KLETT WORLD LANGUAGES
LANGUAGE SPECIALISTS
KLETT WORLD LANGUAGES is a publishing house specializing in print and digital instructional materials for learning and teaching world languages.
Our mission is to help students become global citizens by developing their intercultural and critical thinking skills through language learning. We aim to help students learn and use language in real-life situations by creating engaging and meaningful content that sparks their curiosity and motivates them to learn.
We strongly believe that teachers play a key role in language learning, and part of our mission is to support them and to provide ample opportunity for professional development.
THESE ARE OUR VALUES
Having them is not enough. We live by them.
1 COMMITMENT
Because everyone on the core KWL team has a background in education and works closely with educators and students, our commitment goes far beyond our daily work. We understand the needs of educators and students and we are passionate about looking for solutions and tools to help them succeed.
3 AFFORDABILITY
We are committed to providing high-quality print and digital content at affordable prices to all who want to learn a language. We guarantee lower prices for high-quality content and simple, easy-to-use technology.
5 COMMUNICATION
We view languages as tools for communication and action. To learn a language and build authentic communicative competency, students need a realistic context, a true need to communicate, a focus on meaning, and the right linguistic resources. That is what we provide in our educational materials.
2 INNOVATION
Our educational materials focus on the most current pedagogical methodology. They follow the ACTFL Guidelines for Proficiency, include Can-Do statements, and address the 5 Cs. Our digital resources provide original and authentic content via a simple and easy-to-use platform.
4 EDUCATOR SUPPORT
We see educators as our partners, and the core of our mission is to support them by providing professional development opportunities, highquality documents and activities, and instructor resources in an easily accessible format.
6 GLOBAL PERSPECTIVE
Our content is created to help students use language to communicate and interact with other communities and cultures both in the United States and abroad. Our books present a respectful, modern, and open-minded perspective of our world and its cultures that allows students to dismantle stereotypes and to cultivate an awareness of global concerns.
Scope and Sequence
Reporters francophones 1
C’est parti!
COMMUNICATION LANGUAGE CULTURE
• spelling and the French alphabet
• greeting people and saying goodbye
• introducing oneself
• expressing likes
• identifying and asking about objects
• asking for information
• apologizing
VOCABULARY
• borrowed French and English words
• classroom objects
• days of the week and months
• numbers from 0 to 31
• weather and seasons
• everyday words and expressions in French
• useful classroom expressions
STRUCTURES
• Je m’appelle…
• Tu aimes…? / J’aime… / Moi aussi.
• tu and vous
• Famous Francophone people, landmarks, and objects
• French state and city names in the United States
• Gestures and greetings
• Courtesy in French-speaking countries
• Seasons around the French -speaking world (both hemispheres)
• Celebrations and traditions in French-speaking countries
J’habite à Montréal
What are the different ways in which we greet each other?
What kinds of information do we typically share when introducing ourselves?
MINI-PROJECT 1 Write a skit in French for your theater club
MINI-PROJECT 2 Create your Carnet de français
PROJECT FINAL Interview famous Francophone people for a talk show
2
Je suis française
How are origin and languages important in our lives?
What do our interests say about us?
3 1 Reporters francophones 1
MINI-PROJECT 1 Create a map to represent your talent agency’s client profiles
MINI-PROJECT 2 Create a poster to present your likes and dislikes
PROJECT FINAL Create a profile for a social media platform
• greeting people and introducing oneself
• identifying professions and introducing others
• asking about ages and telling one’s age
• asking and responding to questions about personal data
VOCABULARY
• people
• polite expressions
• professions
• numbers up to 69
• mathematical equations
STRUCTURES
• subject pronouns
• the present tense of être
• noun agreement
• definite articles: le, la, l’, les
• the present tense of avoir
• the present tense of -er verbs
• question words
• expressing dates
What makes a family?
How does style reflect someone’s personality?
MINI-PROJECT 1 Présenter les personnes de ton entourage
MINI-PROJECT 2 Écrire un post sur le style d’une célébrité
PROJECT FINAL Créer et présenter un personnage de BD et son entourage
• identifying countries and saying where you live
• identifying nationalities and professions
• identifying languages people speak
• identifying countries where French is spoken
• expressing likes and dislikes about activities
• expressing likes and dislikes about animals
VOCABULARY
• countries and nationalities
• languages
• continents
• leisure activities
• pets STRUCTURES
• prepositions with country names
• adjectives of nationality
• indefinite articles: un, une, des
• c’est, il/elle est, ce sont, ils/ elles sont
• aimer, adorer + infinitive / noun
• the negative form
• noun agreement
• the pronoun on
• presenting family members and people who are close to you
• describing personalities
• asking for and giving information about family relationships
• describing what people wear
• describing someone’s physical appearance
VOCABULARY
• family relationships
• personality descriptions
• physical descriptions
• clothing and accessories
• style
• colors
STRUCTURES
• possessive adjectives
• adjective agreement
• adverbs of intensity
• the present tense of mettre
• languages spoken in Quebec
• greetings in Francophone countries
• famous Francophone Canadians
• le Cirque du Soleil
• la Fête nationale du Québec
• being Francophone in Canada
• celebrations in Francophone countries
• the TV series Lupin and Arsène Lupin
• Francophone celebrities
• la francophonie
• a TV series set in Paris
• the singer Pomme and concert venues in Paris
• e-sports in France
• la SPA, an animal protection organization
• animals in public places in France
• nature in Paris
• La famille Bélier, a French movie
• the Gainsbourg family
• the city of Grenoble, France
• shopping in France
• French fashion influencers
• street art in France
• the metric system
• Lou!, a French movie and comic book
• Kevin Germanier, a Swiss fashion designer
Ma famille et mes amis
Scope and Sequence
Reporters
francophones 1
Mon lycée
How can you thrive at school?
How can leisure activities bring us together?
MINI-PROJECT 1 Créer un emploi du temps idéal ou horrible
MINI-PROJECT 2 Participer à une journée des talents
PROJECT FINAL Créer une vidéo de présentation de votre école
5 6
Bon appétit!
What makes a healthy diet?
How does food reflect Francophone cultures?
MINI-PROJECT 1 Créer une vidéo de conseils pour bien manger
MINI-PROJECT 2 Jouer une scène dans un restaurant
PROJECT FINAL Imaginer un foodtruck de cuisine francophone
• identifying places in a school
• describing school schedules
• asking and answering questions about school schedules
• saying when and how often you do activities
• naming food items
• making suggestions for healthy eating
• expressing preferences
• comparing eating habits
• ordering and paying for a meal in a restaurant
• shopping for groceries
• expressing needs
• expressing hunger and thirst
Bienvenue à Nantes COMMUNICATION
What makes a city a good place to live?
How do the ways people shop differ across cultures?
MINI-PROJECT 1 Présenter ta ville ou ton quartier à des touristes francophones
MINI-PROJECT 2 Créer un vide-grenier dans la salle de classe
PROJECT FINAL Créer un itinéraire touristique dans ta ville ou ta région
• describing places in a city
• telling what means of transportation you use
• locating places on a map
• asking for, giving, and following directions
• choosing a gift and telling where to buy it
• shopping for gifts and clothing
• asking about and telling prices
VOCABULARY
• school areas, subjects and schedules
• expressions of frequency
• levels of education
• sports and leisure activities
• places in town
STRUCTURES
• il y a / il n’y a pas
• possessive adjectives
• telling time
• question words
• Est-ce que...?
• the present tense of faire
• the present tense of aller
• contractions with articles
• the French grading system
• a lycée in Martinique
• school systems in Francophone countries
• school schedules in the Francophone world
• la Journée nationale du sport scolaire
• popular sports and activities in Francophone countries
• athletes with ties to Martinique
VOCABULARY
• foods
• meals and eating habits
• dining out and menus
• adverbs of quantity
• stores and merchants
• going grocery shopping
STRUCTURES
• partitive articles
• the manger and prendre
• il faut + infinitive
• the pronoun on (continued)
• the futur proche
• chez / à
• le couscous, a popular Moroccan dish
• popular dishes from around the Francophone world
• food products and specialties associated with French cuisine
• le dirham, the Moroccan currency
• customs in French restaurants
• the metric system (continued)
• les souks
• street food in the Francophone world
VOCABULARY
• places in town and directions
• means of transportation
• at the clothing store
• gift items
• numbers from 70 to 1,000
• types of stores
STRUCTURES
• prepositions of location
• the present tense of pouvoir
• the imperative
• ordinal numbers
• ce, cet, cette, ces
• stem-changing verbs: acheter and préférer
• museum discounts for young people
• different forms of transportation in Nantes
• Les Machines de l’île
• Le Lieu Unique, a contemporary cultural center
• the Achetons local! movement in France
• store hours and shopping etiquette
• places to shop in France
REPORTERS FRANCOPHONES 2
COMMUNICATION LANGUAGE CULTURE Reporters francophones 2
C’est reparti!
• identifying classroom objects
• understanding personal information
• describing languages, nationalities, and countries
• describing likes and dislikes and talking about leisure activities
• asking for and giving information about family relationships
• describing someone’s physical appearance and personality
• describing what people wear
• understanding a menu
• asking for information and giving directions
VOCABULARY
• classroom objects
• personal information and professions
• languages, nationalities, and countries
• numbers
• sports and leisure activities
• family relationships, physical description, and personality
• clothing items and colors
• food items
• means of transportation and vocabulary about cities
STRUCTURES
• definite and indefinite articles
• noun agreement
• the present tense of être, avoir, regular -er verbs, aller, préférer, prendre, and pouvoir
• faire and jouer + sports, games, and musical instruments
• the futur proche
• possessive adjectives
• demonstrative adjectives
• partitive articles
• à / chez
• prepositions of location
• famous Francophone people
• landmarks in Francophone countries
• school supplies in French schools
• dishes from Francophone countries
• Francophone cities
Scope and Sequence
1 Reporters francophones 2
Ma semaine
How do daily routines differ around the world?
How do young people enjoy their free time?
MINI-PROJECT 1 Créer un vlog sur une journée type
MINI-PROJECT 2 Discuter avec des amis/es pour organiser une sortie
PROJECT FINAL Présenter un programme d'activités pour un week-end en Belgique
• asking and responding to questions about daily schedules
• asking and responding to questions about your daily routines
• exchanging opinions about music
• describing what people do at the weekend
• proposing activities, accepting, refusing, and offering alternatives
VOCABULARY
• parts of the day
• meals and daily routines
• expressions for telling time and linking words
• music genres
• interests and fun activities
• expressions of frequency
• expressions to propose, accept, and refuse activities
STRUCTURES
• the present tense of finir, sortir, lire, and dormir
• reflexive verbs
• the pronoun y
• the present tense of venir and vouloir
• stressed pronouns
2
Sur la route
What are the benefits of travelling?
