EMC Publishing s C est à toi! 1, 2E Correlated to the Colorado World Language Frameworks French 1

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1 EMC Publishing s C est à toi! 1, 2E Correlated to the Colorado World Language Frameworks French 1 CONTENT STANDARD: Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing. 1.1 Listening Students listen to and derive meaning from a variety of foreign language sources. comprehend common learned words, phrases, and cognates when hearing the world language spoken from a variety of sources. demonstrate comprehension of everyday conversations including familiar situations and simple instruction identify the main idea from simple instructions or conversations basic survival situations, and familiar topics, such as school, leisure time activities, and family life. Can translate and respond to common learned words, phrases and cognates when heard in target language. See Appendix 1.1 A. Exhibits comprehension by responding appropriately to oral instructions and conversation in target language. See Appendix 1.1 B. To be able to interactively engage in a basic conversation in the target language. See Appendix 1.1 C. 1

2 recognize present, simple future, and passé compose tenses. Be able to respond appropriately in the appropriate tenses in the target language. See appendix 1.1D. 1.2 Speaking Students speak in the foreign language for a variety of purposes and for diverse audiences. use learned pronunciation and intonation patterns. ask and answer simple questions. speak in predictable, familiar situations use learned vocabulary and phrases. Pronounce a variety of learned vocabulary words using appropriate pronunciation intonation patterns in target language. Be able to ask and answer simple questions in the present, simple future, and passé tenses in the target language. See appendix 1.2B Carry on a simple dialogue with another student over appropriate learned subject matter in target language. Examples in Prononciation (31, 68, 110, 145, 187, 231, ) and in Langue Active (pages 24, 25, 26, 27, 36, 46, ). 13, 14, 30, 31, 38, ), 59, ), Évaluation orale 170, ), and Paired Practice 53, 66, ). 2

3 express personal opinions and desires with learned phrases. Respond to personal questions and express opinions about home, school and personal life using appropriate vocabulary and grammatical structures. 13, 14, 30, 31, 38, ), 59, ), Évaluation orale 170, ), and Paired Practice 53, 66, ). apply pronunciation and intonation patterns. Apply pronunciation and intonation rules to unfamiliar words. Examples in Prononciation (31, 68, 110, 145, 187, 231, ) and in Langue Active (pages 24, 25, 26, 27, 36, 46, ). apply pronunciation and intonation patterns at a normal rate of speech Give a short presentation over learned subject matter at a normal rate of speech as in primary language. 3

4 1.3 Reading Students read and derive meaning from a variety of materials written in a foreign language. recognize cognates and common expressions. Read sentences and understand meaning through simple cognates and learned vocabulary. Examples on pages 20, 32, 42, 69, 101, and 111. Also, examples within Aperçus culturels (pages 11, 22, 34, 60, 207, 369, ), in Culture Journal (ATE page 15), in FYI ( ATE page 92), in Lecture (pages 92-93), and in Teaching Notes ( ATE pages 22, 69, and 409), and in un peu de plus (ATE page 92). infer meaning of unfamiliar words from context. show comprehension of reading materials. identify cultural elements found in reading materials. Identify the main idea from a narrative without specifically understanding every word. Understand a 2-5 paragraph narrative, answer specific questions about the narrative. Distinguish the difference between the target language culture, and the American culture. Reading Reading Reading 4

5 comprehend main ideas of reading selections based on familiar vocabulary. Identify the main idea from a narrative using specific learned vocabulary. Reading respond to the reading selection. Answer questions and discuss the reading selection. questions following Reading Materials (pages 41, 120, 127, 155, 156, 159, 198, ). analyze cultural elements found in the reading materials. Compare and contrast cultural elements of the reading selection. Reading express personal reactions to reading materials. interpret cultural elements found in reading materials. Discuss selected reading in the targeted language. To explore reasons for cultural differences. Reading Reading 5

6 1.4 Writing Students write in a foreign language for a variety of purposes and for diverse audiences. use legible handwriting and/or word processing. Submit legible written responses in the target language. obtain and report information for a variety of audiences. Write in target language so that audiences can read and understand. 6

7 obtain and report factual information. use appropriate grammar, spelling, capitalization, and punctuation. write about everyday topics and express personal opinions and desires using learned vocabulary phrases and grammatical structures. develop and organize ideas, plan, draft, revise, proofread, and edit their own work and that of other students, and write final draft. Correct sentences about factual information. Write sentences which contain correct grammar, spelling, capitalization and punctuation (including diacritical marks) Write short paragraphs, dialogues and descriptions using appropriate learned vocabulary, grammar and language. Write a 2-3 paragraph essay from rough draft to final draft. Students will use peer editing procedures. Example within Evaluation ecrite (page 131). 7

8 CONTENT STANDARD 2: Students acquire and use knowledge of cultures while developing foreign language skills. use culturally appropriate gestures and oral expressions for common or familiar classroom interactions. listen to or read materials in the language from the cultures being studied. Identify the differences between peer and adult greetings and gestures. Gain cultural understanding through authentic recorded and/or reading materials in the target language. 8 Examples on pages 85, 105, 183, 278, and 392, in 13, 30, 31, 37, 67, 116, 126, 185, 186, 242, 296, 392, and 417), in Conversation culturelle (pages 3, 10, 21, 33, 44, 59, ), in Évaluation orale/ecrite (pages 15/16, 52/ 53, 94/95, 130/131, ), in Évaluation visuelle (pages 15, 53, 257, 377, 421, and 460), in Listening Comprehension Activities (pages TE53, 5, 11, 23, 35, 45, 60,...), in Paired Practice 53, 66, ), in Pratique (pages 47, 63, 87, 89, 108, 141, 143, 152, 153, 155, 165, 166, 167, 194, 210, 227, 230, 252, 267, 269, 271, 280, 281, 283, 284, 294, 295, 314, 315, 323, 337, 371, 372, 391, 432, 433, 443, and 454),in TPR (Total Physical Response) (ATE pages 9, 20, 46, 58, 62, 66,...), and Un peu de plus (ATE pages 2, 4, 9, 16, 20, 26,...). Aperçus culturels (page 22) and in Comparisons (ATE page 138 and 385), in Connections (ATE pages 40, 429, and 439), in Culture (pages 40-41), and in Teaching Notes (ATE page 40).

9 use culturally appropriate languages and gestures to interact with peers and adults. express themselves in writing in a culturally appropriate matter. research a cultural topic of interest using sources. Recreate and act out accurate everyday cultural situation. To express in writing culturally appropriate responses in travel, medical, and law enforcement situations. Make a presentation to a specific audience. 59, ) and in Evaluation orale (pages 15, 52, 94, 130, 170, 216, ). Communication (page 403), in Comparisons (ATE pages 362 and 368), in Connections (ATE pages 362 and 368), and in Evaluation ecrite (pages 377 and 420). 59, ), in Évaluation orale/ecrite (pages 15/16, 52/ 53, 94/95, 130/131, ), in Paired Practice (ATE pages 13, 31, 48, 49, 53, 66, ), in TPR (Total Physical Response) (ATE pages 9, 20, 46, 58, 62, 66,...), and in Un peu de plus (ATE pages 2, 4, 9, 16, 20, 26,...). 9