C est à toi! Level Three, 2 nd edition. Correlated to MODERN LANGUAGE CURRICULUM STANDARDS EXPANDING LEVEL

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1 Communication Communicate in Languages other than English C est à toi! Level Three, 2 nd edition Correlated to MODERN LANGUAGE CURRICULUM STANDARDS EXPANDING LEVEL Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. This standard focuses on interpersonal communication; that is, direct oral or written communication between individuals who are in personal contact. These interactions may take the form of conversations either in person, on the telephone, or in written correspondence, such as notes, letters, and . Interpersonal 1. manage unforeseen circumstances and complicated situations; 2. converse using language and behaviors that are appropriate to the setting; Examples on pages 328 and 421 and within À Vous de Jouer (page 49), in Communication (pages 45, 75, 123, 141, 169, 186, 235 ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Orale (pages 51, 99, 147, 192, 243, 283,...), in Évaluation Visuelle (pages 51, 244, and 423), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), and in Stratégie Communicative (page 446). Communication (pages 45, 75, 123, 141, 169, 186, ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Orale (pages 51, 99, 147, 192, 243, 283,...), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), in Stratégie Communicative (page 446), and in Un peu de plus (ATE 402). 3. exchange opinions and beliefs; and Examples on pages 328 and 421 and within À Vous de Jouer (page 49), in Communication (pages 45, 75, 123, 141, 169, 186, 235 ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Orale (pages 51, 99, 147, 192, 243, 283,...), in Évaluation Visuelle (pages 51, 244, and 423), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), and in Stratégie Communicative (page 446). EMC Publishing, C est à toi! Level Three 1

2 4. express personal feelings and ideas for the purpose of persuading others as well as give and receive advice. Examples on pages 328 and 421 and within À Vous de Jouer (page 49), in Communication (pages 45, 75, 123, 141, 169, 186, 235 ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Orale (pages 51, 99, 147, 192, 243, 283,...), in Évaluation Visuelle (pages 51, 244, and 423), in Listening Comprehension Activties (pages 5, 29, 62, 80, 111, 128,...), and in Stratégie Communicative (page 446). Standard 1.2 Students understand and interpret written and spoken language on a variety of topics. This standard involves one-way listening and reading in which the learner works with a variety of print and nonprint materials. It focuses on the interpretive mode; that is, it involves understanding one-way messages, such as radio and television broadcasts, films, songs, lectures, and even the conversation of others. It also incorporates printed realia, newspaper and magazine articles, Internet items, and literary works. Interpretive 1. demonstrate comprehension of complex directions and instructions intended for native speakers; 2. analyze the meaning of songs, folklore, and literature; 3. interpret and analyze cause and effect relationships and sequences in authentic materials; and 4. analyze and evaluate complex texts or conversations, discerning mood, sarcasm, humor, and irony. Examples within Connections (ATE page 461), in Lecture (pages ), and in Un peu de plus (ATE 463). Examples within Connections (ATE pages 108 and 419), in Cooperative Group Practice (ATE pages 76 and 280), in Lecture (47-49, 94-97, , , , , , and ), in Paired Practice (ATE page 47), and in Teaching Notes (ATE pages 124, 280, and 282). Examples within Cooperative Group Practice (ATE pages 76 and 280), in Lecture (47-49, 94-97, , , , , , and ), in Paired Practice (ATE page 47), and in Teaching Notes (ATE page 124). Examples within Cooperative Group Practice (ATE pages 76 and 280), in Lecture (47-49, 94-97, , , , , , and ), in Paired Practice (ATE page 47), and in Teaching Notes (ATE page 124). Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. This standard focuses on the formal presentation of information, concepts, and ideas in spoken and written form and is concerned, in most cases, with one-way speaking and writing. It addresses activities that range from skits to formal oral presentations and from short compositions and creative works to formal written reports. EMC Publishing, C est à toi! Level Three 2

