed textbook, FlexText® allows students and teachers to use EntreCultures on the go.

Icons Legend The icons in this program:

Indicate the mode of communication

•

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

•

Provide a signpost where Explorer offers more support

•

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

•

Interpretive Audio

Interpersonal Writing

Connections

Interpretive Print and Audio

Presentational Speaking

Communities

Interpretive Audiovisual

Presentational Writing

Cultures

Interpretive Visual

Explorer

Interpretive Print

Interpersonal Speaking

AP®-style activity

Linguistic or cultural comparisons

xviii xlvi

ENTRECULTURES 1

Scavenger Hunt This scavenger hunt is designed to give you an opportunity to explore the different helpful and interesting features of your EntreCultures 1 text and online Explorer. Find the Expressions What food is featured on the cover? Investigate the origin of this French favorite.

Identify the focus of the first Zoom culture in Unit 5.

What country

utiles in Unit 1, Découvrons 2.

Try your best to pronounce the

expressions in French.

the Rencontre

interculturelle in Unit 2?

Write down your

is the focus of

favorite one.

Using the table of contents, identify on which page you can find the Comment dit-on? 1 section of

Find three famous

From what countries

before Activité 6 in

Francophone people in

are the two video

Unit 3 indicate to

the preliminary Unit.

bloggers from Unit 1?

you? Where did you

Who surprised you

find your answer?

and why?

Unit 3.

What do the icons

Identify a

the forum for

Mon progrès

In which unit will you

this Réflexion

communicatif in

learn to communicate

interculturelle in

Unit 5. To what

what you eat for

Unit 2 and post a

activity does it

each meal?

video.

correspond?

In Explorer, find

Find an image you

like and research to

learn something new about the person or location pictured.

Who is the video

In Explorer, find the

blogger for Unit 6?

Découvrons 1 video

Find and watch the

for Unit 4.

video in Explorer.

What is the topic?

How many Découvrons are there in each unit?

Find the Stratégies sidebar in Unit 5. What is the title? Head to Explorer to watch the video.

EntreCultures 1

xlvii xix

ENTRECULTURES 1 | Table of Contents

Interpret charts, graphs, and images to learn about diverse places, people, and cultures where French is spoken. Reflect on how to communicate and interact respectfully when meeting people from other cultures.

Meet seven young people from the Francophone world Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Parlez-vous français? Communiquons

Comment dit-on? 1: Bonjour et au revoir . . . . . . . . . . . . . . . . 12 Greet someone, introduce yourself, and say goodbye

Comment dit-on? 2: Expressions pour la salle de classe . . . . . . 18 Follow directions your teacher gives in class

Détail linguistique: S’il vous plaît . . . . . . . . . . . . . . . . . . . 19

Comment dit-on? 3: Le calendrier: les numéros, les mois et les dates en contexte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Days, dates, and numbers

Détail grammatical: Quelle est la date? . . . . . . . . . . . . . . . 22 Prononciation: Final Consonants Stratégies: Interpretive Print

How widely is French used in the world, on the Internet, and in my community?

What strategies will help me communicate in French as I begin to learn the language?

xlviii xx

. . . . . . . . . . . . . . . . . . 28

SUMMATIVE ASSESSMENT

J’y arrive: Les colonies de vacances . . . . . . . . . . . . . . . . . . . . . . 38 Interpretive Print Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Interpretive Audio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Interpersonal Speaking Assessment. . . . . . . . . . . . . . . . . . . . . . 39

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

. . . . . . . . . . . . . . 23

Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Questions essentielles

Bienvenue! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Interact in French, asking and answering some basic questions to meet and get to know others.

Unité preliminaire: Bonjour!

Objectifs de l’unité

Table of Contents | ENTRECULTURES 1

Unité 1: L’identité

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Le Québec, La France/Meet Marianne and François Communiquons Comment dit-on? 1: Qui suis-je? . . . . . . . . . . . . . . . . . . . . . . 46

Stratégies: Interpretive Listening

. . . . . . . . . . . . . . 47

Détail grammatical: Les noms masculins/féminins . . . . . . 49 Découvrons 1: Expressing Who I Am . . . . . . . . . . . . . . . . . . 52 Qui suis-je?

Interact to express your identity, ask for and give personal information, and express preferences about activities.

Ask and answer questions to share information about your identity

Objectifs de l'unité

Détail grammatical: Le verbe être . . . . . . . . . . . . . . . . . . . 53

Interpret images, video, and audio, and print texts in French to gain insights into identity.

Prononciation: Le son /r/

. . . . . . . . . . . . . . . . . . . . . 54

J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . . 55 Comment dit-on? 2: Mes activités préférées . . . . . . . . . . . . 56 Ask about and express some preferences Expressions pour la salle de classe

Découvrons 2: Expressing Preferences . . . . . . . . . . . . . . . . 60 Qu’est-ce que j’aime?

Détail grammatical: Les questions avec est-ce que… . . . . 61 Prononciation: Le son /e/

. . . . . . . . . . . . . . . . . . . . . 65

J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . . 68 Comment dit-on? 3: Questions et réponses . . . . . . . . . . . . . 69 Ask and answer questions in different ways to get to know someone Détail grammatical: L’ordre des mots dans les questions . . . . 70

Découvrons 3: Asking and Answering Questions . . . . . . . 74

Structure en avant: Asking and Answering Questions: Part 1 Structure en avant: Asking and Answering Questions: Part 2

Détail grammatical: Est-ce que . . . . . . . . . . . . . . . . . . . . . 76

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . . 80

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 SUMMATIVE ASSESSMENT

J’y arrive: Un échange scolaire. . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Interpretive Audiovisual Assessment . . . . . . . . . . . . . . . . . . . . 86 Interpersonal Writing Assessment . . . . . . . . . . . . . . . . . . . . . . . 87

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

Questions essentielles Who am I? How does what I do define who I am? How do I exchange information about my identity and that of others? What are cultural similarities and differences between myself and others in a Francophone community?

Presentational Speaking Assessment . . . . . . . . . . . . . . . . . . . . . 87

Presentational Writing Assessment . . . . . . . . . . . . . . . . . . . . . . 87

EntreCultures 1 | Table of Contents

xlix xxi

ENTRECULTURES 1 | Table of Contents

Interpret images, videos, and schedules to gain insights into what school life is like in a Francophone country. Present information about your own life at school. Investigate elements of school life and aspects of time in Francophone cultures.

L’Algérie/Meet Hamid Communiquons Comment dit-on? 1: Les fournitures scolaires . . . . . . . . . . 94 Talk about school supplies in your backpack and compare prices Prononciation: Word Stress in French

. . . . . . . . . . . 95

Les numéros 30 à 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Détail grammatical: La possession avec de . . . . . . . . . . . 100 Découvrons 1: Identifying People or Things . . . . . . . . . . 102 Les articles indéfinis

. . . . . . . . . . . . . . . . . . . . . . . . . 102

Structure en avant: Definite Articles

J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . 104 Comment dit-on? 2: Les matières . . . . . . . . . . . . . . . . . . . . 106 Exchange information about your class schedule and courses and describe your classes Détail linguistique: Les abréviations . . . . . . . . . . . . . . . 107 Stratégies: Recognizing Cognates

. . . . . . . . . . . . . . 108

Détail linguistique: Les articles définis . . . . . . . . . . . . . . 110 Prononciation: Hard and soft /g/ sounds

. . . . . . . . 111

Découvrons 2: Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . 112

Questions essentielles

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Exchange information about your life at school, including people, places, schedules, and student activities.

Unité 2: À l’école

Objectifs de l’unité

J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . 116 Comment dit-on? 3: Qu’est-ce qu’on fait à l’école . . . . . . 118 Express your daily school schedule and those of people around you Détail grammatical: L’infinitif . . . . . . . . . . . . . . . . . . . . . 120

Découvrons 3: Expressing Daily School Activities . . . . . 126

How is student life at my school similar to and/or different from student life in a Francophone country?

Quelle heure est-il?

How do courses and schedules reflect the educational values of a community? What places, people, and activities define student life?

Les activités à l’école Rappel (danser, chanter, manger, dessiner, regarder) . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Détail grammatical: Les pronoms sujets et les verbes en -er . . . . . . . . . . . . . . . . . . . . . . . 128

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . 132

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

SUMMATIVE ASSESSMENT Un échange virtuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Interpretive Print Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 138 Interpersonal Writing Assessment . . . . . . . . . . . . . . . . . . . . . . 139 Presentational Speaking Assessment . . . . . . . . . . . . . . . . . . . . 139

xxii l

Table of Contents | ENTRECULTURES 1

Unité 3: La vie en famille

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Le sud-ouest de la France/Meet Jeanne Communiquons Comment dit-on? 1: C’est ma famille . . . . . . . . . . . . . . . . . 146 Talk about family members and relationships Découvrons 1: Indicating Family Relationships . . . . . . . 154 Les adjectifs possessifs et avoir

. . . . . . . . . . . . . . . . . 154

Structure en avant: Indicating Family Relationships

Le verbe avoir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 . . . . . . . . . . . . . . . . . . . . . . 158

J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . 159 Comment dit-on? 2: Comment sont les membres de ma famille? . . . . . . . . . . . . . . . . . . . . . . . . . 160 Describe yourself and other people

Les numéros 70 à 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Stratégies: Interpersonal Speaking

. . . . . . . . . . . . 162

Rappel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Découvrons 2: Describing family members . . . . . . . . . . . 166 Les adjectifs

Interpret print texts, infographics, charts, graphs, audios, and videos about family life and activities. Present a collection of images to share information about a home, a family and/or friends.

Prononciation: Liaison

Exchange information about family and home life.

Détail linguistique: Les petits noms familiaux . . . . . . . . 151

Objectifs de l'unité

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Rappel: Le verbe être . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Détail grammatical: C’est vs. Il/elle est . . . . . . . . . . . . . . 169

J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . 170 Comment dit-on? 3: Chez moi . . . . . . . . . . . . . . . . . . . . . . . 172 Describe your home and activities that you do at home

Découvrons 3: Asking Informational Questions . . . . . . . 178 Structure en avant: Asking Informational Questions

Rappel: Les mots interrogatifs . . . . . . . . . . . . . . . . . . . . . 179 Détail grammatical: Le mot combien . . . . . . . . . . . . . . . 180

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . 182

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Explore family life in Francophone cultures.

Questions essentielles Who are the members of a family? Which attributes and interests do family members share? Which places and activities bring families together in our culture and in Francophone cultures?

Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 SUMMATIVE ASSESSMENT J’y arrive: Un échange scolaire. . . . . . . . . . . . . . . . . . . . . . . . . . 188

Interpretive Audiovisual Assessment . . . . . . . . . . . . . . . . . . . . 188 Interpersonal Speaking Assessment. . . . . . . . . . . . . . . . . . . . . 189 Presentational Writing Assessment . . . . . . . . . . . . . . . . . . . . . 189

EntreCultures 1 | Table of Contents

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ENTRECULTURES 1 | Table of Contents

Interpret photographs, videos, advertisements, infographics, blogs, and menus to understand food choices and culinary customs. Create a menu based on food preferences and food traditions of a Francophone country.

Le Rwanda/Meet Ariane Communiquons Comment dit-on? 1: Au supermarché . . . . . . . . . . . . . . . . . 196 Talk about basic foods Détail linguistique: Suivez les instructions . . . . . . . . . . . 196 Détail linguistique: La politesse. . . . . . . . . . . . . . . . . . . . 200 Découvrons 1: Expressing Quantities of Food . . . . . . . . . 202

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Le partitif

Détail grammatical: Les expressions avec avoir . . . . . . . 203 J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . 206 Comment dit-on? 2: Au café . . . . . . . . . . . . . . . . . . . . . . . . . 208 Learn about eating at French restaurants and and how to interpret a French menu Détail linguistique: L’entrée . . . . . . . . . . . . . . . . . . . . . . . 209 Prononciation: Le son /o/

Questions essentielles

Les verbes aller, prendre et boire

How does cuisine help define cultures?

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

xxiv lii

. . . . . . . . . . . . . . . 214

Détail linguistique: Avoir ou prendre . . . . . . . . . . . . . . . . 215

J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . 220 Comment dit-on? 3: Les aliments et notre monde . . . . . . 222 Learn about eating in today’s world along with recycling and food conservation Stratégies: Including Details in Responses

. . . . . . 224

Découvrons 3: Negating . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 La forme négative

. . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Détail grammatical: Au négatif . . . . . . . . . . . . . . . . . . . . 229

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . 233

What is the role of food in everyday life?

. . . . . . . . . . . . . . . . . . . . 213

Découvrons 2: Expressing What You Eat and Drink. . . . 214

Recognize how Francophone cultures demonstrate responsible attitudes and practices toward food-related issues.

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Share preferences, opinions, and habits about food choices and food purchases.

Unité 4: Bon appétit!

Objectifs de l’unité

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 SUMMATIVE ASSESSMENT

J’y arrive: Choisissons un restaurant . . . . . . . . . . . . . . . . . . . . 238 Interpretive Print Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 238 Interpersonal Speaking Assessment. . . . . . . . . . . . . . . . . . . . . 239 Presentational Writing Assessment . . . . . . . . . . . . . . . . . . . . . 239

Table of Contents | ENTRECULTURES 1

Unité 5: Le temps libre

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 Le Togo/Meet Kate Communiquons Comment dit-on? 1: Le sport et la musique . . . . . . . . . . . 246

Exchange information about leisure activities. Identify information from print and audiovisual materials relating to leisure activities.

Talk about sports and musical instruments and where you play them

Objectifs de l'unité

Rappel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Détail grammatical: Le verbe faire . . . . . . . . . . . . . . . . . 247 Stratégies: Expanding Vocabulary

. . . . . . . . . . . . . 249

Découvrons 1: Expressing Where to Go for Leisure Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252

Make simple social plans and invite someone to an event.

Détail grammatical: Le verbe aller. . . . . . . . . . . . . . . . . . 253 Détail linguistique: Les pays et le prépositions . . . . . . . . 256 J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . 257 Comment dit-on? 2: Les activités du week-end . . . . . . . . 258 Talk about activities that you do on the weekend

Rappel: D’autres activités. . . . . . . . . . . . . . . . . . . . . . . . . 259 Découvrons 2: Expressing Upcoming Plans . . . . . . . . . . . 264 Le futur proche et les endroits

. . . . . . . . . . . . . . . . . 264

Détail linguistique: Les abréviations en ligne . . . . . . . . . 265

Détail grammatical: La négation au future proche . . . . . 266 J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . 268 Comment dit-on? 3: Des vêtements pour chaque saison 270 Talk about that clothes you wear based on the weather

Découvrons 3: Requesting Information. . . . . . . . . . . . . . . 276 Les questions avec quel et qu’est-ce que

. . . . . . . . 276

Structure en avant: Formal and Informal Questions

Prononciation: Le son /è/

. . . . . . . . . . . . . . . . . . . .278

Rappel: Des expressions interrogatifs . . . . . . . . . . . . . . . 279

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . 282

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 SUMMATIVE ASSESSMENT

Identify how and why people use their leisure time in Francophone cultures and in your community.

Questions essentielles What are common leisure activities in my community and in the Francophone world? How do leisure activities, sports, and music help define cultures? What is the impact of leisure activities on everyday life?

J’y arrive: Le week-end prochain . . . . . . . . . . . . . . . . . . . . . . . . 288 Interpretive Audiovisual Assessment . . . . . . . . . . . . . . . . . . . . 288 Interpretive Print Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 288 Interpersonal Speaking Assessment. . . . . . . . . . . . . . . . . . . . . 289 Presentational Writing Assessment . . . . . . . . . . . . . . . . . . . . . 289

EntreCultures 1 | Table of Contents

xxv liii

ENTRECULTURES 1 | Table of Contents

Interpret blogs, lists, proverbs, and promotional materials about shopping choices and activities. Describe the relative location of stores in a community using maps.

Bougival, France/Meet Noah Communiquons Comment dit-on? 1: Faire les courses. . . . . . . . . . . . . . . . . 296 Talk about stores in Francophone communities and where you buy food

Rappel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Détail grammatical: Le mot pour . . . . . . . . . . . . . . . . . . . 298 Découvrons 1: What I Want to, Must, and Can Do . . . . . . 300 Stratégies: Understanding and Being Understood

Questions essentielles

J’avance 1 Formative Assessment . . . . . . . . . . . . . . . . . . . 304 Comment dit-on? 2: Faire du shopping . . . . . . . . . . . . . . . 306 Talk about stores and items that you buy while shopping Détail grammatical: Le verbe vendre . . . . . . . . . . . . . . . . 307 Détail linguistique: Les prix . . . . . . . . . . . . . . . . . . . . . . . 309 Détail linguistique: Un grand magasin . . . . . . . . . . . . . . 311

Découvrons 2: Describing What People Buy and Where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312 Structure en avant: Describing What People Buy Prononciation: Le e sans accent

How do my surroundings shape my identity? How does culture affect how people move between locations in a town?

. . . . . . . . . . . . . . . 314

J’avance 2 Formative Assessment . . . . . . . . . . . . . . . . . . . 315

Comment dit-on? 3: L’emplacement . . . . . . . . . . . . . . . . . . 316 Talk about location of stores and modes of transportation Détail grammatical: Les prépositions avec de . . . . . . . . . 316 Rappel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Découvrons 3: Expressing Activities in Town . . . . . . . . . 322

How do the culture, community, and the people around us affect how we live?

. . 301

Détail linguistique: Le pronom on . . . . . . . . . . . . . . . . . . 302

Identify some of the unique features that have shaped and defined the culture of a community.

Rencontre interculturelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292

Share information and preferences about places in your community and in the French-speaking world.

Unité 6: En ville

Objectifs de l’unité

Les activités en ville

. . . . . . . . . . . . . . . . . . . . . . . . . 322

Détail grammatical: Les verbes en -re . . . . . . . . . . . . . . . 324

J’avance 3 Formative Assessment . . . . . . . . . . . . . . . . . . . 325

Synthèse de grammaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Vocabulaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328 SUMMATIVE ASSESSMENT

J’y arrive: Un Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330 Interpretive Audio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 330 Presentational Writing Assessment . . . . . . . . . . . . . . . . . . . . . 331 Interpersonal Speaking Assessment. . . . . . . . . . . . . . . . . . . . . 331

xxvi liv

Table of Contents | ENTRECULTURES 1 Appendix A Can-Do Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 Appendix B Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Appendix C AP® and IB Correlation Guide . . . . . . . . . . . . . . . . . . 370 Appendix D Authentic Resources Transcripts . . . . . . . . . . . . . . . . 372 Appendix E Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . 382 Appendix F Grammar and Learning Strategies Videos Index . . . 402

Appendix G Grammar Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 Appendix H Authentic Resources Index. . . . . . . . . . . . . . . . . . . . . 406 Glossary French–English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412 Glossary English–French . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432

Provence, France

EntreCultures 1 | Table of Contents

UNITÉ 1

L'identité

Objectifs de l'unité

Interact to express your identity, ask for and give personal information, and express preferences about activities. Interpret images, video, and audio, and print texts in French to gain insights into identity. Present basic information about yourself. Investigate, explain and reflect on the role of language in shaping identity in France, Quebec, and in your community.

Questions essentielles Who am I? How does what I do define who I am? How do I exchange information about my identity and that of others?

What are cultural similarities and differences between myself and others in a Francophone community?

Comment dit-on? 3: Questions et réponses

Rencontre interculturelle

Meet Marianne and François through their video blogs. As you watch and listen, you will learn about their identities and their countries of origin.

Communiquons

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

46 46

Are you an artist? An athlete? A student? Learn to ask and answer questions to share information about your identity with French speakers. Découvrons 1: Expressing Who I Am

Learn how to express your identity and ask about the identity of your classmates. J’avance 1 Formative Assessment

Assess your progress. Ask and answer questions about your identity and that of others. Comment dit-on? 2: Mes activités préférées

Learn how to ask and answer questions in different ways to get to know someone. J’avance 3 Formative Assessment

Assess your progress. Understand what you hear about others to identify preferences.

Synthèse de grammaire et vocabulaire

Learn to express identity (être), state preferences about activities you like and dislike (j’aime/tu aimes + infinitive), and ask and answer questions.

J’y arrive

Assess your progress. Introduce yourself and talk about what you like and don’t like to do.

UNITÉ 1

UNITÉ 1 | L'identité

Rencontre interculturelle

Origine: Montréal, Québec, Canada

Le Québec

Langues parlées: français, anglais, espagnol, italien

La France commence à explorer l’Atlantique en 1534. Les colonies s’appellent la Nouvelle-France. Aujourd’hui, une grande partie de l’ancienne Nouvelle-France s’appelle le Québec.

Nom: Marianne

Samuel de Champlain fonde la ville de Québec en 1608. La ville de Québec est la plus ancienne ville francophone en Amérique du Nord.

Samuel de Champlain, explorateur

Nombre de personnes qui parlent français

• Montréal, Québec, Canada 3.824.221

La province de Québec partage une frontière avec quatre états américains: le Maine, le New Hampshire, le New York et le Vermont.

«Je me souviens» signifie ‘‘I remember’’ en anglais. Les Québécois considèrent leur relation culturelle et linguistique avec la France très importante.

Montréal, une grande ville francophone

• Canada

10.523.000

• Paris, France 12.161.542

• France

65.342.000

Rencontre interculturelle | UNITÉ 1

La France

La France a aussi des territoires dans l’océan Indien (la Réunion et Mayotte), dans les Caraïbes (la Guadeloupe et la Martinique) et en Amérique du Sud (la Guyane).

Langues parlées: français, anglais, espagnol Origine: Amiens, France

La France est une destination touristique importante.

Nom: François

La France - Première destination touristique

84,2

66,7

millions

la France

millions

les États-Unis

l’Espagne

L’équipe nationale de foot de France gagne la Coupe du monde en 2018.

Napoléon Bonaparte, général et empereur de France

Lebrecht Music & Arts / Alamy Stock Photo

Personnages français avec un impact global et historique

Jacques Cousteau, explorateur marin

Jeanne d’Arc, héroïne de l’histoire

Coco Chanel, créatrice de mode

UNITÉ UNITÉ11| Rencontre interculturelle

UNITÉ 1 | L'identité Both Marianne and François speak French, but you’ll notice that their French sounds different because they come from different areas of the Francophone world. The French that they speak is the same language, but you will notice a different accent, just as you would when listening to people speaking English who come from different places such as Alabama, New York or London.

Je suis athlète.

Je m’appelle François.

J’ai 15 ans.

J’étudie l’anglais et l’espagnol.

J’habite à Amiens au nord de Paris.

J'aime le soccer

Marianne est de Montréal, au Canada.

Lac Champlain

François est un élève au collège (middle school) à Amiens, en France.

Le système scolaire en France

6–10 ans

11–15 ans

16–18 ans

l’école primaire

le collège (l’école secondaire)

le lycée (l’école secondaire)

LE ROYAUME UNI LONDRES

la mer du Nord

L E S PAYS - BA S

BRUXELLES

BELGIQUE

ALLEMAGNE

La Manche îles anglo-normandes

LES ÉTATS-UNIS

Le Québec est près des états américains du Maine, du New Hampshire, du Vermont et du New York.

Je suis un élève.

Je suis du Québec.

Je m'appelle Marianne.

La France

Le Québec

Amiens est une ville au nord de la France, près de Paris.

Rencontre interculturelle | UNITÉ 1 Activité 1 Bonjour, Marianne et François! Record your responses to the following in the discussion forum in Explorer.

Étape 1: Préparez

Le Carnaval d’hiver de Québec

Étape 2: Écoutez

Listen to the video blogs and raise your hand when you think you hear Marianne and François say the words from the picture captions.

Étape 3: Résumez

Listen and watch again. Based on what you see and hear, write two sentences about what you think Marianne and François are telling us in their video blogs.

Étape 4: Comparez

How are Marianne and François similar to you? How are they different? Share your observations in class and in your EntreCultures 1 Explorer course.

Réﬂexion interculturelle

La plus grande cathédrale en France est à Amiens!

Mon progrès interculturel I can identify some similarities and differences between Francophone young people and myself.

UNITÉ UNITÉ11| Rencontre interculturelle

UNITÉ 1 | L'identité

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

Je suis bilingue.

Je suis sérieuse.

Je suis athlète et je suis sportif.

Je suis sérieux.

J’aime jouer au hockey.

M Je suis américaine.

Je suis artiste.

Activité 2

Qui suis-je?

Look at the photographs under Comment dit-on? 1. Then listen to the six speakers and write down the letter of the picture that corresponds to the speaker’s identity.

J’aime chanter et écouter de la musique.

J’aime dessiner et peindre.

J’aime voyager en Californie.

Je suis chanteuse.

J’aime travailler et écouter.

J’aime habiter aux États-Unis.

J’aime travailler et écouter aussi.

Je suis américain.

J’aime jouer de la musique.

J’aime étudier.

Je suis musicien.

Je suis élève.

J'aime parler français et anglais.

Communiquons | UNITÉ 1 Activité 3 Es-tu bilingue? Your teacher will ask you a series of questions about your identity. Listen carefully and follow the model to respond.

Professeur: Es-tu bilingue?

Modèle

Élève: Oui, je suis bilingue./Non, je ne suis pas bilingue.

Stratégies

Zoom culture

Connexions

Interpretive Listening

Perspective culturelle: Justin Trudeau, un Canadien à plusieurs identités How do politicians in your community share their identities?

Réflexion

Research the life and career of Justin Trudeau. How does he self-identify, both personally and professionally? Which perspectives does a bilingual politician bring to your community?

When listening to French, relax! You won’t understand everything. Your goal for now is to understand a few familiar words and phrases as you listen. With practice, you will understand more. Watch the listening strategies video in Explorer for more tips to help you understand spoken French. Remember these tips: 1. Pay attention. Don’t panic. 2. Note the words you understand. 3. Observe visual cues.

UNITÉ 1 Communiquons | Comment dit-on? 1

UNITÉ 1 | L'identité Activité 4 Mon identité et ton identité Étape 1: Écrivez

les identités

moi

élève 1

élève 2

élève 3

musicien/ musicienne*

Look at the list of identities in the chart and write oui or non in the first column (under moi) to indicate if they correspond or do not correspond to your identity.

athlète élève

On peut aussi dire Qui suis-je? acteur/actrice bénévole créateur/créatrice de mode cycliste

artiste

bilingue

américain/ américaine

blogueur/blogueuse

chanteur/ chanteuse

danseur/danseuse

explorateur/exploratrice

*If there are two versions of the word listed, use the first one (musicien) for a male and the second one (musicienne) for a female.

inventeur/inventrice

sérieux/ sérieuse

photographe poète

scientifique

Mon progrès communicatif

I can ask and answer simple questions about identity.

Étape 2: Demandez

Ask questions to three of your classmates, following this pattern, and record their answers in the chart in Étape 1.

Modèle Élève A: Es-tu musicien(ne)? Élève B: Non, je ne suis pas musicien(ne). Élève A: Es-tu athlète? Élève B: Oui, je suis athlète.

Communiquons | UNITÉ 1 On peut aussi dire

Activité 5

Qui suis-je?

Des identités supplémentaires

actif/active

Étape 1: Parlez

ambitieux/ambitieuse canadien/canadienne courageux/courageuse

How many of the other identities listed in On peut aussi dire can you understand without using a dictionary?

français/française

généreux/généreuse

québécois/québécoise

végétarien/végétarienne

Détail grammatical

Étape 2: Identiﬁez

Write the identity represented in each photograph.

B. C. D. E.

cycliste

Étape 3: Décrivez

Which of these additional words would you use to describe yourself? Write sentences with Je suis .

Les noms masculins/féminins If there are two forms listed, the first one refers to a male (masculin [m.]), and the second one to a female (féminin [f.]). Note that some of the masculine forms end in -eux or -eur and the feminine forms may end in -euse or -rice. Also, some masculine forms may end in -if and the feminine form may end in -ive.

Mon progrès communicatif I can understand words relating to identity to describe myself and others.

UNITÉ 1 Communiquons | Comment dit-on? 1

UNITÉ 1 | L'identité Activité 6 Les identités des personnes célèbres One’s profession is often an important part of one’s identity.

Étape 1: Demandez

Modèle

Gérard Depardieu, acteur français

Can you match these famous French speakers with their identity? Ask your partenaire some questions, connecting the person’s name and identity with est, as in the model. Look up the people you don’t know or consult a classmate to fill in the gaps in your knowledge.

Élève A: Qui est Gérard Depardieu?

Élève B: Gérard Depardieu est acteur. Les gens célèbres 1. Coco Chanel

2. Claude Monet 3. Céline Dion

4. Bradley Cooper 5. Christian Dior

Les professions acteur/actrice artiste

chanteur/chanteuse

créateur/créatrice de mode

6. Avril Lavigne

7. Emmanuel Macron 8. Jodie Foster 9. Stromae

Tableau de Claude Monet, artiste impressionniste

Jodie Foster, actrice américaine qui parle français

président

Communiquons | UNITÉ 1 Étape 2: Associez

Céline Dion Napoléon Zinedine Zidane Stromae Coco Chanel

général

chanteur/chanteuse

canadien/canadienne québécois/québécoise français/française scientifique

Louis Pasteur

Match each image of a well-known French speaker or product to the name and a descriptor.

Marion Cotillard

actrice

Avril Lavigne

créatrice de mode athlète

A. C.

H. Mon progrès interculturel

Réﬂexion interculturelle

Which personalities interest you most? With whom were you familiar? About whom would you like to know more and why? Investigate at least one person on the list about whom you did not know anything. Provide the information requested or answer the questions in the discussion forum in Explorer.

I can identify some famous French speakers, their professions, and their contributions.

UNITÉ 1 Communiquons | Comment dit-on? 1

UNITÉ 1 | L'identité

Découvrons 1 Expressing Who I Am

Oui, moi aussi. Je suis bilingue. Je parle français et italien.

Je parle français et espagnol. Et toi, tu es bilingue?

Découvertes

Read the dialogue above and notice the words in bold used to introduce identities (es, suis). What do you observe about the different forms? Can you figure out when to use es and suis? Discuss with classmates and teacher, view the Découvrons 1 resources for this unit in your Explorer course, and check the Synthèse de grammaire at the end of this unit.

Communiquons | UNITÉ 1 Détail grammatical

Activité 7

Le verbe être

Vingt questions: Mon identité Étape 1: Écrivez

Look at these words. Select and write five words that describe your identity. Don’t let anyone else see your words! Adjectifs

acteur/actrice

actif/active

artiste

ambitieux/ambitieuse

chanteur/chanteuse

courageux/courageuse

créateur/créatrice de mode

sérieux/sérieuse

cycliste

sportif/sportive

photographe

je suis

I am

tu es

you (familiar/ informal); are

elle est

she is

il est

he is

Noms

élève

The verb être is the most commonly used verb in French and is one way to express identity.

timide

Étape 2: Demandez et répondez

Modèle

Tu es sportif/sportive?

je ne suis pas tu n’es pas il/elle n’est pas

Mon progrès communicatif I can ask and answer simple questions about identity.

Est-ce que tu es chanteur/chanteuse?

To make the above forms negative, surround the verb form with the words ne… pas:

UNITÉ 1 Communiquons | Découvrons 1

UNITÉ 1 | L'identité r–r–r–r–r

Prononciation Le son /r/

généreux

répétez

The French r is pronounced in the throat, as opposed to the English r, which is pronounced in the front of the mouth. You can practice making this sound by gargling with water. Notice that you can gargle while making a sound with your voice and also by simply blowing air through your throat. This is true with the French r as well, depending on the word. Your mouth must be open to pronounce the French r. The exact shape of your mouth depends upon which sounds are before or after the r in the particular word. Look at the following words and listen to François pronounce them. Also notice the shape of his mouth while he says them.

français

bonjour

croissant

créateur

courageuse

Now practice saying these words yourself, trying to imitate how François, the native speaker, pronounces them. Bravo!