What makes traveling memorable?
MINI-PROJECT 1 Créer une brochure pour des touristes francophones
MINI-PROJECT 2 Décrire des expériences de vacances marquantes
PROJECT FINAL Créer un carnet de voyage à la Réunion
• describing the geography of a region or country
• expressing preferences about travel
• promoting sustainable tourism
• recounting a past travel experience
• describing a travel route
VOCABULARY
• geography and landscapes
• trips and sustainable tourism
• tourist activities
• means of transportation
• accomodations
• adjectives to describe experiences
STRUCTURES
• adjective placement
• the present tense of connaître and savoir
• the passé composé with avoir and être
3
How has daily life changed in the last century?
How do experiences and memories influence us?
MINI-PROJECT 1 Créer un poster sur l'enfance
MINI-PROJECT 2 Raconter une anecdote à l'aide d'un sketchnote
PROJECT FINAL Participer à un concours de nouvelles
• describing education in the past
• describing objects from the past
• narrating a past experience
• asking for additional information
• understanding and writing a biography
• understanding and telling a story in the past
VOCABULARY
• education, games, and objects in the past
• vocabulary and expressions related to the past
• numbers above 1,000
• conversational reactions
• expressions used in biographies
• past tense markers and logical transition words
STRUCTURES
• the imparfait
• negative forms: ne ... jamais, ne ... rien, ne ... personne, ne ... aucun/e, ne ... plus
• the passé composé vs the imparfait
• dining habits of Belgians
• famous Belgian comics and artists
• the city of Brussels
• festivals in Belgium
• things to do in Brussels
• the Belgian music scene
• seasons in the Southern Hemisphere
• Réunion Island
• Unesco World Heritage sites at Réunion Island
• the festival Embarquement immédiat
• outdoor activities at Réunion Island
• Francophone travel literature
• games and education in Francophone countries in the past
• La Boum, a famous French movie
• the city of Marseille
• French writer Marcel Pagno
• Le Temps des Secrets, a French novel and movie
• Le Petit Prince, a novel by Antoine de Saint-Exupéry
• Francophone literature about Marseille
Je me sens bien
What factors contribute to emotional well-being?
What factors influence physical health?
MINI-PROJECT 1 Animer un forum sur le bien-être des adolescents
MINI-PROJECT 2 Présenter les bénéfices physiques et émotionnels d'une activité que vous aimez
PROJECT FINAL Créer des vidéos pour une campagne sur la santé physique et psychologique
5
6 Reporters francophones 2
How do homes reflect the culture of a country?
How do households in different countries share chores?
MINI-PROJECT 1 Imaginer le logement parfait pour une famille
MINI-PROJECT 2 Créer une campagne sur le partage des tâches ménagères
PROJECT FINAL Faire une simulation de colocation et de l'organisation des tâches ménagères
Un monde meilleur
What do people strive to improve their communities?
How will our actions impact the world in the future?
MINI-PROJECT 1 Créer une affiche pour promouvoir une école plus écologique
MINI-PROJECT 2 Animer un débat sur la vie du futur
PROJECT FINAL Créer un magazine sur le futur
• expressing emotions and telling how you feel
• asking and telling people what they need, should or must do to feel better
• describing the health benefits of physical activity
• giving advice
• describing symptoms
• asking and giving advice about health and well-being
VOCABULARY
• emotions and moods
• personal well-being, relationships, and healthy lifestyle habits
• expressions for giving advice
• parts of the body
• physical symptoms, ailments, and remedies
• useful phrases at the doctor's office
STRUCTURES
• the imperative of irregular and reflexive verbs
• relative pronouns
• the pronoun en
• the interrogative form: question formation with inversion
• describing households and buildings
• asking for information and
• describing housing needs
• expressing preferences about interior design and decoration
• asking for help with chores
• telling what you have to do
• understanding a campaign about sharing chores
VOCABULARY
• types of homes
• parts of a house
• furniture
• style, decoration, and materials
• adjectives to describe a room
• household chores STRUCTURES
• Il n'y a que...
• comparatives
• superlatives
• the present tense of devoir
• the verbs ending in -ayer, -oyer, and -uyer
• être en train de...
• venir de...
• understanding a recycling campaign
• giving and supporting your opinion about helping others
• reacting and making predictions about the future
• imagining and describing lodging in the future
• making predictions about the future of our planet
VOCABULARY
• recycling and materials
• community life and city rules
• phrases to express an opinion
• changes
• new technologies and types of energy
• future tense markers STRUCTURES
• the present tense of jeter
• direct object pronouns
• indirect object pronouns
• the future tense
• si clauses in the present and future
• the city of Bordeaux
• French wellness campaigns
• the happiest places to live in the Francophone world
• the French healthcare system
• writer and former Senegalese president, Léopold Sédar Senghor
• houses in Dakar
• Senegalese architecture and history
• a Francophone campaign about equality at home
• Senegalese art
• recycling in France
• volunteer associations
• the city of Strasbourg
• the future of housing
• cities of the future
Chez moi
Scope and Sequence
Reporters francophones 3
C’est reparti!
COMMUNICATION LANGUAGE CULTURE
• comparing daily schedules
• describing past travel experiences
• describing what cities used to be like in the past
• making a grocery shopping list
• expressing emotions and giving advice
• describing and comparing housing and holiday accommodations
• describing housing in the future and making predictions about the future
• discussing sustainability and solidarity
VOCABULARY
• daily routines
• activities
• linking words
• landscapes
• trips and experiences
• means of transportation
• places in a city
• food and quantities
• feelings
• health and well-being
• housing
• the environment
• technology and society
• clothing
• helping others
STRUCTURES
• reflexive verbs
• the passé composé
• the imparfait
• the pronoun y
• partitive articles
• adverbs of quantity
• the present tense of the verb devoir
• famous Francophone people
• landmarks in Francophone countries
• French cities in the past and the present
• dishes from Francophone countries
• Celebrations and traditions in French-speaking countries
• the imperative
• the relative pronouns qui and que
• comparatives and superlatives
• the futur simple
• making hypotheses: si clauses + futur simple
• direct and indirect object pronouns
Reporters francophones 3
1
Ma génération
What is important to teenagers today?
How do we build friendships?
MINI-PROJECT 1 Présenter un collage sur ta vie et tes centres d'intérêt
MINI-PROJECT 2 Enregistrer un podcast pour raconter une rencontre amicale
PROJECT FINAL Créer un dossier de présentation des personnages d'une web-série
• understanding young people’s personal preferences, their interests, and their concerns
• describing positive and negative aspects of being a teenager
• describing fictional characters and their relationships
• understanding and telling personal stories
• telling how you met someone special
VOCABULARY
• interests and concerns
• personalities
• adolescent life
• feelings
• stages of life
• relationships
• linking words
• expressions for reacting to an anecdote
STRUCTURES
• emphasis with ce que and ce qui
• adverbs ending in -ment
• reciprocal verbs
• past participle agreement with avoir
• the past tenses: the imparfait and the passé composé
2
L'art de faire la fête
What makes French gastronomy special?
How do celebrations reflect the culture of a society?
MINI-PROJECT 1 Participer au casting d'une émission de cuisine
MINI-PROJECT 2 Présenter une fête de ton pays
PROJECT FINAL Préparer une exposition pour présenter une fête francophone
3
Hyper-connectés
What is the value of the Internet for young people today?
What are our responsibilities as digital citizens?
MINI-PROJECT 1 Créer un test pour savoir si on est «accro» au portable
MINI-PROJECT 2 Créer un guide de bonnes pratiques sur Internet
PROJECT FINAL Participer à un débat sur l'authenticité sur Internet
• describing traditional dishes, their ingredients, and their history
• understanding and giving cooking instructions
• understanding documents about food waste and finding solutions
• discussing social customs
• exchanging opinions about celebrations
VOCABULARY
• food
• tastes
• food waste
• expressions for cooking
• expressions of obligation, permission, and prohibition
• social habits and celebrations
• expressions for habitual actions
STRUCTURES
• impersonal structures
• pronouns with commands
• the pronoun en
• interrogative forms
• indefinite adjectives
• understanding and sharing information about internet habits
• exchanging opinions about people's behavior on social media
• recommending best practices for being online
• recognizing misinformation
• writing emails efficiently and politely
VOCABULARY
• social media and activities on the internet
• expressions to agree and disagree with others
• digital responsibility, technology, and news
• useful phrases for writing emails
STRUCTURES
• gerunds
• the present subjunctive
• the indicative or the subjunctive to express purpose, opinions, doubt or certainty
• the subjunctive and the infinitive to express recommendations
• a Tunisian Internet platform and radio station for teens
• concerns of Francophone young people
• interesting places to visit in and near Tunis
• Les Bracelets rouges, a popular French TV series
• the French classic novel Le grand Meaulnes
• the making of the Tunisian movie Sous les figues
• Diego Alary, a young French chef
• dishes from Francophone countries
• French zero-waste campaigns
• food waste apps
• the Fête du citron
• the Fête de la musique
• French customs
• Louisiana and its celebrations
• Canadian illustrator Bach and her comic book Tant pis pour les likes
• Quebec's will to protect French and avoid Anglicisms
• Canadian influencers
• French and Canadian commissions regulating data privacy laws
• April Fools' Day
• netiquette
• digital arts
Scope and Sequence
Reporters francophones 3
Futurs talents
How can we develop our skills and abilities for the future?
How can we prepare for our future careers?
MINI-PROJECT 1 Créer et présenter une carte mentale sur tes projets
MINI-PROJECT 2 Répondre à une annonce avec ton CV vidéo
PROJECT FINAL Organiser un échange de services
• describing skills and abilities
• identifying the professions that suit you best
• explaining what you would like to do in the future
• understanding a job offer and discussing the kind of job you would like to have
• understanding a video résumé
VOCABULARY
• abilities, skills, and attributes
• professions and personality traits
• time expressions
• the world of work
STRUCTURES
• adverbs of manner bien, mal, vite
• demonstratives pronouns
• the conditional tense
• relative pronouns
• si + present tense, present tense or imperative
• the subjunctive to express wishes and hopes
5
Vivre ailleurs
What can we learn from traveling?
What is it like to have more than one cultural identity?
MINI-PROJECT 1 Créer une brochure pour donner des conseils pour un échange linguistique
MINI-PROJECT 2 Écrire le récit biographique d'une personnalité ayant une histoire de migration
PROJECT FINAL Participer à un forum pour encourager des élèves à partir à l’étranger
6
Fictions
What makes books, TV series, and movies interesting?
How does art reflect the perspectives of its cultures?
