EMC Publishing s C est à toi! Level 3, 2 nd edition Correlated to the Oregon World Language Content Standards Oregon Correlation C est à toi! Level 1, 2 nd edition to the: Oregon World Language Content Standards COMMUNICATIONS: COMPREHEND, EXPRESS AND EXCHANGE IDEAS IN LANGUAGE OTHER THAN ENGLISH. COMMON CURRICULUM GOALS: LISTENING: Demonstrate comprehension of messages from authentic and other sources for a variety of purposes. CONTENT STANDARDS: Demonstrate comprehension of messages from authentic and other sources. BENCHMARK STAGE 1: Comprehend isolated words/signs and everyday expressions. BENCHMARK STAGE 2: Comprehend familiar ideas and details in short sentences and simple questions on a limited range of topics BENCHMARK STAGE 3: Comprehend familiar ideas and details in statements and questions on everyday topics. BENCHMARK STAGE 4: Comprehend main ideas and some supporting details from simple announcements, narratives and conversations in familiar situations on everyday topics. 1 Examples in Connections (ATE pages 108 and 279), in Cooperative Group Practice (ATE pages 76 and 280), in Lecture (pages 47-49, 94-97, 142-145, 187-190, 236-241, 280-282, ), 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 page 124). pages 108 and 279), in Cooperative 280), in Lecture (pages 47-49, 94-97, 142-145, 187-190, 236-241, 280-
BENCHMARK STAGE 5: Comprehend main ideas and supporting details from varied sources and conversations on a wide range of topics. 282, ), 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 page 124). Examples in Connections (ATE pages 108 and 279), in Cooperative Group Practice (ATE pages 76 and 280), in Lecture (pages 47-49, 94-97, 142-145, 187-190, 236-241, 280-282, ), 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 page 124). COMMON CURRICULUM GOALS: SPEAKING: speak/sign for a variety of audiences and purposes. Communicate information, express/exchange ideas and accomplish tasks. Initiate and engage in conversations by asking and answering questions, expressing/exchanging ideas, needs, likes and dislikes and opinions CONTENT STANDARDS: Communicate information, express/exchange ideas and accomplish tasks on a variety of topics. BENCHMARK STAGE 1: Use memorized words/signs and everyday expressions and identify familiar objects BENCHMARK STAGE 2: Use simple memorized phrases, sentences and questions on a limited range of topics. BENCHMARK STAGE 3: Use phrases, sentences and questions to express ideas and some details on a range of topics. 2
BENCHMARK STAGE 4: Use sentences and questions to communicate information and ideas and maintain simple conversations in familiar situations on everyday topics. BENCHMARK STAGE 5: Use sentences and questions to communicate information in situations that are not routine. within À Vous de Jouer (page 49), in Communication (pages 45, 75, 123, 141, 169, 186, 235 ), 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 29, 62, 80, 111, 128,...), and in Stratégie Communicative (page 446). COMMON CURRICULUM GOALS: Comprehend and gain information from a variety of print/videotext materials. CONTENT STANDARDS: Comprehend and gain information from a variety of print/videotext materials. BENCHMARK STAGE 1: Comprehend some common words/signs, and phrases, including words/signs similar to those in the first language. BENCHMARK STAGE 2: Comprehend simple text by using contextual cues. 3
BENCHMARK STAGE 3: Comprehend main ideas and some supporting details from simple narratives and materials, such as menus, notes, schedules and directions. BENCHMARK STAGE 4: Comprehend main ideas and pertinent details from simple written/videotext* materials including authentic sources. BENCHMARK STAGE 5: Comprehend ideas and details from clearly organized, longer written/ video text* materials such as essays or short stories. 4 COMMON CURRICULUM GOALS: WRITING: Write/compose effectively for a variety of audiences and purposes. Communicate information and express ideas in written form for a variety of audiences and purposes. CONTENT STANDARDS: Communicate information and express ideas in written/videotext* form for a variety of audiences and purposes. BENCHMARK STAGE 1: Write/compose the alphabet, if any, of the second language. Write/compose memorized words and phrases. BENCHMARK STAGE 2: Write/compose short phrases, lists and simple sentences.