Activité 8

C’est qui?

Mon progrès communicatif I can write some simple sentences about identity.

Now that you know the identities of some famous French-speakers, your classmates, and perhaps your teacher, see how many simple sentences you can write about them.

Modèles

Sophie est artiste. Paul est actif.

Madame Leblanc n’est pas photographe.

Communiquons | UNITÉ 1

J’avance 1 Les identités Étape 1: Écrivez

A classmate

Another classmate

An adult in your community

A member of your family

Think of four people you know well and who are different from each other (different backgrounds, ages, interests…). Can you think of words and/or simple sentences you have learned to talk about their identities? List as many as possible for each person.

Étape 2: Demandez et répondez

Mon progrès communicatif

I can ask and answer simple questions about identity.

Pair up with a student in your class whom you have not yet met. Ask and answer questions to find out as much as you can about him/her. Add the information you learn about your partenaire to the chart in Étape 1. Record your entire conversation in Explorer and remember that all of the materials for J’avance 1 can be found in Explorer.

Le Rocher de Monaco à gauche et le quartier Fontvieille à droite.

UNITÉ 1 Communiquons | J’avance 1

UNITÉ 1 | L'identité

Comment dit-on? 2 Mes activités préférées

écouter de la musique

J’aime

danser

jouer

surfer sur internet

lire

manger

regarder une série/un film

passer du temps avec des amis

dessiner

aller au café/cinéma

étudier

jouer de la musique

Communiquons | UNITÉ 1 On peut aussi dire

Activité 9 Quelle identité?

b. musicienne

2. a. photographe

b. bénévole

3. a. blogueur

b. végétarien

4. a. cycliste

b. danseuse

5. a. poète

b. élève

6. a. athlète

b. musicien

7. a. artiste

Activité 10

discuter

to discuss

dormir

to sleep

écrire

to write

habiter

to live

jouer aux jeux vidéo

to play video games

peindre

to paint

travailler

to work

voyager

to travel

1. a. inventeur

to sing

Listen to the speakers share their favorite activity and select the correct identity.

chanter

b. explorateur

Logique ou illogique

Which of these sentences are logical? Rewrite the illogical sentences so they make sense.

Modèle

Je suis athlète; j’aime jouer du piano.

Mon progrès communicatif

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

illogique: Je suis athlète; j’aime jouer au football. 1. Je suis artiste; j’aime dessiner.

2. J’aime surfer sur internet; je suis musicien.

3. Je suis une élève; j’aime étudier le français. 4. J’aime danser; je suis photographe.

5. J’aime manger des hamburgers; je suis végétarien.

UNITÉ 1 Communiquons | Comment dit-on? 2

UNITÉ 1 | L'identité Zoom culture Pratique culturelle: Le handball Connexions

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 (with soccer, rugby, tennis and cycling). This sport, which originated in Germany, is played in teams of seven, either indoor or outdoors, though for competitions, it is generally played inside. Equally popular for girls and boys, le handball, is played using only the players’ hands, as its name implies. France’s national women’s and men’s handball teams both earned silver medals in the 2016 Summer Olympics.

Réflexion

Research how handball is played. Which popular sport where you live is it most like? How is it different?

Activité 11

Qu’est-ce que j’aime?

Which activity is associated with each person described below? Select the logical option. 1. Je suis le capitaine de l’équipe de foot de Paris Saint Germain. J’aime au foot. a. manger b. parler c. jouer

2. Je suis un élève au Collège LaSalle à Montréal. J’aime la biologie. a. habiter b. étudier c. dessiner 3. Je suis la chanteuse célèbre québécoise Céline Dion. Je suis bilingue. J’aime en français et en anglais. a. lire b. travailler c. chanter 4. Je suis bénévole à l’UNICEF. J’aime communauté. a. travailler b. écouter 5. J’aime Roméo et Juliette et Hamlet. J’aime de Shakespeare. a. dormir b. lire

dans ma c. danser les pièces c. peindre

6. Je suis sociable. J’aime avec des amis. a. discuter b. manger c. voyager

Communiquons | UNITÉ 1 Réﬂexion interculturelle What are the most popular sports in your region? Are there any sports that are popular in your region, Quebec and France?

Activité 12

Les activités préférées des Français

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

Reflect back on the video blogs from Marianne and François. In which sports do you or the bloggers participate? Describe some similarities and differences about sports at your school, in Quebec, and in France. Answer the questions in the discussion forum in Explorer.

Mon progrès interculturel

Les 10 principaux loisirs des Français 2. Regarder la télévision

3. Voir des amis, la famille

4. Écouter la musique

1. Surfer sur internet

6. Jouer aux sports

7. Cuisiner

8. Faire des activités culturelles

9. Lire

5. Aller au cinéma

10. Faire du shopping

Berne, Suisse

Étape 1: Demandez et répondez

Read the infographic and infer meaning of words you do not know. Then, ask a partenaire whether he or she likes or dislikes the activities listed.

Modèle

Mon progrès communicatif I can ask and answer questions about activities that I like and dislike.

Élève A: Est-ce que tu aimes lire?

Élève B: Oui, j’aime lire./Non, je n’aime pas lire.

Étape 2: Comparez

Compare your answers from Étape 1. Which pastimes do you share with your partenaire?

Modèle

Je suis comme François parce que j’aime…

UNITÉ 1 Communiquons | Comment dit-on? 2

UNITÉ 1 | L'identité

Découvrons 2

Expressing Preferences Non, je n’aime pas écouter de la musique classique.

Salut! Est-ce que tu aimes écouter de la musique classique?

Oui, j’aime beaucoup la musique moderne.

Découvertes

Read the dialogue and notice the words in bold. What do you observe about the different forms? Can you figure out when to use j’aime and tu aimes? Discuss with classmates and teacher, view the Découvrons 2 resources for this unit online in Explorer, and check the Synthèse de grammaire at the end of this unit.

Communiquons | UNITÉ 1 Détail grammatical

Activité 13

Les questions avec est-ce que

Vingt questions: Quelles activités aimes-tu? Étape 1: Écrivez

Activités

Look at these words. Select and write five (5) activities you like to do. Don’t let anyone see your words!

Est-ce que is a quick and easy tool used to phrase questions in French. When you see it at the beginning of a question, it means that it’s a yes or no question.

jouer aux jeux vidéo

jouer au foot/basket/volley/tennis

étudier

lire

écrire

Par exemple: The question: Est-ce que tu aimes le chocolat? Can be answered either by: Oui! J’aime le chocolat! Or: Non, je n’aime pas le chocolat.

manger des hamburgers/salades

travailler dans ma communauté

peindre

parler français

passer du temps avec des amis

jouer de la guitare/du piano

chanter

discuter

…

You will soon learn other ways that it can be used to phrase questions.

Étape 2: Demandez et répondez

Work with a partenaire. Ask and answer questions like the ones in the model. Include some of the Expressions utiles to react to your partner’s answers.

Modèle

Élève A: Émilie, est-ce que tu aimes jouer de la guitare? Élève B: Oui, j’aime ça.

Élève A: Ah, tu es musicienne. C’est super!

Élève A: Jacques, est-ce que tu aimes jouer au hockey? Élève B: Non, je n’aime pas ça.

Élève A: Ah, tu n’es pas athlète.

Expressions utiles Réactions You can react and express interest in what people tell you in French by using the following expressions. C’est intéressant! That’s interesting! C’est super! That’s great! Moi aussi! Me too! Moi non plus! Me neither! Très bien! Very good!

UNITÉ 1 Communiquons | Découvrons 2

UNITÉ 1 | L'identité Activité 14

Mon progrès communicatif

Les activités d’été

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

Étape 1: Lisez et écrivez

You are searching for a summer camp in France. Look for different activities on this advertisement for a French summer camp. Make a list of activities that you like and don’t like to do. Practice writing simple sentences using J’aime and Je n’aime pas + the activity.

Saint-Yrieix-la-Perche

SPORT ACADEMY

Un mot d’ordre pour ce séjour: le sport! Notre Sport Academy pose ses valises à Saint-Yrieixla-Perche dans un complexe dédié exclusivement aux sports! Pas moins de 7 stages sportifs vous sont proposés! Un concept unique en son genre que vous ne serez pas prêts oublier.

À choisir au moment de l’inscription

TENNIS ACADEMY

DATES DES SÉJOURS

Poitiers

Printemps 2018 15-21 avril

7-10 11-13 14-17 ÂGE

TRAIN

UN OBJECTIF, LE ALL STAR GAME!

15 heures/semaine. Encadrées par des moniteurs brevet d’État. Travail sur des ateliers: technique individuelle offensive et défensive (shoot, passe, dribble, déplacement, marquage et démarquage), apprentissage des formations tactiques. Matches à thème, All-Star Game, concours…

SOIRÉES • Structures gonflables dans la piscine, quiz musical, visionnage des grands moments sportifs en fonction du stage choisi, disco, jeux, DVD…

FOOTBALL ACADEMY

HÉBERGEMENT • Les jeunes sont logés à Saint-Yrieix-la-Perche. Les jeunes sont logés dans des chambres de 1 à 4 lits. Pension complète, les repas sont pris dans le restaurant du centre. Les infrastructures sportives se trouvent sur place ou à proximité. Centre aquatique. VOYAGE • Train accompagné Paris-Limoges puis transfert en autocar privé. Préacheminement des villes de province.

POUR NE PLUS ÊTRE HORS JEU!

Une question? 0145309191

BASKET ACADEMY

CENTRE DE SALLE VACANCES INFORMATIQUE

ACTIVITÉS COMPLÉMENTAIRES • Sports collectifs, piscine, jeux de société, jeux vidéo…

INFORMATIONS PRATIQUES

Saint-Yrieix

Toussaint 2017 22-28 octobre 29 octobre – 4 novembre

j’aime

15 heures/semaine. Encadrées par des moniteurs brevet d’État. Travail sur des ateliers: technique individuelle offensive et défensive (tir, passe, contrôle, déplacement, marquage et démarquage), apprentissage des formations tactiques. Matches à thème, tournoi, concours, séance vidéo…

je n’aime pas

Toussaint 2017 – Hiver & printemps 2018 (2017–18). Apprendre en s’amusant, Saint-Yrieix-la-Perche SPORT ACADEMY. Retrieved from https://www.action-sejours.com/14732_AS_CATAL_Hiver2017_printemps_2018.pdf, p. 38.

Colonies de vacances

POUR LES MORDUS DE TENNIS

15 heures/semaine. Encadrées par des moniteurs brevet d’État. Le stage se déroule au club de Saint-Yrieix sur 3 courts couverts et 1 court extérieur. Vous travaillez les bases technico, tactiques dans des groupes de niveau. Travail au panier, exercices à thème, matches dirigés, tournoi. Chaque séance débute par des échauffements physiques. Une séance vidéo est organisée durant le stage pour étudier votre progression.

Communiquons | UNITÉ 1 Étape 2: Comparez Compare your list with a partenaire by asking questions if they like or dislike a specific activity. Which activities do you both enjoy? Which activities do you both dislike?

Étape 3: Écrivez

Write three summary sentences about your conversation from Étape 2. Use the model below, but don’t forget to add in the name of your partenaire and the activity. Share your findings in a discussion forum in Explorer.

Modèle

Je ne suis pas comme que je n’aime pas

(nom du/de la partenaire) parce que .

Je suis comme j’aime

(nom du/de la partenaire) parce .

Mon progrès communicatif

Étape 4: Comparez et écrivez

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

Using the same format as Étape 3, write sentences comparing yourself with Marianne and François. Watch the video blogs again and take a few notes to help you with your writing and then submit your sentences in Explorer.

UNITÉ 1 Communiquons | Découvrons 2

UNITÉ 1 | L'identité Activité 15 Préparons-nous pour les colonies de vacances!

I can introduce myself and provide some basic information about my identity.

• your name

• where you are from

Mon progrès communicatif

Imagine that you will spend time at a summer camp in France or Quebec. In order to make the best choice of which camp to attend, communicating with a camp director is a wise move. In this activity, you will play the role of a prospective camper who is providing information to the French-speaking camp director, who has requested you to leave this information on his or her voicemail. You must answer in short, but complete sentences in French. Here is a list of information that must be provided in this recording: • age

• likes

• birthday

• dislikes

Modèle

Je m’appelle Paul Carson. J’ai 17 ans. Mon anniversaire est le 22 mai. Je suis de Chicago. J’aime parler français et j’aime aussi jouer au football. Je n’aime pas regarder les films.

Rabat, Maroc

Communiquons | UNITÉ 1 Prononciation Le son /e/

The first example is the letter e with the accent aigu = é. Words that feature this accented “e” include the following:

matinée enchanté

fiancée élève

A second example of French spelling that produces that same sound are words that end in the letters -ez. There are a number of classroom commands with which you are familiar that end in this combination that include the following: écoutez

répétez

regardez

parler = to speak

voyager = to travel

danser = to dance

discuter = to discuss

téléphoner = to phone

We don’t want to forget some of the months that we have learned that would include the following: janvier février

Words that end in -et also have that similar sound: ballet juillet et

parlez

There is a third group of French words that also produce the same sound. The majority of French verbs end in the letters er in their most basic form, which is called the infinitive. Here is a small list of some of those verbs:

café

You will encounter verbs that have the -ez ending throughout your studies of French.

One of the most common sounds that you will encounter in French is the sound equivalent to the English combination “ay,” as in the words “day” and “say,” but stopping the word before arriving at the point where the “y” is pronounced, making the sound shorter. Let’s take a look at at a variety of French words with combination of letters and accents that produce that sound.

UNITÉ 1 Communiquons | Découvrons 2

UNITÉ 1 | L'identité Activité 16 Partager sa chambre You have selected the perfect summer camp to attend. Now, you just have to pick a roommate for your cabin.

Étape 1: Lisez et écrivez

Look at the notes posted on the camp website by four possible roommates to find out about their interests. Select the one most compatible with you. Copy the phrases that indicate things you have in common.

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

Mon progrès communicatif

Étape 2: Écrivez

Write a note to the student you have chosen to be your roommate. Introduce yourself and include the following information. You can use your notes in Étape 1 as a model. • Your name

• Your age (j’ai

ans)

• Origin (where you are from) • Three things you like to do.

• Three things you don’t like to do.

Communiquons | UNITÉ 1

Salut! Je m’appelle Isabelle Gagnon. J’habite à Montréal, au Canada. J’ai quinze ans et j’aime passer du temps avec des amis, discuter et aller au cinéma.

Je n’aime pas peindre, écrire des poèmes ou étudier.

Salut! Je m’appelle Omar Kacemi. J’habite à Agadir, au Maroc. J’ai quatorze ans et j’aime beaucoup surfer sur internet, jouer à des jeux vidéo et dormir. Je n’aime pas jouer de la musique, jouer au sport ou chanter.

Bonjour! Je m’appelle Nicolas Dubois et j’ai dix-sept ans. J’habite à Pau, en France. J’aime beaucoup lire, jouer au foot et écouter de la musique.

Je n’aime pas dessiner, travailler ou manger des légumes.

Bonjour! Je m’appelle Malika Dallier. J’ai quinze ans. J’habite à Saint-François, en Guadeloupe. J’aime beaucoup habiter en Guadeloupe et voyager en Haïti. Je n’aime pas peindre, regarder des films ou jouer au basket, mais j’aime beaucoup jouer au foot.

UNITÉ 1 Communiquons | Découvrons 2

UNITÉ 1 | L'identité

J’avance 2 Je me présente

Étape 1: Écrivez

You have decided to compete for a state-wide scholarship to help fund the cost of going to a Francophone country as part of an exchange program. In order to introduce yourself to the scholarship committee (made up of French teachers), you need to prepare a video presentation that you can use to introduce yourself.

Mon progrès communicatif

• multimedia presentation • poster

• photo book or collage

In your presentation tool, be sure to incorporate pictures, drawings or symbols to illustrate and support written statements about yourself including: • your name

• where you are from

• age

• likes

• birthday

• dislikes

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

You have learned that previous applicants have used many tools for visual support in their videos and you need to choose which you will use for your presentation. The options are as follows:

Étape 2: Parlez

Mon progrès communicatif

I can introduce myself and provide some basic information about my identity.

Communiquons | UNITÉ 1

Comment dit-on? 3

La vieille ville de Montréal

Questions et réponses

Comment t’appelles-tu? —Je m’appelle Christine. Comment ça va? —Ça va bien.

D’où viens-tu? —Je viens de Chicago. Quelle est la date? —C’est le 15 septembre.

C’est quand ton anniversaire? —C’est le 27 août.

Quel âge as-tu? —J’ai 15 ans.

Est-ce que tu es élève? —Oui, je suis élève.

Qu’est-ce que tu aimes étudier? —J’aime étudier le français et les cultures (f. pl.) francophones. Pourquoi est-ce que tu étudies le français? —Parce que j’aime voyager au Canada.

Tu parles bien français! Qui est ton professeur? —Monsieur Leclerc est mon professeur.

Activité 17

Questions en conversation Étape 1: Écoutez

Listen to Marianne and her friend ask each other some of the questions above. See if you can figure out what the questions and answers are in their conversation.

Étape 2: Parlez

Now it’s your turn. Find a partenaire and have a similar conversation by asking and answering basic questions. Record a video of your conversation in your Explorer course.

UNITÉ 1 Communiquons | Comment dit-on? 3

UNITÉ 1 | L'identité

As you continue to study French, you will see questions that might look different from the ones you’ve used so far. There is a lot of flexibility in French to switch the word order in questions. However, you will generally see all the same important question words, so pay attention to the question word (who, what, when, where, why, how, how much, how many, which) and the action. Look at these other questions and see if you can figure out what they are asking: - Qu’aimes-tu étudier?

Match the questions on the left with the logical answers on the right. Conversation avec Camille 1. Comment t’appelles-tu? 2. D’où viens-tu?

3. Est-ce que tu es élève?

- Tu t’appelles comment? - Quand est-ce que tu voyages, en général? - Tu viens d’où?

b. J’aime étudier la science.

c. Je m’appelle Camille. d. C’est le 23 novembre.

5. Quelle est la date?

e. Je suis de Montréal.

Conversation avec André 1. Comment ça va?

a. Parce que j’aime les cultures francophones.

2. C’est quand ton anniversaire?

b. Ça va comme ci comme ça.

3. Quel âge as-tu?

c. C’est le 17 juillet.

4. Pourquoi est-ce que tu étudies le français?

d. Madame Simard est mon professeur.

5. Qui est ton professeur?

e. J’ai 14 ans.

- Pourquoi est-ce que tu aimes la musique classique?

a. Oui, je suis élève au lycée Montaigne.

4. Qu’est-ce que tu aimes étudier?

- Tu as quel âge?

Conversations avec de nouveaux amis

L’ordre des mots dans les questions

Activité 18

Détail grammatical

- Tu préfères qui comme chanteur?

Oran, Algeria

Communiquons | UNITÉ 1 Activité 19

Mon progrès communicatif

Réponses possibles

I can understand information related to identity and preferences.

You will hear a series of questions asked in French. For each of the eight questions, there will be one appropriate response that you will select from the three choices offered. Mark the correct letter in the column on the right.

Je m’appelle Zoë.

C’est le premier avril.

Ça va mal.

Oui, j’adore jouer au hockey.

Je suis de Québec.

Je suis de Gaspé.

Je suis musicien.

Monsieur Boucher.

C’est le 8 février.

Je suis du Canada.

J’aime la musique.

C’est le 30 janvier.

Monsieur Tremblay

Je suis poète.

J’ai 17 ans.

Je suis élève.

Ça va très bien!

J’aime jouer au football.

Je suis blogueur.

Je m’appelle Georges.

Je parle français et anglais.

J’ai 16 ans.

J’aime lire.

Activité 20

Je suis artiste.

Entretien

Write down five questions in French that will allow you to find out interesting information about your classmates. Then interview each other to get to know each other better. Keep practicing until you can ask and answer questions confidently. Then, record your interview in your Explorer course.

Modèle

Élève A: Quel âge as-tu? Élève B: J’ai seize ans.

Élève A: Tu aimes quelles activités?

Mon progrès communicatif I can ask and answer questions to get to know another person.

Élève B: J’aime jouer au football et chanter.

UNITÉ 1 Communiquons | Comment dit-on? 3

UNITÉ 1 | L'identité Activité 21 Le festival d’été de Québec Je vois…

Je pense: There are a lot of interesting concerts. Je me demande: What would I see on social media about this festival?

6 AU 16 JUILLET

infofestival.com

ISABELLE BOULAY LAY A AY

6 JUILLET

| BIXIGA 70 | JACQUES QUES JACOBUS | RIA MAE | ... ..

P!NK

8 JUILLET

PIERCE THE VEIL | K.FLAY | PAT THOMAS & THE KWASHIBU AREA BANDD LES SOEURS BOULAY | CROWN THE EMPIRE EMPIRE

LLUM LADY ANTEBELLUM

10 JUILLET

BEN CAPLAN & THE CASUAL SMOKERS | TALISCO | TÉTÉ | LES DALES HAWERCHUCK | .....

UME FLUME

12 JUILLET

LEIF VOLLEBEKK | GAB PAQUET | CO/NTRY CO// NT NTRY | ...

L IC A METALLICA

14 JUILLET

USEE MUSE

16 JUILLET

BELLE ET BUM| BEN L’ONCLE SOUL| MONDO COZMO | HOMMAGE HOM HO MMAGE À BOB WA W WALSH ALSH SH

7 JUILLET

KENDR KENDRICK LAMAR

AANDERSON .PAAK & TTHE FREE NATIONALS | WOLF PARADE BERNARD ADAMUS | TONY ALLEN (TRIBUTE TO ART BLAKEY) BE | DEAD OBIES | PLANTS AND ANIMALS TTHE HE NEW PORNOGRAPHERS PORNOGRAPP

LEYLA LE EYLA MCCALLA | THE WOODEN SKY | THE ATOMICS | COREY LEDET & HIS ZYDECO BAND | ...

9 JUILLET

BAC BACKSTREET BOYS

NIICK JONAS | MICHEL FUGAIN & PLURIBUS | PINK MARTINI NICK 1979 DDEATH DE EEATH AT H FFROM ROM AABOVE BOV E 119 9 | LA CHICANE

11 JUILLET

LES COWBOYS FRINGANTS

MIGOS MIGO M OS | PHANTOGRAM | LISA LEBLANC I | DAKHABRAKHA ARKELLS CARTIER AAR RRKKELLS K ELLS | JAZZ CARTI

LES LE ES GOULES | TEI SHI | MANU MANU MILITARI | MBONGWANA STAR | ...

13 JUILLET

TTHE HE WHO

LES LE EES TROIS ACCORDS ACCORRDS | MXPX | THE STRUTS JESSE HATS | JO MERSA MARLEY JES ESSE ROYAL ROYAAL | MEN MEN WITHOUT WII

15 JUILLET

GO GOR GORILLAZ

...et plus encore!

FESTIVAL D’ÉTÉ DE QUÉBEC (2017), “50 FESTIVAL D’ÉTÉ DE QUÉBEC”, Retrieved from [http://tinyurl.com/yacyqc2g].

Je vois: Muse is performing on July 16.

Look at the poster for Le festival d’été de Québec and fill in the organisateur en forme d’Y (Y-chart) making sure to think about the answers to a variety of questions (who, what, where, when, why). After filling in your chart, compare your answers with a partenaire and add to your chart based on your discussion.

Je me demande…

Je pense…

Étape 1: Lisez et écrivez

Communiquons | UNITÉ 1 Étape 2: Lisez Complete the table below using the poster from Étape 1 to find five unfamiliar artists. Then use other resources to learn more about them. Make sure to note where you found the information and that it is a reputable source. Go to your Explorer course for the graphic organizer. nationalité

langues utilisées

ressource(s)

folk

canadiens

français

www.cowboysfringants.com

Les Cowboys Fringants

genre de musique

nom d’artiste

Les Cowboys Fringants

Étape 3: Répondez

Choose one artist from Étape 2 and research their life in depth and listen to their music. Share your answers in a discussion forum in Explorer.

1. How does their identity influence their music? What can you learn about their life from their art?

2. Do you like their music? Why or why not?

Réﬂexion interculturelle

Using the diagramme de Venn in Explorer, compare a music festival or concert in your region to the Festival d’été de Québec. What is the same and what is different about the two events? Provide the information requested and answer the questions in the discussion forum in Explorer.

Mon progrès interculturel I can identify musical events and musicians in a Francophone region and how they are the same or different from those in my community.

UNITÉ 1 Communiquons | Comment dit-on? 3

UNITÉ 1 | L'identité

Découvrons 3

Asking and Answering Questions Bonjour! Comment t’appelles-tu?

Je m’appelle Jacques.

Tu as quel âge?

J’ai 7 ans.

D’où viens-tu?

Qu’est-ce que tu aimes étudier?

Je viens de Montréal.

J’aime étudier le français et les cultures francophones.

C’est intéressant! Tu parles quelles langues?

Je parle trois langues: le français et l’anglais et j’étudie l’espagnol à l’école.

C’est impressionnant!

Pourquoi est-ce que tu étudies le français? Parce que j’aime voyager au Canada.

Communiquons | UNITÉ 1 Découvertes

Activité 22 Un sondage: Quel âge as-tu?

Read the dialogues and notice the words in bold used to ask and answer questions. What do you observe about the different forms? Do you notice any patterns? Discuss with classmates and your teacher. View the Découvrons 3 resources for this unit in Explorer and check the Synthèse de grammaire at the end of this unit.

Modèle Élève A: Quel âge as-tu?

Are you and your classmates the same age? Ask five of them this question to find out.

Élève B: J’ai 14 ans. Et toi? Élève A: J’ai 15 ans. Élève A: Quel âge as-tu?

Élève B: J’ai 15 ans. Et toi? Élève A: Moi aussi!

Activité 23

Informations pratiques

It is a new school year and your French teacher asks you to answer the following questions to learn more about you. Write your answers using complete sentences.

1. Comment t’appelles-tu? 2. Tu as quel âge? 3. D’où viens-tu?

4. C’est quand ton anniversaire? 5. Tu parles quelles langues?

6. Quelles activités aimes-tu?

7. Pourquoi est-ce que tu étudies le français?

UNITÉ 1 Communiquons | Découvrons 3

UNITÉ 1 | L'identité

Earlier, you learned that when est-ce que is placed at the beginning of a question, it indicates that it is a yes or no question. When est-ce que is placed after a question word, it should be followed by the subject and then the verb. Par exemple: Pourquoi est-ce que tu aimes chanter? Quand est-ce que tu aimes jouer au basket?

Quelles langues est-ce que tu parles? Étape 1: Demandez et répondez Is your class multilingual? Learning a language takes practice and sometimes classes to help you understand how to read, write, speak, and understand.

Est-ce que

Activité 24

Ask your classmates questions to find out which languages they speak. Follow the model and include appropriate expressions such as c’est intéressant!, c’est super!, moi aussi!, or moi non plus! to acknowledge your classmates’ answer.

Modèle

Détail grammatical

Élève A: Est-ce que tu parles italien? Élève B: Non, je ne parle pas italien. Élève A: Ah,

Élève A: Est-ce que tu parles anglais? Élève B: Oui, je parle anglais. .

Élève A:

Communiquons | UNITÉ 1 On peut aussi dire

Étape 2: Regardez

Tu parles quelles langues? Here are the names of some other languages you may have heard. Add to the list any other languages you or your friends speak or want to learn more about.

It is common for young people to learn multiple languages in many countries. Look at this poster for language classes in France and organize your observations in an organisateur en forme d’Y. Consider the questions: qui?, quand?, où?, pourquoi? and comment? while filling in the graphic organizer. Then, discuss your observations with a partenaire and add to your chart based on your discussion.

COURS de LANGUES

t · I nte r mé

n i c at i o n

SA espagnol

créole

portugais

espagnol

vietnamien

français

Je vois…

anglais Je pense…

Je me demande…

chinois

lundi, mardi, mercredi, jeudi, vendredi: de 15h30 à 20h30

C F P

polonais

allemand

turc

HORAIRE

chinois

italien

· Avancé ·

rc i a l e · Dé

an ut

i re

russe

néerlandais

italien

arabe

organisés par le Centre de Formation Plurilingue

anglais

langues des signes

allemand

samedi de 14h00 à 16h00 et de 17h30-19h30

dimanche de 10h à 11h30 et de 13h à 14h30

Sessions cours du soir 3 février: anglais / turc 28 avril: russe / français 21 juillet: chinois / anglais 13 octobre: italien / allemand

Plus d’informations 22 avenue du Maghreb Arabe 7000 Nabeul - Tunisie Tél : 72 245 569 | Courriel : info@cfp.com | Web:www.cfp-formation.com

UNITÉ 1 Communiquons | Découvrons 3

UNITÉ 1 | L'identité Activité 25 Les langues et l’identité Look at the charts and decide whether the statements are true (vrai) or false (faux). If they are false, change them to be true. 1. 51% des Français parlent deux langues.

2. 25% des Canadiens sont bilingues en français et anglais.

3. Il y a plus de (more) Canadiens bilingues que de Français bilingues. 4. Plus de Canadiens parlent anglais que français.

5. 6% des Français parlent trois langues étrangères.

Langues parlées par les Canadiens et les Français

Canada

monolingue en anglais

17%

68%

13%

monolingue en français

La rue Petit Champlain dans la basse-ville de Québec.

bilingue en français et anglais

autres langues (ni français ni anglais)

Statistics Canada (2013). “Population by knowledge of official language, by province and territory’’ (2011 Census), Data retrieved from http:// www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/demo15-eng.htm.

France

ne parlent pas de langue étrangère

49%

parlent une langue étrangère

51%

parlent deux langues étrangères

19%

parlent trois langues étrangères

European Commission (2012), ‘‘Eurobaromètre spécial 386’’, Information retrieved from http://ec.europa.eu/commfrontoffice/publicopinion/ archives/ebs/ebs_386_fr.pdf (p.17).

Communiquons | UNITÉ 1 Zoom culture Perspective culturelle: L’identité linguistique du Québec Connexions

What do you already know about the history of Quebec? Do you think that French was always the official language of Quebec?

In 1608 when Samuel de Champlain founded the city of Quebec, the explorers brought not only supplies, but their language and culture to the New World. The language, however, began to evolve as explorers used maritime expressions in daily life (embarquer/débarquer de la voiture). The French colonists also interacted with native populations, including the Algonquin and Mohawk peoples, who introduced new words like caribou (deer; elk) and toboggan (sled, luge).

When France ceded the vast majority of its North American territory to Great Britain in 1763, there was a major linguistic and cultural transition as now these people were no longer French, but British. There were decades of discrimination and fighting to maintain the French language and culture. Finally, in 1977, La Charte de la langue française was passed into law, which decreed French as Quebec’s only official language. This law, commonly known as Bill 101, gives Francophones the right to communicate in French at work.

Réflexion

Which role did the French people and language play in the origins of the United States? Why is French an important language of communication in North America and across the world?

Réﬂexion interculturelle

Which languages have you heard in the media or spoken in your home, school or community? In what context do you hear or see each language?

Château Frontenac vu de la Basse-Ville du Vieux Québec.

Mon progrès interculturel I can identify other languages spoken in my community and what they represent to people.

What do you know about the linguistic diversity in your region? Search for some statistics to verify or correct your assumptions. Provide the information requested or answer the questions in the discussion forum in Explorer.

UNITÉ 1 Communiquons | Découvrons 3

UNITÉ 1 | L'identité

J’avance 3 Le nouvel élève Étape 1: Écoutez et écrivez

l’élève le conseiller

origine

âge

anniversaire

sports

nom (name)

You will hear a dialogue between a newly arrived Francophone exchange student and his bilingual school counselor at a high school. Look at the grid below, listen for the required information, and fill in the spaces. If information is not shared in the conversation, leave the box blank.

Étape 2: Comparez et écrivez

How is the student in the dialogue similar to and/or different from you and other students at your school? Identify at least two ways that you are similar to and/or different from Olivier.