MINI-PROJECT 1 Créer un recueil de recommendations de livres de la classe
MINI-PROJECT 2 Organiser une mini exposition de tableaux
PROJECT FINAL Décrire un tableau et imaginer une histoire
• a professional fair in Tahiti
• jobs in France
• media outlets about professional orientation
• remarkable women from French Polynesia
• summer jobs in France
• the Service Civique
• a recruitment campaign for healthcare workers
• an inclusive job: sign singing
• identifying reasons to study abroad and encouraging people to do so
• understanding and giving advice for going abroad
• understanding and telling stories about past events
• understanding and recounting changes related to immigration experiences
• understanding the experience of a teenager from an immigrant family
VOCABULARY
• travel
• living abroad experiences
• clothing and luggage
• migration
• biculturalism
• time markers
STRUCTURES
• the pronoun dont
• possessive pronouns
• the plus-que-parfait
• negative forms
• past tenses
• linguistic exchanges
• tips to prepare to study abroad
• the Cité Internationale Universitaire de Paris
• immigration in France
• the Musée de l'histoire de l'immigration
• comic books describing immigration experiences
• taking a test about literary genres and understanding descriptions of imaginary situations
• summarizing the plot of a story
• understanding and retelling someone else's opinion of a book
• describing a painting and making hypotheses about what is happening in the scene
• narrating a story about an event in the past
VOCABULARY
• literary and film genres
• book and film reviews
• recommendations
• words and expressions to summarize a plot
• words and expression to describe art
• words and expressions to describe images
• linking words
STRUCTURES
• si + imparfait, conditional
• reported speech
• passive voice
• Francophone literature
• Francophone movies and TV series
• art from Francophone countries
REPORTERS FRANCOPHONES 4
Level 4 coming in 2025!
REPORTERS FRANCOPHONES 4 follows the guiding principles of the preceding levels, offering real-world tasks that stimulate meaningful communication based on authentic documents and engaging content.
With REPORTERS FRANCOPHONES 4, learners improve their language skills while deepening their knowledge of the culture of the French-speaking world.
This volume is aligned with the ACTFL World-Readiness Standards for Learning Languages and includes AP® and IB® task types and themes.
Stay tuned for updates on level 4!
To explore and download these correlations, please visit klettwl.com/state-specific-support
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
REPORTERS FRANCOPHONES 1
LEVEL: NOVICE LOW TO NOVICE HIGH
ACTFL World-Readiness Standards
GOAL AREA: COMMUNICATION
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
C’EST PARTI!: p. 8 (act. 6), p. 10 (act. 7), p. 11 (act. 8), p. 14 (act. 11)
UNITÉ 1: p. 25 (act. 5a, 5b), p. 27 (act. 7b), p. 39 (act. MINI-PROJECT 1), p. 42 (act. 3b), p. 43 (act. 4), p. 44 (act. 7a, 7d), p. 45 (act. 9), p. 47 (act. 12), p. 52 (act. 25), p. 58 (act. PROJECT FINAL), p. 61 (act. 2)
UNITÉ 2: p. 66 (act. 3c, 4), p. 69 (act. 8), p. 87 (act. 3a), p. 88 (act. 6b, 6c), p. 94 (act. 20), p. 103 (act. 2)
UNITÉ 3: p. 111 (act. 8b), p. 112 (act. 12), p. 126 (act. 2b, 3, 4), p. 137 (act. 20)
UNITÉ 4: p. 146 (act. 2), p. 151 (act. 4c), p. 151 (act. 5b), p. 154 (act. 9b), p. 155 (act. 10b), p. 157 (act. 13), p. 163 (act. 28), p. 171 (act. 4), p. 179 (act. 24), p. 182 (act. Jeu), p. 187 (act. 3)
UNITÉ 5: p. 192 (act. 4), p. 195 (act. 8), p. 201 (act. 20), p. 211 (act. 5), p. 215 (act. 10), p. 220 (act. 21), p. 225 (act. MINI-PROJECT 2), p. 226 (act. PROJECT FINAL), p. 229 (act. 3)
UNITÉ 6: p. 233 (act. 2d), p. 234 (act. 4), p. 239 (act. 13), p. 242 (act. 20), p. 254 (act. 3), p. 255 (act. 5a / b), p. 257 (act. 8b), p. 267 (act. MINI-PROJECT 2), p. 271 (act. 2)
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
C’EST PARTI!: p. 4 (act. 4), p. 13 (act. 9, 10)
UNITÉ 1: p. 21 (act. 1a, 1b), p. 23 (act. 2a, Culture), p. 24 (act. 3, 4a), p. 24 (act. 4b), p. 27 (act. 7a), p. 28 (act. 9, 10), p. 29 (act. C’est vous les reporters!), p. 34 (act. 22), p. 41 (act. 1a, 1b), p. 42 (act. 2b, 3a), p. 43 (act. 6a, 6b), p. 44 (act. 7a-c), p. 45 (act. 8), p. 46 (act. 10, 11), p. 47 (act. 12), p. 56 (act. 29), p. 60 (act. 1a-c)
UNITÉ 2: p. 63 (act. 1a, 1b), p. 65 (act. Culture, 2b, 2c), p. 66 (act. 3a, 3b), p. 67 (act. 5a-c), p. 68 (act. 6a), p. 69 (act. 7a), p. 70 (act. 9a, 9b, 10a), p. 71 (act. 11a, 11b), p. 72 (act. 12, 13), p. 73 (act. C’est vous les reporters!), p. 82 (act. 32), p. 85 (act. Culture, 1b, 1c), p. 86 (act. 2a), p. 88 (act. 6a), p. 89 (act. Culture, 9), p. 90 (act. 10, 11), p. 91 (act. 12), p. 93 (act. 16a, b, 17), p. 102 (act. 1a), p. 102 (act. 1b, 1c)
UNITÉ 3: p. 105 (act. 1a, 1b), p. 107 (act. Culture, 2b, c), p. 108 (act. 3a), p. 109 (act. 4a), p. 110 (act. 5a, 5b, 5d), p. 111 (act. 6, 7), p. 112 (act. 9-11), p. 116 (act. 20), p. 118 (act. 25), p. 121 (act. 31), p. 125 (act. Culture, 1b, 1c), p. 126 (act. 2a, 2b), p. 127 (act. 5a 5b), p. 128 (act. 6a-c), p. 129 (act. Culture), p. 130 (act. Culture), p. 131 (act. Culture, 9b), p. 132 (act. 10, 11), p. 133 (act. 12), p. 144 (act. 1a, 1b), p. 145 (act. 1c, 1d)
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
UNITÉ 4: p. 147 (act. 1a-c), p. 149 (act. Culture, 2b-d), p. 150 (act. 3a, 3b), p. 151 (act. 4a, 4b, 4d), p. 152 (act. 6a, 6c), p. 153 (act. 7a, 7b, 8), p. 154 (act. 9a, 9b), p. 155 (act. 10a, 10c), p. 156 (act. 11, 12), p. 161 (act. 23), p. 166 (act. 29), p. 169 (act. Culture, 1b, 1c), p. 170 (act. 2a-c), p. 171 (act. 3a, 3b), p. 172 (act. 5a, 5b), p. 173 (act. 6, 7), p. 174 (act. 9-11), p. 179 (act. 22), p. 186 (act. 1a, 1b)
UNITÉ 5: p. 189 (act. 1a), p. 191 (act. 2a, Culture, 2c), p. 192 (act. 3), p. 193 (act. 5a, 5b), p. 194 (act. 6a, 6b), p. 195 (act. 7a-c), p. 196 (act. 9, 10), p. 198 (act. 12), p. 199 (act. 14), p. 206 (act. 27), p. 209 (act. Culture, 1b), p. 210 (act. 2a-c, 3a, 3b), p. 211 (act. 4), p. 212 (act. 6a, 6b), p. 213 (act. 7a, Culture, 7c), p. 214 (act. 8), p. 215 (act. 9a-c, 10), p. 216 (act. 11, 12), p. 220 (act. 19), p. 221 (act. 22), p. 228 (act. 1)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 233 (act. Culture, 2b, 2c), p. 234 (act. 3a), p. 235 (act. Culture, 5b, 6a), p. 236 (act. 8a), p. 237 (act. 8b, 8c, 9J), p. 237 (act. 10a), p. 238 (act. 11a-c), p. 239 (act. 11d, Culture), p. 240 (act. 14-16), p. 241 (act. 17), p. 242 (act. 20), p. 243 (act. 21, 22), p. 246 (act. 29), p. 247 (act. 31), p. 253 (act. Culture, 1b, 1c), p. 254 (act. 2a), p. 255 (act. 4a, 4b, 4c), p. 255 (act. 4d), p. 256 (act. 6a), p. 257 (act. 7, 9a), p. 258 (act. 10, 11), p. 259 (act. 12, 13), p. 270 (act. 1a-c)
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
C’EST PARTI!: p. 17 (act. 13)
UNITÉ 1: p. 41 (act. 1c), p. 42 (act. 2a, 2b), p. 42 (act. 3a, 3c), p. 43 (act. 5, 6c), p. 44 (act. 7c), p. 45 (act. 8), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL), p. 61 (act. 3)
UNITÉ 2: p. 66 (act. 3c), p. 67 (act. 5d), p. 69 (act. 7b, 7c), p. 71 (act. 11c), p. 73 (act. C’est vous les reporters!), p. 75 (act. 18), p. 78 (act. 28), p. 79 (act. 31), p. 83 (act. MINI-PROJECT 1), p. 86 (act. 2b), p. 87 (act. 3b, 3c, 4), p. 89 (act. 8b), p. 91 (act. C’est vous les reporters!), p. 94 (act. 19), p. 95 (act. 25), p. 96 (act. 26), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL), p. 103 (act. 3)