BENCHMARK STAGE 3: Write/compose effectively for a variety of audiences and purposes. BENCHMARK STAGE 4: Write/compose short letters and simple paragraphs to meet practical needs and produce simple, guided compositions. BENCHMARK STAGE 5: Write/compose letters or short essays to communicate information and ideas based on personal experiences. Examples within À Vous de jouer (page 49), in Comparisons (ATE page 421), in Cooperative Group Practice (ATE page 377), in Listening 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, CULTURE: Demonstrate and recognize cultural products, perspectives, and practices appropriate to the cultures studied. COMMON CURRICULUM GOALS Recognize and demonstrate appropriate verbal and nonverbal practices in common situations occurring within a second language culture. Identify cultural products, perspectives and practices of second language cultures. CONTENT STANDARDS Recognize and demonstrate appropriate verbal and nonverbal practices in common situations occurring within a second language culture. Identify cultural products, perspectives and practices of a second language culture. 5
BENCHMARK STAGE 1: Recognize and Examples within À Vous de Jouer demonstrate basic polite behaviors and basic (page 49), in Conversation culturelle nonverbal cues in very limited situations. (pages 4, 27, 60, 78, 108, 125, ), in Identify basic cultural products, perspectives and En Partenaire (pages 12, 38, 41, 45, practices of a second language culture. 49, 70, ), and in Évaluation Orale (pages 51 and 422). BENCHMARK STAGE 2: Recognize and Examples in Aperçus culturels (pages demonstrate a few simple cultural practices and 8, 31-32, 113, 130-131, 161-162, 176- customs. 177, 207, 314, 315, and 435), in Identify a few cultural products, perspectives and Connections (ATE 295 and 297), in practices of a second language culture. 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, 142-145, 236-241, 280-281, 324-326, 372-376, and 418-420), in Teaching Notes (ATE page 124), and in Un peu de plus (ATE 113). BENCHMARK STAGE 3: Recognize and Examples in Aperçus culturels (pages demonstrate some common social conventions, 8, 31-32, 113, 130-131, 161-162, 176- social courtesies and nonverbal cues. 177, 207, 314, 315, and 435), in Describe or demonstrate some cultural products, Connections (ATE 295 and 297), in perspectives and practices. 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, 142-145, 236-241, 280-281, 324-326, 372-376, and 418-420), in Teaching Notes (ATE page 124), and in Un peu de plus (ATE 113). BENCHMARK STAGE 4: Recognize and Examples within Apercus culturels demonstrate common social conventions, social (pages 31, 83, 206, 254, 270-271, courtesies and nonverbal cues. 345, 346, 347, 362, 363, 435, 451, Compare and contrast first and second language and 452), in Journal personnel (pages cultures. 9, 115, and 317), and in Paired Practice (ATE page 183). BENCHMARK STAGE 5: Comprehend and use Examples within À Vous de Jouer common social conventions, social courtesies and (page 49), in Conversation culturelle non-verbal cues in situations that are not routine. (pages 4, 27, 60, 78, 108, 125, ), in Discuss some perspectives of a second language En Partenaire (pages 12, 38, 41, 45, culture. 49, 70, ), and in Évaluation Orale (pages 51 and 422). CONNECTION TO OTHER DISCIPLINES: REINFORCE AND INCREASE KNOWLWDGE OF OTHER SUBJECTS THROUGH THE SECOND LANGUAGE. COMMON CURRICULUM GOALS: Acquire information and recognize viewpoints available through the second language and culture. 6 Examples on page 376 and within Aperçus culturels (pages 7-8, 206, 226-227, 296, 393-394, and 408-409), in Connections (ATE pages 4, 31,
COMMON CURRICULUM GOALS: Reinforce and increase knowledge of other subjects through the second language. 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 Communication (page 173, 279, 293, and 373), in Connections (ATE pages 4, 108, 173, 267, 279, 293, and 409), in page 377), and in Lecture (pages 47-49, 94-97, 142-145, 187-190, 236-241, 280-282, 324-326, 371-376, 417-420, and 461-463), in Teaching Notes (ATE page 93, 227, 282, and 402), and in Un peu de plus (ATE pages 145, 241, and 446). 7