Mon progrès communicatif I can understand information related to identity and preferences.

Mon progrès interculturel I can identify some similarities and differences between Francophone young people and myself.

Communiquons | UNITÉ 1 Étape 3: Demandez et répondez

Name Age Place of origin Likes and dislikes Birthday How he or she is doing

Mon progrès communicatif

Nature of questions

Your school television station that broadcasts school news and events each morning is producing a feature on one of the visiting Francophone students. You will work in pairs and record an interview where both the host student and the visiting student (your partenaire and you) will ask each other questions. Use the list below as a guide to the nature of the questions that should be asked and answered. Each of you will ask three of the six questions and respond to the questions from your partenaire. Work together to ensure that together you ask all six questions.

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

All of the materials for J’avance 3 can be found in Explorer.

Reims, France

UNITÉ 1 Communiquons | J’avance 3

UNITÉ 1 | L'identité

Synthèse de grammaire 1. Expressing Who I am: le verbe être et les adjectifs

singular one person

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: plural two or more persons

suis

nous

the person spoken to

tu (informal)

vous (formal or informal)

êtes

the person or people spoken about

sommes

the speaker

vous (formal)*

êtes

est

ils

sont

est

elles

sont

elle

— Tristan est sérieux. Tristan is serious.

— Carole est sérieuse. Carole is serious.

Synthèse de grammaire | UNITÉ 1 2. Expressing Preferences: j’aime/tu aimes In French, you can ask about a friend’s likes and dislikes by using Est-ce que tu aimes ?, with the infinitive form of a verb (-er, -ir, -re) in the blank. To answer the question, use J’aime . —Est-ce que tu aimes étudier? Do you like to study?

To express what you do not like, use Je n’aime pas

—Oui, j'aime étudier, mais je n'aime pas écrire. Yes, I like to study, but I do not like to write.

For many verbs in French, the form used for je ends in -e and the form used for tu ends in -es. You will learn other verbs that will have a different pattern.

3. Asking and Answering Questions: questions et réponses Questions with a yes/no answer in French can be created in different ways: • You can use the regular word order of a sentence and simply make it a question by using rising intonation, with the tone of your voice sounding higher at the end.

Tu parles français?

• Also, you can attach the question marker est-ce que to the beginning of a sentence, which signals the listener that what is to follow is a question. Est-ce que tu parles français?

• Another way to make a question is to switch the order of the subject and the verb in the sentence. A regular sentence in French has the subject first and then the verb. Using the verb first and the subject second (with a dash in between) will make the sentence into a question. Parles-tu français?

Information questions (in contrast to yes/no questions) require a question word or phrase (qui, que, où, quand, pourquoi, comment, quel(le)(s)). Sometimes you will see est-ce que after a question word as in the following examples: Pourquoi est-ce que tu aimes chanter? Quand est-ce que tu aimes jouer au basket?

UNITÉ 1 Synthèse UNITÉ 1de | Synthèse grammaire de |grammaire J’avance 3

UNITÉ 1 | L'identité

Vocabulaire Comment dit-on? 1: I can talk about who I am. Qui suis-je?

Who am I?

américain/américaine un/une artiste

artist

un/une athlète

athlete

bilingue

bilingual

un chanteur/une chanteuse

singer

un/une élève

student

sérieux/sérieuse sportif/sportive

musician

un musicien/une musicienne

American

serious

athletic

Comment dit-on? 2: I can express my likes and dislikes. Mes activités préférées aller au café, cinéma dessiner

écouter de la musique étudier

jouer au sport

jouer de la musique

to dance to draw

to listen to music to study

to play a sport to play music to read

lire

to go to a cafe, movie theater

danser

My favorite activities

manger

passer du temps avec des amis regarder une série, un ﬁlm surfer sur internet

to eat to spend time with friends to watch a show, ﬁlm to surf the Internet, web

Vocabulaire | UNITÉ 1 Comment dit-on? 3: I can ask and answer questions to get to know another person. Mots interrogatifs

Question words

Où?, D’où?

Where?, From where?

Quand?

When?

Comment?

How?

Pourquoi? Que, Qu’?

What?

Quel(le)?

Which? What?

Qui?

Who?

Comment ça va?

Comment t’appelles-tu? D’où viens-tu?

Est-ce que tu es élève?

Pourquoi est-ce que tu étudies le français? Qu’est-ce que tu aimes étudier? Quel âge as-tu?

anglais arabe

chinois créole

German English Arabic

Chinese Creole

When is your birthday? How are you?

What's your name?

Where do you come from? Are you a student?

Why do you study French? What do you like to study?

espagnol italien

langue des signes néerlandais polonais

portugais

vietnamien

Spanish Italian Sign language Dutch Polish Portuguese Vietnamese

How old are you? What is the date?

Quelle est la date?

allemand

C’est quand ton anniversaire?

Why?

Quelles langues est-ce que tu parles? Which languages do you speak?

Qui est ton professeur?

Who is your teacher?

Expressions utiles

Useful expressions

C’est super!

That's great!

Très bien!

C’est intéressant! Moi aussi!

Moi non plus!

Very good!

That's interesting! Me too! Me neither!

UNITÉ 1 Vocabulaire UNITÉ 1 | Vocabulaire | J’avance 3

UNITÉ 1 | L'identité

J’y arrive

Questions essentielles • How do I exchange information about my identity and that of others?

• What are cultural similarities and differences between myself and others in a Francophone community?

Un échange scolaire

Interpretive Assessment

Qui sont les élèves étrangers?

Get acquainted with François and Marianne, two of the exchange students, by watching the video blogs they have sent to your school.

Étape 1: Regardez

Watch the video blogs of François and Marianne. Using the graphic organizer in Explorer, mark the words you hear. Compare your list with the list of a partenaire.

Étape 2: Regardez

Watch the video blogs again to learn everything you can about François and Marianne. In Explorer, note what you learn in the organizer.

Étape 3: Identiﬁez

J’y arrive | UNITÉ 1 Interpersonal Assessment E−mail: Je me présente

Presentational Assessment Étape 1: Présentez

Write an email to introduce yourself to one of the exchange students, following the instructions in Explorer.

You will create a video blog to share with the family with whom you will stay when you and your classmates travel to Quebec or France next summer. Follow the directions in Explorer to create and share your video.

Étape 2: Comparez

Of the two video bloggers you have met in this unit, who is the most similar to you? Copy and complete the sentences and share with a partenaire in the discussion forum in Explorer.

UNITÉ 1 J’yUNITÉ arrive1| J’avance | J’y arrive 3

APPENDIX A | Can-Do Statements

Grammar and Learning Strategies Videos Index (Appendix F) . . . . . . . . Grammar Index (Appendix G) . . . . . . . . Authentic Resources Index (Appendix H) . . . . . . . . . . . . . . . . . . . . Glossary French-English . . . . . . . . . . . EntreCultures 1 AP®. and Expressions utiles . . . . IB ........... Correlation Guide (Appendix Glossary English-French . . . . . .C) . . .. .. .. Glossary French-English Expressions utiles . . . . . .. .. .. .. .. .. .. .. .. .. .. Expressions Credits . . . . . . utiles . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Glossary English-French . . . . . . . . . . . Expressions utiles . . . . . . . . . . . . . . . . Credits . . . . . . . . . . . . . . . . . . . . . . . . . . .

402 403 406 412 419 370 422 372 429 379 432 382 389 392

Can-Do Statements (Appendix A) . . . . . 332 Rubrics (Appendix B). . . . . . . . . . . . . . . . 340 Analytic Growth . . . . Statements . . . . . . . . 340 APPENDIX A Rubric Can-Do Holistic Rubric . . . . . . . . . . . . . . . . . . . 346 General J’avance Rubric . . . . . . . . . . 354 Integrated Performance Can-Do Statements Assessment Rubric(Appendix . . . . . . . . .A) . . .. .. .. .. .. 332 356 ® . . . . . . . . . . . . . . . 340 Rubrics (Appendix B). EntreCultures 1 AP and IB Analytic Growth Rubric . . . . . . .C) . . . . . 340 Correlation Guide (Appendix 370 Holistic Rubric . . . . .Transcripts . . . . . . . . . . . . . . 346 Authentic Resources (Appendix D) . . . . Rubric . . . . . . .. .. .. .. .. .. .. .. .. .. 354 372 General J’avance Instructional Strategies Integrated Performance (Appendix E). . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 356 382 Assessment Rubric

Can-Do Statements Unité préliminaire Mon progrès communicatif

I can follow classroom commands. (19)

I can identify and name places on a map where French is spoken around the world. (9) I can understand some basic words and phrases when French speakers introduce themselves. (14)

I can answer questions about my name, how I am, and where I am from. (17) I can ask and answer questions to meet and greet a young person. (17)

I can say the date, the day of the week, the month of the year, and my birthday. (21) I can recognize and use numbers to express phone numbers. (25) I can recognize some words related to activities in a promotional video. (29) I can identify the purpose of an advertisement. (31)

Mon progrès interculturel

332

I can identify some familiar products, landmarks, and monuments and what they represent to the Francophone people. (11)

I can identify how Francophone cultures and my culture celebrate local and national holidays or festivals. (30)

I can identify appropriate expressions and practices, such as gestures and body language, associated with greetings, introductions, and leave-taking in Francophone cultures. (16)

I can identify the ways people say numbers for the calendar year in French and in English. (35)

Can-Do Statements | APPENDIX A

Unité 1

Mon progrès communicatif I can ask and answer simple questions about identity. (48, 53, 55) I can understand words relating to identity to describe myself and others. (49)

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

I can understand some words and phrases relating to activity preferences. (57)

I can introduce myself and provide some basic information about my identity. (64, 68)

I can ask and answer questions about activities that I like and dislike. (59)

I can understand information related to identity and preferences. (71, 80)

I can write some simple sentences about identity. (54)

I can write simple sentences about myself and activities that I like and I don’t like. (63, 66, 68)

I can ask and answer questions to get to know another person. (71, 81)

Mon progrès interculturel

I can identify some similarities and differences between Francophone young people and myself. (45, 80)

I can identify some famous French speakers, their professions, and their contributions. (51)

I can identify other languages spoken in my community and what they represent to people. (79)

I can identify popular sports in Quebec and France and how they are similar to or different from sports in my community. (59)

I can identify musical events and musicians in a Francophone region and how they are the same or different from those in my community. (73)

APPENDIX A | Can-Do Statements

333

APPENDIX A | Can-Do Statements

Unité 2

Mon progrès communicatif

I can respond to questions relating to school supplies. (97, 105) I can write a list of school supplies. (98) I can understand some basic activities and objects related to specific classes. (107)

I can identify common student activities and locations at school. (120, 124, 132) I can ask and answer questions about typical activities during the school day. (122, 131)

I can understand the names of classes and how many hours per week they meet. (108)

I can provide information about my school schedule using the 24-hour clock. (115, 117)

I can understand when someone names school supplies. (95, 104)

I can ask and answer questions about my class preferences. (111, 117) I can exchange information about my school schedule. (114)

I can identify some activities that students like to do at school. (122) I can respond to an email from a Francophone student about typical activities during the school day. (129, 133) I can create a video blog about my daily activities at school. (131 )

Mon progrès interculturel

I can identify some simple similarities and differences between my schedule and that of a Francophone student. (115, 116)

I can identify some information about grade levels in a Francophone country and how students’ grades are recorded. (100)

I can identify practices and related perspectives regarding the use of technology in schools in Francophone countries. (123)

I can identify some similarities and differences between a Francophone teen and myself related to school life. (93)

I can identify what Francophone students do in their free time at school, where they go, and why. (110)

334

Can-Do Statements | APPENDIX A

Unité 3

Mon progrès communicatif I can identify which person is being described. (168, 170)

I can identify the actions of family members in a comptine, a French nursery rhyme. (150)

I can understand simple descriptions of Francophone homes. (174)

I can ask and answer questions about family members in a photo. (156)

I can write descriptions of the places and activities that bring families together in my culture and in Francophone cultures. (177) I can ask and answer questions about a family home. (180)

I can respond to questions to provide information and simple details about family members. (157, 159)

I can identify family members when I hear someone talk about family. (149, 159)

I can present information about family members using a few simple details. (159)

I can understand online descriptions of rental properties. (181, 182)

I can share information about the ages of some family members. (162)

I can ask appropriate questions to inquire about a rental property in a Francophone country. (181, 183)

I can ask and answer questions about characteristics of family members or friends. (162, 171)

I can write a description of myself to share with others. (163, 170)

I can write a description of a rental property in a Francophone country. (181, 183)

Mon progrès interculturel

I can identify some legal practices related to traditional marriages and civil contracts between two people in France. (164)

I can identify whom people consider to be part of their family in my culture and in a Francophone culture. (153)

I can identify how signage in public buildings and spaces in Francophone cultures is similar to and different from that in my culture. (176)

I can identify some similarities and differences between a Francophone teen and myself related to preferences and place of origin. (145)

APPENDIX A | Can-Do Statements

335

APPENDIX A | Can-Do Statements

Unité 4

Mon progrès communicatif

I can understand and organize foods found in an ad. (199, 206) I can ask and answer questions about food preferences. (204)

I can write captions for photos related to menu items. (221) I can understand some facts from an infographic about food waste. (227)

I can understand someone talking about responsible choices and practices related to food. (227, 233)

I can respond to text chats about my eating habits. (204, 206)

I can compare my food preferences to those of someone else. (218)

I can understand someone’s food preferences that are expressed in a video. (198)

I can describe a typical meal in my community. (205, 206)

I can identify the foods that people eat for different parts of a meal. (211)

I can compare my responsible food choices and practices with those of a Francophone young person. (227)

I can understand someone’s food preferences as expressed in an email. (218, 220)

I can present information about responsible choices and practices related to food. (233)

I can ask and respond to some simple questions about eating habits. (216, 220)

I can exchange information about responsible choices and practices related to food. (232, 233)

Mon progrès interculturel

I can identify some similarities and differences between a Francophone student and myself related to place of origin and free time activities. (195) I can identify how and why people from the Francophone world eat what they do. (201)

336

I can identify the differences in daily eating customs in various locales in the Francophone world. (210) I can identify some practices related to food waste in Francophone countries and in my community. (224)

Can-Do Statements | APPENDIX A

Unité 5

Mon progrès communicatif I can write a social media post about upcoming plans. (265)

I can understand a variety of leisure activities. (248, 257)

I can leave a voicemail inviting a friend to an event. (265, 269)

I can ask and answer questions about leisure activities. (248, 257)

I can understand social media posts about weekend plans. (269)

I can understand written information about leisure activities (250)

I can make decisions about clothing based on weather. (271, 273)

I can give some simple reasons why I would like to visit a Francophone location. (256)

I can understand facts about the weather when symbols are used. (272, 282)

I can identify some leisure activities and where they take place. (247, 257)

I can ask and answer questions about weekend plans. (259, 268) I can understand simple descriptions about someone’s social plans. (260)

I can understand some facts about how Francophone people spend their leisure time. (263)

I can ask and respond to questions to inquire about preferences. (278) I can exchange information about activities in my community. (280, 282)

I can plan weekend activities and clothing based on the weather. (282)

Mon progrès interculturel

I can identify some similarities and differences between a Francophone student and myself related to place of origin and free time activities. (245)

I can identify popular sporting events in my community and in Francophone cultures and tell how they benefit their communities. (251)

I can identify how people celebrate festivals in the Francophone world and in my community. (261) I can identify how people measure in Francophone cultures and in my community. (271)

APPENDIX A | Can-Do Statements

337

APPENDIX A | Can-Do Statements

Unité 6

Mon progrès communicatif I can identify where to buy various items. (311, 313, 315)

I can understand what someone wants to, must, or can do related to shopping for food. (298, 304)

I can understand and respond to posts about where people buy various food items. (314)

I can recommend where to purchase various foods based on what someone wants or needs. (301, 305)

I can ask and answer simple questions about where various places are located. (317) I can describe where a shop is located relative to other places in town. (318, 325)

I can respond to text messages about what I can buy in various food stores. (303)

I can describe what one can buy in various food stores. (297, 302, 304)

I can understand and illustrate a simple proverb. (303) I can ask and answer questions about shopping and prices. (309, 315)

I can understand what people do in some stores or other locations in town. (323)

I can identify what someone can buy or do in various stores. (325) I can describe what one can do or buy at various locations around town. (325)

I can tell where I shop and what I buy there in a video post about a shopping trip. (310, 315)

I can describe how people get around town using various types of transportation. (321)

Mon progrès interculturel

I can identify some similarities and differences between a Francophone student and myself related to hometowns and activities around town. (295) I can identify differences in everyday practices related to food shopping in Francophone communities and in my community, and understand the benefits of both systems. (299) I can identify shopping habits where I live and in the Francophone world and tell how they impact each community. (309)

338

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. (319)

Can-Do Statements | APPENDIX A

APPENDIX A | Can-Do Statements

339

APPENDIX B | Rubrics

Rubrics

Level 1 EntreCultures Analytic Growth Rubric Level 1 Target: Novice Mid - Novice High

How well do I understand? Main Idea and/or Details

What words and structures do I understand?

NOVICE MID

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

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

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

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

Vocabulary and Structures in Context

NOVICE LOW

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.

How well can I understand unfamiliar language? Context Clues

340

NOVICE HIGH

INTERMEDIATE LOW

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

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

I can understand words, phrases, simple sentences, and some structures in short, simple texts or sentencelength speech, one utterance at a time, with support, related to familiar topics of study.

I can identify words, phrases, high-frequency expressions, and some learned structures in short, simple, loosely connected texts or sentencelength 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.

DOMAINS

Interpretive Reading, Listening, Audiovisual, and Viewing

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

How well can I infer meaning beyond what I read or hear? Inferences

How intercultural am I?

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

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

I can make limited inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

I can make a few inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

I can make some inferences based on the main idea and information such as visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

I can recognize limited cultural products, practices, or perspectives including cultural behaviors and expressions, related to daily life.

I can identify a few cultural products, practices, or perspectives including cultural behaviors and expressions related to daily life.

I can identify some cultural products, practices, and perspectives, including cultural behaviors and expressions related to daily life.

I can describe cultural products, practices, and perspectives, including cultural behaviors and expressions related to daily life.

Interculturality

NOVICE LOW

DOMAINS

*Based on classroom tasks/

activities/intercultural reflections

Rubrics | APPENDIX B

and outside classroom experiences.

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

APPENDIX B | Rubrics

341

APPENDIX B | Rubrics

Level 1 EntreCultures Analytic Growth Rubric Interpersonal Communication: Speaking and Writing Level 1 Target: Novice Mid - Novice High

Quality of Interaction

What language/ words do I use?

NOVICE HIGH

INTERMEDIATE LOW

I have great difficulty maintaining a conversation. I speak with frequent hesitation, pauses, and/or repetition.

I have some difficulty maintaining simple conversations. I mainly use isolated words and memorized phrases. I speak with frequent hesitation, pauses, and/or repetition.

I can participate in short social interactions by asking and answering simple questions and relying heavily on learned phrases and short or incomplete sentences. I speak with hesitation, pauses, and/or repetition.

I can sustain the conversation by relying on phrases, simple sentences, and a few appropriate questions. I attempt to self-correct but speak with hesitation, pauses, and/or repetition.

I can use a limited number of memorized words and expressions to identify common objects and actions.

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

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

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

I can use memorized words for functions (actions) and isolated words as structures.

I can ask and respond to highly predictable questions with words, lists, and memorized phrases. I am beginning to communicate beyond the word level, but my errors often interfere with the message.

I can use phrases, simple sentences, and questions. I am beginning to create original sentences with simple details on familiar topics, but errors sometimes interfere with the message.

I can combine words and phrases to create original sentences in present time to interact with others on familiar topics. I can sometimes vary the time frames (e.g., past, future), but errors may interfere with the message.

Vocabulary in Context

NOVICE MID

How do I use language? Function and Text Type

342

How well do I maintain the conversation?

NOVICE LOW

DOMAINS

Rubrics | APPENDIX B

Comprehensibility

How well do I understand? Comprehension

Interculturality *Based on classroom tasks/

activities/intercultural reflections

and outside classroom experiences.

NOVICE HIGH

INTERMEDIATE LOW

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

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

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

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

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

I can understand some familiar language, one phrase at a time. I rely on visual clues, repetition, and/ or a slowed rate of speech.

I can understand pieces of information and sometimes the main idea in straightforward language that uses familiar structures. I occasionally rely on visual clues, repetition, and/ or a slowed rate of speech.

I can understand the main idea in short, simple messages and conversations in sentence-length 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.

How intercultural am I?

NOVICE MID

How well am I understood ?

NOVICE LOW

DOMAINS

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

APPENDIX B | Rubrics

343

APPENDIX B | Rubrics

Level 1 EntreCultures Analytic Growth Rubric Presentational Speaking Level 1 Target: Novice Mid - Novice High NOVICE LOW

NOVICE MID

What language/ words do I use?

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.

How do I use language? Function and Text Type

How well am I understood ?

How accurate am I?

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

I can use a series of simple sentences by combining words and phrases to create original sentences with some details in familiar contexts.

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

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

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

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

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

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

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

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

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

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

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

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

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

SA Delivery, Fluency, Visuals, Impact on Audience

How intercultural am I? Interculturality

*Based on classroom tasks/

activities/ intercultural reflections and outside classroom experiences.

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

344

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

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

Structures

How well do I deliver my message?

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

I can use some isolated words.

Comprehensibility

INTERMEDIATE LOW

Vocabulary in Context

NOVICE HIGH

DOMAINS

Rubrics | APPENDIX B

Level 1 EntreCultures Analytic Growth Rubric Presentational Writing Level 1 Target: Novice Mid - Novice High

Vocabulary in context

How do I use language? Function and Text Type

How well am I understood ?

How well do I use the language?

How well do I complete the task?

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

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

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

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

I can use learned vocabulary and structures to create simple sentences and questions to write short messages and notes with simple details on very familiar topics.

I can write a series of simple and original sentences to describe or explain with some detail and elaboration using some connectors on familiar topics.

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

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

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

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

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

I am beginning to use basic structures with frequent errors.

I can use basic structures in present time with some errors and some memorized new structures in other time frames.

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

I can 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 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.

Ideas and Organization

How intercultural am I? Interculturality

*Based on classroom tasks/ activities/ intercultural reflections

INTERMEDIATE LOW

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

Language Control

NOVICE HIGH

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

Comprehensibility

NOVICE MID

What language/ words do I use?

NOVICE LOW

DOMAINS

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

APPENDIX B | Rubrics

345

APPENDIX B | Rubrics

Level 1 EntreCultures Holistic Rubric Interpretive Reading, Listening, and Viewing: Written, Print, Audio, Visual, and Audiovisual Resources Daily work, formative assessments

1 This is still a goal. 2 Can do this with help. 3 Can do this independently.1

Level 1 Target: Novice Mid - Novice High

INTERPRETIVE: Reading, Listening, and Viewing

• 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.**

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

1 LinguaFolio®, NCSSFL. (2014). Interculturality. Retrieved from http://ncssfl.org/secure/index.php?interculturality, March 6, 2016. * 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.

346

• 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.

Rubrics | APPENDIX B

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

READING/VIEWING I preview titles, photos, layout, visuals, etc.

I listen/watch for emotional reactions.

I skim the text for cognates, familiar words, and phrases.

I listen for time/time frame.

I scan the text for specific details.

I listen for cognates, familiar words, phrases, and word-order patterns.

I make predictions.

I listen for tones and intonation .

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

APPENDIX B | Rubrics

347

APPENDIX B | Rubrics

Level 1 EntreCultures Holistic Rubric Interpersonal Communication: Speaking, Listening, and Writing Level 1 Target: Novice Mid - Novice High

1 This is still a goal. 2 Can do this with help. 3 Can do this independently.1

Daily class work, participation, class discussions, pair work, group work, and formative assessments

INTERPERSONAL COMMUNICATION: Speaking, Listening, and Writing

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

SA IL

• Communicates and exchanges information with a variety of new and learned words, phrases, and original sentences in present tense with some details in familiar contexts. Limited interference from first language. • Participates in social interactions by asking and answering a few appropriate questions with hesitation, pauses, and/or repetition, using some communication strategies. • Makes some inferences from visual and/or contextual clues, cognates, or other language features. • Applies knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.**

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

348

• 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.*

Rubrics | APPENDIX B

LEARNER SELF-REFLECTION: What communication strategies can I use to help me understand and make myself understood? LISTENING

SPEAKING/WRITING I repeat words and phrases.

I ask for clarification or repetition.

I use facial expressions, gestures, and appropriate openings and closings.

I repeat statements as questions for clarification.

I self-correct when I am not understood.

I listen for cognates, familiar words, phrases, and word-order patterns.

I imitate modeled words.

I listen for intonation.

I restate and rephrase using different words.

I indicate lack of understanding.

I build upon what I’ve heard/read and elaborate in my response.

I ask questions.

I use level-appropriate vocabulary in familiar contexts.

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

APPENDIX B | Rubrics

349

APPENDIX B | Rubrics

Level 1 EntreCultures Holistic Rubric Presentational Speaking Level 1 Target: Novice Mid - Novice High

PRESENTATIONAL SPEAKING

• 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 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 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.

350

1 This is still a goal. 2 Can do this with help. 3 Can do this independently.1

Daily class work, participation, share out or present to class, present to a group, formative assessments, and using Explorer audio and video recording feature

Rubrics | APPENDIX B

LEARNER SELF-REFLECTION: What communication strategies did I use to make myself understood to my audience? 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 include a hook to gain the audience’s attention.

PRESENTATIONAL SPEAKING

I use examples to support my message. I use visuals to support meaning.

I notice the reaction of the audience during the presentation. I repeat or rephrase if the audience doesn’t understand. I project my voice so the audience can hear me. I practice my presentation before I present to the audience.

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

APPENDIX B | Rubrics

351

APPENDIX B | Rubrics

Level 1 EntreCultures Holistic Rubric Presentational Writing Level 1 Target: Novice Mid - Novice High

PRESENTATIONAL 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 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 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.

352

1 This is still a goal. 2 Can do this with help. 3 Can do this independently.1

Daily written class work, forms, organizers, charts, messages, notes, formative assessments, and using Explorer tasks, surveys, discussion forums, and more

Rubrics | APPENDIX B

LEARNER SELF-REFLECTION: What communication strategies can I use to make my message understood to the reader? PRESENTATIONAL WRITING

I write a draft of my message.

I organize my presentation in a clear manner.

I use examples to support my message.

I include a hook to gain the reader’s attention.

I ask someone to peer edit my draft before I submit it.

I present my own ideas.

I check all spelling and grammar before I submit it.

I write an outline before I begin to write.

I cite my sources if I have done research on the topic.

I make sure my writing is clear and my handwriting is legible.

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

APPENDIX B | Rubrics

353

APPENDIX B | Rubrics

Rubrics

EntreCultures 1 — General J’avance Rubric

Vocabulary in Context

Partial completion of the task.

Adequate completion of the task.

Ideas are not developed.

Ideas are minimally developed.

Ideas are appropriately developed.

Responses display minimal/ no understanding of the information presented.

Responses display a limited understanding of the information presented.

Responses display an adequate understanding of the information presented.

Minimal use of target language structures.

Limited accuracy with target language structures.

Generally accurate use of target language structures with a few errors.

Errors make comprehension difficult.

Errors may impede comprehension.

Errors do not impede comprehension.

Vocabulary used is inaccurate and repetitive and minimally includes essential unit vocabulary.

Vocabulary is limited to highly practiced words and expressions and includes some essential unit vocabulary.

Vocabulary is adequate and mostly relevant to the task and includes essential unit vocabulary.

Message may be comprehensible with great difficulty.

Message is somewhat comprehensible.

Message is generally comprehensible.

Pronunciation impedes ability to understand.

Pronunciation may interfere with ability to understand.

Pronunciation facilitates understanding.

Insufficient language to communicate message; reverts to English.

Limited language to communicate message and may revert to English.

Attempts creative use of language to communicate message.

Requires prompting or teacher assistance to maintain interaction/ presentation.

Requires some prompting or teacher assistance to maintain interaction/ presentation.

May require prompting or teacher assistance to maintain interaction/ presentation.

Frequent hesitations.

Some hesitations.

Occasional hesitations.

Comprehensibility & Pronunciation

Quality of Interaction or Presentation

MEETING

Minimal completion of the task.

Structures (Grammar) in Context

DEVELOPING

Task Completion

BEGINNING

DOMAINS

Not all domains will apply to every mode. There is also a single-point rubric available in Explorer for each J’avance assessment.

354

Rubrics | APPENDIX B

Scores: INTERPRETIVE

Exceeds task expectations.

PRESENTATIONAL

Ideas are well developed.

INTERPERSONAL

EXCEEDING

Responses display a complete understanding of the information presented, including details. Very accurate use of target language structures with minimal errors. Errors do not impede comprehension.

Vocabulary is varied and relevant to the task and may exceed essential unit vocabulary. Message is fully comprehensible.

Pronunciation enhances understanding.

Creative use of language to communicate message.

Little to no prompting needed to maintain interaction/ presentation. Few to no hesitations.

APPENDIX B | Rubrics

355

APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité préliminaire – Les colonies de vacances Domains

Interpretive Print Étape 1 Interpretive Print Étape 2 Interpretive Listening Étape 3

Identifies information Student selects the camp he/she wants to attend by completing the required information on the graphic organizer as evidence of comprehension. Understands familiar words and phrases Student listens to three campers introduce themselves and completes the chart with the campers’ personal information (name, origin, age, and birthday).

Asks and answers questions Student participates in a short conversation with one camper. The student greets and introduces self, providing name, age, birthday, and a goodbye.

INTERPERSONAL ASSESSMENT

Recognizes key words Student records the cognates he/she recognizes in an advertisement for summer camps.

INTERPRETIVE ASSESSMENT

Task Components

Interpersonal Speaking

356

Novice Low

Integrated Performance Assessment Rubrics | APPENDIX B

Novice Mid

Recognizes some of the cognates related to the topic.

Recognizes most of the cognates related to the topic.

Recognizes a few of the cognates related to the topic.

Novice High

Identifies some of the required information.

Identifies most of the required information.

Identifies limited information for each camper.

Accurately identifies some information for each camper.

Accurately identifies most of the information for each camper.

Conversation includes a few of the task’s components using memorized words and phrases.

Conversation includes some of the task’s components using some familiar and memorized words, phrases, questions, and attempts simple sentences.

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

The conversation is understood only with great effort.

The conversation is somewhat understood despite frequent errors.

The conversation is often understood despite errors.

Identifies a few items of the required information.

APPENDIX B | Integrated Performance Assessment Rubrics

357

APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité 1 – Un échange scolaire Domains

Interpretive Audiovisual Étape 1

Interpretive Audiovisual Étape 2

Interpretive Reading and Audiovisual Étape 3

Identifies information Student completes missing information on the bloggers’ enrollment forms. Infers details Student identifies key characteristics of each blogger on a checklist.

Responds in an email Student writes an email to exchange student of choice by addressing their video blog. Greets and introduces self, providing name, age, personal details, and similarities with exchange student.

INTERPERSONAL ASSESSMENT

Recognizes key words Student checks the key words heard in student video blogs; compares with a classmate’s key words.

INTERPRETIVE ASSESSMENT

Task Components

Interpersonal Writing

Creates video blog Student prepares video blog to share with host family; includes greeting, name, age, origin, languages, two likes, and closing.

PRESENTATIONAL ASSESSMENT

Student asks two questions about likes and dislikes, gives thanks for video blog, and closes email appropriately.

Presentational Speaking Étape 1

Presentational Writing Étape 2

358

Compares similarities Student completes two sentences regarding two similarities with the bloggers.

Novice Low

Integrated Performance Assessment Rubrics | APPENDIX B

Novice Mid

Recognizes some of the words, familiar phrases, and some simple sentences related to the topic.