UNITÉ 3: p. 109 (act. 4b, 4c), p. 110 (act. 5c), p. 111 (act. 8a), p. 113 (act. C’est vous les reporters!), p. 116 (act. 19, 20), p. 119 (act. 29, 30), p. 123 (act. MINI-PROJECT 1), p. 127 (act. 5c), p. 128 (act. 6d), p. 129 (act. 7b, 7c), p. 130 (act. Culture), p. 131 (act. Culture, 9c, 9d), p. 133 (act. 12, C’est vous les reporters!), p. 137 (act. 19), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 147 (act. 3), p. 149 (act. 2d), p. 150 (act. 3c), p. 151 (act. 5a), p. 152 (act. 6b), p. 153 (act. 7b, 7c), p. 155 (act. 10b, 10d, 10e), p. 157 (act. 14, C’est vous les reporters!), p. 163 (act. 28), p. 167 (act. MINI-PROJECT 1), p. 169 (act. 1c), p. 171 (act. 3b), p. 172 (act. 5c, 5d), p. 173 (act. 8), p. 175 (act. C’est vous les reporters!), p. 176 (act. 15), p. 177 (act. 18), p. 179 (act. 22, 23), p. 183 (act. MINI-PROJECT 2), p. 184 (act. PROJECT FINAL), p. 187 (act. 2)
UNITÉ 5: p. 189 (act. 1b), p. 193 (act. 5c, 5d), p. 194 (act. 6c), p. 197 (act. 11, c’est vous les reporters!), p. 198 (act. 12), p. 199 (act. 14), p. 200 (act. 17), p. 201 (act. 20), p. 202 (act. 23), p. 203 (act. 26), p. 207 (act. MINI-PROJECT 1), p. 212 (act. Culture), p. 215 (act. 10), p. 217 (act. 13, c’est vous les reporters!), p. 219 (act. 17), p. 220 (act. 19, 21), p. 221 (act. 24), p. 226 (act. PROJECT FINAL), p. 229 (act. 2)
UNITÉ 6: p. 233 (act. Culture), p. 234 (act. 3c), p. 235 (act. 6b), p. 235 (act. 7), p. 237 (act. 9Jeu), p. 237 (act. 10b), p. 241 (act. C’est vous les reporters!), p. 242 (act. 20), p. 243 (act. 22), p. 247 (act. 31), p. 250 (act. 32), p. 251 (act. MINI-PROJECT 1), p. 253 (act. 1c), p. 256 (act. 6a), p. 257 (act. 6d, 8a, 9b), p. 259 (act. C’est vous les reporters!), p. 261 (act. 17), p. 263 (act. 23), p. 266 (act. 24), p. 268 (act. PROJECT FINAL), p. 271 (act. 3)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
GOAL AREA: CULTURES
Interact with cultural competence and understanding
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
C’EST PARTI!: p. 13 (act. 10)
UNITÉ 1: p. 21 (act. 1a, 1b), p. 23 (act. Culture), p. 24 (act. 4b), p. 25 (act. 5b, 6a), p. 39 (act. MINI-PROJECT 1), p. 41 (act. 1a, 1c), p. 47 (act. 12), p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 63 (act. 1a, 1b), p. 71 (act. 11a), p. 102 (act. 1c)
UNITÉ 3: p. 105 (act. 1a, 1b)
UNITÉ 4: p. 147 (act. 1a-c), p. 156 (act. 12), p. 169 (act. Culture), p. 173 (act. 7)
UNITÉ 5: p. 189 (act. 1a, 1b), p. 195 (act. 8), p. 209 (act. Culture), p. 211 (act. 5), p. 213 (act. Culture)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 235 (act. 5b), p. 237 (act. 10a), p. 241 (act. 17, C’est vous les reporters!), p. 253 (act. Culture), p. 257 (act. 9a), p. 270 (act. 1a-c)
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
UNITÉ 1: p. 41 (act. 1a), p. 41 (act. 1c), p. 46 (act. 11), p. 47 (act. 12)
UNITÉ 2: p. 63 (act. 1a, 1b)
UNITÉ 3: p. 105 (act. 1a, 1b)
UNITÉ 4: p. 147 (act. 1a-c)
UNITÉ 5: p. 189 (act. 1a, 1b), p. 209 (act. Culture, 1b), p. 213 (act. Culture)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 235 (act. 5b), p. 237 (act. 10a), p. 241 (act. 17, c’est vous les reporters!), p. 253 (act. Culture), p. 257 (act. 9a), p. 270 (act. 1a-c)
GOAL AREA: CONNECTIONS
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
UNITÉ 1: p. 23 (act. Culture), p. 39 (act. MINI-PROJECT 1), p. 43 (act. 4, 5)
UNITÉ 2: p. 66 (act. 3a), p. 67 (act. 5a-d), p. 70 (act. 10b), p. 100 (act. PROJECT FINAL)
UNITÉ 3: p. 128 (act. 6c, 6d), p. 129 (act. Culture, 7b, 7c), p. 130 (act. Culture), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 169 (act. Culture), p. 173 (act. 6)
UNITÉ 5: p. 192 (act. 3), p. 193 (act. 5a), p. 207 (act. MINI-PROJECT 1), p. 209 (act. Culture), p. 212 (act. Culture)
UNITÉ 6: p. 234 (act. 3a), p. 237 (act. 10b), p. 253 (act. Culture), p. 257 (act. 7), p. 267 (act. MINI-PROJECT 2)
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
UNITÉ 1: p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 83 (act. MINI-PROJECT 1)
UNITÉ 5: p. 197 (act. 11), p. 210 (act. 3b)
GOAL AREA: COMPARISONS
Develop insight into the nature of language and culture in order to interact with cultural competence
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
C’EST PARTI!: p. 4 (act. 4), p. 13 (act. 10)
UNITÉ 1: p. 41 (act. 1b), p. 43 (act. 6b)
UNITÉ 3: p. 108 (act. 3b), p. 110 (act. 5d)
UNITÉ 4: p. 170 (act. 2b)
UNITÉ 5: p. 194 (act. 6b)
UNITÉ 6: p. 234 (act. 3b), p. 238 (act. 11c), p. 254 (act. 2b), p. 256 (act. 6b, 6c)
Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
UNITÉ 1: p. 21 (act. 1a, 1b), p. 23 (act. Culture), p. 25 (act. 6b), p. 26 (act. 26)
UNITÉ 2: p. 65 (act. Culture), p. 87 (act. 5b), p. 88 (act. 6a, 7b), p. 89 (act. Culture)
UNITÉ 3: p. 107 (act. Culture), p. 125 (act. Culture), p. 129 (act. Culture), p. 131 (act. Culture)
UNITÉ 4: p. 149 (act. Culture), p. 152 (act. 6b), p. 153 (act. 7a-c), p. 154 (act. 9a, 9b), p. 155 (act. 10e), p. 157 (act. 13, 14), p. 169 (act. Culture), p. 184 (act. PROJECT FINAL)
UNITÉ 5: p. 191 (act. Culture), p. 195 (act. 8), p. 197 (act. 11, c’est vous les reporters!), p. 209 (act. Culture), p. 210 (act. 3b), p. 213 (act. Culture)
UNITÉ 6: p. 233 (act. Culture), p. 235 (act. Culture), p. 239 (act. Culture), p. 257 (act. 9b)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
GOAL AREA: 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.
UNITÉ 1: p. 25 (act. 5b), p. 39 (act. MINI-PROJECT 1), p. 42 (act. 3b), p. 43 (act. 4, 6c), p. 45 (act. 9), p. 47 (act. 12), p. 56 (act. 29), p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL)
UNITÉ 3: p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 183 (act. MINI-PROJECT 2), p. 184 (act. PROJECT FINAL)
UNITÉ 5: p. 207 (act. MINI-PROJECT 1), p. 226 (act. PROJECT FINAL)
UNITÉ 6: p. 251 (act. MINI-PROJECT 1), p. 268 (act. PROJECT FINAL)
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
UNITÉ 1: p. 43 (act. 6c), p. 47 (act. 12), p. 56 (act. 29), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL)
REPORTERS FRANCOPHONES 2
LEVEL: NOVICE HIGH TO INTERMEDIATE LOW
ACTFL World-Readiness Standards
GOAL AREA: COMMUNICATION
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
C’EST REPARTI!: p. 0 (act. 1b), p. 5 (act. 4c), p. 8 (act. 8b), p. 9 (act. 9a), p. 12 (act. 13a, 13c), p. 13 (act. 14a, 14c), p. 14 (act. 15c), p. 15 (act. 18), p. 16 (act. 20), p. 19 (Le jeu de l’oie)
UNITÉ 1: p. 21 (act. 1b), p. 25 (act. 4d, 4e, 5), p. 29 (act. 11), p. 30 (act. 12, 13), p. 31 (act. 14, 15), p. 33 (act. 16, 17, 18), p. 36 (act. 19, 20, 21, 22), p. 41 (act. 2e, 2f), p. 43 (act. 5, 6b), p. 45 (act. 9), p. 47 (act. 13), p. 48 (act. 14, 15, 16), p. 49 (act. 17), p. 50 (act. 18, 19), p. 51 (act. 20, 21, 22), p. 52 (act. 24), p. 53 (act. 25a, 26), p. 56 (act. 27), p. 57 (MINI-PROJECT 2), p. 61 (act. 3)
UNITÉ 2: p. 63 (act. 1b), p. 67 (act. 3c, 4c), p. 71 (act. 7d), p. 71 (act. 8b), p. 73 (act. 11), p. 74 (act. 12), p. 75 (act. 13, 14), p. 76 (act. 16), p. 77 (act. 17, 18), p. 80 (act. 19), p. 80 (act. 20, 21), p. 85 (2a, 2c, 3), p. 87 (act. 4d, 5), p. 89 (act. 8), p. 91 (act. 10, 11, 12, 13), p. 93 (act. 14, 15, 16), p. 94 (act. 19, 20), p. 95 (act. 21, 22, 23), p. 98 (act. 24, 25, 26), p. 103 (act. 2)
UNITÉ 3: p. 105 (act. 1b), p. 109 (act. 4d), p. 110 (act. 5c), p. 115 (act. 10, 11), p. 116 (act. 12, 13, 14), p. 117 (act. 15, 17), p. 119 (act. 19, 21, 22, 23), p. 122 (act. 24, 25, 26), p. 127 (act. 3), p. 131 (act. 6a, 6d), p. 135 (act. 10, 11, 12), p. 136 (act. 13, 14, 15), p. 137 (act. 16, 17), p. 140 (act. 20, 21, 22), p. 145 (act. 3)
UNITÉ 4: p. 147 (act. 1b), p. 150 (act. 4), p. 151 (act. 5d), p. 155 (act. 8c, 8d), p. 157 (act. 11), p. 159 (act. 12, 13, 14, 15), p. 160 (act. 16, 17, 18), p. 161 (act. 19, 20), p. 163 (act. 21, 22, 23, 24), p. 166 (act. 25), p. 166 (act. 26), p. 170 (act. 2c), p. 171 (act. 3c), p. 172 (act. 4a, 4b, 5), p. 173 (act. 6c), p. 176 (act. 9), p. 177 (act. 10, 11, 12), p. 179 (act. 13, 14, 15, 16), p. 182 (act. 17, 18, 19), p. 187 (act. 2)