3 Presentational 1. explain a complex process incorporating detailed instructions; 2. present information on a wide selection of topics, including abstract cultural concepts; 3. produce a written sample to convey a mood, implied meaning, or abstract idea; 4. create multimedia presentations on complex topics; 5. research and synthesize information from a variety of sources; and 6. formulate and defend a position on a researched issue. Examples within Connections (ATE page 461), in Lecture (pages ), and in Un peu de plus (ATE 463). Comparisons (ATE page 421), in Cooperative Group Practice (ATE page 377), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), in Paired Practice (ATE pages 47 and 354), in Stratégie Communicative (page 446), and in Un peu de plus (ATE pages 76, 94, 124, 145, 188, 241,...). Examples on pages 328 and 421 and within Communication (pages 75, 169, 186, 235, 264, and 323), in Comparisons (ATE page 421), in Cooperative Group Practice (ATE pages 263 and 377), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Visuelle (pages 51, 244, and 423), in Paired Practice (ATE pages 47 and 354), and in Un peu de plus (ATE pages 76, 94, 124, 145, 188, 241,...). Comparisons (ATE page 421), in Cooperative Group Practice (ATE page 377), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), in Paired Practice (ATE pages 47 and 354), in Stratégie Communicative (page 446), and in Un peu de plus (ATE pages 76, 94, 124, 145, 188, 241,...). Comparisons (ATE page 421), in Cooperative Group Practice (ATE page 377), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), in Paired Practice (ATE pages 47 and 354), in Stratégie Communicative (page 446), and in Un peu de plus (ATE pages 76, 94, 124, 145, 188, 241,...). Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1 Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied. This standard addresses the knowledge of what, when, where, and how to communicate appropriately in varying social situations. The ability to interact effectively within the target culture is an important dimension of cultural competence. It is important to understand the relationship between these practices and the underlying perspectives that represent the culture s view of the world. EMC Publishing, C est à toi! Level Three 3

4 1. analyze social, historical, and geographic factors that affect cultural practices; 2. integrate culturally embedded words, phrases, and idioms into everyday communication; 3. evaluate some commonly held generalizations about the culture studied; 4. exchange opinions on social issues, e.g., immigration, environment, drugs, crime; 5. identify elements of humor, irony, and satire in the target language and culture; 6. synthesize the relationships among the products, practices, and perspectives of the culture, e.g., the costumes, dances, and celebrations pertaining to Independence or National Day; and 7. analyze the elements of the target culture that are in transition and explore their local and global impact, e.g., population shift, industrialization. Examples within Aperçus culturels (pages 82-83, , , , , and 436), in Connections (ATE pages 31, 292, and 297), and in Journal Personel (page 164, 273, 298, 364, 411, and 437). Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Orale (pages 51 and 422), and in Teaching Notes (ATE pages 39, 41, 388, and 448). Examples within Aperçus culturels (page 315), in Cooperative Group Practice (ATE page 315), Journal personel (pages 317 and 394), Journal personel (ATE page 238), and in Paired Practice (ATE page 183). Examples within Aperçus culturels (page 7-8, 82-83, , , , , , , 408, and 436), Comparisons (ATE page 7), in Connections (ATE pages 173, 267, 293, and 297), in Journal Personel (Pages 9, 84164, 178, 256, 273, 298, ), and in Journal personel (ATE pages 227, 238, and 251). Examples within Lecture (pages and ), in Paired Practice (ATE page 47), and in Teaching Notes (ATE page 47). Examples in Aperçus culturels (pages 8, 31-32, 113, , , , 207, 314, 315, and 435), in Connections (ATE 295 and 297), in Cooperative Group Practice (ATE 327), in Dossier Ouvert/Ferme (pages 106/146 and 154/190), in Journal personnel (page 9, 132, 178, and 454), in Journal personnel (ATE page 2, 107,131, and 238), in Lecture (pages 47-49, 94-97, , , , , , and ), in Teaching Notes (ATE page 124), and in Un peu de plus (ATE 113). Examples within Aperçus culturels (page 7-8, 82-83, , , , , , , 408, and 436), Comparisons (ATE page 7), in Connections (ATE pages 173, 267, 293, and 297), in Journal Personel (Pages 9, 84164, 178, 256, 273, 298, ), and in Journal personel (ATE pages 227, 238, and 251). Standard 2.2 Students demonstrate an understanding of the relationship between the products and the perspectives of the cultures studied. This standard addresses the interrelatedness of languages, literatures, artifacts, traditions, and other products that are expressions of the target culture. The identification of important historical events and figures; a familiarity with the major literary, musical, and artistic contributions of the target country; and an awareness of sociopolitical institutions in the society are basic to an understanding of that culture. EMC Publishing, C est à toi! Level Three 4