Recognizes most of the words, phrases, and simple sentences related to the topic.

Recognizes a few of the familiar words and phrases related to the topic.

Novice High

Identifies some of the missing information.

Identifies most of the missing information.

Identifies and infers a few details of each blogger.

Identifies and infers some of the details of each blogger.

Identifies and infers most of the details of each blogger.

Message includes a few of the task’s components using memorized words and phrases.

Message includes some of the task’s components using some familiar words, memorized phrases, and attempts at simple questions and simple sentences.

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

The message is understood only with great effort.

The message is somewhat understood despite frequent errors.

The message is often understood despite errors.

The video blog includes a few of the task’s components using a few familiar words and memorized phrases.

The video blog includes some of the task’s components using familiar words, memorized phrases, and attempts at a few simple sentences.

The video blog includes most of the task’s components using familiar words, phrases, and some simple sentences.

The delivery includes frequent hesitation, pauses, and repetition and is understood with great effort by someone accustomed to a language learner.

The delivery includes hesitation, pauses, and/or repetition and is somewhat understood by someone accustomed to a language learner.

The delivery includes some hesitation, pauses, and/or repetition and is mostly understood by someone accustomed to a language learner.

Interculturality Makes limited cultural comparisons.

Interculturality Makes somewhat relevant cultural comparisons.

Interculturality Makes mostly relevant cultural comparisons.

Identifies a few items from the missing information.

APPENDIX B | Integrated Performance Assessment Rubrics

359

APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité 2 – Un échange virtuel Task Components

INTERPRETIVE ASSESSMENT

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.

Interpretive Print Étape 1 Interpretive Print Étape 2

INTERPERSONAL ASSESSMENT

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. Asks and answers questions Student exchanges information with Sofia by responding to and asking questions.

Interpersonal Speaking

Domains

PRESENTATIONAL ASSESSMENT

Presents a school day Student prepares and creates a video or visual presentation about a day at his or her school including: starting and ending times, school supplies, classes and times of day, class preferences, and after school activities.

Presentational Speaking

360

Integrated Performance Assessment Rubrics | APPENDIX B

Novice Low

Novice Mid

Identifies some of the required information.

Identifies most of the required information.

Identifies limited required information.

Novice High

Interculturality Identifies a somewhat relevant similarity and difference between the two cultures.

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

Responds to a few questions in the task using memorized and familiar words and phrases.

Responds to and asks some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Responds to and asks most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is understood only with great effort.

Student is somewhat understood despite frequent errors.

Student is often understood despite errors.

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The delivery includes frequent hesitation, pauses, and/or repetition, and the message is somewhat understood despite frequent errors.

The delivery includes some hesitation, pauses, and/or repetition, and the message is often understood despite errors.

Interculturality Identifies minimal information and may not make a comparison between the two cultures.

The delivery includes continuous hesitation, pauses, repetition, and the message is understood only with great effort.

APPENDIX B | Integrated Performance Assessment Rubrics

361

APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité 3 – Une nouvelle famille, une nouvelle culture Domains

Interpretive Video

INTERPERSONAL ASSESSMENT

Asks and answers questions Student prepares to exchange information with one of the bloggers by responding to and asking questions about family with a partner.

Interpersonal Speaking

Recognizes keywords/components Student completes a chart to identify attributes of three bloggers based on the information in their three videos.

INTERPRETIVE ASSESSMENT

Task Components

PRESENTATIONAL ASSESSMENT

Creates a digital album Student prepares and 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.

Presentational Writing

362

Novice Low

Integrated Performance Assessment Rubrics | APPENDIX B

Novice Mid

Novice High

Identifies some of the required information.

Identifies most of the required information.

Interculturality Minimally identifies personal similarities and differences with a Francophone teenager.

Interculturality Somewhat identifies personal similarities and differences with a Francophone teenager.

Interculturality Adequately identifies personal similarities and differences with a Francophone teenager.

Responds to a few questions in the task using memorized and familiar words and phrases.

Responds to and asks some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Responds to and asks most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Student is understood only with great effort.

Student is somewhat understood despite frequent errors.

Student is often understood despite errors.

Identifies limited required information.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The descriptions include continuous repetition and mistakes. The message is understood only with great effort.

The descriptions include frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The descriptions include some repetition and mistakes. The message is often understood despite errors.

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

APPENDIX B | Integrated Performance Assessment Rubrics

363

APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité 4 – Choisissons un restaurant Task Components

INTERPRETIVE ASSESSMENT

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.

Interpretive Print

Domains

Answers questions Student responds to the questions asked about the two restaurants. Student responses address food preferences and the responsible practices of the restaurants. Responses are recorded in Explorer.

INTERPERSONAL ASSESSMENT

Interpersonal Speaking

Describes an ideal restaurant Student writes a description of an ideal restaurant including features that the student would like to see, such as healthy options, a variety of dishes, and responsible practices the restaurant engages in. Student needs to incorporate what he or she would eat and drink at this restaurant.

PRESENTATIONAL ASSESSMENT

Presentational Writing

364

Identifies limited required information.

Responds to a few questions in the task using memorized and familiar words and phrases.

Identifies some of the required information.

Novice High

Identifies most of the required information.

Intermediate Low

Accurately identifies all or almost all of the required information.

Responds to some of the questions in the task using familiar and memorized words, phrases, questions, and attempts simple sentences.

Responds to most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Responds appropriately to all or almost all of all questions using a variety of vocabulary in a series of simple and original sentences with some detail.

Student is somewhat understood despite frequent errors.

Student is often understood despite errors.

Student is usually understood despite some errors.

Student is understood only with great effort.

Novice Mid

Novice Low

Integrated Performance Assessment Rubrics | APPENDIX B

Interculturality Somewhat demonstrates understanding of cultural similarities and differences in restaurants.

Interculturality Adequately demonstrates understanding of cultural similarities and differences in restaurants.

Interculturality Appropriately demonstrates understanding of cultural similarities and differences in restaurants.

The presentation includes a few of the task’s components using memorized and familiar words and phrases.

The presentation includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The presentation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The presentation includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The descriptions include continuous repetition and mistakes. The message is understood only with great effort.

The descriptions include frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The descriptions include some repetition and mistakes. The message is often understood despite errors.

The descriptions include occasional repetition and/ or mistakes. The message is usually understood despite errors.

Interculturality Minimally demonstrates understanding of cultural similarities and differences in restaurants.

APPENDIX B | Integrated Performance Assessment Rubrics

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APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric

Unité 5 – Le week-end prochain Domains

Interpretive Video Étape 1

INTERPRETIVE ASSESSMENT

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 are recorded in Explorer.

Interpretive Print Étape 2

Recognizes key components Student watches Kate’s video blog and identifies five possible activities to do or events to attend to celebrate her birthday.

INTERPRETIVE ASSESSMENT

Task Components

INTERPERSONAL ASSESSMENT

Describes plans Based on the information from Étape 2, 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. Responses are recorded in Explorer.

Interpersonal Speaking

PRESENTATIONAL ASSESSMENT

Presentational Writing

366

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 online invitation is created in Explorer.

Identifies limited required information. Responses minimally reflect information shared in the video blog.

Novice Mid Identifies some of the required information.

Novice High

Identifies most of the required information.

Intermediate Low

Accurately identifies all or almost all of the required information.

Novice Low

Integrated Performance Assessment Rubrics | APPENDIX B

Responses somewhat reflect information shared in the video blog.

Responses mostly reflect information shared in the video blog.

Responses accurately reflect information shared in the video blog.

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

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

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

Interculturality Somewhat demonstrates understanding of the metric system to measure temperature.

Interculturality Adequately demonstrates understanding of the metric system to measure temperature.

Interculturality Appropriately demonstrates understanding of the metric system to measure temperature.

Responds to and asks some of the questions logical for the task using familiar and memorized words, phrases, and questions, and attempts simple sentences.

Responds to and asks most of the questions logical for the task using familiar and memorized words, phrases, questions, and simple sentences.

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 understood only with great effort.

Student is somewhat understood despite frequent errors.

Student is often understood despite errors.

Student is usually understood despite some errors.

The invitation includes a few of the task’s components using memorized and familiar words and phrases.

The invitation includes some of the task’s components using familiar words and phrases, and attempts a few simple sentences.

The invitation includes most of the task’s components using familiar words, phrases, and some simple sentences.

The invitation includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The invitation includes continuous repetition and mistakes. The message is understood only with great effort.

The invitation includes frequent repetition and mistakes. The message is somewhat understood despite frequent errors.

The invitation includes some repetition and mistakes. The message is often understood despite errors.

The invitation includes occasional repetition and/ or mistakes. The message is usually understood despite errors.

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

Interculturality Minimally demonstrates understanding of the metric system to measure temperature.

Responds to or asks a few questions logical for the task using memorized and familiar words and phrases.

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APPENDIX B | Integrated Performance Assessment Rubrics

Rubrics

Integrated Performance Assessment Rubric Unité 6 – Un stage

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 in Explorer.

INTERPRETIVE ASSESSMENT

Task Components

Domains

Describes 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 email is recorded in Explorer.

PRESENTATIONAL ASSESSMENT Presentational Writing

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. Responses are recorded in Explorer.

INTERPERSONAL ASSESSMENT

Interpersonal Speaking

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Integrated Performance Assessment Rubrics | APPENDIX B

Novice Mid

Novice High

Intermediate Low

Novice Low

Identifies some of the required information.

Identifies most of the required information.

Accurately identifies all or almost all of the required information.

Responses minimally reflect information shared in the audio.

Responses somewhat reflect information shared in the audio.

Responses mostly reflect information shared in the audio.

Responses accurately reflect information shared in the audio.

The message includes some of the task’s components using familiar words, phrases, and attempts at a few simple sentences.

The message includes most of the task’s components using familiar words, phrases, and some simple sentences.

The message includes all or almost all of the task’s components using new and familiar words, phrases, and original sentences.

The message is somewhat understood despite frequent errors.

The message is often understood despite errors.

The message is usually understood despite errors.

Interculturality Minimally demonstrates understanding of shopping habits in the francophone world.

Interculturality Somewhat demonstrates understanding of shopping habits in the francophone world.

Interculturality Adequately demonstrates understanding of shopping habits in the francophone world.

Interculturality Appropriately demonstrates understanding of shopping habits in the francophone world.

Responds to a few questions in the task using memorized and familiar words and phrases.

Responds to some of the questions in the task using familiar and memorized words, phrases, and questions, and attempts simple sentences.

Responds to most of the questions in the task using familiar and memorized words, phrases, questions, and simple sentences.

Responds appropriately to all or almost all of the questions in the task using a variety of vocabulary in a series of simple and original sentences with some detail.

Student is understood only with great effort.

Student is somewhat understood despite frequent errors.

Student is often understood despite errors.

Student is usually understood despite some errors.

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.

Identifies limited required information.

APPENDIX B | Integrated Performance Assessment Rubrics

369

APPENDIX C | EntreCultures 1 AP® and IB Correlation Guide

EntreCultures 1 AP® and IB Correlation Guide AP® Theme

Unit 0

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

1. Les défis mondiaux

Unit 1

Contexte 1: L’économie Contexte 2: L’environnement

✔

Contexte 3: L’alimentation et la santé

✔

Contexte 4: La tolérance

Contexte 5: Les droits de l’être humain

✔

Contexte 6: La paix et la guerre

2. La Science et la Technologie

Contexte 1: La technologie et ses effets sur la société Contexte 2: Les découvertes et les inventions Contexte 3: Les choix moraux

✔

Contexte 4: La propriété intellectuelle

Contexte 5: La recherche et ses nouvelle frontières Contexte 6: L’avenir de la technologie

✔

3. La Vie Contemporaine

✔

Contexte 2: Les loisirs et le sport

✔

Contexte 3: Les voyages

✔

Contexte 4: La publicité et le marketing

✔

Contexte 1: L’éducation et le monde du travail

Contexte 5: Le logement

Contexte 6: Les fêtes et les rites de passage

✔

4. La Quête de Soi

Contexte 1: L’aliénation et l’assimilation Contexte 2: L’identité linguistique

✔

Contexte 3: Le nationalisme et le patriotisme Contexte 4: Le pluriculturalisme

Contexte 5: Les croyances et les systèmes de valeurs Contexte 6: La sexualité

370

✔

EntreCultures 1 AP® and IB Correlation Guide | APPENDIX C

5. La Famille et la Communauté Contexte 1: L’enfance et l’adolescence Contexte 2: L’amitié et l’amour

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 0

AP® Theme

✔

Contexte 4: Les coutumes

✔

Contexte 3: Les rapports sociaux Contexte 5: La citoyenneté Contexte 6: La famille

6. L’Esthétique Contexte 1: Le beau

✔

Contexte 2: Le patrimoine

✔

Contexte 3: Les arts littéraires

✔

Contexte 4: Les arts visuels

✔

Contexte 5: L’architecture

✔

Contexte 6: La musique et l’art du spectacle

✔

IB Theme

✔

2. Expériences

✔

3. Ingéniosité humaine

✔

4. Organisation sociale

✔

1. Identités

5. Partage de la planète

✔

APPENDIX C | EntreCultures 1 AP® and IB Correlation Guide

371

APPENDIX D | Authentic Resources Transcripts

Authentic Resources Transcripts This appendix includes scripts for authentic audio and video resources only. All other audio and video transcripts will be available in Explorer.

Bienvenue!

Unité préliminaire: Bienvenue! Activité 11

Video Blogger Introductions MARIANNE: Bonjour! Je m’appelle Marianne.

La bise

FRANÇOIS: Salut! Je m’appelle François. J’ai 15

Bonjour madame.

ans et j’habite en France, à Amiens. Amiens, c’est ici.

Bonjour monsieur.

Je viens du Québec, au Canada, et j’habite à Montréal.

Bonjour! Normalement, en France quand on veut saluer une personne qu’on ne connaît pas, on lui serre la main.

HAMID: Mon nom est Abdelhamid, mais tout le

monde m’appelle simplement Hamid. Je suis algérien. Je vis à Alger, dans la commune d’El Achour.

Bonjour Jeanne! Salut François.

Prononciation

JEANNE: Bonjour! Je m’appelle Jeanne. Comme

Mais, quand l’on connaît très bien la personne ou qu’elle fait partie de notre famille, on lui fait la bise.

vous pouvez l’entendre, je suis française.

ARIANE: Bonjour à tout le monde! Je m’appelle

Ariane. Je viens du Rwanda. Le Rwanda est un tout petit pays de l’est de l’Afrique.

KATE: Bonjour! Je m’appelle Kate. Je suis née le

2 juin au Togo. Le Togo est un pays de l’Afrique de l’ouest.

NOAH: Bonjour tout le monde! Je m’appelle Noah

et je suis franco-japonais. Je suis né en banlieue parisienne et je vis à Bougival, à vingt minutes de Versailles.

Final Consonants

Bonjour. Généralement, en français, on ne prononce pas les consonnes en fin de mots. Elles sont silencieuses. Comme par exemple, “deux”, qui se prononce “deu”. “Ans” qui se prononce “an”, et “comment” qui se prononce “commen”. Parfois, il y a des exceptions. On prononce la dernière consonne des mots, comme par exemple “mars”, “avril”, et “août”.

Activité 21 Les Fêtes de Bayonne, Étape 2 (chanson, musique, les gens applaudissent et applaudissent) La la la… Allez Bayonne Merci à tous! Bonnes fêtes! Je déclare les fêtes de Bayonne 2007 ouvertes! (feux d’artifices, musique) (chanson, musique, les gens applaudissent et applaudissent) Merci à tous! Bonnes fêtes!

372

Authentic Resources Transcripts | APPENDIX D

Unité 1: L’identité Bonjour, Marianne et Françoise!, Étapes 2 et 3 MARIANNE: Bonjour! Je m’appelle Marianne.

EMMA: croissant FRANÇOIS: croissant EMMA: croissant FRANÇOIS: Excellent! courageuse EMMA: courageuse

FRANÇOIS: courageuse EMMA: courageuse

Je viens du Québec, au Canada, et j’habite à Montréal. Mon anniversaire est le 10 août. Je suis très sportive. Mon sport préféré est le soccer. Je suis une élève et une athlète. J’aime beaucoup passer du temps avec ma famille et mes amis. J’ai deux frères et une sœur. Dans mes temps libres, j’aime écouter de la musique, regarder la télévision et dessiner. Aussi, j’aime beaucoup voyager. Plus tard, j’aimerais faire le tour du monde. Je suis bilingue. Je parle l’anglais et le français et un petit peu l’espagnol et l’italien. Bon, voilà, à la prochaine!

FRANÇOIS: Très bien! croissant

Rencontre interculturelle et Activité 1

FRANÇOIS: Salut! Je m’appelle François. J’ai

quinze ans et j’habite en France, à Amiens. Amiens c’est ici entre Paris et la Belgique. Dans la vie, je pratique le handball. Je fais aussi du skate et je lis des comics. Mais je n’aime pas du tout faire mes devoirs et ranger ma chambre.

Prononciation

Le son /r/

FRANÇOIS: Bonjour Emma. Je m’appelle

François. Nous allons apprendre à prononcer le r. Répète après moi: r. EMMA: r

FRANÇOIS: r EMMA: r

FRANÇOIS: Parfait! bonjour EMMA: bonjour

FRANÇOIS: bonjour EMMA: bonjour

FRANÇOIS: Super! Et un dernier, créateur. EMMA: créateur

FRANÇOIS: créateur EMMA: créateur

FRANÇOIS: Très bien! r, r, r, français, croissant,

courageuse, généreux, bonjour, créateur

Prononciation Le son /e/ café

regardez

fiancée

parler

matinée

danser

enchanté

téléphoner

élève

voyager

écoutez

discuter

répétez

janvier

parlez

février

FRANÇOIS: Super! français EMMA: français

APPENDIX D | Authentic Resources Transcripts

373

APPENDIX D | Authentic Resources Transcripts Questions en conversation, Étape 1 MARIANNE: Bonjour! DIEGO: Bonjour! MARIANNE: Comment t’appelles-tu? DIEGO: Je m’appelle Diego. Et toi? Comment

t’appelles-tu?

MARIANNE: Je m’appelle Marianne. D’où viens-

tu?

DIEGO: Je viens du Pérou. Et toi? D’où viens-tu?

anniversaire?

MARIANNE: Je viens du Canada. C’est quand ton DIEGO: Mon anniversaire est le 11 avril. Et toi? MARIANNE: Mon anniversaire est le 10 août.

Qu’est-ce que tu aimes étudier?

DIEGO: J’aime étudier les mathématiques.

Qu’est-ce que tu aimes étudier?

MARIANNE: Euh, j’aime étudier la science. Bon, je

dois y aller. À la prochaine.

DIEGO: À la prochaine.

MARIANNE: Bonjour! Je m’appelle Marianne.

J’y arrive

septembre deux mille un. J’habite en France, à Amiens. La France, c’est ici, l’Amérique, c’est par là. Amiens se situe ici, près de Paris. Pourtant, je viens du sud-ouest de la France, proche de l’Espagne. J’aime beaucoup ma famille. Que voici: ici ma mère, mon père, ma sœur, qui est née en deux mille quatre, et moi-même. Nous avons aussi un seul animal de compagnie. C’est un chien. Il s’appelle Loki. Je pratique plusieurs sports, tel que le handball, le skate et le badminton. Au collège, j’étudie beaucoup de matières, tel que la physique, l’histoire et les mathématiques. Au contraire, je déteste le français. Je parle aussi plusieurs langues, tel que l’anglais et l’espagnol. Hasta la vista!

Activité 17

Interpretive Assessment, Étapes 1-3 FRANÇOIS: Et non, c’est une blague. Je ne sais

pas faire du piano. Bonjour à tous! Je m’appelle François. J’ai quinze ans et je suis né le vingt-six

Unité 2: À l’école Rencontre interculturelle et Activité 1 Bonjour, Hamid!, Étapes 2 et 3

HAMID: Mon nom est Abdelhamid, mais tout le

monde m’appelle simplement Hamid. Je suis algérien, j’ai seize ans, je vis à Alger dans la commune d’El Achour. Je parle quatre langues différentes: le français, l’anglais, l’allemand, l’arabe, ainsi que quelques mots en japonais.

374

Je suis élève au lycée El Macir et je passe en deuxième année secondaire, classe scientifique cette année. Mes passe-temps favoris sont jouer aux jeux vidéo, regarder des dessins animés et jouer du piano. J’ai arrêté le sport quand je voulais consacrer plus de temps à mes études et au piano. Après mon bac, j’envisage d’aller en Allemagne pour étudier la biologie et j’espère pouvoir faire un doctorat en génétique dans l’Université Ludwig-Maximilians à Munich. Si

Authentic Resources Transcripts | APPENDIX D

Activité 2 Qu’est-ce qu’il y a dans ton sac à dos? MARIANNE: Dans mon sac à dos, j’ai la trousse,

la calculatrice, les ciseaux, le stylo. Ensuite, dans mon sac à dos, j’ai l’ordinateur, le livre, le dictionnaire et le cahier.

Dans mon sac à dos, Étape 1 HAMID: Ce qu’il y a dans mon cartable et ce

qu’il n’y pas: Eh bien, d’abord, ma trousse dans laquelle je range mes crayons, stylos, compas, règle. Mes manuels scolaires et, bien sûr, mes cahiers, sur lesquels je copie mes leçons. Mais, malheureusement, les ordinateurs et les tablettes sont interdits dans notre établissement. Donc, je ne les prends pas avec moi. Voilà.

Activité 12

Le cours de Hamid, Étapes 1 et 2

ARIANE: Donc, dans mon cartable, j’ai

J’avance 1

cela se concrétise, j’aimerais consacrer ma vie à la recherche, comme je veux travailler dans l’intérêt général. Mais je ne suis pas prêt à faire sept ans de médecine, ah, ça, non! Voilà, ce sera tout. Merci.

généralement des crayons, marqueurs, stylos, des feuilles à papier, quatre cahiers, trois livres, un ordinateur et une bouteille d’eau. J’ai aussi cinq classeurs pour mes cinq cours et j’ai des différentes affaires dont j’ai besoin pendant la journée comme de l’argent et il y a des chargeurs pour le téléphone, j’ai mon téléphone dedans. Je n’ai pas de tablette, de calculatrice, de trousse, compas, colle, ciseaux ou de blanco. Mais je m’en sors assez bien vu que j’ai un ami qui habite près de l’école. Merci, à plus! NOAH: Bonjour, tout le monde. Aujourd’hui je

vais vous présenter ce qu’il y a dans mon sac. Donc à l’intérieur se trouvent: mon cahier de liaison avec mon emploi du temps et les choses à noter pour les parents, une calculatrice, mon agenda pour tous les devoirs, ma trousse avec un tailleur, un stylo bleu, un porte-mine, un stylo vert pour toutes les corrections, un stylo noir pour jouer des couleurs quand je prends les cours, et un stylo rouge pour les choses importantes. Il y a aussi le surligneur pour surligner, une paire de ciseaux pour découper. Donc, voilà. Merci à tous! Salut!

HAMID: Pendant la semaine, mes camarades et

moi avons neuf matières différentes: six heures de mathématiques, cinq heures de sciences naturelles, quatre heures de physique, trois heures d’histoire-géographie (sachant qu’elles sont considérées comme une seule matière), trois heures d’arabe, trois heures de français, trois heures d’anglais, deux heures de sport et deux heures d’éducation islamique.

Prononciation Hard and Soft G Sounds FRANÇOIS: En français, la lettre “g” peut se

prononcer soit “gue”, soit “je”. Quand elle est suivie des voyelles “a”, “o”, et “u”, elle se prononce “gue”. Comme par exemple, gouvernement, bilingue, langue, organiser et regarder. Mais, lorsqu’elle est suivit des voyelles “e”, “i”, ou “y”, elle se prononce “je”, comme par exemple âge, gymnase, géologie, Algérie. Au revoir.

APPENDIX D | Authentic Resources Transcripts

375

APPENDIX D | Authentic Resources Transcripts

Unité 3: La vie en famille Rencontre interculturelle et Activité 1 Bonjour, Jeanne!, Étape 2

Je suis bilingue. Je parle le français, l’anglais et l’éwé. L’éwé est une langue nationale du Togo. Merci. À Kwendo.

Activité 4

treize ans. Comme vous pouvez l’entendre, je suis française. J’habite à Toulouse dans le sud de la France. Toulouse c’est ici, à côté de l’Espagne. J’habite avec ma mère, mon frère, mon père et mon chien Loki … ça c’est Loki. Ben, j’aime beaucoup les mangas … voici un manga. Vous connaissez peut-être … euh, j’aime bien lire, j’adore la musique … je joue du hautbois. Vous voici le habutbois. C’est un instrument de musique. J’écoute particulièrement du rock. Je cuisine aussi. J’aime bien faire de la pâtisserie … donc des gâteaux … je parle français couramment, hablo español, y, et, I speak English.

Les familles de Kate et de Jeanne, Étape 2 JEANNE: Bonjour, je m’appelle Jeanne. J’ai

treize ans. J’habite à Toulouse, dans le sud de la France. Toulouse, c’est ici, à côté de l’Espagne. Je vis dans une maison avec mon frère, mon père, ma mère et mon chien. Voici mon père, Emmanuel. Il a les cheveux courts, bruns et les yeux marron. Il est grand et mince. Il joue de la guitare. Il est créatif. Voici ma mère, Lysia. Elle est grande. Elle a les cheveux châtains, mi-longs et les yeux verts. Elle est gentille, mais un peu stricte. Voici mon frère, François. François a seize ans. Il est grand, il a les cheveux châtains et courts et les yeux noirs. Il est mince. Il fait du sport. Il est sportif. Il est ambitieux aussi, il veut aller à l’université. Voici mon cousin, Pierre. Il ne vit pas avec moi. Pierre a seize ans. Il est gentil et généreux. Il aime faire de la cuisine et la partager. Et ça, c’est moi. Voici mon grand-père, Lucien. Il est âgé, il n’est plus tout jeune. Il a les cheveux blancs et les yeux verts. Il est gentil, intelligent et calme. Voici mon chien, Loki. Il est … il a le pelage brun et roux. Sur cette photo, il n’est pas très actif, il n’est même pas très courageux. Pourtant, il est très mignon. Chez nous, personne n’est méchant. Au revoir!

Activité 4

Les familles de Kate et de Jeanne, Étape 1

KATE: Bonjour! Je m’appelle Kate. Je suis née le

2 juin au Togo.

Le Togo est un pays de l’Afrique de l’ouest. Voici, voici l’Afrique. Voici l’Afrique de l’ouest, ici. Le Togo se situe entre le Ghana et le Bénin. Présentement, je suis aux États-Unis. Je suis en classe de 6th grade. J’aime faire le sport. Je joue le tennis avec mes parents.

Je suis la seule fille pour mes parents. Voici ma famille. Voici ma mère et mon père et me voici au milieu.

376

JEANNE: Bonjour! Je m’appelle Jeanne. J’ai

Authentic Resources Transcripts | APPENDIX D Prononciation

J’avance 1

Liaison

Voici ma famille, Étape 1 ARIANE: Bonjour. Aujourd’hui, on va parler de

En français, les consonnes à la fin des mots ne se prononcent pas. Elles sont silencieuses. Par exemple:

la famille. Je vais présenter ma famille, on est une famille de cinq. Ici c’est ma mère. Elle s’appelle Henriette. Elle est très courageuse et travailleuse. Ici, on a Marianne, ma petite sœur. Elle adore la gymnastique et elle est très énergique. Ici on a Lauriane, mon autre petite sœur qui a quatre ans. Elle est aussi courageuse et sympathique. Ça c’est moi et ça c’est mon père. Il est aussi très courageux et fort. Merci.

vous mangez les chiens mes tantes

nos oncles mon ami

Mais, si le mot suivant commence par une voyelle, alors on prononce les deux mots comme s’ils n’étaient qu’un seul mot. C’est une liaison. par exemple:

Dans une liaison, les lettres s, x, et z se prononcent “zzz”. les enfants

deux élèves

FRANÇOIS: Bonjour.

En français, dans une seule et même phrase, on peut trouver plusieurs liaisons. Par exemple: Vous avez trois oncles.

Au revoir!

Activité 22

La maison de Claire, Étapes 1 et 2

CLAIRE: Bonjour! Je vous invite à visiter mon

appartement. Il est au premier étage, alors, nous prenons l’ascenseur. Je sors de l’ascenseur. Je suis dans le hall et je marche vers l’appartement. Il est à gauche. J’ouvre la porte de l’appartement et je marche, j’entre dans l’entrée. Voici l’entrée de l’appartement. Puis, j’entre dans le salon. Voilà la terrasse. Il ne fait pas beau dehors. Il fait froid. Il y a du vent. Voilà le téléviseur, une table et des chaises et la bibliothèque. Sur la droite se trouve la cuisine. Avec la plaque du cuisson, la hotte, le réfrigérateur, les fleurs. Ensuite je marche vers la première chambre. C’est la chambre verte avec le lit, la lampe, le téléviseur, la chaise. À côté de la chambre verte se trouve la première salle de bains. Voici le lavabo, puis la douche et la baignoire. Une deuxième chambre, la chambre jaune, avec son lit, la chaise, la guitare. À côté de la chambre jaune se trouve la deuxième salle de bains qui a une douche. Enfin, voici le petit bureau avec les ordinateurs, l’imprimante, papier, crayons, stylos, livres et un téléviseur. Et voilà, bienvenue chez nous.

APPENDIX D | Authentic Resources Transcripts

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APPENDIX D | Authentic Resources Transcripts Interpretive Assessment JEANNE: Bonjour! Je m’appelle Jeanne. J’ai

treize ans. Comme vous pouvez l’entendre, et je suis française. J’habite à Toulouse dans le sud de la France. Toulouse c’est ici, à côté de l’Espagne. J’habite avec ma mère, mon frère, mon père et mon chien Loki...ça c’est Loki. Ben, j’aime beaucoup les mangas...voici un manga. Vous connaissez peut-être...euh, j’aime bien lire j’adore la musique...je joue du hautbois. C’est un instrument de musique. J’écoute particulièrement du rock. Je cuisine aussi. J’aime bien faire de la pâtisserie...donc des gâteaux...je parle français couramment, hablo español, y, et, I speak English.

nationalité. Mon père qui s’appelle Sébastien est donc français. Lui, au niveau des cheveux il est ni blond ni brun mais il est chauve. C’est à dire qu’il n’a pas de cheveux. Mais, il est très courageux mais pas très patient. J’ai aussi une sœur qui s’appelle Lou, qui est plus jeune que moi. Euh...mes grands-parents, eux, sont plus âgés évidemment – deux qui sont français du côté de mon père et deux qui sont japonais du côté de ma mère. J’ai également deux tantes – une qui vit en France et l’autre qui vit aux États-Unis et qui est prof de français. En famille nous regardons souvent la télé le soir pour voir des séries américaines, ou il nous arrive aussi des fois de jouer à des jeux de société comme le Monopoly ou à des jeux de cartes. Ils nous arrivent aussi d’aller au restaurant le soir avec ma famille, c’est à dire mon père, ma mère et ma sœur ainsi mes grands-parents et mes tantes.

J’y arrive

ARIANE: Bonjour. Aujourd’hui, on va parler de

la famille. Je vais présenter ma famille, on est une famille de cinq. Ici c’est ma mère. Elle s’appelle Henriette. Elle est très courageuse et travailleuse. Ici, on a Marianne, ma petite soeur. Elle adore la gymnastique et elle est très énergique. Ici on a Lauriane, mon autre petite soeur qui a quatre ans. Elle est aussi courageuse et sympathique. Ça c’est moi et ça c’est mon père. Il est aussi très courageux et fort. Merci. NOAH: Bonjour tous le monde, je me présente.