UNITÉ 5: p. 189 (act. 1b), p. 193 (act. 4), p. 194 (act. 6c), p. 196 (act. 8e), p. 199 (act. 12), p. 200 (act. 13, 14), p. 201 (act. 16), p. 202 (act. 17, 18), p. 203 (act. 19, 21), p. 205 (act. 23, 24, 25), p. 208 (act. 26, 27), p. 213 (act. 4), p. 214 (act. 5c), p. 217 (act. 9), p. 218 (act. 10, 11), p. 219 (act. 12), p. 220 (act. 13, 14), p. 221 (act. 16, 17), p. 224 (act. 18, 19, 20, 21), p. 228 (act. 2)
UNITÉ 6: p. 235 (act. 3b, 3c, 3d), p. 237 (act. 4e, 5a, 5b), p. 240 (act. 9, 10), p. 241 (act. 11), p. 242 (act. 12, 13), p. 243 (act. 14, 15, 16), p. 246 (act. 17, 18), p. 250 (act. 2b, 2c), p. 251 (act. 4), p. 254 (act. 7d), p. 255 (act. 7e), p. 259 (act. 12, 13), p. 260 (act. 14, 15, 17, 18), p. 261 (act. 19, 20, 21, 22), p. 262 (act. 23), p. 263 (act. 24, 25, 26), p. 266 (act. 29, 30, 31), p. 271 (act. 2)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
C’EST REPARTI!: p. 0 (act. 1a), p. 2 (act. 2a, 2b, 2c), p. 3 (act. 3a), p. 4 (act. 4a), p. 5 (act. 4b, 4c), p. 6 (act. 6a, Culture), p. 7 (act. 7a, 7b), p. 8 (act. 8a), p. 9 (act. 10b, 10c), p. 10 (act. 11a, 11b), p. 11 (act. 12a), p. 13 (act. 14b), p. 14 (act. 15a, 15b), p. 15 (act. 17a, 17b), p. 16 (act. 19), p. 17 (act. 21a, 21b, 22)
UNITÉ 1: p. 21 (act. 1a, 1b), p. 23 (act. 2a, 2b, 2c, Culture), p. 24 (act. 3a, 3b), p. 25 (act. 4a, 4b), p. 26 (act. 6a, 6b), p. 27 (act. 7b), p. 28 (act. 9), p. 39 (act. 1a, 1c, Culture), p. 41 (act. 2a, 2c, 2d, 3a), p. 42 (act. 4a, 4b), p. 44 (act. 7a), p. 45 (act. 7b, 7c, 8a, 8b), p. 46 (act. 10, 11), p. 48 (act. 16), p. 52 (act. 23), p. 53 (act. 25b, 26), p. 57 (MINI-PROJECT 2), p. 61 (act. 1a)
UNITÉ 2: p. 63 (act. 1a, 1b), p. 65 (act. 2a, 2b, Culture), p. 67 (act. 3a, 3b, 4b), p. 68 (act. 5a), p. 69 (act. 6a), p. 70 (act. 7a, 7b, 7c), p. 71 (act. 7d, 8a), p. 72 (act. 9, 10), p. 76 (act. 15), p. 77 (act. 17), p. 83 (act. 1a, 1b, 1c, Culture), p. 85 (act. 2a), p. 87 (act. 4a, 4c), p. 88 (act. 6), p. 89 (act. 8), p. 90 (act. 9), p. 93 (act. 16), p. 94 (act. 18 a, 18b), p. 102 (act. 1a), p. 103 (act. 1b)
UNITÉ 3: p. 105 (act. 1a, 1b), p. 107 (act. 2a, 2b, Culture), p. 108 (act. 3a), p. 109 (act. 3c, 4b, 4d), p. 110 (Culture), p. 111 (act. 6a, 6b, 6c), p. 112 (act. 7), p. 115 (act. 10), p. 119 (act. 20), p. 125 (act. 1a, 1b, 1c, Culture), p. 126 (act. 2a, 2b), p. 127 (act. 2c, 2f), p. 129 (act. 4a, 4b, 4c, 5a), p. 131 (act. 6b, 6c, 7a), p. 132 (act. 8, 9), p. 145 (act. 1a)
UNITÉ 4: p. 147 (act. 1a, 1b), p. 149 (act. 2a, 2b, Culture), p. 150 (act. 3a, 4), p. 151 (act. 5a, 5b, 5c), p. 152 (act. 6a, 6b), p. 153 (act. 6c, 7a, 7b), p. 154 (act. 8a), p. 156 (act. 9, 10), p. 159 (act. 12, 15), p. 160 (act. 18), p. 169 (act. 1a, 1b, Culture), p. 170 (act. 2b), p. 171 (act. 3b), p. 172 (act. 4a, 4b), p. 173 (act. 6a, 6b, 6d), p. 174 (act. 7, 8), p. 186 (act. 1a, 1b), p. 187 (act. 2)
UNITÉ 5: p. 189 (act. 1a, 1b), p. 191 (act. 2b, 2c, Culture), p. 192 (act. 3a, 3b), p. 193 (act. 5), p. 194 (act. 6a, 6b, 6c), p. 195 (act. 7a, 7b, 7c), p. 196 (act. 8a, 8b, 8c, 8d), p. 197 (act. 9a, 9c), p. 198 (act. 10), p. 203 (act. 20), p. 211 (1a, 1c, Culture), p. 212 (act. 2a, 2c), p. 213 (act. 3a, 3c), p. 214 (act. 5a), p. 215 (act. 6a, 6b, 6c), p. 216 (act. 7, 8), p. 217 (act. 9), p. 219 (act. 12), p. 221 (act. 15), p. 228 (act. 1a, 1b), p. 229 (act. 2)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 233 (act. 2a, 2b, Culture), p. 235 (act. 3a, 3b), p. 236 (act. 4a, 4b, 4c, Culture), p. 237 (act. 4d, 5a), p. 238 (act. 6, 7), p. 249 (act. 1a, 1b, Culture), p. 250 (act. 2a), p. 252 (act. 5a), p. 253 (act. 5b, 6a, 6b), p. 254 (act. 7a, 7b, 7d), p. 255 (act. 8a, 8b, 8c), p. 256 (act. 9, 10), p. 259 (act. 11), p. 260 (act. 16), p. 270 (act. 1a)
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
C’EST REPARTI!: p. 6 (act. 6c)
UNITÉ 1: p. 29 (C’est vous les reporters!), p. 37 (MINI-PROJECT 1), p. 47 (C’est vous les reporters!), p. 58 (PROJECT FINAL), p. 61 (act. 2)
UNITÉ 2: p. 73 (C’est vous les reporters!), p. 81 (MINI-PROJECT 1), p. 89 (C’est vous les reporters!), p. 99 (MINI-PROJECT 2), p. 100 (PROJECT FINAL), p. 103 (act. 3)
UNITÉ 3: p. 113 (C’est vous les reporters!), p. 123 (MINI-PROJECT 1), p. 125 (act. 1d), p. 129 (act. 4d), p. 133 (C’est vous les reporters!), p. 141 (MINI-PROJECT 2), p. 142 (PROJECT FINAL), p. 145 (act. 2a, 2b)
UNITÉ 4: p. 157 (C’est vous les reporters!), p. 167 (MINI-PROJECT 1), p. 170 (act. 2c), p. 183 (act. MINI-PROJECT 2), p. 175 (C’est vous les reporters!), p. 184 (PROJECT FINAL), p. 187 (act. 3)
UNITÉ 5: p. 199 (C’est vous les reporters!), p. 209 (MINI-PROJECT 1), p. 217 (C’est vous les reporters!), p. 225 (act. MINIPROJECT 2), p. 226 (PROJECT FINAL), p. 229 (act. 3)
UNITÉ 6: p. 239 (C’est vous les reporters!), p. 247 (act. MINI-PROJECT 1), p. 257 (C’est vous les reporters!), p. 268 (PROJECT FINAL), p. 271 (act. 3), p. 267 (C’est vous les reporters!)
GOAL AREA: CULTURES
Interact with cultural competence and understanding
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
UNITÉ 1: p. 23 (Comparaison culturelle), p. 39 (1, a, b, Culture), p. 41 (3a)
UNITÉ 2: p. 63 (act. 1a), p. 71 (act. 8a)
UNITÉ 3: p. 107 (Comparaison culturelle), p. 108 (act. 3a)
UNITÉ 4: p. 149 (act. 2c), p. 156 (act. 10)
UNITÉ 5: p. 174 (act. 7, 8), p. 189 (act. 1a), p. 193 (act. 5)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 238 (act. 6, 7)
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
C’EST REPARTI!: p. 0 (act. 1, 2), p. 6 (act. 6c), p. 11 (act. 11d)
UNITÉ 1: p. 21 (act. 1a), p. 28 (act. 10), p. 46 (act. 11)
UNITÉ 2: p. 88 (act. 7)
UNITÉ 3: p. 105 (act. 1a), p. 112 (act. 7, 8), p. 125 (act. 1d), p. 129 (act. 5a)
UNITÉ 4: p. 156 (act. 9, 10)
UNITÉ 5: p. 189 (act. 1a), p. 216 (act. 6, 7)
GOAL AREA: CONNECTIONS
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
C’EST REPARTI!: p. 4 (act. 4a)
UNITÉ 1: p. 28 (act. 10), p. 46 (act. 10, 11)
UNITÉ 2: p. 65 (Connexion: Géographie), p. 72 (act. 9, 10), p. 88 (act. 6, 7)
UNITÉ 3: p.112 (act. 7, 8), p. 131 (act. 7b), p. 132 (act. 8)
UNITÉ 4: p. 156 (act. 9, 10), p. 174 (act. 7, 8), p. 184 (PROJECT FINAL)
UNITÉ 5: p. 198 (act. 10, 11), p. 211 (Connexion: Art), p. 216 (act. 7, 8)
UNITÉ 6: p. 238 (act. 6, 7), p. 256 (act. 10)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
C’EST REPARTI!: p. 0 (act. 1a)
UNITÉ 1: p. 21 (act. 1a), p. 23 (Culture), p. 39 (Culture)
UNITÉ 2: p. 63 (act. 1a), p. 65 (Culture), p. 67 (act. 3a), p. 72 (act. 9, 10), p. 83 (Culture)
UNITÉ 3: p. 105 (act. 1a), p. 107 (Culture), p. 108 (act. 3a), p. 110 (Culture), p. 125 (Culture), p. 129 (act. 4c, Culture), p. 131 (act. 7a), p. 145 (act. 1)
UNITÉ 4: p. 147 (act. 1), p. 149 (Culture), p. 157 (act. 9, 11), p. 169 (Culture), p. 171 (act. 3b), p. 174 (act. 7, 8)
UNITÉ 5: p. 189 (act. 1a), p. 191 (Culture), p. 193 (act. 5), p. 198 (act. 10, 11)
UNITÉ 6: p. 231 (act. 1a, 1b), p. 233 (Culture), p. 236 (Culture), p. 238 (act. 7), p. 249 (Culture), p. 256 (act. 10)
GOAL AREA: COMPARISONS
Develop insight into the nature of language and culture in order to interact with cultural competence
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
UNITÉ 1: p. 28 (act. 9), p. 39 (act. 1b), p. 46 (act. 10), p. 56 (act. 28)
UNITÉ 2: p. 67 (act. 3b)
UNITÉ 4: p. 173 (act. 6a)
Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
UNITÉ 1: p. 23 (Comparaison culturelle), p. 39 (Comparaison culturelle), p. 41 (act. 2f, 3b), p. 46 (act. 12)
UNITÉ 3: p. 107 (Comparaison culturelle), p. 110 (Comparaison culturelle), p. 113 (C’est vous les reporters!), p. 125 (Comparaison culturelle), p. 129 (act. 5b)
UNITÉ 4: p. 175 (C’est vous les reporters!)