5 1. evaluate the expressive forms of the target culture, e.g., art, literature, music, dance; 2. discuss and analyze such intangibles of the target culture as social, economic, and political institutions; and explore relationships among these institutions and the perspectives of the culture; 3. synthesize the relationships among the products, practices, and perspectives of the culture, e.g., costumes, dances, celebrations; and 4. identify the effects of the target culture on current world events. Examples within Aperçus culturels (pages 31-32, 113, , 207, 314, and 435), in Connections (ATE pages 108 and 279), in Cooperative Group Practice (ATE pages 76, 280, and 327), in Dossier Ouvert/Ferme (pages 106/146 and 154/190), in Journal personnel (page 132 and 454), in Journal personnel (ATE page 107 and 131),in Lecture (pages 47-49, 94-97, , , , , ), in Paired Practice (ATE pages 188, 215, and 328), in Reading Materials (pages 33, 67, 114, 163, 228, 230,...), and in Un peu de plus (ATE 113). Examples within Aperçus culturels (pages 82-83, , , , , and 436), in Connections (ATE pages 31, 292, and 297), and in Journal Personel (page 164, 273, 298, 364, 411, and 437). Examples in Aperçus culturels (pages 8, 31-32, 113, , , , 207, 314, 315, and 435), in Connections (ATE 295 and 297), in Cooperative Group Practice (ATE 327), in Dossier Ouvert/Ferme (pages 106/146 and 154/190), in Journal personnel (page 9, 132, 178, and 454), in Journal personnel (ATE page 2, 107,131, and 238), in Lecture (pages 47-49, 94-97, , , , , , and ), in Teaching Notes (ATE page 124), and in Un peu de plus (ATE 113). Examples within Aperçus culturels (page 7-8, 82-83, , , , , , , 408, and 436), Comparisons (ATE page 7), in Connections (ATE pages 173, 267, 293, and 297), in Journal Personel (Pages 9, 84164, 178, 256, 273, 298, ), and in Journal personel (ATE pages 227, 238, and 251). Connections Connect with Other Disciplines and Acquire Information Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. Learning is no longer restricted to a specific discipline; it has become interdisciplinary. This standard focuses on using foreign language instruction as a means of expanding and enhancing students knowledge in other areas. The new information and concepts that they acquire will facilitate their continued learning across the curriculum. EMC Publishing, C est à toi! Level Three 5

6 1. synthesize information and skills common to the target language and other subject areas, e.g., elements of literature; 2. locate foreign language resources and synthesize information for use in other subject areas; and 3. evaluate the impact of global issues on culture and discuss possible solutions to the problems. Examples on page 376 and within Communication (page 173, 279, 293, and 373), in Connections (ATE pages 4, 108, 173, 267, 279, 293, and 409), in Cooperative Group Practice (ATE page 377), and in Lecture (pages 47-49, 94-97, , , , , , , , and ), in Teaching Notes (ATE page 93, 227, 282, and 402), and in Un peu de plus (ATE pages 145, 241, and 446). See the following ancillary: Internet Resource Center. Examples on page 376 and within Aperçus culturels (pages 7-8, 206, , 296, , and ), in Connections (ATE pages 4, 31, 108, 111, 173, 255, 267, 279, 293, 409, ), in Journal Personel (page34, 317, and 394), and in Un peu de plus (ATE pages 145, 241, and 446). Examples within Aperçus culturels (page 7-8, 82-83, , , , , , , 408, and 436), Comparisons (ATE page 7), in Connections (ATE pages 173, 267, 293, and 297), in Journal Personel (Pages 9, 84164, 178, 256, 273, 298, ), and in Journal personel (ATE pages 227, 238, and 251). Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are available only through the foreign language and its cultures. Learning a foreign language gives students access to the original sources of information and unique perspectives of that target culture. This access, either through traditional print or media sources or through the use of new technologies such as the Internet, provides a veritable window to the world. Giving students these advantages is the focus of this standard. 1. synthesize and evaluate information from sources intended for native speakers; and 2. analyze information from multimedia sources to create original work in the target language. Examples on page 376 and within Aperçus culturels (pages 7-8, 206, , 296, , and ), in Connections (ATE pages 4, 31, 108, 111, 173, 255, 267, 279, 293, 409, ), in Journal Personel (page34, 317, and 394), and in Un peu de plus (ATE pages 145, 241, and 446). Examples on page 376 and within Aperçus culturels (pages 7-8, 206, , 296, , and ), in Connections (ATE pages 4, 31, 108, 111, 173, 255, 267, 279, 293, 409, ), in Journal Personel (page34, 317, and 394), and in Un peu de plus (ATE pages 145, 241, and 446). EMC Publishing, C est à toi! Level Three 6