Je m’appelle Noah et j’ai 17 ans. Je suis de nature assez sociable même si avant j’étais timide. Physiquement je suis assez grand car je fais 1m83, j’ai les cheveux noirs, comme vous pouvez voir, des yeux marrons et bridés car je suis à moitié japonais. Je fais du 46 en taille de pieds ce qui est énorme car la moyenne à mon âge est de 42. Je vais maintenant parler de ma famille. Donc, ma mère s’appelle Masako et elle est plus petite que moi. Ce prénom est assez particulier car elle est japonaise d’où ma double

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Authentic Resources Transcripts | APPENDIX D

Unité 4: Bon appétit! Bonjour, Ariane!, Étape 2 ARIANE: Bonjour à tout le monde! Je m’appelle

Activité 4

tarte aux pommes sauce chocolat chaud Au revoir!

Activité 26

Comment manger responsable?, Étape 1

Ariane. Je viens du Rwanda. Le Rwanda est un tout petit pays de l’est de l’Afrique. J’habite avec ma famille: mon père et ma mère et mes deux petites sœurs, l’une qui a trois ans et l’autre qui a un an. Elles sont trop mignonnes et je les adore beaucoup. J’essaie d’avoir un peu de temps pour discuter avec des amis, un peu de mes amis en France et regarder des films. Merci beaucoup! Au revoir!

Voici d’autres mots que vous connaissez:

Rencontre interculturelle et Activité 1

Les préférences d’Ariane, Étape 1 ARIANE: Bonjour. Je m’appelle Ariane.

Aujourd’hui je vais vous parler des aliments que j’aime et des aliments que je n’aime pas.

J’aime donc le poulet, le steak, la sauce blanche, des fruits et des légumes comme des pommes. Je déteste le poisson, les fruits de mer, le fromage et les épinards. Merci. Au revoir.

Prononciation

Le son /o/

FRANÇOIS: Bonjour. En français, le son /o/ se

prononce avec les lèvres en forme de “o”.

MARIANNE: Lorsque je vais au restaurant,

j’essaie de faire des choix alimentaires responsables. Par exemple, lorsque je choisis un repas sur le menu j’essaie de choisir un repas qui sera bon pour la santé. J’aime bien manger un sandwich ou bien une salade lorsque je vais au resto. Aussi, afin de ne pas être trop gourmand et de moins gaspiller, j’essaie de partager avec mes amis lorsque mon assiette est trop grosse. Merci.

J’avance 3 Des choix responsables, Étape 1 FRANÇOIS: Je suis gourmand mais je suis en

bonne santé parce que je mange beaucoup de légumes. Je ne gaspille jamais la nourriture. Je finis toujours mon assiette. Je suis en bonne santé donc je n’ai pas besoin de faire de régime. J’aime cuisiner et je bois beaucoup d’eau.

Le son /o/ peut s’écrire avec la lettre “o” comme, par exemple, dans le mot stylo. Le son /o/ peut aussi s’écrire avec les lettres “a” et “u” comme, par exemple, dans les mots restaurant et chaud. Le son /o/ peut aussi s’écrire avec les lettres “e”, “a” et “u” comme dans les mots château et eau.

APPENDIX D | Authentic Resources Transcripts

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APPENDIX D | Authentic Resources Transcripts

Unité 5: Le temps libre Bonjour, Kate!, Étape 2 KATE: Bonjour! Je m’appelle Kate. Je suis née le 2

Prononciation Le son /è/

Bonjour. En français, on peut utiliser plusieurs accents avec la lettre “e”.

Par exemple, on peut utiliser l’accent aigu (é) . Dans ce cas, la lettre “e” se prononce “et”, comme dans le mot été.

juin au Togo. Le Togo est un pays de l’Afrique de l’ouest. Voici, voici l’Afrique. Voici l’Afrique de l’ouest ici. Le Togo se situe entre le Ghana et le Bénin. Présentement je suis aux États-Unis. Je suis en classe de 6th grade. J’aime faire le sport. Je joue le tennis avec mes parents. Je suis la seule fille pour mes parents. Voici ma famille. Voici ma mère et mon père. Et me voici au milieu. Je suis bilingue. Je parle le français, l’anglais et l’Éwé. L’Éwé est une langue nationale du Togo. Merci, akpé.

jouer aux jeux vidéo. Finalement, je ne vais presque pas avoir le temps pour envoyer des messages.

Rencontre interculturelle et Activité 1

J’avance 1 et J’y arrive

Interpretive Assessment, Étape 1

On peut aussi utiliser l’accent grave (è). Dans ce cas, la lettre “e” se prononce “ehh”, comme dans le mot frère. Écoutez et répétez après moi les mots suivants: frère très mère après-midi père progrès élève modèle préfère synthèse

Bonjour, Je m’appelle Kate. Je suis née le 2 juin au Togo. D’abord j’aime faire du shopping parce que c’est amusant. Je n’aime pas les jeux vidéo parce que, parce que souvent dans les jeux vidéo il y a beaucoup de violence. J’aime jouer de jeux de société parce que ça m’apprend beaucoup. J’aime jouer la carte parce que ça, ça me fait plaisir. J’aime aussi jouer le jeu qui s’appelle le tennis avec mes parents. J’aime voyager souvent à Chicago parce que toute ma famille sont là-bas et mon grand-père aussi.

On peut aussi utiliser l’accent circonflexe (ê). Dans ce cas, la lettre “e” se prononce “ehh”, comme dans le mot fête.

Activité 14

Le week-end prochain, Étape 1

JEANNE: Bonjour! Je vais vous parler de mes projets

pour le week-end prochain. D’abord, je vais aller rendre visite à ma grand-mère. Puis, je vais aller à un festival de musique pour aller au concert de mon groupe préféré. Ensuite, le lendemain, je vais aller au cinéma avec mes amis. Puis nous allons aller faire les magasins. Pendant ce temps, mon frère va

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Au revoir!

FRANÇOIS: Bonjour. En français, on peut utiliser

plusieurs accents avec la lettre “e”. Le “e” accent aigu (é) est prononcé “et”, comme dans le mot été. Le “e” accent circonflexe (ê) est prononcé “ehh”, comme dans le mot fête. Le “e” accent grave (è) est prononcé “ehh”, comme dans le mot frère. Répétez les mots suivants après moi:Le “e” accent circonflexe (ê) est prononcé “ehh”, comme dans le mot fête. Le “e” accent grave (è) est prononcé “ehh”, comme dans le mot frère. Répétez les mots suivants après moi

Authentic Resources Transcripts | APPENDIX D

Unité 6: En ville Bonjour Noah!, Étape 2 NOAH: Bonjour tout le monde, je m’appelle Noah

Une sortie shopping, Étape 1 JEANNE: Bonjour. Demain, je vais aller faire une

sortie shopping en ville. Tout d’abord, je vais aller à la banque car je dois retirer de l’argent. Ensuite, je vais aller au kiosque de journaux car je dois acheter le journal à mon père. Puis, je vais aller dans un magasin de vêtements car je veux m’acheter un nouveau pantalon. Ensuite, je vais aller dans un magasin de technologie car je dois m’acheter des écouteurs. Puis pour finir, je vais aller à la poste car je dois envoyer une carte postale à mes grands-parents. Merci.

etje suis franco-japonais. C’est mon père qui est français et ma mère qui est japonaise. Je suis né en banlieue parisienne. Je vis à Bougival à vingt miles de Versailles avec mon père, ma mère et ma soeur. Je suis en ce moment au Japon pour les vacances comme tous les ans. C’est pourquoi je suis assis et le décor. Il fait super chaud.

Activité 13

Rencontre interculturelle and Activité 1

J’ai 17 ans et je vais entrer en terminal S avec option SI qui est sciences d’ingénieur. On va faire de la mécanique et de l’électronique.

Je parle différentes langues comme l’anglais, comme tout le monde. Hello everybody. Et espagnol. Hola, como estas? Et je parle aussi le japonais grâce à ma mère. Konnichiwa, bocu no namahe wa Noah.

J’aime différent trucs dans la vie comme le basket, les jeux vidéo, la moto que je fais avec mon père et les animés et les mangas comme des Death Note, Naruto et One Piece. Voilà.

J’espère qu’on se revoit très bientôt. Salut!

Prononciation

Le e sans accent

FRANÇOIS: Bonjour. En français, le “e” sans

accent se prononce “euh” comme par exemple dans les mots le, de, je et ne. Écoutez et répétez après moi: levez regarde appartement charcuterie Dans les mots de plus de une syllabe, le “e” ne s’entend presque pas. Comme par exemple: acheter amener En français, lorsque le “e” est à la fin du mot et après une voyelle, il est silencieux, il ne se prononce pas. Comme par exemple: librairie épicerie pharmacie Au revoir! APPENDIX D | Authentic Resources Transcripts

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APPENDIX E | Instructional Strategies

Instructional Strategies

What do Comprehensible Input (CI) and Comprehensible Output (CO) look like and sound like in the classroom?

EntreCultures (EC) is designed to assist teachers in achieving at least 90% use of French in the classroom beginning in Level 1 and eventually move to 100% in Levels 2 and 3, aligning with the ACTFL Position Statement on the Use of the Target Language in the Classroom. See the Approaches to Teaching section for an overview of Comprehensible Input (CI) and Comprehensible Output (CO) Language Acquisition Theories. WHAT STUDENTS DO (CO)

MATERIALS AND RESOURCES THAT SUPPORT CI IN ENTRECULTURES

WHAT THE TEACHER DOES (CI)

Provides meaningful, authentic, and personalized communicative activities that yield to a communicative goal

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

EC activities, Mon progrès communicatif Can-Do statements, TE notes, and Instructional Strategies Appendix

Makes connections from prior learning contexts to new learning objectives

Build on prior language and content

EC activities begin with pre-reading, pre-viewing, and pre-listening tasks.

Uses body language: actions, gestures, Demonstrate comprehension through and facial expressions gestures, actions, and L2 production

Building intercultural communicative competence strategies (EC videos and video guides: Novice, Intermediate)

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

EC provides a variety of rich visuals: images for vocabulary, advertisements, photos, infographics, graphic organizers, and drawings.

Integrates target vocabulary and structures into natural connected context

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

Reading and listening strategies (EC videos and video guides: Novice, Intermediate)

Provides useful expressions and questions to negotiate meaning

Negotiate meaning, ask for clarification, and use circumlocution

Interpersonal conversation, Negotiating meaning, and Intercultural communication strategies (EC videos and video guides: Novice, Intermediate)

Uses a variety of relevant and appropriate authentic sources

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

Levels 1, 2, and 3 (EC activities) Reading and listening strategies (EC videos: Novice, Intermediate)

Emphasizes meaning and content over form

Demonstrate comprehension, make connections, and ask for clarification

Levels 1, 2, and 3 (EC activities) Reading and listening strategies (EC videos: Novice, Intermediate)

Uses rich visuals and concrete objects

Donato, R. & Glisan, E. W. (2017). Enhancing the Work of Language Instruction: High-Leverage Teaching Practices, Alexandria, VA: American Council on the Teaching of Foreign Languages, 19-39. American Council on the Teaching of Foreign Languages (ACTFL). (2010). ACTFL Position Statement o the Use of the Target Language in the Classroom. Arlington, VA: Author. Retrieved from https://www.actfl.org/news/position-statements/use-the-target-language-the-classroom.

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Instructional Strategies | APPENDIX E WHAT STUDENTS DO (CO)

MATERIALS AND RESOURCES THAT SUPPORT CI IN ENTRECULTURES

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

Demonstrate comprehension (e.g., answering, pointing, signaling such as thumbs up/down, and drawing)

Mon progrès self-assessments of communicative Can-Do statements (EC)

Enhances comprehension by using cognates, when appropriate

Make connections and demonstrate comprehension

Cognate recognition strategies (EC EC videos and video guides: Novice, Intermediate)

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

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

EC videos and video guides: Novice, Intermediate

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

Focus on new words and structures in connected contexts

TE notes and Instructional Strategies Appendix

Recasts what students say

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

Teacher notes, student recording, self-correction, and teacher feedback in Explorer

Uses a variety of questions: simple to complex: yes/no, either/or, WHquestions, and open-ended questions

Produce language using scaffolded input

EC activities provide a variety of question sequences and sentence starters.

Models tasks with examples in context

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

EC tasks provide models and examples, graphic organizers, and checklists (Student Edition and Explorer).

WHAT THE TEACHER DOES (CI)

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

Conversation strategies (EC videos and video guides: Novice, Intermediate) Negotiating meaning in conversation (EC videos and video guides:: Novice, Intermediate)

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

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

Elaborating and connecting ideas, Conversation strategies and Building vocabulary (EC videos and video guides: Novice and Intermediate)

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

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

Language examples in context, bold or color-coded, and Découvrons (EC videos and video guides: Novice and Intermediate)

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

Interact collaboratively, assist, negotiate, and make meaning using language

TE notes, Instructional Strategies Appendix

Provides specific, interactive, and meaningful feedback

Notice, reflect, process, and recast language to provide evidence of learning

Mon progrès communicatif CanDo statements, TE notes, Explorer comparative recorder, and Mon dossier.

Uses real world purposeful communicative tasks set in a cultural context

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APPENDIX E | Instructional Strategies

Instructional Strategies Unité préliminaire: Bienvenue!

Comment dit-on? 1 Bonjour et au revoir

In the preliminary Bonjour! unit, the Rencontre interculturelle segment examines the reach of French online and in the world, while the Communiquons segment introduces three Comment dit-on? vocabulary spreads with activities to help students remember and apply the phrases, expressions, and words introduced. Emphasis is on memorized chunks of useful language students will need and apply throughout the series. From the start, students interpret authentic audio and print material. The J’y arrive section at the end of the unit provides an Integrated Performance Assessment, measuring progress in Interpretive and Interpersonal modes. Subsequent units add Découvrons segments, prompting students to discover and reflect on patterns in the language they are learning, and Synthèse de grammaire provides details on form. Starting in Unit 1, the J’y arrive assessments incorporate Presentational mode in addition to Interpretive and Interpersonal communication.

What is the evidence? Ask students to share in pairs and with the whole class. You can also include a quick self-assessment as a regular item on exit slips, warm-ups, or homework assignments so as to determine how confident students feel on a certain learning target they are practicing.

Overview of the Bonjour! Introductory Unit

Vocabulary Presentation

Bonjour. Read each of the dialogs at least twice or access the recorded conversation in Explorer. For each one, have the students repeat the expressions and guide their pronunciation. Confirm students’ comprehension of the meaning, then continue onto the next situation when students are able to repeat comfortably.

Réflexion interculturelle Mon progrès: Strategies for self-assessment

Make sure that students are familiar with the meaning of the 1, 2, 3 levels: 1.) This is still a goal; 2.) I can do this with support (notes, teacher, classmate); and, 3.) I can do this independently. You could put up a poster in the classroom explaining the three levels to which students could refer the entire year. Discuss with the whole class methods for self-assessment. HOW do students know how they are doing in relation to the learning target?

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Comment dit-on? 1 General Strategy Guided Inferences Point out the phrases Comment ça va? and Comment allez-vous? and Bonjour and Salut. Have students identify the difference and hypothesize as to the meaning. Recognize all theories. Point out that noticing these distinctions and attempting to make guesses and inferences (even if they are not correct) are important skills in learning a language.

Activité 4 Enchanté(e)! Partner Rotation Create a classroom routine for rotating partners quickly and efficiently so students can

Instructional Strategies | APPENDIX E practice interactions with a variety of partners. Depending on your classroom organization and class size, try the following ideas:

American calendars begin with Sunday whereas French calendars begin with Monday, having Saturday and Sunday together as the weekend.

•

Holidays: Compare Cultural Practices

If students are seated in pairs, have them talk to their neighbor. Then have all students seated on the right side of the pair move forward. Students in the front row, move to the back of the next row.

•

Use two lines of students facing each other. One line always moves to the right and when each student reaches the end of the line, that student goes to the end of the OTHER line.

•

Create a partner sheet (e.g., clock, map of francophone countries, etc.) and have students fill it out with different partners in the class. Then when it’s time to work with a specific partner, students know whom to find. If a partner is absent, have students join another group and work in a group of three or work with someone else whose partner is absent.

•

Use French to point out several holidays using questions requiring a simple answer: Oui, non, a number, a day or a month. Cherchez le 6 janvier. Il y a un cercle? Le 17 avril a un cercle aussi? Look at the list of holidays and ask students to identify holidays celebrated in their community. Make note of common holidays by circling the date on a classroom calendar. Ask if students can identify civil holidays (la fête du Travail) and religious holidays (l’Ascension, la Pentecôte, etc.). As a wrap-up, ask students to reflect in English on the number and type of holidays mentioned on the French calendar. Possible answer: Religious holidays dominate. Compare using simple questions in French.

Form an inner and outer circle. One circle rotates in the same direction.

If space in the classroom is limited, try looking for space in the hallway or sidewalk outside. The movement and variety of partners will make the language practice more effective.

Comment dit-on? 3

Le calendrier

Introducing the Calendar: Compare Cultural Products Show students a U.S. calendar and compare it to a French calendar. Use the textbook display or access the current month on a site like www. calendrier-365.fr. Show students the current date on each calendar: Aujourd’hui c’est mardi 3 septembre. Où est le 3 septembre dans le calendrier français? Et le calendrier américain? As a wrap-up at the end of class, ask students to verbalize in English the difference between the calendars. Possible answer:

Teaching Numbers, Days, and Months

Present this material in groups: First work with the numbers 1-31 and the days of the week, then do Activité 16. Then return to the French calendar and present the months of the year, followed by Activité 17. To start, have students look closely at the month of January on the calendar from France. Read the numbers 1-31 out loud, with the day of the week (lundi le 7, mardi le 8, etc.), and have students repeat chorally after each one, following your progress in the calendar. Follow this with a choral reading of the numbers without the days of the week. Homework Calendars One way to have students keep a record of their effort to complete assignments is to use a homework calendar. For each month of the school year, create a calendar. Label the month and days of the week in French and pass out a copy to each student. On days when a written, non-graded assignment is due, circulate to check homework. If completed, indicate by signing or

APPENDIX E | Instructional Strategies

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APPENDIX E | Instructional Strategies

Activité 18 Mon anniversaire Creating a Class Calendar

Pass out a monthly calendar, and ask students: Qui célèbre un anniversaire en septembre? Have the class fill in the square with l’anniversaire de David. Review which days are holidays (if applicable, include Francophone holidays) and show students how to say those holidays in French. Inform students of any days with no class and have them label them with pas de cours. Encourage students to share and record other events important to them (e.g., school play, band concert, an important softball game, etc.). At the beginning of any class, ask “C’est un jour spécial?” Invite students to share who has a birthday and sing to celebrate. Alternately, have students create this calendar using an online tool and update it each month.

Establish a routine to distribute whiteboards, markers and erasers (e.g., one box of whiteboards, markers, and erasers per row). With this listening activity, have students listen to the phone numbers and write the corresponding numerals on their individual white boards. Have students raise their whiteboards to see who is understanding the concept. If there are errors, the teacher should show the model to the class and students should correct any errors before moving on to the next example. Extend the activity by continuing practice with other ten digit numbers and speeding up the pace for a challenge. Once the majority of students have mastered this activity, the teacher should have students work in pairs, alternating roles of saying and writing the phone numbers.

stamping the calendar (use a fun, unique stamp or marker for positive reinforcement). At the end of the month, have students turn in their calendar for a monthly homework/practice grade. This is only appropriate if your grading policy includes a homework/practice grade.

J’y arrive

Les colonies de vacances

Preparing for the Integrated Performance Assessment

Activité 19 Étape 2

Les numéros de téléphone

Individual Whiteboards for Formative Assessment

Ask students to recall the reading strategies they learned about in the video (e.g., make predictions about what you will read, use pictures and graphics to get the main idea, use words that you have learned to get some detail, use cognates but be careful, and use logic and make educated guesses) and the Learning Strategies presentation in Comment dit-on? 3. Review, practice and provide formative feedback on Activité 21 and Activité 22.

UNITÉ 1: L’identité Rencontre interculturelle Le Québec et La France Think, Pair, Share

Give students a task or question to think about on their own for a set amount of time. Depending on the task or question, the time could be

386

fifteen seconds or five minutes. Have them write responses and thoughts in a journal or graphic organizer. After the set amount of time, pair students to share their answers with a partner (or small group). Establish a routine where both partners share their thoughts and respond respectfully as they both discuss any new

Instructional Strategies | APPENDIX E

Activité 1 Bonjour, Marianne et François! Exit Cards Formative Assessment

Comment dit-on?

To play, Student C points to a word on the vocabulary list and shows Student A. Student A begins drawing (no words or symbols) and Student B is guessing. Student D is in charge of timing (according to the set time determined by the difficulty of the vocabulary). If Student B guesses correctly, the team (A and B) gets two points. If Student B does not guess correctly by the end of the time, Student D gets one chance to guess. If Student D guesses correctly, the team (C and D) receives one point.

Three minutes prior to the end of class, pass out index cards or half sheets of paper and provide a prompt relating to the day’s learning objective. Instruct students to answer individually and hand the card to you as they leave or put in a basket next to the door. Review responses and select examples to show the following class meeting as positive feedback and to clarify any misunderstandings uncovered.

surface (paper or whiteboard), drawing utensil, and access to two books for the vocabulary list at the end of the chapter.

responses. The next step is to have each partner group share with the whole class. If your class size is large, you might want to add another step where pairs are paired to form groups of four students before sharing with the whole class to save some time and to make sure each voice is a part of the discussion.

General Vocabulary Strategies

Partner Charades Guessing Game

Position partners so Partner A faces the screen and Partner B faces away from the screen (but is facing Partner A). Using a multimedia presentation of the vocabulary, have the Partner A silently act out the vocabulary word until Partner B guesses correctly. To scaffold this activity, add a word wall visible to the partners who are guessing. Drawing Guessing Game Student A

Student C

Student B

Student D

Group students into groups of four. Students A and B are one team while Students C and D are the other team. Each group will need a drawing

Repeat the process again with Student C drawing, Student A choosing the word, Student D guessing and Student B timing. Repeat again with Students B and D drawing and the other students playing the appropriate role. Sculpting Guessing Game

Divide class into teams of three to five students and provide each team with sculpting dough or clay. For each round, a different student from each team will go to the teacher for the vocabulary word. Teachers can create a list or point to a word from the vocabulary list at the end of the unit. Students return to their teams and wait for the Allez! command to begin sculpting the vocabulary word. Teammates guess until someone guesses correctly. No spelling out the word in sculpting clay or writing in it.

Découvrons General Strategy for Co-Construction of Grammar EntreCultures encourages students to become language detectives as they observe and reflect on how French works. Follow these steps to facilitate this grammar instruction in class.

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APPENDIX E | Instructional Strategies

2. Pause frequently to check that students comprehend the meaning of the new language you are using.

4. Have students reflect on the form↔meaning/ function/use1 connections. See specific scripts for details for each grammar topic.

Découvrons 1 Expressing Who I Am

4. Reflect on the form↔meaning connection. Guide students to this understanding: When talking about identities, I use Je suis for myself (first person), and use Tu es for the person I’m talking to (second person). You can also refer students to the Détail grammatical on p. 53, point 1 of the Synthèse de grammaire on p. 82, and the Découvrons 1 video in Explorer.

3. Engage students in noticing the targeted feature by drawing their attention to bold or color-coded parts of the text.

Then ask, “Did anyone notice the different expression I used to ask what YOUR identity is?” Answer: Tu es.

1. Narrate the visuals in the textbook display, using the visuals provided, as well as gestures, or other means to make the new items comprehensible; personalize the material if possible by including references and information students will recognize.

Presentation/Teacher Script

Les identités

Tiered Assessments

Transparency is key when it comes to the effective use of tiered formative assessments. The continuous use of Mon progrès communicatif will ensure that students are aware of their current level of performance and will therefore understand and appreciate being given a task that meets their needs, whether that be through additional supports or by offering extensions.

1. Review vocabulary. Use images and/or short phrases to review the identities you choose for yourself in the vocabulary presentation previously [e.g., Je suis bilingue. Je ne suis pas musicien(ne).].

J’avance 1

2. Process for meaning. Ask students if these identities apply to them: Tu es…? while pointing clearly to the student you are asking. Give them a oui or non option. If students answer affirmatively respond: Oui, c’est intéressant! or other motivating phrase. Confirm the answer in a complete sentence, always being authentic in your answer (e.g., Je suis professeur, je ne suis pas élève.). Ask questions of at least five different students.

3. Engage students in noticing the targeted form: Je suis bilingue, je suis un(e) élève. Ask them, “Which expression do I use to introduce my own identity?” Answer: Je suis.

Establishing a culture of trust and one in which students understand that their teacher will do what is best for them is very helpful to the smooth use of tiered formative assessments. In this way, students understand that their level of performance varies over time and that on occasion they may need additional supports and scaffolding while in other instances, they may need to be challenged. The colors 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 likely to be the most used as it is

1 Five Graces Group. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59 Supplement, 1-26.

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Découvrons 2 Expressing Preferences Presentation/Teacher Script

Je me présente Gallery Presentations In gallery presentational speaking, the class is divided into four to six groups, and one member of each group is designated as the presenter. Students present simultaneously to their groups, then repeat the presentation several times as they circulate to the other group audiences who have not yet heard their material. Use a timer to ensure an orderly progress from presentation to presentation. Gallery presentations lower student anxiety, resulting in the presenters’ confidence and fluency improving through repetition to different audiences.

1. Review vocabulary for activities and process for meaning. Ask five individual students questions, using verbs for activities you know they like: Tu aimes...? Show them how to give a thumbs up as they say: J’aime... Now ask five other students the same question, but using activities you know they do not like: Tu aimes...? Model the thumbs down gesture and have them say: Je n’aime pas...

J’avance 2

designed for students performing as expected. Finally, the rouge version of the assessment is differentiated to provide advanced students with an appropriately rigorous task that will allow them to be challenged.

2. Engage students by asking them to observe the dialogue and explain.

3. Reflect on the form↔meaning connection: Which expression do I use to ask you what you like to do? Which expression do we use to say that I like to do something? Which expression do I use to ask you what you do not like to do? Which expression do we use to say that I do not like to do something?

Expressions utiles: Dealing with bilingual vocabulary lists

When presenting a bilingual list of vocabulary such as in Expressions utiles, disregard the English entirely. Start by reading the list aloud for students to hear pronunciation. Then, engage students in a choral reading of the list. Follow this up by presenting different scenarios and asking students to react with an expression from the list. End by asking students: Quelle est ton expression préférée?

To assess, circulate and listen to small bits of each presenter as they progress, or ask students to pick an audience member to record their last (and best) presentation and turn it in. This process takes about the same amount of time as presentations in front of the class, but provides a much more engaging experience for the whole class. When students’ proficiency allows, encourage them to comment on their peers’ presentations, make comparisons with their own, and ask questions in the small groups.

Activité 21 Le festival d’été de Québec Using Music in the Novice Level Classroom Integrating music into the classroom is a wonderful way to introduce students to an authentic cultural product. Music can be used at all levels. However, using music in the novice classroom requires pairing a comprehensible song with a simple task that focuses on words or phrases. The following activities are general and can be adapted as needed for different themes. Option 1: For an introduction to Francophone music, play a song by an artist listed on the

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Option 2: Specific Word/Phrase

Option 3: Vocabulary

Asking and Answering Questions Flipped Classroom Strategy The videos that accompany each Découvrons section can be used in a Flipped Classroom model to introduce concepts to students before class. Students can view the video before class as an introduction to the concept and then use class time to work with partners or small groups to answer questions and delve deeper into the concept. Students can also return to the video as they work through the activities in the unit and assessments.

Have students draw a T-chart in their notebook or on an individual whiteboard. Label each side with a specific word (e.g., beau/belle, bon/mauvais) and students keep a tally of the specific words or phrases as they listen to the song. After the song has finished, students share the tally to see who has the correct number of instances for each word or phrase. Students could also keep a tally of how many times they hear the song title throughout the course of the song.

Découvrons 3

Festival d’été program in this activity and have students guess the artist from the list.

Co-Construction of Grammar Patterns Review the questions and answers presented and practiced in Comment dit-on? 3. Read the dialogues in Découvrons 3 and process for meaning. Use questions and answers in French to ensure understanding (e.g., Tu as cinq ans? Tu viens de Québec?). Engage students in noticing patterns in the verbs in bold, starting with the questions: What is similar about...? What do these verbs have in common? What do the answers have in common? Reflect on the form↔meaning connection. Ask: Who is the young boy referring to when he says Je m’appelle, J’ai, etc.? (Answer: Himself.) Whom is the questioner asking about when using the forms Tu t’appelles, tu viens and tu parles? (Answer: The person spoken to.)

Have students listen to a song and list words they know (or words that match the current theme) and hear in the song. Both partners verify lists and add any words that are not on both lists to the Mon/ma partenaire entend column. Listen to the song a second time to verify. This works particularly well with a song that incorporates thematic vocabulary such as colors or body parts (e.g., “Savez-vous planter les choux”). Option 4: Word Cloze

Create a Cloze exercise by removing words in the lyrics. For example, remove infinitive verbs or thematic vocabulary and then have students listen to the song and fill in the missing words. To scaffold the activity, provide a word bank. Option 5: Picture Cloze

Create a Cloze activity in which you provide three to five images in lieu of words (e.g., ♥). Play the song and have students write what they hear. Brainstorm with the class what they have written and provide correct spelling to students.

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UNITÉ 2: À l’école General Strategy Total Physical Response (TPR)

Les Numéros 30-69

Total Physical Response (TPR) techniques provide a way for students to demonstrate their growing understanding of the target language by using a physical response, rather than by speaking the language. Students can use thumbs up or thumbs down to answer yes or no, or can follow simple commands such as raising a hand, standing up, going to the door, getting out an item, passing an item to another student, etc. Once students know these commands, they can be used to show comprehension of a variety of vocabulary and structures. The teacher can assess comprehension by observing the students’ physical response, providing instantaneous formative assessment. Carefully planned lessons using TPR let the teacher introduce and practice new language elements while staying in the target language, and provide the comprehensible input in support the language acquisition process. The Instructional Strategies Appendix provides some suggestions for using TPR to teach specific concepts as indicated in notes throughout this Teacher Edition.

introducing six or so items, have students place two of the items on the list on their desks. Give commands like: Si tu as un crayon sur la table, lève-le and model by raising the item. Slowly introduce new items, always revisiting and combining with prior items. Make the practice more fun by varying the speed of the questions, or by setting a timer to see how many items students can name in a limited time.

Comment dit-on?

Comment dit-on? 1

Les fournitures scolaires

Teaching Classroom Supplies Vocabulary with TPR and Comprehensible Input Using classroom and student supplies, show a pencil and say: C’est un crayon. Then show a pen while saying: C’est un stylo. Then show the pen and ask: C’est un stylo? and sign thumbs up gesturing students to do the same. Repeat with the pen, then show the pen, say: C’est un crayon? and signal thumbs down. After

Zut alors!: Numbers Practice Game

Have students stand and tell them that they are going to count to 69 one number at time. Pick a single digit number (5 is a good start) and tell the class that every time a number contains a “5” they are NOT to say the number. Instead, they have to say: Zut alors! (e.g., un, deux, trois, quatre, Zut alors!, six, etc.). If a student either says the wrong number or misses saying Zut alors!, they have to sit down (Asseyez-vous s’il vous plaît). The next students would have to say what that student should have said. Continue until there are only two to five students standing and present them with a prize, free homework, late pass, or extracredit. Be careful when the count gets to the 50’s, for example, if the number chosen is 5. Ten students in a row have to say Zut alors! until the count gets to 60. To make this game even more challenging, change the rule slightly: They have to say Zut alors! when the number either contains that digit or is divisible by that digit, e.g., 4… un, deux, trois, Zut alors!, cinq, six, sept, Zut alors!, neuf, dix, etc. To give another challenge, have students replace Zut alors! with any vocabulary word in French, but no two students can say the same word.