UNITÉ 5: p. 191 (Comparaison culturelle), p. 192 (act. 3c), p. 199 (act. 12)
UNITÉ 6: p. 239 (C’est vous les reporters!), p. 249 (Comparaison culturelle), p. 255 (act. 8d)
GOAL AREA: 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.
C’EST REPARTI!: p. 0 (act. 1b), p. 5 (act. 4c), p. 8 (act. 8b), p. 9 (act. 9a, 9b), p. 12 (act. 13a, 13c), p. 13 (act. 14c), p. 14 (act. 15c), p. 15 (act. 18), p. 16 (act. 20), p. 19 (Le jeu de l’oie)
UNITÉ 1: p. 21 (act. 1b), p. 25 (act. 4e, 5), p. 29 (act. 11, C’est vous les reporters!), p. 36 (act. 19), p. 37 (MINI-PROJECT 1), p. 41 (act. 2e, 2f), p. 43 (act. 5, 6b), p. 45 (act. 9), p. 47 (C’est vous les reporters!), p. 53 (act. 26), p. 56 (act. 27), p. 57 (MINI-PROJECT 2), p. 58 (PROJECT FINAL), p. 61 (act. 3)
UNITÉ 2: p. 67 (act. 3c, 4c), p. 71 (act. 8b), p. 73 (act. 11, C’est vous les reporters!), p. 80 (act. 19), p. 81 (MINI-PROJECT 1), p. 85 (act. 2c, 3), p. 87 (act. 4d, 5), p. 89 (C’est vous les reporters!), p. 91 (act. 13), p. 95 (act. 22, 23), p. 98 (act. 24), p. 99 (act. MINI-PROJECT 2), p. 103 (act. 2)
UNITÉ 3: p. 105 (act. 1b) 110 (act. 5c), p. 113 (C’est vous les reporters!), p. 117 (act. 17), p. 123 (MINI-PROJECT 1), p. 127 (act. 3), p. 129 (act. 4d), p. 131 (act. 6a, 6d), p. 133 (C’est vous les reporters!), p. 141 (MINI-PROJECT 2), p. 142 (PROJECT FINAL)
UNITÉ 4: p. 150 (act. 4), p. 151 (act. 5d), p. 155 (act. 8d), p. 157 (act. 11, C’est vous les reporters!), p. 160 (act. 18), p. 166 (act. 25), p. 170 (act. 2c), p. 171 (act. 3c), p. 172 (act. 4a, 5), p. 175 (C’est vous les reporters!), p. 182 (act. 17), p. 183 (mini- projet 2), p. 184 (PROJECT FINAL)
UNITÉ 5: p. 193 (act. 4), p. 194 (act. 6c), p. 196 (act. 8e), p. 199 (C’est vous les reporters!), p. 209 (MINI-PROJECT 1), p. 213 (act. 4), p. 214 (act. 5c), p. 217 (C’est vous les reporters!), p. 225 (MINI-PROJECT 2), p. 226 (PROJECT FINAL), p. 229 (act. 2)
UNITÉ 6: p. 235 (act. 3d), p. 237 (act. 4e, 5b), p. 239 (C’est vous les reporters!), p. 246 (act. 17), p. 247 (MINI-PROJECT 1), p. 250 (act. 2b), p. 251 (act. 4), p. 257 (C’est vous les reporters!), p. 261 (act. 22), p. 267 (MINI-PROJECT 2), p. 268 (PROJECT FINAL), p. 271 (act. 2)
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
C’EST REPARTI!: p. 16 (act. 20), p. 19 (Le jeu de l’oie)
UNITÉ 1: p. 25 (act. 4e, 5), p. 36 (act. 19), p. 37 (MINI-PROJECT 1), p. 43 (act. 5), p. 45 (act. 9), p. 56 (act. 27)
UNITÉ 2: p. 71 (act. 8b), p. 72 (act. 9, 10), p. 80 (act. 19), p. 81 (MINI-PROJECT 1), p. 85 (act. 3), p. 87 (act. 5), p. 100 (PROJECT FINAL)
UNITÉ 3: p. 122 (act. 24), p. 123 (MINI-PROJECT 1), p. 140 (act.19)
UNITÉ 4: p. 166 (act. 25), p. 172 (act. 5), p. 182 (act. 17), p. 183 (mini- projet 2)
UNITÉ 5: p. 209 (MINI-PROJECT 1)
UNITÉ 6: p. 246 (act. 17), p. 247 (MINI-PROJECT 1), p. 267 (MINI-PROJECT 2), p. 268 (PROJECT FINAL)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
REPORTERS FRANCOPHONES 3
LEVEL: INTERMEDIATE LOW TO INTERMEDIATE MID
ACTFL World-Readiness Standards
GOAL AREA: COMMUNICATION
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
C’EST REPARTI!: p. 0 (act. 1b), p. 2 (act. 2a, 2c, 2d), p. 3 (act. 3a, 3b, 3c), p. 4 (act. 4b, 4c), p. 5 (act. 5, 6), p. 7 (act. 7c, 7d, 8), p. 8 (act. 10, 11), p.10 (act.13a, 13b), p. 11 (act. 14a, 14d, 14e, 14f), p. 12 (act. 15c, 15d), p. 13 (act. 16b, 16c), p.14 (act. 3b, 17c), p. 15 (act. 18b, 18c), p. 16 (act. 19c, 20), p. 17 (act. 21c)
UNITÉ 1: p. 21 (act. 1b), pp. 22-23 (act. 2b), p. 24 (act. 3d), p. 25 (act. 4c, 4d, 4e), pp. 26-27 (act. 5a, 5d, 5e, 5f), p. 29 (act. 8 C’est vous les reporters!), p. 31 (act. 9, 10, 11, 12), p. 33 (act. 13, 14, 15, 16, 17), p. 39 (act. 1a, 1c), pp. 40-41 (2c, 2d, 2e, 2f, 3), p. 42 (act. 4c, 4d), p. 43 (act. 5b, 5c, 5d, 6a, 6b, 6c), p. 47 (act. 12), p. 49 (act. 13, 14, 15, 16), p. 51 (act. 17, 18, 19, 20), p. 53 (act. 21, 22), p. 56 (act. 24, Mon lexique), p. 61 (act. 3)
UNITÉ 2: p. 67 (act. 3a, 3c, 3d, 4c), p. 68 (act. 5a), p. 69 (act. 5c, 6), p. 70 (act. 9a, 9c), p. 71 (act. 10c, 10d), p. 73 (act. 13), p. 75 (act. 14, 15, 16, 17), p. 77 (act. 18, 19, 20, 21), p. 79 (act. 22, 23, 24, 25), p. 82 (act. 26, Mon lexique), p. 87 (act. 2c, 2d, 3b, 3c), p. 89 (act. 4d, 4e, 4f), p. 90 (act. 6), p. 93 (act. 7, 8, 9), p. 95 (act. 10, 11, 12, 13), p. 98 (act. 14, Mon lexique), p. 103 (act. 3)
UNITÉ 3: p. 105 (act. 1a, 1b), p.107 (act. 2a, 2c), p. 108 (act. 3a, 3c, 3d), p. 109 (act. 4b, 4c, 5), p. 110 (act. 6a, 6b, 6c, 6d, 6e), p. 111 (act. 7b), p. 113 (act. 10), p. 115 (act. 11, 12, 13, 14, 15), p. 118 (act. 16, 17, 18, 19), p. 119 (act. 20, 21, 22, 23), p. 122 (act. 24, Mon lexique), p.125 (act. 1a, 1c, 1d), p. 127 (act. 2c, 2d, 2e, 3c), p. 128 (act. 4c), p. 129 (act. 5a, 5b, 6), p. 130 (act. 7a, 7c, 7d), p. 131 (act. 8b, 8c), p. 133 (act. 11), p. 134 (act. 12, 13, 14), p. 136 (act. 15), p. 137 (act. 17, 18, 19), p. 140 (act. 20, Mon lexique), p. 145 (act. 2)
UNITÉ 4: p. 149 (act. 2c), p. 150 (act. 3b, 4), p. 151 (act. 5f), p. 153 (act. 6b, 6c, 6d), p. 154 (act. 7a, 7d), p. 156 (act. 11), p. 157 (act. 12, C’est vous les reporters!), p. 159 (act. 13, 14, 15), p. 161 (act. 17, 18, 19), p. 163 (act. 20, 21, 22, 23), p. 166 (act. 24, Mon lexique),p. 170 (act. 2d, 2e), p.171 (act.3a, 3c, 3d), p. 172 (act. 4a, 4c, 4d, 4e), p. 173 (act. 5e), p. 174 (act. 7), p. 179 (act. 14, 15, 16), p. 182 (act. 17, Mon lexique), p. 187 (act. 2)
UNITÉ 5: p. 189 (act. 1b), p. 193 (act. 3c, 3d, 3e, 3f, 4), p. 195 (act. 5a, 6b, 6c, 6d), p. 196 (act. 8), p. 197 (act. 9), p. 199 (act. 11, 12, 13a, 13b), p. 201 (act. 15, 16, 17), p. 204 (act. 18, Mon lexique), pp. 206-207 (act. 1a, 1b), p. 208 (act. 2c), p. 210 (act. 4a, 4c), p. 211 (act. 5a, 5d), p. 212 (act. 6d, 6e), p. 213 (act. 7c, 7d, 8), pp. 214 (act. 10), p. 215 (act. 11, C’est vous les reporters!), p. 217 (act. 13, 14, 15), p. 218 (act. 16a, 16b, 16c, 16d, 17), p. 220 (act. 19a, 20), p. 221 (act. 21, 22, 23), p. 224 (act. 24, Mon lexique), p. 229 (act. 3)