7 Comparisons Develop Insight into the Nature of Language and Culture Standard 4.1 Students demonstrate understanding of the nature of language through comparisons between the language studied and their own. This standard focuses on the impact that learning the linguistic elements in the new language has on students ability to examine their own language and to develop ideas about the structure and use of languages in general. From the earliest language learning experiences, students can compare and contrast the two languages as different elements are presented. 1. apply within a variety of contexts the structural patterns of the language; 2. transfer knowledge of structural patterns between the target language and the student s own language to communicate effectively; and 3. identify and examine differences within the target language as they occur in various countries, regions, dialects, or economic levels of a society. Examples within Comparisons (ATE 21, 26, 68, 84, 87, 115, ), in Cooperative Group Practice (ATE pages 72, 86, 168, 195, 229, 231, ), in Langue Active (pages 10, 12, 16, 18, 21, 34, ), and in Paired Practice (ATE pages 15, 19, 91, 212, 302, 350,...). See the following ancillary: Grammar and Vocabulary Exercises. Examples within Comparisons (ATE 21, 26, 68, 84, 87, 115, ), in Cooperative Group Practice (ATE pages 72, 86, 168, 195, 229, 231, ), in Langue Active (pages 10, 12, 16, 18, 21, 34, ), and in Paired Practice (ATE pages 15, 19, 91, 212, 302, 350,...). See the following ancillary: Grammar and Vocabulary Exercises. Examples within Comparisons (ATE 21, 26, 68, 84, 87, 115, ), in Cooperative Group Practice (ATE pages 72, 86, 168, 195, 229, 231, ), in Langue Active (pages 10, 12, 16, 18, 21, 34, ), and in Paired Practice (ATE pages 15, 19, 91, 212, 302, 350,...). See the following ancillary: Grammar and Vocabulary Exercises. Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between the cultures studied and their own. As students expand their knowledge of cultures through language learning, they continually discover perspectives, practices, and products that are similar to and different from those in their own culture. Although some students make comparisons naturally, this standard focuses on developing this reflective process in all students by encouraging its integration into instruction from the earliest levels of learning. 1. integrate knowledge of social etiquette and linguistic structures; 2. connect activities and traditions of target culture to those of native culture; Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), and in Évaluation Orale (pages 51 and 422). Examples in Aperçus culturels (pages 31-32, 113, , 207, 314, and 435), in Cooperative Group Practice (ATE 327), in Dossier Ouvert/Ferme (pages 106/146 and 154/190), in Journal personnel (page 132 and 454), in Journal personnel (ATE page 107 and 131), and in Un peu de plus (ATE 113). EMC Publishing, C est à toi! Level Three 7

8 3. analyze artistic products of the target culture; Examples within Connections (ATE pages 108 and 279), in Cooperative Group Practice (ATE pages 76 and 280), in Lecture (pages 47-49, 94-97, , , , , ), in Paired Practice (ATE pages 188, 215, and 328), and in Reading Materials (pages 33, 67, 114, 163, 228, 230,...). 4. analyze roles of mass media in the two cultures; 5. compare major social issues and their impact on target and native cultures, e.g., immigration, drugs, crime; and 6. identify differences that exist within the target culture and language, such as those that occur within various regions, dialects, or social classes. Communities Participate in Multilingual Communities at Home and around the World Examples on page 376 and within Connections (ATE page 4, 108, 173, 267, 279, 293, and 409), in Lecture (pages 47-49, 94-97, , , , , , , , and ), in Paired Practice (page 47), and in Un peu de plus (ATE page 145, 241, and 446). Examples within Aperçus culturels (page 7-8, 82-83, , , , , , , 408, and 436), Comparisons (ATE page 7), in Connections (ATE pages 173, 267, 293, and 297), in Journal Personel (Pages 9, 84164, 178, 256, 273, 298, ), and in Journal personel (ATE pages 227, 238, and 251). Examples within À Vous de Jouer (page 49), Comparisons (ATE 21, 26, 68, 84, 87, 115, ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in Cooperative Group Practice (ATE pages 72, 86, 168, 195, 229, 231, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Orale (pages 51 and 422), in Langue Active (pages 10, 12, 16, 18, 21, 34, ), and in Paired Practice (ATE pages 15, 19, 91, 212, 302, 350,...). See the following ancillary: Grammar and Vocabulary Exercises. Standard 5.1 Students use the language both within and beyond the school setting. This standard focuses on foreign language study as a tool for one to communicate with speakers of that language throughout one s life in school, in the community, and abroad. As students apply what they have learned in the language program, they come to realize the advantages inherent in the ability to communicate in more than one language. In addition, they develop an understanding of the power of language and are thus in a good position to serve the needs of a global society. EMC Publishing, C est à toi! Level Three 8