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APPENDIX E | Instructional Strategies De qui est…? TPR: Expressing Possession with de

Comment dit-on? 2 Les matières

Extending Comprehensible Input in the Target Language

You can extend the comprehensible input in the target language by asking the class many yes/no and information questions like the following:

Have students place two items from their backpack onto their desks. Picking up an item, ask a yes/no question to check for understanding of vocabulary for school supplies: C’est un livre? C’est un stylo? Have students respond with thumbs up or thumbs down. After ensuring that students recognize the names of the items, make comments like: J’aime ce cahier. Donnele-moi s’il te plaît. Or Ce livre a l’air très intéressant. Donne-le-moi s’il te plaît. Collect three or four different items from students. Ask additional questions such as: Vous utilisez les crayons dans le cours de musique? soliciting again yes/no or thumbs up/thumbs down answers.

the main focus of the lesson. However, definite articles are also introduced and used throughout the unit. It could be helpful for students to search for uses of le, la, l’ and les and hypothesize regarding the differences between indefinite and definite articles.

Activité 6

Vous aimez le cours de musique? de français? Comment s’appelle ton professeur de maths? de psychologie?

Then, to teach possession with de, mix up the items and prepare to return each of them. Write on the board: Le cahier est de/d’___? Insert different student names in the sentence. Finally, insert the name of the owner of the notebook and say C’est vrai! C’est le cahier de Pierre. Merci Pierre! Return the notebook to the correct student. Repeat the process with the other items.

Vous avez le cours d’anglais aujourd’hui? demain?

Découvrons 1

À quelle heure termine le cours d’EPS? de physique? Tu as besoin d’aller chez le dentiste à 9h00/12h00/14h00. Tu es dans quel cours?

Identifying People and Things

Découvrons 2

Co-Construction of Grammar: Gender and Number

Individual Whiteboard Activity

Like English, French nouns can be singular or plural. In contrast to English, French nouns have gender, either masculine or feminine. There are some patterns, but it is best to encourage students to learn the gender of a noun as part of the word. This is often done by including the words un, une, des which are also called the indefinite articles. Indefinite articles are

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À quelle heure commence le cours d’histoire? de littérature?

Telling Time Distribute whiteboards and supplies to students and have each student draw a clock (circle with numbers 1-12). Then say: Quelle heure est-il? Il est 7h15 (being sure to use official 24-hour time as students have not been introduced to other expressions). Model what you want students to do by drawing the hands of the clock pointing at 7 and 3 and writing 7h15. Students

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Allow students ten minutes to circulate and ask and answer questions. If they have answers to all ten questions, they should sit down. (This will help you gauge how much time you need; if the majority of the class is seated, tell everyone to sit down, asseyez-vous s’il vous plaît). Allow students time to complete Étape 2 and then ask students to share (in partners and/or with the whole class). Have five to eight student volunteers share something they learned about a classmate. When students know they are going to be accountable for the activity, they tend to be more responsible so plan to have students submit the document in Explorer or collect the paper copies.

Partner variation: Have students work in groups of two. Student A asks the question: Quelle heure est-il? and Student B responds with a time. Both students draw the correct time on the clock and write the digital time using an h instead of a colon.

infinitive question from the list. Have students record the answers (oui or non) as well as a name in the document. Remind students to use Comment t’appelles-tu? if they need to ask their classmates for a name.

may need a reminder about how to tell time on an analog clock. Repeat the question and answer with a new time for students to write on their whiteboards. When they have finished drawing the hands and writing the time, they should lift up their whiteboards and show to the teacher.

Détail grammatical

Subject Pronouns and -er Verbs Hands-on Verb Practice

In small groups, have students create cards with subject pronouns (e.g., je, tu, nous), various verb stems (e.g., parl, étudi, mang) , and -er verb endings (e.g., e, es, ons). Then have members of the group work together to make verb phrases with the correct subject pronoun card and ending card (e.g., je parl-e or nous étudi-ons). Have groups switch card decks to create new verb phrases.

Variation 1: Give a certain amount of time to see how many different sentences groups can create with a certain number of cards. Variation 2: Make sure all groups have the same words in their card deck (or extra supplies to make new cards) and say a sentence in French that students must create (e.g., tu mang-es).

Activité 22

Qu’est-ce que tu aimes faire? Find Someone Who…

Make sure that students have access to the document in Explorer or make copies as necessary. Instruct students that they have to ask at least five different students a tu aimes +

Activité 29

Une interview

Placemat Preparation In small groups (three to four), each student starts with a piece of paper and writes one question to ask the exchange student. After a designated amount of time or at the teacher signal, each student passes the paper to the student to the right. Each student is now responsible for correcting the question written on the paper and writing a second question that is different. For the correction, it may be helpful to give students specific look-fors on each paper (e.g., subject-verb agreement, word order, etc.) and to designate a symbol (e.g., smiley face or star) for questions that are correct. If students are unsure about their corrections, they should indicate their uncertainty by adding a question mark (?). By giving these reminders and options, it can help reduce correct questions

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APPENDIX E | Instructional Strategies being changed into incorrect questions. When time is up or at teacher signal, students pass papers to the right again and now correct two

questions and write a third. Remind students that questions must all be different. Repeat the process until each paper has six questions.

UNITÉ 3: La vie en famille Activité 5

Reading Tasks

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Follow along with the voice recording and highlight the family vocabulary on a copy of the text.

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Read the text out loud with a partner (alternating stanzas).

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Identify all of the action words (verbs).

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Identify who is doing each action.

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Focus on understanding repeated phrases or stanzas.

Individual Whiteboards: Teacher-led Activity

Distribute individual whiteboards to students. On your whiteboard, draw a real or imagined family tree with seven to twelve people. Starting from the oldest generation, name each of the family members and give example sentences that describe their relationship to others in the family tree: Jeanne et Pierre sont mariés et ils ont deux enfants. Georges est le fils de Jeanne et Pierre. Have the class draw the family tree as you describe it. When you are done, have all the students raise their whiteboards so you can gauge comprehension. Repeat any names or relationships you think they need to hear again and have them modify their drawings. Finally, show them your family tree so that they can compare it with their drawing.

L’arbre généalogique

Post-Reading

Compare vocabulary with partner.

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Summarize the poem with a single image or sentence.

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Make connections to other Francophone texts or texts mentioned in the pre-reading discussion.

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Edit this poem to create your own using different people and activities.

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Activité 6

Toute la famille

Indicating Family Relationships

Pre-Reading Tasks

Presentation/Teacher Ideas

Using a Comptine With Novice Learners When using an authentic text with novice learners, it is critical to prepare students.

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Découvrons 1

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Ask questions to elicit background knowledge (e.g., Which rhymes do you remember from childhood or primary school?).

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Identify images and vocabulary.

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Read the title and predict the main theme.

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Look for and identify words, phrases or stanzas that repeat.

Ask students questions such as: Comment s’appelle ton frère? Ta sœur, quel âge a-telle? Model answers as necessary, emphasizing ton/ta in the question and mon/ma in the answers. As questions are asked and answered, make a list with three columns for students. List all masculine forms in the first column, feminine forms in the second column and plural forms in the last one. Use the family presented in Découvrons 1 to continue the conversation and

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Stratégies Interpersonal Speaking

Créons des mèmes Guessing Games Guessing games are an excellent way to practice vocabulary while staying the target language. Who/What Am I?

Give students an image or word to put on their forehead or back (sticky notes or index cards with tape work well). Students do not see or know the word or image, but may know the general category. Then have them ask classmates a yes/ no question to try to discover who/what/where they are. Model questions for students before beginning the game: Est-ce que je suis homme/ femme? Est-ce que je suis une chose/une personne? Est-ce que je suis jeune/âgé(e)?

Building Connections With Other Novice Learners

Activité 12

introduce other forms. Once the columns have a variety of vocabulary and examples, ask students what is similar about all of the words in each column. Guide students to the discovery that we use a different form for masculine, feminine and plural nouns. Use the resources in Explorer to address other questions or as a preview to this lesson.

The first step to using French outside the classroom can be using the language with students in other classes. Work with other teachers in your school, district, or a nearby community to give students a chance to practice speaking French with other novice learners. It could be during a common class period or students could schedule a video call with students in a different school.

Have students prepare photos (print or digital) of a family and practice asking and answering questions with the students from the other class. Encourage students to ask questions about the people in the photographs (e.g., Comment s’appelle-t-il/elle? Quel âge a-t-il/ elle? Qu’est-ce qu’il/elle aime faire?) or more general questions (e.g., Tu as des frères et des sœurs?). Combining students in different levels allows more advanced students to see their own progress while supporting the novice learners in the school or community. Consider holding regular conversation dans la médiathèque or déjeuner en français sessions to give students opportunities outside of class to practice their language skills. If possible, invite parents or community members who speak French or have studied it to participate in this activity.

Paired Whiteboard Activity

Pair students and distribute whiteboards. Show students an image (projected on a screen or walk around the classroom with an image from a magazine) and say a vocabulary word. Students then are asked to write a sentence describing the image and using the word. Have students show their sentence when they are finished and give a thumbs up or down if it is correct grammatically or not. In the beginning give words and images that are logical and then move to more abstract or unique connections so that students can practice using negation and other structures. Individual Memes

Using a picture or drawing tool (e.g., Google Drawing or Paint), have students create a meme in French. A meme, in this case, could just be an image with a descriptive sentence. Then have students share their meme with classmates by posting it on Explorer or other private online bulletin board or forum. Mémoire

Create sets of cards that make pairs (either opposites or image/word) and teach students how to play memory. All cards are laid out in a grid APPENDIX E | Instructional Strategies

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Activité 15

members and compare Sophie est gentille with Robert est gentil. Write contrasting masculine/ feminine pairs on the board. Ask the question “Can you figure out when to use each word?” Repeat with contrasting singular and plural pairs: Mes parents sont patients and Raoul est patient.

with the word or image facing down. Students take turns turning over two cards to see if they make a pair. If it is a pair, the student takes the cards out of the grid and gets another turn. If they are not a pair, the student turns the cards facedown and the next person takes a turn. When all of the cards are picked up from the grid, the student with the most pairs wins.

Activité 24

Tu fais quoi en famille?

Comment suis-je?

Rule of No Repeats

Gallery Walk

To prepare for this activity (or extend it), have students write a three to four sentence description of themselves without using their name or the names of people in their family. Then post the descriptions anonymously in the classroom using letters or numbers to identify them. Students will then circulate in the classroom and read each description and guess which description was written by each classmate. Students can circulate freely or it can be more orderly by having one student at each writing and then have everyone move on a teacher signal. Alternatively, the teacher can pass out the descriptions and have students read and guess at their desks and then have students pass the papers. To conclude the activity, choose a few descriptions to read to the whole class and have students share their guesses as to who wrote it.

When individuals or groups report to the total class, the rule of “no repeats” indicates that students should not repeat what has already been shared. This ensures that students are listening carefully and motivates them to share early in the process.

Découvrons 3

Asking Informational Questions Presentation/Teacher Ideas

Review basic questions that students have seen up to this point and then move to the questions in Découvrons 3. Help students notice the correlation between the question word and the answer by writing the question word and the information provided in the answer (e.g., Où → à Biarritz dans une maison). Continue adding to this list from the basic questions from the preview and other questions students might be able to form. Remind students that forming questions is critical to continuing conversations in any language and that French questions have multiple forms which can be complicated, but that with practice, students will learn to recognize and answer based on the common elements (question word, subject, verb). Instruct students go to Explorer for more resources and practice on forming information questions.

Découvrons 2

Describing Family Members Presentation/Teacher Ideas

Presentation warm up: Review the family vocabulary and adjectives from Comment diton? 1 and 2. Ask students questions like: Tu as des grands ou petits frères? Tu as des cousins jeunes ou âgés? Est-ce que tu as des amis gros ou minces? Model responses if necessary. Read the descriptions of the family

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J’y arrive

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Choosing Partners for Assessments

Lastly, it may be helpful to group students by language level before determining their partner. In this instance, dividing the name cards/sticks into three levels (high, medium, low) is required before using any of the teacher assigned partner methods. As always, use professional judgement and knowledge of the student(s) when pairing students to work together.

Pecha Kucha Presentation (Presentational) The traditional Pecha Kucha presentation involves a speaker presenting twenty images while speaking for twenty seconds per image. Here, students can use any tool (even paper) to create a collage or multimedia presentation with images. To help the novice learner feel comfortable with this type of presentation, it could be reduced to five images and talk for five seconds per image.

It is important for students to interact with different people in their class to practice communicating with diverse Francophones in the real world. Therefore, requiring students to work with different students in their class is helpful for all students. If students choose their own partner, it can be helpful to give some criteria such as “someone who isn’t sitting directly next to you (front, left, right, behind)” or “someone from the opposite side of the room (indicating a line in the middle of the room).”

online random partner generator (with numbers or student names).

Une nouvelle famille, une nouvelle culture

Teachers may choose to assign partners for students at random by: Drawing name cards/ sticks, pairing students alphabetically (Student A and Student Z are partners), or using an

UNITÉ 4: Bon appétit! Comment dit-on? 1 Au supermarché

students search for the words they want to learn in a dictionary if they do not appear in the unit.

Découvrons 1

This activity is done before new vocabulary is introduced. Distribute the Remue-méninges provided in Explorer. Students in groups of four or five complete the three columns with what they know about the topic or theme, cognates, and words they want to learn. Students should have only three to four minutes to complete this task. Have each group send a volunteer to the whiteboard to write the words they have written down on their list. They should now repeat words that another group already wrote on the board. Another option is to write each group’s contribution on the board. You can limit the words shared by each group. Have

Expressing Quantities of Foods

Remue-méninges

Presentation/Teacher Ideas Start with having students read the statements about what is consumed for each meal and compare it to their own experience. Ask and answer questions using the food items listed in the spread, emphasizing the different forms of the partitive in each sentence. Ask students to organize the words in bold and corresponding nouns into groups and ask questions to guide them to the conclusion that the partitive has different forms depending on gender and number of the following noun. Using other nouns from this

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Activité 6 Qu’est-ce que tu préfères? Pairing Students

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Speed dating: Students sit in rows or circles and one row/circle moves at the timer.

Interpersonal Writing Tips When presenting half of a conversation in French, it is important for students to read the conversation several times. Encourage them to highlight questions and circle answers during the first reading. During the second reading, write your responses including logical answers and questions. The third and final reading should focus on whether or not the student responses make sense.

Designated partners: Use a partner sheet where students have five or more designated partners and then students know who they are looking for and can find them more quickly.

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Popsicle sticks: Draw random pairs of students using popsicle sticks or cards that have each student’s name.

Remind students that if they do not know a word, it is important to try to communicate: Circumlocute, use hand gestures, definitions, etc., in order to convey meaning.

Comment dit-on? 2 Au café

Vocabulary Recall: Who am I? (Images) Provide students with a specific list of food vocabulary and have students prepare index cards with an image of a food on one side and the name in French on the other. In pairs or small groups, one student holds the stack of cards on their forehead so the partners can see the word, but the student cannot. The partner(s) must help the student guess the item without using the name or words in English. Students can use gestures or words in French, for example: C’est un dessert. Ce n’est pas une tarte. Gestures to lick an ice cream cone. The student with the cards says: Une glace. If the student guesses correctly, the card goes in a pile nearby, however, if the student cannot guess the word correctly the card goes to the back of the stack. Partners trade roles after a designated amount of time (one minute is suggested to start).

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SA 398

Pour le dîner ce soir

Having students practice communicating in French with a variety of people is important to their linguistic confidence and development. However, it takes time to switch partners in the classroom. The first step is to develop class expectations during transitions. Expectations might include a certain amount of time, only speaking in French, no returning to your seat, etc. Then try some of these strategies to help students practice interacting with a variety of people in class.

Activity 10

vocabulary list, help students guess which form of the partitive would be appropriate. Extend this by asking students to write similar phrases about their own meals using the correct form of the partitive to express the quantity of food.

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Same/Different: Have students find someone who has something the same or different. It could be backpack color, clothing, which class the student had 4th period, etc.

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Cards: Pass out cards (e.g., math facts, synonyms, antonyms, famous artwork cut in half, playing cards, etc.) where students need to find the person who has the matching pair. (Hint: Some of these card decks could also be used for memory, charades, or other vocabulary games.)

Instructional Strategies | APPENDIX E Vocabulary Recall: Picture BINGO (Loto!)

Découvrons 2

Play picture BINGO with the class by distributing empty BINGO/LOTO! cards (use a 5x5 grid with the center square marked libre). Show students thirty to forty vocabulary words, including cognates, in French related to the topic. Give students ten to fifiteen minutes to draw twenty-four images on their BINGO/ LOTO! card, ideally with colored pencils, crayons or markers. When everyone is done, collect the cards and distribute them randomly to the class as well as chips or markers (small, colorful candy works well!).

Expressing What You Eat and Drink

Using the master list, call out vocabulary words in French randomly. If students find the image that matches the word said, they should cover it up with a chip or marker. When a student has filled in a row, column or diagonal, he or she should call out LOTO! Students must be able to say the name of the images in the winning row/column/ diagonal in French. Provide the student with a prize (stickers are great!) or a high-five! Continue playing until there are four more winners.

Découvrons 3

Presentation/Teacher Ideas

Start by reviewing other common verbs and how the verbs change depending on who is doing the action. Guide students to notice the different forms of the verb in this section and guess their meaning as well as the infinitive form of each verb (manger, prendre, and boire). Continue by discussing who is doing which action in each sentence and perhaps highlighting or underlining the subject.

Negating

Presentation/Teacher Ideas

Start by asking students what they like and do not like to eat: Qu’est-ce que tu aimes manger? Qu’est-ce que tu n’aimes pas manger? Use this question and student responses as a model to show the French negation that surrounds the verb. Ask questions not only in the tu form, but also in the il/elle/ on forms so that students can see how negation remains the same in all forms. Ask students to find all three of the negative expressions in this section and make an educated guess as to their meaning based on the context.

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UNITÉ 5: Le temps libre Expressing Where to Go for Leisure activities Presentation/Teacher Ideas

Use this as an introduction before directing students to the text and asking them what they noticed in the discussion as well as in the text regarding the words used to express going to a location.

Activité 11

Découvrons 2

Expressing Upcoming Plans Presentation/Teacher Ideas

Use images of locations to ask students: tu vas à l’école? Incorporate other locations and make the questions increasingly more complicated by adding activities and modes of transportation. Showing images or toys that represent the activity or mode of transportation could be helpful to engage students.

the language used in them. Task students with exploring questions such as: What words or phrases are the same in all the invitations? What information is the same? What is different when it is a formal invitation (e.g., wedding) as compared to an informal one (e.g., dinner party)?

Découvrons 1

Include examples important to the students by stating something that is happening in your community aujourd’hui and something that is happening demain. Ask students questions about things they are doing today and if they are going to do them tomorrow: Tu fais du ski aujourd’hui?, then Tu vas faire du ski demain? Continue to emphasize what is happening today and what is happening tomorrow as you incorporate more activities.

Les projets du week-end

Instruct students to read the social media posts provided and then ask them questions if the activity is happening aujourd’hui or demain. Use a calendar or the days of the week to help students understand the words.

Incorporating Social Media Posts

If possible, find current social media posts that incorporate favorite leisure activities and have students use a Y-chart to organize their thoughts as they explore authentic posts.

Depending on the classroom and policies, it may be helpful to find posts and use a screenshot of them so that students are directed to posts that are comprehensible and appropriate. However, students can be more invested in understanding real language if they are able to find the posts themselves.

Requesting Information Presentation/Teacher Ideas

Invitations

Have students create four cards with the different forms of quel. As you ask questions or show images to students, have students hold up one of their cards to show which form is correct for the example presented. Students could also write the correct forms on individual whiteboards.

Extend this activity by finding different types of invitations (formal, informal, paper, electronic, etc.) and having students compare and contrast

After modeling this in a whole group, have students work in pairs or small groups to ask and answer questions with other nouns.

Activité 18 Je t’invite

400

Découvrons 3

Instructional Strategies | APPENDIX E

UNITÉ 6: En ville Découvrons 1

Découvrons 2

Expressing What I Can and Must do

Describing What People Buy and Where

Using the examples in the three columns, ask students questions using the same verbs: Tu veux aller au café? and Tu dois faire tes devoirs?

In pairs, have students read and/or listen to the dialogue and notice the different forms of acheter. Then have students read the dialogue out loud with their partner to practice saying the different vowel sounds. Finally, ask students to discuss what is different about the forms presented and to make predictions about forms not listed in this dialogue.

Découvrons 3

Expressing Activities in Town Presentation/Teacher Ideas

Use any previous strategy that has worked well for your class to help students discover patterns and connections. Encourage students to work with a partner or small group to make discoveries on their own before discussing as a large group. Reminders about patterns seen in previous verbs may help students make connections to the verb presented here.

Then ask more questions using the same activities, but changing if the students want, must, or can do them: Tu dois aller au café? and Tu veux faire tes devoirs? Eventually incorporate other activities that students do frequently into the questions. Note the student answers on a whiteboard and add them to the appropriate column. Label the columns with the same emojis to help students connect the three verbs with their meanings.

Presentation/Teacher Ideas

APPENDIX E | Instructional Strategies

401

APPENDIX F | Grammar and Learning Strategies Videos Index

Grammar and Learning Strategies Videos Index 1

Découvrons

Interpretive Print Strategies

N/A

Interpretive listening

Découvrons 1: Qui suis je?

Recognizing Cognates

Structure en avant N/A

Préliminaire

Learning Strategies

Découvrons 2: Qu’est-ce que j’aime?

Découvrons 3: Asking and Answering Questions: Parts 1 and 2

Découvrons 1: Les articles indéfinis

Découvrons 1: Definite Articles

Unit

Découvrons 2: Quelle heure est-il?

Découvrons 3: Les activités à l’école

Interpersonal Speaking

Découvrons 2: Les adjectifs

Including Details in Responses

Découvrons 1: Le partitif

Découvrons 1: Indicating Family Relationships Découvrons 3: Asking Informational Questions N/A

Découvrons 2: Les verbes aller, prendre et boire

402

Expanding Vocabulary

Understanding and Being Understood

Découvrons 3: La forme négative

Découvrons 1 et 2: Le futur proche et les endroits

Découvrons 3: Formal and Informal Questions

Découvrons 3: Les questions avec quel et qu’est-ce que Découvrons 3: Les activités en ville

Découvrons 2: Describing What People Buy

Grammar Index | APPENDIX G

Grammar Index Découvrons/Détail grammatical/Rappel

(V = There is a Flipped Classroom Video in Explorer)

Détail grammatical: Quelle est la date?

Unité

Activités

Préliminaire

17 and 18 (Étapes 1 & 2)

Détail grammatical: Les noms masculins/féminins

Découvrons 1: Expressing who I am: Être (suis, es, est) et les adjectifs (V)

Détail grammatical: Le verbe être

Découvrons 2: Expressing Preferences: J’aime, tu aimes, je n’aime pas, tu n’aimes pas (V)

Détail grammatical: Les questions avec est-ce que

13 (Étapes 1 & 2), 14 (Étapes 1-4), 15, 16 (Étapes 1 & 2), and J’avance 2 (Étapes 1 & 2)

Détail grammatical: L’ordre des mots dans les questions

18, 19, and 20

Découvrons 3: Asking and Answering Questions: Questions et réponses (V)

22, 23, 24 (Étapes 1 & 2), J’avance 3 (Étape 3), Explorer Activités supplémentaires

Détail grammatical: Est-ce que

24 (Étapes 1 & 2)

5 (Étapes 1-3)

7 (Étapes 1 & 2), 8, and J’avance 1 (Étapes 1 & 2), Explorer Activités supplémentaires

7 (Étapes 1 & 2), 8, and J’avance 1 (Étapes 1 & 2)

13 (Étapes 1 & 2), 14 (Étapes 1-4), 15, 16 (Étapes 1 & 2), and J’avance 2 (Étapes 1 & 2), Explorer Activités supplémentaires

6 and 7

Découvrons 1: Expressing Number and Gender: Les articles indéfinis, définis et la possession avec de (V)

8 (Étapes 1 & 2), 9, and J’avance 1 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Les articles définis

14 (Étapes 1 & 2)

Découvrons 2: Telling Time: L’heure (V)

15 (Étapes 1 & 2), 16 (Étapes 1 & 2), 17 (Étapes 1-3), and J’avance 2 (Étapes 1-3), Explorer Activités supplémentaires

Découvrons 3: Expressing Daily School Activities: Les verbes en -er (V)

20, 21, 22 (Étapes 1 & 2), 24, 25, 26 (Étapes 1-3), 27 (Étapes 1-3), 28 (Étapes 1-3), and J’avance 3 (Étapes 1 & 2)

Détail grammatical: L’infinitif

20, 21, 22 (Étapes 1 & 2), and 24

Détail grammatical: Les pronoms sujets et les verbes en -er

25, 26 (Étapes 1-3), 27 (Étapes 1-3), 28 (Étapes 1-3), and J’avance 3 (Étapes 1 & 2)

Détail grammatical: La possession avec de

APPENDIX G | Grammar Index

403

APPENDIX G | Grammar Index Découvrons/Détail grammatical/Rappel

(V = There is a Flipped Classroom Video in Explorer)

Unité 3

9 (Étapes 1 & 2), 10 (Étapes 1-3), 11, and J’avance 1 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Le verbe avoir

9 (Étapes 1 & 2), 10 (Étapes 1-3), 11, and J’avance 1 (Étapes 1-3)

Découvrons 2: Describing Family Members: Les adjectifs (V)

Rappel: Le verbe être

Découvrons 1: Indicating Family Relationships: Les adjectifs possessifs (V)

16 (Étapes 1 & 2), 17, 18 (Étapes 1 & 2), 19 (Étapes 1 & 2), and J’avance 2 (Étapes 1-3), Explorer Activités supplémentaires

16 (Étapes 1 & 2), 17, 18 (Étapes 1 & 2), 19 (Étapes 1 & 2), and J’avance 2 (Étapes 1-3)

19 (Étapes 1 & 2)

Découvrons 3: Asking Informational Questions: Les questions (V)

25 (Étapes 1 & 2), 26 (Étapes 1 & 2), 27 (Étapes 1 & 2), and J’avance 3 (Étapes 1-3), Explorer Activités supplémentaires

Rappel: Les mots interrogatifs

25 (Étapes 1 & 2), 26 (Étapes 1 & 2), 27 (Étapes 1 & 2), and J’avance (Étapes 1-3)

Détail grammatical: Le mot combien

25 (Étapes 1 & 2), 26 (Étapes 1 & 2), 27 (Étapes 1 & 2), and J’avance (Étapes 1-3)

Découvrons 1: Expressing Quantities of Food: Le partitif (V)

8 (Étapes 1 & 2), 9, 10, 11 (Étapes 1 & 2), and J’avance 1 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Les expressions avec avoir

8 (Étapes 1 & 2), 9, 10, 11 (Étapes 1 & 2), and J’avance 1 (Étapes 1-3)

Découvrons 2: Expressing What You Eat and Drink: Les verbes aller, prendre et boire (V)

18, 19 (Étapes 1-3), 20 (Étapes 1-3), and J’avance 2 (Étapes 1-3), Explorer Activités supplémentaires

Découvrons 3: Negating: La forme négative (V)

27 (Étapes 1 & 2), 28, 29, 30 (Étapes 1 & 2), and J’avance 3 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Au négatif

27 (Étapes 1 & 2), 28, 29, 30 (Étapes 1 & 2), and J’avance 3 (Étapes 1-3)

Détail grammatical: C’est vs. Il/Elle est

SA 404

Activités

Grammar Index | APPENDIX G Découvrons/Détail grammatical/Rappel

(V = There is a Flipped Classroom Video in Explorer)

Unité

Activités

2, 3, 4, 5 (Étapes 1-3), and 6

Découvrons 1: Expressing Where to Go for Leisure Activities: Aller (V)

7 (Étapes 1 & 2), 8 (Étapes 1 & 2), 9, 10 (Étapes 1 & 2), and J’avance 1 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Le verbe aller

7 (Étapes 1 & 2), 8 (Étapes 1 & 2), 9, 10 (Étapes 1 & 2), and J’avance 1 (Étapes 1-3)

Découvrons 2: Expressing Upcoming Plans: Le futur proche (V)

Détail grammatical: La négation au futur proche

Découvrons 3: Requesting Information: Quel/quelle/quels/quelles (V)

Détail grammatical: Le mot pour

4 and 5

Découvrons 1: Expressing What I can and Must Do: Je peux, je veux et je dois (V)

6, 7, 8 (Étapes 1 & 2), 9, 10 (Étapes 1 & 2), and J’avance 1 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Le verbe vendre

Découvrons 2: Describing What People Buy and Where: Acheter (V)

15, 16, and J’avance 2 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Les prépositions avec de

18, 19, and 20 (Étapes 1 & 2)

Découvrons 3: Expressing Activities in Town: Les verbes en -re (V)

23, 24, 25, and J’avance 3 (Étapes 1-3), Explorer Activités supplémentaires

Détail grammatical: Les verbes en -re

23, 24, 25, and J’avance 3 (Étapes 1-3)

Détail grammatical: Le verbe faire

16, 17, 18 (Étapes 1 & 2), and J’avance 2 (Étapes 1-3), Explorer Activités supplémentaires

23, 24, 25 (Étapes 1-3), 26 (Étapes 1 & 2), and J’avance 3 (Étapes 1-3), Explorer Activités supplémentaires

18 (Étape 2) and J’avance 2 (Étapes 1-3)

APPENDIX G | Grammar Index

405

APPENDIX H | Authentic Resources Index

Authentic Resources Index Level 1 EntreCultures

Note: No external links have been included here unless they were essential to an additional activity. Type

Location

Page

Explorer (✔)

Source

✔

Columbia

✔

Bamse, “Pays ayant le français comme langue officielle”, CC BY-SA 3.0, Retrieved from https://commons.wikimedia. org/wiki/File:French_official_ language_world_map.svg. 2007.

Unknown

✔

Marc Degioanni - Conseiller pédagogique - Digne, “Monde 4 Francophonie”, Retrieved from http:// formation.eklablog.fr/lemonde-seance-n-4-les-paysfrancophones-a40996532. 2012.

France

✔

France

© Ville de Bayonne-Direction de la communication Les fêtes de Bayonne © Ville de Bayonne-Direction de la communication Les fêtes de Bayonne © Ville de Bayonne-Direction de la communication © Pixabay CC.

France

Unité préliminaire Infographic

Unité pré, Activité 2, Étape 1

“Pays ayant le français comme langue officielle”

Infographic

Unité pré, Activité 2, Étape 2

“Top Ten Languages in the Internet in millions of users - June 2016”

Unité pré, Activité 2, Étape 3

“Monde 4 Infographic Francophonie” and map

406

Source Country/ Region

Resource

“Fetes de Bayonne 1997”

Ad/poster

Unité pré, Activité 21, Étape 1

Fêtes de Bayonne

Painting

Unité pré, Activite 21, Étape 2

Authentic Resources Index | APPENDIX H Resource

Location

Painting

Unité pré, Zoom culture

Page

Explorer (✔)

✔

Source

Source Country/ Region France

“Centre de Poster loisirs sportifs”

Unité pré, Stratégies, Interpretive Print Video

“Séjours été 2017”

Unité pré, Activité 22, Étape 1

Aux Fêtes de Bayonne un festival de bérets rouges et ... non de bonnets !

Type

“Les séjours”

Unité pré, J’y arrive, Interpretive Assessment, Étape 2

“Les mois de l’année”

Poem

Groupe Amicale Sportif de Clignancourt (2007). “Centre de loisirs sportifs,” Retrieved fromhttp://patro.gac.free.fr/.

France

✔

Centre de vacances des Alpes, “Séjours été 2017”, Retrieved from http://www.cvalpes.fr/ camps-colonies-ete/. 2017.