UNITÉ 6: p. 231 (act. 1b), p. 233 (act. 2a, 2c), pp. 234-235 (act. 3c, 3d, 4b), p. 237 (act. 5d, 6b, 6c), p. 239 (act. 7d, 7e), p. 242 (act. 11a, 11b, 11c), p. 243 (act. 13, 14, 15), p. 245 (act. 16, 17, 18, 19, 20), p. 247 (act. 21, 22), p. 250 (act. 24, Mon lexique), p. 253 (act. 1c), p. 254 (act. 2a, 2b, 2c), p. 255 (act. 2g, 2h, 2i), p. 257 (act. 3c, 3d, 3e, 3f, 4b), p. 258 (act. 6), p. 259 (act. 7), p. 262 (act. 8, 9, 10, 11, 12), p. 263 (act. 13, 14, 15), p. 266 (act. 16, Mon lexique), p. 271 (act. 3)
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
C’EST REPARTI!: pp. 0-1 (act. 1a), p. 2 (act. 2a, 2b), p. 3 (act. 3b), p. 4 (act. 4a, 4b), pp. 6-7 (act. 7a, 7b, 7c), p. 9 (act. 12b, 12c), p. 10 (act. 13a), p. 11 (act. 14a, 14b, 14c), p. 12 (act. 15a, 15c), p. 13 (act. 16a), p. 14 (act. 17a), p. 15 (act. 18a), p. 16 (act. 19a, 19b, 20), p. 17 (act. 21a, 21b)
UNITÉ 1: p. 21 (act. 1a, 1b), pp. 22-23 (act. 2a, 2c, Culture), p. 24 (act. 3a, 3b, 3c), p. 25 (act. 4a, 4b, 4c), p. 28 (act. 6, 7), p. 33 (act. 13), p. 39 (act. 1a, 1b, Culture), pp. 40-41 (act. 2a, 2b), p. 42 (act. 4a, 4b), p. 43 (act. 5a, 5b), p. 44 (act. 7a, 7b, 7c, Culture), p. 45 (act. 8a, 8b, 8c), p. 46 (act. 9, 10), p. 61 (act. 1a, 1b, 1c)
UNITÉ 2: p. 63 (act. 1a, 1b), p. 65 (act. 2a, 2b), p. 67 (act. 3a, 3b, 3c, 4a, 4b), p. 68 (act. 5a, 5b), p. 69 (act. 5c, 8a), p. 70 (act. 9b, 9c), p. 71 (act.10a, 10b), p. 72 (act.11, 12), p. 75 (act. 14), p. 85 (act. 1a, 1b, 1c, Culture), p. 86 (act. 2a), p. 87 (act. 2b, 3a, 3b), p. 88 (act. 4a, 4b), p. 89 (act. 4c), pp. 90-91 (act. 5), p. 95 (act. 12, 13), p. 102 (act. 1a, 1b)
UNITÉ 3: p. 105 (act. 1a), p. 107 (act. 2a, 2b, Culture), p. 108 (act. 3b), p. 109 (act. 4a), p. 110 (act. 6a, 6b), p. 111 (act. 7a), pp. 112-113 (act. 8, 9), p. 118 (act. 19), p. 125 (act. 1a, 1b, 1c, Culture), pp. 126-127 (act. 2a, 2b), p. 128 (act. 4a, 4b), p. 129 (act. 5a, Culture), p. 130 (act. 7b, 7c), p. 131 (act. 8a), p. 132 (act. 9, 10), p. 137 (act. 16a, 16b), p.144 (act. 1a, 1b, 1c)
UNITÉ 4: p. 147 (act. 1a, 1b), p. 149 (act. 2a, 2b, Culture), p. 150 (act. 3a), p. 151 (act. 5a, 5b, 5c, 5d, 5e), p. 152 (act. 6a), p. 154 (act. 7a, 7b, 7c, Culture), p. 155 (act. 8a, 8b, 9a), p. 156 (act. 10), pp. 168-169 (act. 1a, 1b, Culture), p. 170 (act. 2a, 2b, 2c), p. 171 (act. 3a, 3b), p. 172 (act. 4a, 4b, 4c, 4d), p. 173 (act. 5a, 5b, 5c, 5d), p. 174 (act. 6), p. 186 (act. 1a, 1b)
UNITÉ 5: pp. 188-189 (act. 1a, 1b), pp. 190-191 (act. 2a, 2b, Culture), pp. 192-193 (act. 3a, 3b, 3c), p. 195 (act. 5b, 5c, 6a, 6b, 6c), pp. 196 (act. 7, 8), p. 207 (act. 1a, 1c, Culture), p. 208 (act. 2a, 2b, 2c), p. 209 (act. 2d, 3a), p. 210 (act. 4a, 4b, 4c), p. 211 (act. 5a, 5b, 5c), p. 212 (act. 6a, 6b, 6c, 6d, Culture), p. 213 (act. 7a, 7b, 7c, 8), p. 214 (act. 9), p. 217 (act. 12), pp. 228-229 (act. 1a, 1b)
UNITÉ 6: pp. 230-231 (act.1a, 1b), pp. 232-233 (act. 2a, 2b, Culture), pp. 234-235 (act. 3a, 3b, 3c, 4a, 4b), p. 236 (act. 5a), p. 237 (act. 5b, 5c, 6a, 6c), p. 238 (act. 7a, 7b, Culture), p. 239 (act. 7c, 7d), p. 240 (act. 8, 9), p. 247 (act. 23), pp. 252-253 (act. 1a, 1b, Culture), p. 254 (act. 2b, 2c), p. 255 (act. 2d, 2e, 2f, 2g), p. 256 (act. 3a), p. 257 (act. 3b, 4a), pp. 258 (act. 5), pp. 270-271 (act. 1a, 1b, 1c, 1d)
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
UNITÉ 1: p. 31 (act. 12), p. 36 (act. 18), p. 37 (act. MINI-PROJECT 1), p. 47 (act. C’est vous les reporters!), p. 57 (MINI-PROJECT 2), p. 58 (act. PROJECT FINAL), p. 61 (act. 2)
UNITÉ 2: p. 67 (act. 4c), p. 69 (act. 7), p. 73 (act. C’est vous les reporters!), p. 83 (act. MINI-PROJECT), p. 91 (act. C’est vous les reporters!), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL), p. 103 (act. 2)
UNITÉ 3: p. 113 (act. C’est vous les reporters!), p. 123 (act. MINI-PROJECT 1), p. 130 (act. 7d), p. 133 (act. C’est vous les reporters!), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL), p. 145 (act. 3)
UNITÉ 4: p. 157 (act. C’est vous les reporters!), p. 167 (MINI-PROJECT 1), p. 175 (act. C’est vous les reporters!), p. 183 (MINI-PROJECT 2), p. 184 (act. PROJECT FINAL), p. 187 (act. 3)
UNITÉ 5: p. 197 (act. C’est vous les reporters!), p. 205 (act. MINI-PROJECT 1), p. 215 (act. C’est vous les reporters!), p. 225 (act. MINI-PROJECT 2), pp. 226 (act. PROJECT FINAL), p. 229 (act. 2)
UNITÉ 6: p. 239 (act. 7f), p. 241 (act. C’est vous les reporters!), p. 251 (act. MINI-PROJECT 1), p. 254 (act. 2a), p. 259 (act. C’est vous les reporters!), p. 263 (act. 15), p. 267 (act. MINI-PROJECT 2), p. 268 (act. PROJECT FINAL), p. 271 (act. 2)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
GOAL AREA: CULTURES
Interact with cultural competence and understanding
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the Cultures studied.
C’EST REPARTI!: p. 5 (act. 5), p. 15 (act. 18a), p. 17 (act. 21a, 21b)
UNITÉ 1: p. 21 (act. 1a, 1b), p. 25 (act. 4a, 4b), p. 31 (act. 12), p. 37 (act. MINI-PROJECT 1), p. 45 (act. 8b, 8c), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 70 (act. 9b, 9c), p. 71 (act. 10a, 10b), p. 72 (act. 12), p. 86 (act. 2a), p. 87 (act. 2b, 2c, 2d, 3a, 3c), p. 90 (act. 5, 6), p. 99 (act. MINI-PROJECT 2)
UNITÉ 3: p. 105 (act. 1a, 1b), p. 111 (act. 7b), p. 123 (act. MINI-PROJECT), p. 125 (act. 1b, 1c), p. 127 (2a, 2b), p. 129 (act. 5a, 5b, Culture), p. 132 (act. 9, 10), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 149 (act. 2b), p. 152 (act. 6a), p. 169 (act. 1a, 1b, Culture), p. 171 (act. 3a)
UNITÉ 5: p. 205 (act. MINI-PROJECT 1), p. 209 (act. 3a), p. 211 (act. 6a, 6c), p. 225 (act. MINI-PROJECT 2), pp. 226 (act. PROJECT FINAL)
UNITÉ 6: p. 233 (act. 2a, 2b, Culture), p. 267 (act. MINI-PROJECT 2)
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the Cultures studied.