9 1. interact appropriately in the target language in real-life situations; 2. maintain connections with the target culture, e.g., , letters, videos; 3. using authentic sources, analyze the role of the United States in the world arena as viewed by other cultures; 4. analyze the interdependence between the student s own culture and other cultures; and 5. collaborate with resources in the community, e.g., ethnic and civic organizations, businesses, universities. Communication (pages 45, 75, 123, 141, 169, 186, 235, ), in Conversation culturelle (pages 4, 27, 60, 78, 108, 125, ), in En Partenaire (pages 12, 38, 41, 45, 49, 70, ), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Orale (pages 51, 99, 147, 192, 243, 283,...), in Évaluation Visuelle (pages 51, 193, and 244), in Listening Comprehension Activities (pages 5, 29, 62, 80, 111, 128,...), in Pratique (page 421), in Stratégie Communicative (page 446), and in Un peu de plus (ATE 402). Examples on pages 328 and 421 and within Communication (pages 75, 169, 186, 235, 264, and 323), in Comparisons (ATE page 421), in Cooperative Group Practice (ATE pages 263 and 377), in Évaluation Écrite (pages 100, 192, 379, 423, and 467), in Évaluation Visuelle (pages 51, 244, and 423), in Paired Practice (ATE pages 47 and 354), and in Un peu de plus (ATE pages 76, 94, 124, 145, 188, 241,...). Examples within Connections (ATE pages 173, 279, 293, and 297). Examples within Aperçus culturels (pages 82-83, , , , , and 436), in Connections (ATE pages 31, 292, and 297), and in Journal Personnel (pages 115, 229, 298, 317, and 454). Examples within Connections (ATE page 4, 31, 108, 111, 173, 255, 267, ), in Cooperative Group Practice (ATE page 280), and in Teaching Notes (ATE pages 124 and 145). Standard 5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. By developing a certain level of comfort with the new language, students can use these skills to access entertainment and information as they continue to learn throughout their lives. The focus of this standard is enabling students to use sources available to speakers of the target language to enrich their personal lives. 1. discuss the importance of maintaining an open attitude in an analysis of other cultures; Examples within Aperçus culturels (pages 7, 31, 64, 82, 113, 130, ) and in Connections (ATE pages 4, 31, 108, 111, 173, 255, ), and in Journal Personel (pages 115, 132, 208, 256, 317, 348, ) EMC Publishing, C est à toi! Level Three 9

10 2. apply language skills to evaluate and refine his or her own learning processes; and Examples within Comparisons (ATE 21, 26, 68, 84, 87, 115, ), in Cooperative Group Practice (ATE pages 72, 86, 168, 195, 229, 231, ), in Langue Active (pages 10, 12, 16, 18, 21, 34, ), and in Paired Practice (ATE pages 15, 19, 91, 212, 302, 350,...). See the following ancillary: Grammar and Vocabulary Exercises. 3. analyze and synthesize information. Examples on page 376 and within Communication (page 173, 279, 293, and 373), in Connections (ATE pages 4, 173, 267, 279, 293, and 409), in Cooperative Group Practice (ATE page 377), in Teaching Notes (ATE page 93, 227, 282, and 402), and in Un peu de plus (ATE pages 145, 241, and 446). See the following ancillary: Internet Resource Center. EMC Publishing, C est à toi! Level Three 10