France

✔

Telligo, “Les séjours”, Recreated from http://www. telligo.fr. 2017.

France

✔

Alain Bosquet (~1945). “Les mois de l’année.” Retrieved from http://www.takatrouver. net/poesie/index.php?id=252.

France

✔

Unité pré, Activité supplementaire 16 (Comment dit-on? 3)

APPENDIX H | Authentic Resources Index

407

APPENDIX H | Authentic Resources Index Resource

Type

Location

Page

Explorer (✔)

Source

Source Country/ Region

Sofinscope, “Les 10 principaux loisirs des Français”, Retrieved from http://www.offremedia. com/le-budget-loisirs-desfrancais-progresse-de-11en-2015-selon-le-barometresofinscope. 2015.

France

Toussaint 2017 – Hiver & printemps 2018, “Apprendre en s’amusant, Saint-Yrieixla-Perche SPORT ACADEMY”, Retrieved from https://www. action-sejours.com/14732_ AS_CATAL_Hiver2017_ printemps_2018.pdf, p. 38. 2017-18.

France

Unité 1 Infographic

Unité 1, Activité 12, Étape 1

✔

Apprendre en s’amusant, Saint-Yrieix-laPerche SPORT ACADEMY

Ad/poster

Unité 1, Activité 14, Étape 1

✔

Festival d’été de Québec

Ad/poster

Unité 1, Activité 21, Étape 1

✔

Festival d’été de Québec, “FEQ”, Retrieved from https:// www.infofestival.com/ Programmation/Affiche. 2018.

Quebec

“Cours des Langues”

Ad/poster

Unité 1, Activité 24, Étape 2

✔

Med Poly School, “Cours des Langues” Recreated from http://www.sfax-annonce. com/ Produits/22014-05-09-11-083350621.langue.jpg?PHPSE SSID=2e8c2707c927f7fe91 4604603996a6a5. 2014.

France

“Population by knowledge of official language, by province and territory”

Infographic

Unité 1, Activité 25

✔

Statistics Canada, “Population by knowledge of official language, by province and territory (2011 Census), Data retrieved from http://www. statcan.gc.ca/tables-tableaux/ sum-som/l01/cst01/demo15eng.htm. 2013.

Canada

‘‘Eurobaromètre spécial 386’’

Infographic

Unité 1, Activité 25

✔

European Commission, ‘‘Eurobaromètre spécial 386’’, Information retrieved from http://ec.europa. eu/commfrontoffice/ publicopinion/archives/ebs/ ebs_386_fr.pdf (p.17). 2012.

France

SA 408

“Les 10 principaux loisirs des Français”

Authentic Resources Index | APPENDIX H Resource

Type

Location

Page

Explorer (✔)

✔

Source

Source Country/ Region

Unité 2 Unité 2, Zoom culture

“À Chaque classe son emploi du temps”

Infographic

Unité 2, J’avance 2

116

L’âge de classe: la journée d’un collégien (CG67)

Vidéo

Explorer

Unité 3

Darius Lahoutifard (2013). “Le Système Éducatif Américain!” Replicated from https://usafrance.wordpress. com/2013/03/01/la-carotteou-le-baton/.

France

Ministère de l’Éducation Nationale, “À Chaque classe son emploi du temps”, Retrieved from http://www. education.gouv.fr/cid80/leshoraires-par-cycle-au-college. html. 2017.

France

✔

Tout le Bas-Rhin, Vidéo “L’âge de classe: la journée d’un collégien (CG67)”, Adapted from https://www.youtube. com/watch?v=jqwKZdnOBjo&sns=em. 2013.

France

Table

✔

Le système éducatif américain

Nursery Rhyme/ Song

Unité 3, Activité 6

150

✔

Pierre Lozère (music) and Bernard François (lyrics), with the permission of Éditions Marypierre, “Toute la famille”, Retrieved from www. papaclown.com. 1983.

France

“Répartition des ménages privés wallons selon le type au 1er janvier 2017 (en pourcentage)”

Pie Chart

Unité 3, Activité 8, Étape 1

152

✔

Iweps, “Répartition des ménages privés wallons selon le type au 1er janvier 2017 (en pourcentage)”, Retrieved from https://www.iweps. be/indicateur-statistique/ nombre-et-taille-desmenages/.

Belgium

“Dans quel type de famille vivent les enfants?”

Pie Chart

Unité 3, Activité 8, Étape 1

152

✔

Centre d’observation de la société, “Dans quel type de famille vivent les enfants?”, Retrieved from http://www. observationsociete.fr/ structures-familiales/familles/ de-plus-en-plus-de-famillesrecomposees.html.

France

“Toute la famille”

APPENDIX H | Authentic Resources Index

409

APPENDIX H | Authentic Resources Index Resource

Type

Location

Page

Explorer (✔)

Source

Source Country/ Region

Unité 3 (continued) Unité 3, Activité 8, Étape 2

152

✔

“Mariages et Pacs conclus”

Infographic

Unité 3, Zoom culture

164

✔

“Les activités préférées des Français pendant leurs vacances”

Infographic

Unité 3, Activité 23

174

Infographic

Unité 4, Zoom culture

Unité 4

United States

INSEE, “Mariages et Pacs conclus”, Retrieved from https://www.insee.fr/fr/statisti ques/1906665?sommaire=190 6743#graphique-T16F033G2.

France

✔

Direct Matin, “Les activités préférées des Français pendant leurs vacances”, Retrieved from http:// www.cnewsmatin.fr/ france/2015-07-07/sondageexclusif-quels-loisirs-pourlete-707219.

France

224

✔

Statista Global, “Le gaspillage alimentaire: 16 milliards d’euros perdus chaque année”, Retrieved from https://fr.statista.com/ infographie/4918/gaspillagealimentaire-_-16-milliardsdeuros-perdus-chaqueannee/.

France

227

✔

carefour.fr, IME, “Les chiffres clés du gaspillage alimentaire en France”, Retrieved from https://i0.wp. com/blog.menuhebdo. com/wp-content/ uploads/2015/06/201442_ gaspillage_alimentaire.png.

France

“Le gaspillage alimentaire: 16 milliards d’euros perdus chaque année”

Rcragun, “Types of U.S. Households, 2002”, CC BY 3.0, Retrieved from https:// commons.wikimedia.org/w/ index.php?curid=8390557.

“Les chiffres clés du gaspillage alimentaire en France”

410

Infographic

Pie Chart

“Types of U.S. Households, 2002”

Unité 4, Activité 25

Authentic Resources Index | APPENDIX H Resource

Type

Location

Page

Explorer (✔)

✔

Source

Source Country/ Region

Unité 5 Infographic

Unité 5, Activité 6

250

“Map of Europe and Africa by Gianna Mulé”

Map

Unité 5, Activité 10

256

Unité 5, Activité 15

262

Unité 6, Comment dit-on? 1

296

Unité 6 Map

United States

Statista, “Activités de loisirs pratiquées par les Françis lors de leur temps libre en 2015 et 2017”, Retrieved from https://fr.statista.com/ statistiques/491683/activitesloisirs-populaires-france/. 2018.

France

iSLcollective (2013). Image recreated with permission from https://fr.islcollective. com/resources/printables/ worksheets_doc_docx/ma_ ville/ville-villes- el%C3% A9mentaire/60043/

Spain

303

Varies. MonPoeme! (2018). Retrieved from https://www. mon-poeme.fr/proverbescommuns-francais/

France

322, 324

© France-Voyage, “Bougival, Office de Tourisme, Ville des Impressionnistes, de la Littérature et de la Musique”, Retrieved from https://www. france-voyage.com/villesvillages/bougival-31290/ office-tourismebougival-8220.htm.

France

Ma ville

Proverbs (4)

Unité 6, Activité 10

Proverbes

“Office de Tourisme de France Bougival”

Logo

Unité 6, Découvrons 3; Zoom culture, Pratique culturelle: L’Office de Tourisme

Quebec

✔

“Activités Infographic de loisirs pratiquées par les Français lors de leur temps libre en 2015 et 2017”

“Le Vélo”

APPENDIX H | Authentic Resources Index

411

GLOSSARY | French-English

Glossary French-English arabe (inv.) Arabic (1, 2)

LEGEND

l’ arrêt (m.) de bus bus stop (6)

inv. - invariable

l’ artiste (inv.) artist (1)

f. - feminine

les arts (m. pl.) visuels visual arts (2)

f. pl. - feminine plural

asseyez-vous sit down (0)

m. - masculine

assez rather (3)

l’ assiette (f.) plate (4)

m. pl. - masculine plural

l’ athlète (inv.) athlete (1) au revoir goodbye (0)

à côté (de) next to (6)

l’ abricot (m.) apricot (4)

actif/active active (1, 3) l’ activité (f.) activity (2)

avec with (4)

l’ avocat (m.) avocado (4)

avoir une interrogation (interro) to take a test (2)

à droite (de) to the right of (6) à gauche (de) to the left of (6) âgé/âgée old (3)

l’ agenda (m.) scolaire school planner (2)

la baguette baguette (4) le balcon balcony (3)

la banane banana (4) la banque bank (6)

aider to help (2)

avril April (0)

l’ algèbre (f.) algebra (2)

l’ allemand (m.) the German language (1) allemand/allemande German (1)

aller au café/cinéma to go to a café/ cinema (1)

aller à un concert to go to a concert (5) aller à un festival de… to go to a … festival (5) ambitieux/ambitieuse ambitious (1, 3) américain/américaine American (1, 3) amusant/amusante funny (2, 3)

l’ anglais (m.) the English language (1, 2) anglais/anglaise English (1) août August (0)

l’ appartement (m.) apartment (3)

beau/belle beautiful (3) bénévole volunteer (1)

la bijouterie jewelry store (6) bilingue bilingual (1, 3)

la biologie biology (2) blanc/blanche white (5) bleu/bleue blue (5) le blogueur/la blogueuse blogger (1) blond/blonde blond (3)

les boissons (f. pl.) beverages (4) le bol bowl (4) bonjour hello (0) les bottes (f. pl.) boots (5)

après after (5)

la boucherie butcher shop (6)

À quelle heure? At what time? (2)

la boulangerie bakery (6)

l’ arabe (m.) the Arabic language (1, 2)

372 412

bavarder to chat (in person) (5)

la boutique boutique (6)

French-English | GLOSSARY le brie brie cheese (4)

cinquante fifty (2)

le brocoli (m.) brocoli (4)

cinquante-sept fifty-seven (2)

brun/brune brunette (3)

les ciseaux (m. pl.) scissors (2)

le bureau desk, office (2, 3)

le classeur binder (2)

le café coffee (4)

le collège middle school (2) comme as, for (4)

la calculatrice calculator (2)

comme ci, comme ça so-so, okay (0)

la campagne countryside (3) canadien/canadienne Canadian (1, 3) la cantine cafeteria (2) la carotte carrot (4) la carte menu (4)

la carte postale postcard (6) le casier locker (2)

Comment? How? (1, 5)

Comment allez-vous (formal) How are you? (0) Comment ça va? (informal) How are you? (0, 1)

la carafe carafe (4)

le cahier notebook (2)

Ça va très bien, merci. I’m very well, thanks. (0)

Ça va bien. Et toi? I’m fine. And you? (0) cent (one) hundred (3, 4)

le centre commercial mall (6)

C’est quand ton anniversaire? When is your birthday? (0, 1)

la chaise chair (2, 3)

la chambre à coucher bedroom (3) chanter to sing (1, 2, 5)

le chanteur/la chanteuse singer (1)

le chapeau hat (5)

la charcuterie delicatessen, (deli) store (6)

les chaussures (f. pl.) shoes (5) la chemise shirt (5)

le chemisier blouse (5)

le chinois the Chinese language (1) chinois/chinoise Chinese (1)

Comment t’appelles-tu? What’s your name? (0, 1) comprendre to understand (6)

le concombre cucumber (4)

la conversation conversation (0) la cour courtyard (2)

courageux/courageuse courageous (1, 3)

le cours class, course (2)

le cours commence à... The class begins at... (2) le cours termine à... The class ends at... (2)

le/la cousin/cousine cousin (3) le couteau knife (4) le crayon pencil (2) le créateur/la créatrice de mode designer (1) créatif/créative creative (3) la crème solaire sunscreen (6) la crèmerie dairy, creamery (6) le créole the Créole language (1) créole (inv.) Créole (1)

le chocolat chaud hot chocolate (4)

la crêpe beurre-sucre crepe with butter and sugar (4)

la chorale chorus (2)

le croissant croissant (4)

ciao ciao (0) cinq five (0)

le croque-monsieur hot ham and melted cheese sandwich (4)

cinq cents five hundred (4)

la cuillère spoon (4) GLOSSARY | French-English

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GLOSSARY | French-English l’ écharpe (f.) scarf (5)

la cuisine kitchen (3) cuisiner to cook (4)

l’ école (f.) school (2)

le/la cycliste (inv.) cyclist (1) dans in (6)

écouter de la musique to listen to music (1, 5)

dans la rue in the street (6)

écoutez listen (0)

danser to dance (1, 2, 5)

les écouteurs (m. pl.) headphones (6) écrire to write (1)

la date date (0) décembre December (0) déguster to taste (4) le déjeuner lunch (2, 4)

délicieux/délicieuse delicious (4)

se déplacer to get from place to place (6) derrière behind (6)

l’ éducation (f.) physique et sportive physical education (2) l’ élève (inv.) student (1)

en face (de) opposite, across from (6) l’ enfant (m. or f.) child (3)

déjeuner to eat lunch (2)

le danseur/la danseuse dancer (1)

enseigner to teach (2)

l’ entrée (f.) appetizer, first course (4) envoyer des e-mails to send emails (5) envoyer des textos/SMS to send text messages (5)

descendre to descend (6) le dessert dessert (4)

dessiner to draw (1, 2, 5) deux two (0)

l’ épicerie (f.) small grocery store (for produce) (6) l’ espagnol (m.) the Spanish language (1, 2)

deux cents two hundred (4)

épicé/épicée spicy (4)

deux mille two thousand (4)

espagnol/espagnole Spanish (1)

devant in front of, before (6)

Est-ce que tu es élève? Are you a student? (1)

le dictionnaire dictionary (2) difficile difficult (2)

être au régime to be on a diet (4)

dimanche Sunday (0)

être en bonne santé to be in good health (4)

le dîner dinner (4)

discuter to discuss (1, 2)

le distributeur automatique ATM (6) dix ten (0)

dix-sept seventeen (0)

étudier to study (1, 2) l’ explorateur (m.)/l’exploratrice (f.) explorer (1)

dix-huit eighteen (0)

facile easy (2)

dix-neuf nineteen (0)

faire attention to pay attention (2)

dormir to sleep (1)

faire de l’athlétisme to run track and field (5)

D’où viens-tu? Where do you come from? (0, 1)

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être gourmand/gourmande to enjoy eating (4)

douze twelve (0)

faire de l’équitation to go horseback riding (5)

de l’eau plate/gazeuse/minérale flat/ sparkling/mineral water (4)

faire de la gymnastique to practice gymnastics (5)

French-English | GLOSSARY faire de la moto to ride a motorbike, scooter (5)

génial/géniale awesome (2) gentil/gentille nice, kind (3)

faire de la natation to swim (5)

la géographie (géo) geography (2)

faire du cyclisme to cycle (5)

la glace ice cream (4)

faire du karaté to practice karate (5)

grand/grande tall (3) le grand magasin department store (6)

faire du skate to skateboard (5)

la grand-mère grandmother (3)

faire du ski to ski (5)

le grand-père grandfather (3)

faire du sport to play sports (5) faire du vélo to go bike riding (5) faire la cuisine to cook (5)

les grands-parents (m. pl.) grandparents (3) gratuit/gratuite free (6) gros/grosse fat, big (3)

le gymnase gymnasium (2, 5)

faire une promenade to take a walk (5)

faire du shopping to go shopping (5)

faire une randonnée to hike (5)

habiter to live (1)

faire un voyage to take a trip (5)

l’ heure (f.) time, hour (2)

fascinant/fascinante fascinating (2)

l’ histoire (f.) history (2)

le fast-food fast food restaurant (6)

huit eight (0)

fatigant/fatigante tiring (2)

Il fait beau. It is beautiful outside. (5)

fermez vos livres close your books (0)

Il fait bon. It is lovely, nice outside. (5) Il fait chaud. It is hot outside. (5)

le feutre marker (2)

Il fait frais. It is cool outside. (5)

la feuille de papier sheet of paper (2) février February (0)

Il fait froid. It is cold outside. (5)

la figue fig (4)

Il fait mauvais. It is bad outside. (5)

la fille daughter (3)

Il neige. It is snowing. (5)

le fils son (3)

Il pleut. It is raining. (5)

finir to finish (2)

Il y a des nuages. It is cloudy. (5) Il y a du soleil. It is sunny. (5)

le fourniture scolaire school supply (2)

Il y a du vent. It is windy. (5)

le français the French language (0, 1, 2)

il vous faut... you need... (0)

la fourchette fork (4)

français/française French (0, 1, 3)

le frère brother (3)

le fromage cheese (4)

les fruits (m. pl.) fruit (4)

les gants (m. pl.) gloves (5) le garage garage (3)

gaspiller to waste (4)

le gâteau cake (4) généreux/généreuse generous (1, 3)

l’ immeuble (m.) apartment building (3) l’ informatique (f.) technology (2) inspirant/inspirante inspiring (2) intelligent/intelligente smart, intelligent (3) intéressant/intéressante interesting (2) l’ inventeur (m.)/l’inventrice (f.) inventor (1) l’ italien (m.) the Italian language (1) italien/italienne Italian (1) GLOSSARY | French-English

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GLOSSARY | French-English la lettre letter (6)

janvier January (0) le jardin garden (3)

levez la main raise your hand (0)

jaune yellow (5)

levez-vous stand up (0)

le jean jeans (5)

la librairie bookstore (6)

jeudi Thursday (0)

le lien link (5)

jeune young (3)

le lieu place (2)

Je m’appelle... My name is... (0)

lire to read (1)

je me déplace I get from place to place (6)

la littérature literature (2)

je me promène I go for a walk, I walk around (6)

la livraison delivery (6)

Je viens de... I’m from... (0)

loin (de) far (away) from (6) lundi Monday (0)

jouer à des jeux vidéo to play video games (5)

le livre book (2)

jouer au sport to play a sport (1)

jouer aux jeux vidéo to play video games (1, 5) jouer aux cartes to play cards (5)

les lunettes (f. pl.) de soleil sunglasses (5) le lycée high school (2)

le magasin de technologie technology store (6)

jouer aux échecs to play chess (5)

le magasin de vêtements clothing store (6)

jouer de la batterie to play the drums (5)

le magazine magazine (6) mai May (0)

jouer de la guitare to play the guitar (5)

le maillot de bain bathing suit (5)

jouer du piano to play the piano (5)

la maison house (3)

jouer de la musique to play music (1) jouer du violon to play the violin (5) le jour day (0)

le journal newspaper (6) juillet July (0)

juin June (0)

la jupe skirt (5)

manger (g → ge) to eat (1, 2)

la mangue mango (4) le manteau coat (5) mardi Tuesday (0) mars March (0)

le jus d’orange/de pomme orange/apple juice (4)

les mathétiques (f. pl.) (maths) mathematics (2)

le kiosque à journaux newsstand (6)

les matières (f. pl.) school subjects (2)

le laboratoire (labo) laboratory (2)

le lait milk (4)

les langues (f. pl.) vivantes modern languages (2) le latin Latin (2)

la leçon (de musique) (music) lesson (5) léger/légère light (4)

les légumes (m. pl.) vegetables (4)

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mal bad, not well at all (0)

méchant/méchante mean (3) la médiathèque media center (2) le médicament medicine (6) le melon melon (4) les membres (m. pl.) de la famille family members (3) le menu fixed-price menu (4) mercredi Wednesday (0)

French-English | GLOSSARY les parents (m. pl.) parents (3)

la mère mother (3) mes activités préférées my preferred activities (1) la météo weather report (5)

parler to speak (2) parlez avec votre voisin talk with your neighbor (0) parlez en français speak in French (0)

mettre en ligne to put online (5)

partager (g → ge) to share (4)

mignon/mignonne cute (3)

participer aux clubs to participate in clubs (2)

mille one thousand (4) le mois month (0) Mon anniversaire est le... My birthday is... (0) les mots interrogatifs question words (1)

le musicien/la musicienne musician (1) la musique music (2)

le néerlandais the Dutch language (1)

néerlandais/néerlandaise Dutch (1) neuf nine (0)

pas mal not bad (0)

passer to pass by (6)

passer du temps avec des amis to spend time with friends (1)

la montagne mountain(s) (5)

mettre to put (on) (6)

noir/noire black (5)

novembre November (0)

le numéro number (0)

les numéros (m. pl.) de 30 à 69 the numbers from 30 to 69 (2) octobre October (0)

les pâtes (f. pl.) pasta (4)

patient/patiente patient (3)

la pâtisserie pastry shop, bakery (6)

la pêche peach (4)

peindre to paint (1)

le père father (3)

la personne person (2)

les personnes (f. pl.) people (2) petit/petite small/short (3)

le petit déjeuner breakfast (4) la pharmacie pharmacy (6) le/la photographe (inv.) photographer (1) la physique physics (2)

l’ oignon (m.) onion (4)

la piscine pool (5)

l’ olive (f.) olive (4)

le plat principal main dish (4)

l’ œuf (m.) egg (4)

l’ omelette (f.) omelette (4) l’ oncle uncle (3)

onze eleven (0)

l’ orchestra (m.) orchestra (2)

l’ ordinateur (m.) computer (2)

le/la poète (inv.) poet (1) le poisson fish (4) le polonais the Polish language (1) polonais/polonaise Polish (1) les pommes de terre (f. pl.) potatoes (4)

organiser to organize (2)

le portable cell phone (2)

Où?/D’où? Where?/From where? (1, 5)

le portugais the Portuguese language (1)

ouvrez vos livres open your books (0)

le pain bread (4)

le pantalon pants (5) parce que/qu’ because (2)

portugais/portugaise Portuguese (1) la poste post office (6) poster to post (5) le poulet chicken (4)

GLOSSARY | French-English

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GLOSSARY | French-English le poulet rôti roast chicken (4)

la quiche quiche (4)

Pourquoi? Why? (1, 5)

quinze fifteen (0)

Pourquoi est-ce que tu étudies le français? Why do you study French? (1)

rarement rarely (3)

le premier the first (day of the month) (0) les premières conversations first conversations (0)

le rayon department, section (6) la récréation (récré) recess/break (2) recycler to recycle (4) regarder une série/un film to watch a show/film (1, 5)

près (de) close to, near (6) le principal/la principale principal (2)

regardez-moi look at me (0)

le/la professeur teacher (2)

rendre to return something to a location (6)

se promener (e → è) to go for a walk (6) la psychologie psychology (2) le pull sweater (5) Quand? When? (1, 5) quarante forty (2)

rendre visite à to visit (a person) (5) le repas meal (4)

la promotion special offer, promotion (6)

répétez repeat (0)

répondre to respond/answer (2)

le réseau social social (media) network (5) retournez à vos places return to your seats (0)

quarante-quatre forty-four (2) quatorze fourteen (0) quatre four (0)

quatre-vingts eighty (3)

le riz rice (4)

rose pink (5)

quatre-vingt-un eighty-one (3)

riche rich, fatty (for food) (4)

quatre-vingt-deux eighty-two (3) quatre-vingt-dix ninety (3)

quatre-vingt-onze ninety-one (3)

quatre-vingt-douze ninety-two (3)

québécois/québécoise from Quebec (1, 3)

Quel âge as-tu? How old are you? (1) Quel(le)? Which? What? (1)

Quelle est la date? What is the date? (0, 1) Quelle heure est-il? What time is it? (2) Quelles langues est-ce que parles? Which languages do you speak? (1) Que/qu’? What? (1, 5)

Qu’est-ce que tu aimes étudier? What do you like to study? (1) Qui? Who? (1)

Qui est ton professeur? Who is your teacher? (1) Qui suis-je? Who am I? (1)

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rouge red (5)

roux/rousse red-headed (3)

le sac à dos backpack (2)

la salade verte salad (4) salé/salée salty (4)

la salle à manger dining room (3)

la salle de bains bathroom (3) la salle de classe classroom (0, 2) le salon living room (3) le salon de coiffure hair salon (6) salut hi (0) samedi Saturday (0) les sandales (f. pl.) sandals (5) le sandwich jambon-fromage ham and cheese sandwich (4) sans without (4) les sciences (f. pl.) de la vie et de la terre (SVT) life and earth science (2)

French-English | GLOSSARY les sciences (f. pl.) sociales social sciences (2) le/la scientifique (inv.) scientist (1) seize sixteen (0)

le taille crayon pencil sharpener (2)

septembre Septembre (0) sérieux/sérieuse serious (1) la serviette napkin (4) le short shorts (5) s’il vous plaît please (0)

tchatter to chat (online) (5)

le tee-shirt tee shirt (5) le terrain field (5) le thé tea (4)

le site web website (5)

six cents six hundred (4)

soixante sixty (2)

la tarte pie, tart (4)

télécharger to download (5)

si so (3)

la sœur sister (3)

la tante aunt (3)

sept seven (0)

le soda soda (4)

le tableau whiteboard/chalkboard (2) la tablette tablet (2)

la semaine week (2)

six six (0)

surfer sur internet to surf the Internet/ web (1)

les timbres (m. pl.) stamps (6)

les toilettes (f. pl.) WC, toilets (3) la tomate tomato (4)

toujours always (3)

travailler to work (1)

travailler au bureau to work in the office (2)

soixante-douze seventy-two (3)

travailler en équipe to work in teams (2)

soixante-neuf sixty-nine (2)

traverser to cross (the street) (6)

soixante-onze seventy-one (3)

treize thirteen (0)

soixante-treize seventy-three (3)

trente thirty (0, 2)

soixante-dix seventy (3)

des soldes (m. pl.) sales (6) la soupe soup (4) sous under (6)

souvent often (3)

le sport physical education (2)

sportif/sportive athletic (1)

le stade stadium (5)

trente et un thirty-one (0, 2) trois three (0) trop too (3) la trousse pencil case (2) se trouver to be located (6) un one (0) l’ uniforme (m.) uniform (5)

le steak steak (4)

utiliser to use (2)

le steak-frites steak and French fries (4)

végétarien/végétarienne vegetarian (1)

strict/stricte strict, firm (3)

le stylo pen (2)

sucré/sucrée sweet (4)

la supérette mini-or small grocery store (6) le supermarché supermarket (6) sur on (6)

le vendeur/la vendeuse sales associate (6) vendredi Friday (0) la verre glass (4) vert/verte green (5) la veste jacket (5) la viande meat (4) GLOSSARY | French-English

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GLOSSARY | French-English le vietnamien the Vietnamese language (1)

vingt-neuf twenty-nine (0)

vietnamien/vietnamienne Vietnamese (1)

vingt-quatre twenty-four (0)

la ville city (3)

vingt-sept twenty-nine (0) vingt-six twenty-six (0)

vingt-deux twenty-two (0)

vingt-trois twenty-three (0)

vingt-cinq twenty-five (0)

voyager (g → ge) to travel (1, 5)

vingt et un twenty-one (0)

vraiment really (3)

vingt-huit twenty-eight (0)

le week-end weekend (2)

vingt twenty (0)

Expressions utiles French-English D’accord! Ok! (3)

à pied on foot (6)

délicieux/délicieuse delicious (4)

après after (5) à scooter by moped (6) assez rather (3) à vélo by bike (6)

à moto by motorcycle (6)

en bus by bus (6)

ensuite then, afterwards (5)

en taxi by taxi (6)

au resto at the restaurant (4)

en voiture by car (6)

avec with (4)

épicé/épicée spicy (4)

finalement finally (5)

blanc/blanche white (5)

Il y a... There is/are... (2)

bleu/bleue blue (5)

Il y va. He goes there. (5)

avec des amis with some friends (1)

Bon appétit! Enjoy your meal! (4)

J’ai beaucoup de/d’... I have a lot of... (2)

Ça coûte... It costs... (6)

J’ai besoin de/d’... I need... (2)

C’est bon marché. It’s a good deal. (6)

jaune yellow (5)

C’est cher. It’s expensive. (6)

Je n’ai pas beaucoup de/d’... I do not have a lot of... (2)

C’est génial! That’s awesome! (3)

C’est intéressant! That’s interesting! (1) C’est le + numéro + mois It’s month + number (0) C’est pas cher. It’s not expensive. (6) C’est super! That’s great! (1)

C’est trop cher. It’s too expensive. (6) Combien ça coûte? How much does that cost? (6) Combien coûte le/la …? How much does the … cost? (6) comme as, for (4) d’abord first (5)

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Elle y va. She goes there. (5)

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 veux... I want... (5) Je voudrais... I would like... (4) jouer à des jeux de société to play board games (5) jouer à des jeux vidéo/jouer aux jeux vidéo to play video games (1, 5) léger/légère light (4) Moi aussi! Me too! (1)

French-English | GLOSSARY Moi non plus! Me neither! (1) orange orange (5) pendant la semaine during the week (2) pendant le week-end during the weekend (2) puis then (5) riche rich, fatty (for food) (4) rose pink (5) rouge red (5) sans without (4) si so (3) souvent often (3)

salé/salée salty (4)

rarement rarely (3)

sucré/sucrée sweet (4) toujours always (3)

Très bien! Very good! (1) trop too (3)

Tu veux... You want... (5)

Vachement cool! Really cool! (3)

vert/verte green (5)

Vous prenez...? Are you having...? (4)

vraiment really (3)

GLOSSARY | French-English

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GLOSSARY | English-French

Glossary English-French awesome génial/géniale (2)

LEGEND

backpack le sac à dos (2)

inv. - invariable

bad, not well at all mal (0) baguette la baguette (4)

f. pl. - feminine plural

bakery la boulangerie (6)

m. - masculine

balcony le balcon (3)

m. pl. - masculine plural

banana la banane (4)

f. - feminine

bank la banque (6)

bathing suit le maillot de bain (5)

active actif/active (1, 3)

bathroom la salle de bains (3)

activity l’activité (2) after après (5) algebra l’algèbre (f.) (2) always toujours (3)

across from en face (de) (6)

beautiful beau/belle (3)

because parce que/qu’ (2)

bedroom la chambre à coucher (3) behind derrière (6)

ambitious ambitieux/ambitieuse (1, 3)

to be in good health être en bonne santé (4)

American américain/américaine (1, 3)

to be located se trouver (6)

to be on a diet être au régime (4)

apartment l’appartement (3)

apartment building l’immeuble (m.) (3) appetizer l’entrée (f.) (4) apricot l’abricot (4) April avril (0)

Arabic arabe (inv.) (1, 2)

the Arabic language l’arabe (m.) (1, 2)

Are you a student? Est-ce que tu es élève? (1)

big gros/grosse (3) bilingual bilingue (1, 3) binder le classeur (2) biology la biologie (2) black noir/noire (5) blackboard le tableau (2)

artist l’artiste (inv.) (1)

blond blond/blonde (3)

as, for comme (4)

blouse le chemisier (5)

At what time? À quelle heure? (2)

blogger le blogueur/la blogueuse (1)

athlete l’athlète (inv.) (1)

blue bleu/bleue (5)

athletic sportif/sportive (1)

book le livre (2)

ATM le distributeur automatique (6)

bookstore la librairie (6)

to answer répondre (2)

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beverages les boissons (f. pl.) (4)

boots les bottes (f. pl.) (5)

August août (0)

boutique la boutique (6)

aunt la tante (3)

bowl le bol (4)

avocado l’avocat (4)

bread le pain (4)