C’EST REPARTI!: p. 0 (act. 1a), p. 2 (act. 2a, 2b, 2c), p. 4 (act. 4a, 4b), p. 7 (act. 7a, 7b, 7c), p. 8 (act. 9, 10)
UNITÉ 1: p. 21 (act. 1a, 1b), p. 23 (act. 2a, 2b, 2c, Culture), p. 28 (act. 6, 7), p. 29 (act. 8), p. 37 (act. MINI-PROJECT 1), p. 39 (act. 1a, 1b, Culture), p. 41 (act. 2a, 2b, 2c, 2f), p. 44 (act. 7a, 7b, 7c, 7d, Culture), p. 45 (act. 8a), p. 46 (act. 9, 10, 11), p. 47 (act. 12), p. 57 (MINI-PROJECT 2), p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 67 (act. 3a, 3b, 3d, 4a, 4b, 4c), p. 68 (act. 5a, 5b), p. 69 (act. 8a), p. 71 (act. 10a), p. 73 (act. 13), p. 75 (act. 17), p. 77 (act. 21), p. 83 (act. Mini projet 1), p. 85 (act. 1a, 1b, 1c, Culture), p. 88 (act. 4a, 4b), p. 89 (act. 4c), p. 90 (act. 5), p. 91 (C’est vous les reporters!), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL), p. 102 (act. 1a, 1b)
UNITÉ 3: p. 105 (act. 1a), p. 107 (act. 2a, 2b, 2c, Culture), p. 111 (act. 7a, 7b), p. 112 (act. 8, 9), 113 (act. 10, C’est vous les reporters!), p. 123 (act. MINI-PROJECT 1), p. 125 (act. 1a, Culture), p. 132 (act. 9, 10), p. 133 (C’est vous les reporters!), p. 141 (act. MINIPROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 147 (act. 1a, 1b), p. 149 (act. 2a, 2b, Culture), p. 154 (act. 7b, 7c, Culture), p. 167 (act. MINI-PROJECT 1), p. 169 (act. 1a), p. 171 (act. 3a, 3b), p. 173 (act. 5a, 5b, 5c, 5d), p. 174 (act. 6, 7)
UNITÉ 5: p. 189 (act. 1a), p. 191 (act. 2a, 2b, Culture), p. 196 (act. 7, 8), p. 197 (act. 9, C’est vous les reporters!), p. 207 (act. 1a, 1b, 1c, Culture), p. 211 (act. 5a, 5b, 5c, 5d, Culture), p. 214 (act. 9, 10), p. 215 (act. 11), p. 225 (act. MINI-PROJECT 2)
UNITÉ 1: p. 231 (act. 1), p. 233 (act. 2a, Culture), p. 236 (act. 5a), p. 237 (act. 5b, 5c, 6a, 6b, 6c), p. 238 (act. 7a, 7b, Culture), p. 240 (act. 8, 9), p. 251 (act. MINI-PROJECT 1), p. 253 (act. 1a, 1b, Culture), p. 254 (act. 2a, 2b, 2c), p. 255 (act. 2d, 2e, 2f), p. 256 (act. 3a), p. 257 (act. 3b, 3c, 3d, Culture, 4a, 4b), p. 258 (act. 5, 6), p. 259 (act. C’est vous les reporters!), p. 267 (act. MINI-PROJECT 2), p. 268 (act. PROJECT FINAL), p. 271 (act. 1a, 1b, 1c, 1d)
GOAL AREA: CONNECTIONS
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
C’EST REPARTI!: p. 7 (act. 7a, 7b, 7c), p. 8 (act. 9)
UNITÉ 1: p. 28 (act. 6, 7), p. 29 (act. 8, C’est vous les reporters!), p. 44 (act. 7a, 7b, 7c, 7d), p. 45 (act. 8a, 8b), p. 46 (act. 9, 10, 11), p. 47 (act. 12)
UNITÉ 2: p. 69 (act. 8a, 8b), p. 72 (act. 11, 12), p. 83 (act. Mini projet 1), p. 89 (act. 4c), p. 90 (act. 5, 6), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL)
UNITÉ 3: p. 105 (act. 1a, 1b), p. 107 (act. 2a), p. 112 (act. 8, 9), p. 113 (act. 10), p. 123 (act. MINI-PROJECT), p. 132 (act. 9, 10), p. 133 (act. 11, C’est vous les reporters!), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 156 (act. 10, 11), p. 157 (act. 12), p. 167 (act. MINI-PROJECT 1), p. 174 (act. 6, 7), p. 175 (act. 8, C’est vous les reporters!), p. 183 (act. MINI-PROJECT 2), p. 184 (act. PROJECT FINAL)
UNITÉ 5: p. 196 (act. 7, 8), p. 197 (act. 9), p. 207 (act. 1a, 1b, Culture), p. 211 (act. 5a, 5b, 5c, 5d), p. 214 (act. 9, 10), p. 215 (act. 11), p. 225 (act. MINI-PROJECT 2), p. 226 (act. PROJECT FINAL)
UNITÉ 6: p. 236 (act. 5a), p. 237 (act. 5b, 5c, 5d, 6a, 6b, 6c), p. 238 (act. 7a, 7b, Culture), p. 239 (act. 7c), p. 240 (act. 8, 9), p. 241 (act. 10, C’est vous les reporters), p. 257 (act. 3b, 3c, 3d, 4a, 4b), p. 258 (act. 5, 6), p. 259 (act. 7, C’est vous les reporters!), p. 267 (act. MINI-PROJECT 2), p. 268 (act. PROJECT FINAL), p. 271 (act. 1a, 1b, 1c, 1d, 2, 3)
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its Cultures.
C’EST REPARTI!: p. 7 (act. 7a, 7b, 7c)
UNITÉ 1: p. 23 (act. 2a, 2b), p. 24 (act. 3a, 3b, 3c, 3d), p. 28 (act. 6, 7), p. 29 (act. 8), p. 37 (act. MINI-PROJECT 1), p. 39 (act. 1a, 1b, 1c), p. 47 (act. C’est vous les reporters!), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL)
UNITÉ 2: p. 73 (act. C’est vous les reporters!), p. 83 (act. MINI-PROJECT 1), p. 90 (act. 5, 6), p. 91 (C’est vous les reporters!), p. 98 (act. 14), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL)
UNITÉ 3: p. 107 (act. 2a, 2b, 2c, 2d), p. 113 (C’est vous les reporters!), p. 123 (act. MINI-PROJECT 1), p. 133 (C’est vous les reporters!), p. 141 (MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 167 (act. MINI-PROJECT 1), 168-169 (act. 1a, 1b), p. 175 (C’est vous les reporters!), p. 183 (act. MINI-PROJECT 2), p. 184 (act. PROJECT FINAL)
UNITÉ 5: p. 197 (C’est vous les reporters!), p. 204 (act. 18), p. 205 (act. MINI-PROJECT 1), p. 215 (C’est vous les reporters!), p. 225 (MINI-PROJECT 2), p. 226 (PROJECT FINAL)
UNITÉ 6: p. 251 (act. MINI-PROJECT 1), p. 259 (C’est vous les reporters!), p. 263 (act. 15), p. 266 (Mon lexique), p. 267 (act. MINI-PROJECT 2), p. 268 (act. PROJECT FINAL)
CORRELATIONS TO THE ACTFL WORLD-READINESS STANDARDS
GOAL AREA: COMPARISONS
Develop insight into the nature of language and Culture in order to interact with cultural competence
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
UNITÉ 2: p. 72 (act. 11), p. 90 (act. 6)
UNITÉ 3: p. 115 (act. 11)
UNITÉ 6: p. 245 (act. 20)
Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of Culture through comparisons of the Cultures studied and their own.
C’EST REPARTI!: p. 2 (act. 2d)
UNITÉ 1: p. 24 (act. 3a, 3b, 3c, 3d), p. 25 (act. 4a, 4b, 4e), p. 29 (act. 8, C’est vous les reporters!), p. 39 (act. 1a, 1b, 1c, Culture), p. 44 (act. 7d, Culture)
UNITÉ 2: p. 68 (act. 5a), p. 69 (act. 7, 8a, 8b), p. 70 (act. 9a), p. 85 (act. Culture), p. 86 (act. 2a, 2b, 2c, 2d, 3c), p. 89 (act. 4f), p. 98 (act. 14, Mon lexique), p. 99 (act. MINI-PROJECT 2), p. 103 (act. 3)
UNITÉ 3: p. 107 (act. 2a, 2b, 2c, Culture), p. 110 (act. 6e), p. 129 (act. Culture)
UNITÉ 4: p. 149 (act. 2c, Culture), p. 157 (C’est vous les reporters!), p. 169 (act. 1a, 1b, Culture)
UNITÉ 5: p. 193 (act. 3a, 3b, 3c, 3d, 3e, 3f), p. 205 (act. MINI-PROJECT 1), p. 207 (act. Culture), p. 208 (act. 2a, 2b), p. 209 (act. 2d, 2e), p. 210 (act. 4a, 4b, 4c), p. 211 (act. 5a, 5b, 5c, 5d), p. 212 (act. 6a, 6b, 6c, 6d, 6e, Culture), p. 213 (act. 7a, 7b, 7d, Culture), p. 214 (act. 9), p. 215 (act. C'est vous les reporters!), p. 225 (act. MINI-PROJECT 2), p. 226 (act. PROJECT FINAL), p. 229 (act. 1a, 1b)
UNITÉ 6: p. 253 (act. 1c)
GOAL AREA: 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.
UNITÉ 1: p. 25 (act. 4e), p. 29 (act. C’est vous les reporters!), p. 31 (act. 12), p. 47 (act. 12), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL), p. 61 (act. 2)
UNITÉ 2: p. 71 (act. 10d), p. 73 (act. 13, C’est vous les reporters!), p. 82 (act. 26), p. 83 (act. MINI-PROJECT 1), p. 87 (act. 2d, 3c), p. 98 (act. 14), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL), p. 103 (act. 3)
UNITÉ 3: p. 123 (act. MINI-PROJECT 1), p. 125 (act. 1c, 1d), p. 127 (act. 2e, 3c), p. 128 (act. 4a, 4b, 4c), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL), p. 144 (act. 1c), p. 145 (act. 2, 3)
UNITÉ 4: p. 151 (act. 5f), p. 155 (act. 9a), p. 156 (act. 11), p. 157 (C’est vous les reporters!), p. 163 (act. 23), p. 166 (act. 24), p. 167 (act. MINI-PROJECT 1), 170 (act. 2e), p. 172 (act. 4e), p. 183 (act. MINI-PROJECT 2), p. 184 (act. PROJECT FINAL), p. 187 (act. 3)
UNITÉ 5: p. 193 (act. 3f, 4), p. 195 (act. 6d), p. 204 (act. 18), p. 205 (act. MINI-PROJECT 1), p. 209 (act. 2e), p. 211 (act. 5a, 5b, 5c, 5d), p. 212 (act. 6e), p. 215 (act. 11), p. 224 (act. 24), p. 225 (act. MINI-PROJECT 2), p. 226 (act. PROJECT FINAL), p. 229 (act. 3)
UNITÉ 6: p. 250 (act. 24), p. 251 (act. MINI-PROJECT 1), p. 259 (act. 7), p. 267 (act. MINI-PROJECT 2), pp. 268 (act. PROJECT FINAL), p. 271 (act.3)
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
UNITÉ 1: p. 24 (act. 3d), p. 37 (act. MINI-PROJECT 1), p. 44 (act. 7d) p. 47 (act. C’est vous les reporters!), p. 56 (act. 24), p. 57 (act. MINI-PROJECT 2), p. 58 (act. PROJECT FINAL), p. 61 (act. 3)
UNITÉ 2: p. 83 (act. Mini projet 1), p. 90 (act. 6), p. 99 (act. MINI-PROJECT 2), p. 100 (act. PROJECT FINAL)
UNITÉ 3: p. 123 (act. MINI-PROJECT 1), p. 133 (C’est vous les reporters!), p. 141 (act. MINI-PROJECT 2), p. 142 (act. PROJECT FINAL)
UNITÉ 4: p. 167 (act. MINI-PROJECT 1), p. 173 (act. 5e), p. 184 (act. PROJECT FINAL)
UNITÉ 5: p. 205 (act. MINI-PROJECT 1), p. 225 (act. MINI-PROJECT 2), pp. 226 (act. PROJECT FINAL), p. 229 (act. 2)
UNITÉ 6: p. 233 (act. 2c), p. 241 (act. 10, C’est vous les reporters!), p. 251 (act. MINI-PROJECT 1), p. 258 (act. 6), p. 259 (C’est vous les reporters!), p. 266 (act. 16), p. 267 (act. MINI-PROJECT 2), pp. 268 (act. PROJECT FINAL), p. 271 (act. 2)
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NOTES
Scope and Sequence and ACTFL Correlations