English-French | GLOSSARY break/recess la récréation (récré) (2)

to cook cuisiner, faire la cuisine (4, 5) countryside la campagne (3)

brie cheese le brie (4)

courageous courageux/courageuse (1, 3)

brocoli le brocoli (m.) (4)

course le cours (2)

brother le frère (3)

courtyard la cour (2)

brunette brun/brune (3)

cousin le/la cousin/cousine (3)

bus stop l’arrêt (m.) de bus (6)

creative créative (3)

butcher shop la boucherie (6) cafeteria la cantine (2) cake le gâteau (4)

Créole créole (inv.) (1)

crepe with butter and sugar le crêpe beurre-sucre (4)

Canadian canadien/canadienne (1, 3) carrot la carotte (4)

creamery la crèmerie (6)

the Créole language le créole (1)

calculator la calculatrice (2) carafe le carafe (4)

breakfast le petit déjeuner (4)

croissant le croissant (4)

to cross (the street) traverser (6)

cell phone le portable (2)

cucumber le concombre (4)

chair la chaise (2, 3)

cute mignon/mignonne (3)

to chat (in person) bavarder (5)

cyclist le/la cycliste (inv.) (1)

to chat (online) tchatter (5)

dairy la crèmerie (6)

cheese le fromage (4)

chicken le poulet (4)

the Chinese language le chinois (1)

to dance danser (1, 2, 5)

dancer le danseur/la danseuse (1) daughter la fille (3) date la date (0)

child l’enfant (m. or f.) (3)

day le jour (0)

chorus la chorale (2)

December décembre (0)

ciao ciao (0)

delicatessen, (deli) store la charcuterie (6)

city la ville (3)

delicious délicieux/délicieuse (4)

class le cours (2)

delivery la livraison (6)

Chinese chinois/chinoise (1)

the class begins at... le cours commence à... (2)

department, section le rayon (6)

the class ends at... le cours termine à... (2)

department store le grand magasin (6)

classroom la salle de classe (0, 2)

to descend descendre (6)

close to près (de) (6)

desk le bureau (2)

close your books fermez vos livres (0)

designer le créateur/la créatrice de mode (1)

clothing store le magasin de vêtements (6)

dessert le dessert (4)

coat le manteau (5)

difficult difficile (2)

coffee le café (4)

dictionary le dictionnaire (2)

computer l’ordinateur (2)

dining room la salle à manger (3)

conversation la conversation (0)

dinner le dîner (4) GLOSSARY | English-French

383 423

GLOSSARY | English-French to discuss discuter (1, 2)

five cinq (0)

to download télécharger (5)

five hundred cinq cents (4)

to draw dessiner (1, 2, 5)

the first (day of the month) le premier (0)

Dutch néerlandais/néerlandaise (1)

fixed-price menu le menu (4)

the Dutch language le néerlandais (1)

fork la fourchette (4)

easy facile (2)

forty quarante (2) forty-four quarante-quatre (2)

to eat lunch déjeuner (2)

four quatre (0)

to eat manger (g → ge) (1, 2) egg l’oœuf (m.) (4)

fourteen quatorze (0)

eight huit (0)

free gratuit/gratuite (6)

eighteen dix-huit (0)

French français/française (0, 1, 3)

the French language le français (0, 1, 2)

eighty quatre-vingts (3)

eighty-one quatre-vingt-un (3)

Friday vendredi (0)

eighty-two quatre-vingt-deux (3)

fruit les fruits (4)

eleven onze (0)

funny amusant/amusante (2, 3)

English anglais/anglaise (1)

garage le garage (3)

the English language l’anglais (m.) (1, 2)

garden le jardin (3)

to enjoy eating être gourmand/gourmande (4)

generous généreux/généreuse (1, 3)

explorer l’explorateur (m.)/l’exploratrice (f.) (1)

family members les membres (m. pl.) de la famille (3)

geography la géographie (géo) (2)

far (away) from loin (de) (6)

the German language l’allemand (m.) (1) I get from place to place je me déplace (6)

fascinating fascinant/fascinante (2)

glass le verre (4)

fast food restaurant le fast-food (6)

gloves les gants (m. pl.) (5)

fat gros/grosse (3)

father le père (3)

fatty (for food) riche (4) February février (0)

field le terrain (5) fifteen quinze (0)

to go bike riding faire du vélo (5) I go for a walk, I walk around je me promène (e → è) (6)

to go horseback riding faire de l’équitation (5) to go shopping faire du shopping (5)

fifty cinquante (2)

to go to a café/cinema aller au café/ cinéma (1)

fifty-seven cinquante-sept (2)

to go to a concert aller à un concert (5)

fig la figue (4)

to go to a … festival aller à un festival de... (5)

to finish finir (2)

384 424

German allemand/allemande (1)

firm strict/stricte (3)

goodbye au revoir (0)

first course l’entrée (f.) (4)

grandfather le grand-père (3)

fish le poisson (4)

grandmother la grand-mère (3)

English-French | GLOSSARY

green vert/verte (5) gymnasium le gymnase (2, 5) hair salon le salon de coiffure (6) ham and cheese sandwich le sandwich jambon-fromage (4) hat le chapeau (5) headphones les écouteurs (m. pl.) (6) hello bonjour (0)

Italian italien/italienne (1) the Italian language l’italien (m.) (1) It is bad outside. Il fait mauvais. (5) It is beautiful outside. Il fait beau. (5) It is cloudy. Il y a des nuages. (5) It is cold outside. Il fait froid. (5) It is cool outside. Il fait frais. (5)

grandparents les grands-parents (m. pl.) (3)

It is hot outside. Il fait chaud. (5)

It is lovely, nice outside. Il fait bon. (5) It is raining. Il pleut. (5)

to help aider (2)

It is snowing. Il neige. (5)

hi salut (0)

It is sunny. Il y a du soleil. (5)

to hike faire une randonée (5)

It is windy. Il y a du vent. (5)

history l’histoire (f.) (2)

jacket la veste (5)

hot chocolate le chocolat chaud (4)

January janvier (0)

hot ham and melted cheese sandwich le croque-monsieur (4)

jeans le jean (5)

jewelry store la bijouterie (6)

hour l’heure (f.) (2)

July juillet (0)

house la maison (3)

high school le lycée (2)

June juin (0)

kind gentil/gentille (3)

How are you? Comment allez-vous? (formal) (0)

kitchen la cuisine (3)

How are you? Comment ça va? (informal) (0, 1)

laboratory le laboratoire (labo) (2)

How? Comment? (1, 5)

knife le couteau (4)

How old are you? Quel âge as-tu? (1)

Latin le latin (2)

hundred cent (3, 4)

(music) lesson la leçon (de musique) (5) letter la lettre (6)

I’m fine. And you? Ça va bien. Et toi? (0)

life and earth science les sciences (f. pl.) de la vie et de la terre (SVT) (2)

SA ice cream la glace (4)

I’m from… Je viens de… (0)

I’m very well, thanks. Ça va très bien, merci. (0) in dans (6)

in front of, before devant (6) in the street dans la rue (6)

inspiring inspirant/inspirante (2)

light léger/légère (4) link le lien (5) listen écoutez (0) to listen to music écouter de la musique (1, 5) literature la littérature (2) to live habiter (1)

intelligent intelligent/intelligente (3)

living room le salon (3)

interesting intéressant/intéressante (2)

locker le caiser (2)

inventor l’inventeur (m.)/l’inventrice (f.) (1)

look at me regardez-moi (0) GLOSSARY | English-French

385 425

GLOSSARY | English-French nineteen dix-neuf (0)

magazine le magazine (6)

ninety quatre-vingt-dix (3)

main dish le plat principal (4)

ninety-one quatre-vingt-onze (3)

mall le centre commercial (6)

ninety-two quatre-vingt-douze (3)

mango la mangue (4)

not bad pas mal (0)

March mars (0)

notebook le cahier (2)

marker le feutre (2)

November novembre (0)

mathematics les mathétiques (f. pl.) (maths) (2)

number le numéro (0)

May mai (0)

lunch le déjeuner (2, 4)

the numbers from 30 to 69 les numéros (m. pl.) de 30 à 69 (2) October octobre (0)

mean méchant/méchante (3)

(special) offer la promotion (6)

meat la viande (4)

office le bureau (2)

meal le repas (4)

media center la médiathèque (2)

often souvent (3)

medicine le médicament (6)

old âgé/âgée (3)

melon le melon (4)

olive l’olive (f.) (4)

menu la carte (4)

omelette l’omelette (4)

middle school le collège (2)

on sur (6)

milk le lait (4)

one un (0)

onion l’oignon (m.) (4)

mini or small grocery store la supérette (6) modern languages les langues (f. pl.) vivantes (2)

open your books ouvrez vos livres (0)

Monday lundi (0)

month le mois (0)

orange/apple juice le jus d’orange/de pomme (4)

mother la mère (3)

orchestra l’orchestra (2)

mountain(s) la montagne (5) music la musique (2)

to organize organiser (2) to paint peindre (1)

musician le musicien/la musicienne (1)

pants le pantalon (5)

My birthday is... Mon anniversaire est... (0)

parents les parents (m. pl.) (3)

My name is... Je m’appelle... (0)

my preferred activities mes activités préférées (1)

to participate in clubs participer aux clubs (2) to pass by passer (6)

napkin la serviette (4)

pasta les pâtes (f. pl.) (4)

newspaper le journal (6)

pastry shop, bakery la pâtisserie (6)

newsstand le kiosque à journaux (6)

patient patient/patiente (3)

next to à côté (de) (6)

386 426

opposite en face (de) (6)

to pay attention faire attention (2)

nice gentil/gentille (3)

peach la pêche (4)

nine neuf (0)

pen le stylo (2)

English-French | GLOSSARY pencil le crayon (2) pencil case la trousse (2) pencil sharpener le taille crayon (2)

practice gymnastics faire de la gymnastique (5)

practice karate faire du karaté (5)

people les personnes (f. pl.) (2)

promotion la promotion (6)

person la personne (2)

psychology la psychologie (2) to

put (on) mettre (6)

photographer le/la photographe (inv.) (1)

put on line mettre en ligne (5)

physical education l’éducation (f.) physique et sportive, le sport (2)

pharmacie la pharmacie (6)

from Quebec québécois/québécoise (1, 3)

question words les mots interrogatifs (1)

physics la physique (2)

quiche la quiche (4)

pie la tarte (4) place le lieu (2)

rarely rarement (3)

pink rose (5)

raise your hand levez la main (0)

plate l’assiette (f.) (4)

rather assez (3)

read lire (1)

to play a sport jouer au sport (1)

really vraiment (3)

to play board games jouer à des jeux de société (5)

recess/break la récréation (récré) (2)

to play cards jouer aux cartes (5)

red rouge (5)

to play chess jouer aux échecs (5)

red-headed roux/rousse (3)

to play music jouer de la musique (1)

to play sports faire du sport (5)

to play the drums jouer de la batterie (5) to play the guitar jouer de la guitare (5)

recycle recycler (4)

repeat répétez (0)

respond répondre (2)

to return something to a location rendre (6) return to your seats retournez à vos places (0)

to play the violin jouer du violon (5)

rice le riz (4)

to play video games jouer à des jeux vidéo, jouer aux jeux vidéo (1, 5)

rich riche (4)

to play the piano jouer du piano (5)

please s’il vous plaît (0)

poet le/la poète (inv.) (1) pool la piscine (5)

ride a motorbike, scooter faire de la moto (5) roast chicken le poulet rôti (4)

to post poster (5)

run track and field faire de l’athlétisme (5)

potatoes les pommes de terre (f. pl.) (4)

salad la salade verte (4)

Polish polonais/polonaise (1)

sales des soldes (m. pl.) (6)

the Polish language le polonais (1) Portuguese portugais/portugaise (1)

the Portuguese language le portugais (1)

sales associate le vendeur/la vendeuse (6) salty salé/salée (4) sandals les sandales (f. pl.) (5)

post office la poste (6)

Saturday samedi (0)

postcard la carte postale (6)

scarf l’écharpe (5) GLOSSARY | English-French

387 427

GLOSSARY | English-French school l’école (f.) (2)

smart intelligent/intelligente (3)

school planner l’agenda (m.) scolaire (2)

so si (3)

school subjects les matières (f. pl.) (2)

social (media) network le réseau social (5)

school supply le fourniture scolaire (2) scientist le/la scientifique (inv.) (1)

social sciences les sciences (f. pl.) sociales (2)

scissors les ciseaux (m. pl.) (2)

soda le soda (4) son le fils (3)

to send text messages envoyer des textos/ SMS (5)

so-so, okay comme ci, comme ça (0)

September septembre (0)

soup la soupe (4)

serious sérieux/sérieuse (1)

Spanish espagnol/espagnole (1)

seven sept (0)

to speak parler (2)

seventeen dix-sept (0)

the Spanish language l’espagnol (m.) (1, 2)

seventy soixante-dix (3)

seventy-one soixante-onze (3)

speak in French parlez en français (0)

to spend time with friends passer du temps (1)

seventy-two soixante-douze (3)

spicy épicé/épicée (4)

seventy-three soixante-treize (3)

spoon la cuillère (4)

to share partager (g → ge) (4)

stadium le stade (5)

sheet of paper la feuille de papier (2)

stamps les timbres (m. pl.) (6)

shoes les chaussures (f. pl.) (5)

stand up levez-vous (0)

short petit/petite (3)

steak le steak (4)

shorts le short (5)

shirt la chemise (5)

to sing chanter (1, 3, 5)

singer le chanteur/la chanteuse (1)

strict strict/stricte (3) student l’élève (inv.) (1)

to study étudier (1, 2) Sunday dimanche (0)

sit down asseyez-vous (0)

sunglasses les lunettes (f. pl.) de soleil (5)

sister la sœur (3) six six (0)

sunscreen la crème solaire (6)

six hundred six cents (4)

supermarket le supermarché (6)

sixteen seize (0)

sixty soixante (2)

sixty-nine soixante-neuf (2)

to skateboard faire du skate (5) to ski faire du ski (5) skirt la jupe (5)

to surf the Internet/web surfer sur internet (1) sweater le pull (5) sweet sucré/sucrée (4) to swim faire de la natation (5) tablet la tablette (2)

small petit/petite (3)

to take a test avoir une interrogation (interro) (2)

small grocery store (for produce) l’épicerie (f.) (6)

to take a walk faire une promenade (5)

to sleep dormir (1)

388 428

steak and French fries le steak-frites (4)

to take a trip faire un voyage (5)

English-French | GLOSSARY talk with your neighbor parlez avec votre voisin (0) tall grand/grande (3) tart la/de la tarte (4) to taste déguster (4)

technology l’informatique (f.) (2) technology store le magasin de technologie (6)

thirty-one trente et un (0, 2) three trois (0) Thursday jeudi (0) time l’heure (f.) (2)

to understand comprendre (6) uniform l’uniforme (m.) (5)

to use utiliser (2)

vegetables les légumes (m. pl.) (4)

vegetarian végétarien/végétarienne (1)

Vietnamese vietnamien/vietnamienne (1)

tee shirt le tee-shirt (5)

thousand mille (4)

two thousand deux mille (4)

teacher le/la professeur (2)

thirty trente (0, 2)

two hundred deux cents (4)

under sous (6)

to teach enseigner (2)

thirteen treize (0)

two deux (0)

uncle l’oncle (3)

tea le thé (4)

ten dix (0)

twenty-two vingt-deux (0)

tiring fatigant/fatigante (2)

toilets les toilettes (f. pl.) (3)

to the left of à gauche (de) (6)

to the right of à droite (de) (6) tomato la tomate (4) too trop (3)

to travel voyager (g → ge) (1, 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)

the Vietnamese language le vietnamien (1) visual arts les arts (m. pl.) visuels (2)

to visit (a person) rendre visite à (5) volunteer bénévole (1)

to waste gaspiller (4)

to watch a show/film regarder une série/un film (1) water (flat/sparkling/mineral) de l’eau plate/gazeuse/minérale (4) weather report la météo (5) website le site web (5) Wednesday mercredi (0) week la semaine (2) weekend le week-end (2) WC les toilettes (f. pl.) (3) What? Que/qu’? (1, 5) What do you like to study? Qu’est-ce que tu aimes étudier? (1) What is the date? Quelle est la date? (0, 1) What time is it? Quelle heure est-il? (2)

twenty-nine vingt-neuf (0)

What’s your name? Comment t’appellestu? (0, 1)

twenty-one vingt et un (0)

When? Quand? (1)

twenty-seven vingt-sept (0) twenty-six vingt-six (0)

When is your birthday? C’est quand ton anniversaire? (0, 1)

twenty-three vingt-trois (0)

Where?/From where? Où?/D’où? (1, 5) GLOSSARY | English-French

389 429

GLOSSARY | English-French Where do you come from? D’où vienstu? (0, 1)

Why? Pourquoi? (1, 5) Why do you study French? Pourquoi estce que tu étudies le français? (1)

Which? What? Quel(le)? (1)

with avec (4)

Which languages do you speak? Quelles langues est-ce que parles? (1)

without sans (4) to work travailler (1)

whiteboard le tableau (2)

to work in teams travailler en équipe (2)

Who? Qui? (1, 5)

to work in the office travailler au bureau (2)

Who am I? Qui suis-je? (1)

to write écrire (1)

white blanc/blanche (5)

yellow jaune (5)

Who is your teacher? Qui est ton professeur? (1)

young jeune (3)

after après (5)

always toujours (3)

Expressions utiles English-French Are you having...? Vous prenez...? (4) as, for comme (4)

green vert/verte (5)

He goes there. Il y va. (5)

to hike faire une randonnée (5)

at the restaurant au resto (4) blue bleu/bleue (5)

by bike à vélo (6) by bus en bus (6)

by car en voiture (6)

by moped à scooter (6)

by motorcycle à moto (6) by taxi en taxi (6)

to cook faire la cuisine (5)

to cycle faire du cyclisme (5)

delicious délicieux/délicieuse (4)

during the week pendant la semaine (2)

during the weekend pendant le week-end (2)

Enjoy your meal! Bon appétit (4) fatty riche (4)

finally finalement (5) first d’abord (5)

first conversations les premières conversations (0) go back to your seats retournez à vos places (0)

390 430

How much does that cost? Combien ça coûte? (6) How much does the … cost? Combien coûte le/la …? (6) I’m from... Je viens de... (0)

I’m having... Je prends... (4) 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... J’ai besoin de/d’... (2) I have a lot of... J’ai beaucoup de/d’... (2) I know! Je sais! (3) I need... J’ai besoin de/d’... (2) It costs... Ça coûte... (6) It’s a good deal. C’est bon marché. (6) It’s expensive. C’est cher. (6) It’s month + number C’est le + numéro + mois (0) It’s not expensive. C’est pas cher. (6) It’s too expensive. C’est trop cher. (6) I want... Je veux... (5) light léger/légère (4)

English-French | GLOSSARY Me neither! Moi non plus! (1) Me too! Moi aussi! (1) near près (de) (6) often souvent (3) Ok! D’accord! (3) orange orange (5) pink rose (5) rarely rarement (3) rather assez (3) really vraiment (3) red rouge (5) rich riche (4) salty salé/salée (4)

Really cool! Vachement cool! (3)

on foot à pied (6)

to send emails envoyer des e-mails (5) She goes there. Elle y va. (5) so si (3)

spicy épicé/épicée (4)

sweet sucré/sucrée (4)

That’s awesome! C’est génial! (3) That’s great! C’est super! (1)

That’s interesting! C’est intéressant! (1) then puis (5)

then, afterwards ensuite (5)

There is/are… Il y a (2) too trop (3)

Very good! Très bien! (1) white blanc/blanche (5) with avec (4)

with some friends avec des amis (1) without sans (4) yellow jaune (5)

you need... il vous faut... (0) You want... Tu veux... (5)

GLOSSARY | English-French

391 431

CREDITS

Credits

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 the order of appearance.

All images are © Shutterstock and © Thinkstock, except as noted below. Cover image: Andriy Kravchenko / Alamy Stock Photo

Unité préliminaire

licenses/by-sa/3.0/legalcode, Retrieved from https:// commons.wikimedia.org/w/index.php?curid=6826849.

© Wikipedia, “Liste de Pays ayant le français comme langue officielle” CC BY-SA 3.0, https://creativecommons. org/licenses/by-sa/3.0/legalcode, Retrieved from https:// en.wikipedia.org/wiki/List_of_territorial_entities_where_ French_is_an_official_language. 2018.

p. 27 (fêtes de Bayonne 1997), © Ville de Bayonne, “Fêtes de Bayonne 1997”, Retrieved from http://www.fetes.bayonne.fr/ photos/329-les-affiches-des-fetes/2.html. 1997.

p. 26 (image, Edith Piaf), © Eric Koch, “Edith Piaf 914-6440. jpg”, CC BY-SA 3.0 NL, https://creativecommons.org/licenses/ by-sa/3.0/nl/deed.en, Retrieved from https://commons. wikimedia.org/w/index.php?curid=21003436. 2016.

© Bamse, “Pays ayant le français comme langue officielle”, CC BY-SA 3.0, https://creativecommons.org/licenses/bysa/3.0/legalcode, Retrieved from https://commons.wikimedia. org/wiki/File:French_official_language_world_map.svg. 2007.

p. 32 (image, Bénabar), © Georges Biard, “Bénabar 2012”, CC BY-SA 3.0, https://creativecommons.org/licenses/bysa/3.0/deed.en, Retrieved from https://commons.wikimedia. org/w/index.php?curid=18608347. 2012. p. 33 (image, Laurent Voulzy), © Remi Jouan, “Voulzy Concert Belle-Ile (2).jpg”, CC BY-SA 3.0, https://creativecommons. org/licenses/by-sa/3.0/deed.en, Retrieved from https:// commons.wikimedia.org/w/index.php?curid=1877781. 2007.

© Marc Degioanni - Conseiller pédagogique - Digne, “Monde 4 Francophonie”, Retrieved from © Babsy, “Carte des indicatifs téléphoniques français”, CC BY 3.0, https:// creativecommons.org/licenses/by/3.0/, Retrieved from https:// en.wikipedia.org/wiki/Telephone_numbers_in_France#/ media/File:Carte_indicatifs_t%C3%A9l%C3%A9phoniques_ fran%C3%A7ais.svg. 2008.

p. 29 (Painting of a group of musicians during Fêtes de Bayonne), © Patrick Larcebal, “Aux Fêtes de Bayonne un festival de bérets rouges et ... non de bonnets !”, used with permission.

p.10 (Michelin Man), ©Michelin, Michelin Man photo provided by Michelin North America Branding and Heritage. p. 26 (image, Léopold Sédar Senghor), © Egon Steiner (Original), RoyFocker 12 (Derivative work) “Frankfurt/ Main, Staatspräsident von Senegal, Léopold Sédar Senghor”, CC BY-SA 3.0, https://creativecommons.org/

p. 33 (image, Camille), © daniel - originally posted to Flickr as Camille, live in Melbourne, “Camille 20090121 Melbourne 1.jpg”, CC BY 2.0, https://creativecommons.org/ licenses/by/2.0/deed.en, Retrieved from https://commons. wikimedia.org/w/index.php?curid=9811157. 2009.

Unité 1

© Qyd, “Map of Quebec”, Public Domain, Retrieved from https://commons.wikimedia.org/wiki/File:QC-Canadaprovince.png. 2006. © Touristmaker, “What are the largest French-speaking cities in the world?”, Information retrieved from http:// www.touristmaker.com/blog/what-are-the-largest-frenchspeaking-cities-in-the-world/. 2017. © Wikipedia, “Liste des destinations touristiques mondiales”, CC BY-SA 3.0, https://creativecommons. org/licenses/by-sa/3.0/deed.fr, Retrieved from https:// fr.wikipedia.org/wiki/Liste_des_destinations_touristiques_ mondiales. 2017. © Wikipedia, “France”, CC BY-SA 3.0, https://en.wikipedia. org/wiki/Wikipedia:Text_of_Creative_Commons_

*To protect the privacy of these generous French speakers, we have changed or omitted their last names.

392 432

CREDITS

© Justin Trudeau, “Meet Justin Trudeau”, Information retrieved from https://www.liberal.ca/rt-hon-justin-trudeau. 2017. © Wikipedia, “Handball at the Summer Olympics”, CC BY-SA 3.0, https://creativecommons.org/licenses/by-sa/3.0/ legalcode, Retrieved from https://en.wikipedia.org/wiki/ Handball_at_the_Summer_Olympics. © Sofinscope, “Les 10 principaux loisirs des Français”, Recreated from http://www.offremedia.com/le-budget-loisirs-des-francaisprogresse-de-11-en-2015-selon-le-barometre-sofinscope. 2015. © Toussaint 2017 – Hiver & printemps 2018, “Apprendre en s’amusant, Saint-Yrieix-la-Perche SPORT ACADEMY”, Retrieved from https://www.action-sejours.com/14732_AS_ CATAL_Hiver2017_printemps_2018.pdf, p. 38. 2017-2018.

© Wikimedia Commons, “Algeria Map”, Public Domain, Retrieved from https://commons.wikimedia.org/w/index. php?curid=165633. 2005. © OpenStreetMap Contributors, “Location Map Algiers”, pinpoint for El Macir added, CC BY-SA 2.0, https:// creativecommons.org/licenses/by-sa/2.0/legalcode, www. openstreetmap.org/copyright, Retrieved from https:// commons.wikimedia.org/w/index.php?curid=16706308. 2005. © The American International School of Algiers, “Home Page”, Retrieved from https://www.aisalgiers.org/. 2017.

© Ministère de l’Éducation Nationale, “The French Digital Plan for Education”, Retrieved from http://cache.media. education.gouv.fr/file/01_-_janvier/88/1/The_French_Digital_ Plan_For_Education_527881.pdf. 2015.

Unité 2

Attribution-ShareAlike_3.0_Unported_License, Information retrieved from https://en.wikipedia.org/wiki/France. 2017.

© Statistics Canada, “Population by knowledge of official language, by province and territory (2011 Census)”, Data retrieved from http://www.statcan.gc.ca/tables-tableaux/ sum-som/l01/cst01/demo15-eng.htm. 2013.

© Les Bourgeons, “Home Page”, Retrieved from http:// lesbourgeons.net/. 2017. © Lycée International Alexandre Dumas Alger, “Home Page”, Retrieved from http://www.liad-alger.fr/joomla/. 2017. © Ministère de l’Éducation Nationale de la République Algérienne Démocratique et Populaire, “Sujets et corrigés des examens officiels”, Retrieved from http://www.education. gov.dz/fr/sujets-et-corriges-des-examens-officiels/. 2017.

Images Unité 2

p. 94 (Cahiers, Image of different color notebooks), © Clairefontaine, “Cahier, carnets et blocs”, Adapted from https://www.clairefontaine.com/produit-fr-3120c-cahierpique-21x297-80p-uni.html.

Images Unité 1

p. 42 (License Plate, Québec), © Gachepi, “Plaque immatriculation Québec”, CC BY-SA 3.0, https:// creativecommons.org/licenses/by-sa/3.0/legalcode, Retrieved from https://commons.wikimedia.org/wiki/File:Plaque_ immatriculation_Québec.JPG. 2007. p. 42 (image, Samuel de Champlain), © Théophile Hamel, “Samuel-de-champlain-s.jpg”, CC BY-SA 3.0, https://creative commons.org/licenses/by-sa/3.0/, Retrieved from https:// commons.wikimedia.org/w/index.php?curid=525161. 2010. p. 43 (image, Jacques Cousteau), © Peters, Hans / Anefo, “Cousteau1972 (cropped).jpg”, CC BY-SA 3.0, https://creativecommons.org/licenses/by-sa/3.0/deed.en, Retrieved from https://commons.wikimedia.org/w/index. php?curid=33519331. 2016. p. 43 (Coco Chanel red dress) Lebrecht Music & Arts / Alamy Stock Photo

Unité 3

© Pierre Lozère (music) and Bernard François (lyrics), with the permission of Éditions Marypierre, “Toute la famille”, Retrieved from www.papaclown.com. 1983. © Iweps, “Répartition des ménages privés wallons selon le type au 1er janvier 2017 (en pourcentage)”, Retrieved from https://www.iweps.be/indicateur-statistique/nombre-ettaille-des-menages/. 2017. © Centre d’observation de la société, “Dans quel type de famille vivent les enfants?”, Retrieved from http://www. observationsociete.fr/structures-familiales/familles/de-plusen-plus-de-familles-recomposees.html. 2017. © Rcragun, “Types of U.S. Households, 2002”, CC BY 3.0, https://creativecommons.org/licenses/by/3.0/legalcode, Retrieved from https://commons.wikimedia.org/w/index. php?curid=8390557. 2009.

CREDITS

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CREDITS

© Just Landed, “Pets in France”, Information retrieved from https://www.justlanded.com/english/France/Articles/Moving/ Pets-in-France. 2018. © RTBF, “Les Belges dépensent 1,3 millard d’euros pour leurs animaux de compagnie”, Information retrieved from https://www.rtbf.be/info/societe/detail_les-belgesdepensent-1-3-milliard-d-euros-pour-leurs-animaux-decompagnie?id=9726994. 2017. © INSEE, “Mariages et Pacs conclus”, Retrieved from https://www.insee.fr/fr/statistiques/1906665?sommaire=190 6743#graphique-T16F033G2. 2016.

Images Unité 3

Unité 4

© Vélo Québec, “Le Vélo”, Retrieved from http://www.velo. qc.ca/fr/accueil. 2018. © Statista, “Activités de loisirs pratiquées par les Français lors de leur temps libre en 2015 et 2017”, CC BY-ND 4.0, https://creativecommons.org/licenses/by-nd/4.0/legalcode, Retrieved from https://fr.statista.com/statistiques/491683/ activites-loisirs-populaires-france/. 2018. © Chic African Culture, “Epe Ekpe Voodoo Festival has been celebrated in the same area of Southern Togo for over 320 years”, Information retrieved from http://www.theafricangourmet. com/2015/07/african-epe-ekpe-voodoo-festival.html. 2015.

Images Unité 5

Unité 5

Unité 6

Images Unité 6

pp. 292-293 (image of Bougival), © Moonik- Own work, “Bougival Berges de Seine”, CC BY-SA 3.0, https://creative commons.org/licenses/by-sa/3.0/deed.en, Retrieved from https:// commons.wikimedia.org/w/index.php?curid=17749115. 2011.

© Statista, “Gaspillage alimentaire : 16 milliards d’euros perdus chaque année”, CC BY-ND 4.0, https://creativecommons. org/licenses/by-nd/4.0/legalcode, Retrieved from https:// fr.statista.com/infographie/4918/gaspillage-alimentaire-_16-milliards-deuros-perdus-chaque-annee/. 30 May 2016.

p. 293 (Painting), © Alfred Sisley, “La Seine à Bougival”, CC BY-SA 3.0, https://creativecommons.org/licenses/bysa/3.0/, Retrieved from https://commons.wikimedia.org/wiki/ Category:La_Seine_%C3%A0_Bougival. 2018. p. 293 (Painting), © Berthe Morisot, “Bords de Seine, 1883”, CC BY-SA 3.0, https://creativecommons.org/licenses/bysa/3.0/, Retrieved from https://commons.wikimedia.org/wiki/ File:Bords_de_Seine,_1883.jpeg. 2015. p. 296 (image of Pâtisserie), © Hélène Schuster. 2018.

Images Unité 4

p. 296 (image of Crèmerie), © Hélène Schuster. 2018. p. 296 (image of Supérette), © Hélène Schuster. 2018. p. 318 (image of Stop Sign), © Hélène Schuster. 2018. p. 322, 324 (Logo), © France-Voyage, “Bougival, Office de Tourisme, Ville des Impressionnistes, de la Littérature et de la Musique”, Retrieved from https://www.france-voyage.com/villesvillages/bougival-31290/office-tourisme-bougival-8220.htm. p. 324 (Pictures of Honfleur Tourisme Bureau), © Hélène Schuster. 2018. Cover Image: Andriy Kravchenko / Alamy Stock Photo

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