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

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1 Communication Communicate in Languages other than English C est à toi! Level Two, 2 nd edition Correlated to MODERN LANGUAGE CURRICULUM STANDARDS DEVELOPING 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. elaborate on personal needs; Examples in Communication (pages 14, 27, 130, 163, and 295), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Écrite (pages 51, 150, 191, and 274), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Listening Comprehension Activities (pages 3, 18, 36, 60, 72, 89,...), in Paired Practice Un peu de plus (ATE pages 16, 29, 46, 5167, 97,...), in TPR (ATE pages 64, 73, 82, 120, 156, 238,...), and in Teaching notes (ATE pages 150, 233, 398, and 439). 2. identify and respond appropriately to nonverbal cues; Examples in Communication (pages 14, 27, 130, 163, and 295), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Écrite (pages 51, 150, 191, and 274), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Listening Comprehension Activities (pages 3, 18, 36, 60, 72, 89,...), in Paired Practice Un peu de plus (ATE pages 16, 29, 46, 5167, 97,...), in TPR (ATE pages 64, 73, 82, 120, 156, 238,...), and in Teaching notes (ATE pages 150, 233, 398, and 439). 3. converse on topics of personal interest; and Examples in Communication (pages 14, 27, 130, 163, and 295), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Écrite (pages 51, 150, 191, and 274), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Listening Comprehension Activities (pages 3, 18, 36, 60, 72, 89,...), in Paired Practice Un peu de plus (ATE pages 16, 29, 46, 5167, 97,...), in TPR (ATE pages 64, 73, 82, 120, 156, 238,...), and in Teaching notes (ATE pages 150, 233, 398, and 439). EMC Publishing, C est à toi! Level Two 1

2 4. elaborate on likes, dislikes, preferences, and Examples in C est à toi! (pages 4, 19, 37, 62, 73, opinions of agreements and disagreements. 90, ) and in Communication (pages 14, 27, 28, 45, 67, 81, ). 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. summarize the main idea and provide supporting details from texts or dialogues; 2. demonstrate comprehension of selected authentic materials; Examples in Communication (pages 14, 27, 28, 45, 67, 81,...), in Comparisons (ATE pages 181 and 210), in Connections (ATE pages 177, 197, 233, 260, and 384), in Cooperative Group Practice (ATE pages 74, 166, 208, 209, and 463), in Évaluation Ecrite (pages 51, 100, 150, 191, 232, 274,...), in Lecture (pages 46-48, 95-98, , , , ,...),in Teaching Notes (ATE page 438), and in Un peu de plus (ATE pages 147 and 474). Examples within Lecture (94-98, , , and ). 3. make inferences and draw conclusions; and Examples in Communication (pages 14, 27, 28, 45, 67, 81,...), in Comparisons (ATE pages 181 and 210), in Connections (ATE pages 177, 197, 233, 260, and 384), in Cooperative Group Practice (ATE pages 74, 166, 208, 209, and 463), in Évaluation Écrite (pages 51, 100, 150, 191, 232, 274,...), in Lecture (pages 46-48, 95-98, , , , ,...),in Teaching Notes (ATE page 438), and in Un peu de plus (ATE pages 147 and 474). 4. identify the text type of authentic material, e.g., menus, ads, poems, novels, recipes, schedules, lyrics. Examples within Lecture (pages 46-48, 95-98, , , , , ), in Natalie et Raoul (pages 48, 98, 148, 189, 231, 272, ) and in Reading Materials (pages 33, 85, 134, 178, 221, 263, ). 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. Presentational 1. explain a process based on prior knowledge and/or experience; Examples within Connections (ATE pages 83, 136, 343, 349, and 406). EMC Publishing, C est à toi! Level Two 2

3 2. present information on a variety of topics using multimedia formats; 3. produce formal and informal written communication; and Examples within Connections (ATE page 424), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), and Teaching notes (ATE pages 150, 233, 398, 436, and 439). Examples on pages 4 and 19 and within Communication (pages 27, 94, 130, 163, and 295), in Évaluation Écrite (pages 51, 150, 191, 274, 354, and 397), in Évaluation Visuelle (pages 51 and 274) and in Un peu de plus (ATE pages122, 148, and 440). 4. produce multimedia presentations. Examples within Connections (ATE page 424), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), and Teaching notes (ATE pages 150, 233, 398, 436, and 439). 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. 1. describe and analyze cultural characteristics and behaviors of everyday life; 2. compare cultural practices among samelanguage cultures; Examples within Aperçus culturels (pages 3, 122, 211, and 224), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in Culture (pages 177, , and ), in Cultural Journal (ATE page 94), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice Teaching notes (ATE pages 150, 233, 398, and 439) and in Un peu de plus (ATE page 395). Examples within Aperçus culturels (pages 3, 17, 89, 181, 198, 211, and 224), in Connections (ATE pages 29, 124, 177, 180, 187, 233,...), in Cooperative Group Practice (ATE pages 12 and 96), in Culture (pages 29-32, 177, , and 260), in Lecture (pages 95-97), and in Un peu de plus (ATE pages 46, 197, and 311). EMC Publishing, C est à toi! Level Two 3

4 3. produce language and behaviors that are appropriate to the target culture; 4. analyze some commonly held generalizations about the culture studied; 5. identify common cultural practices influenced by social, historical, and geographic factors; and 6. define and discuss the elements of the target culture that are in transition. Examples within Aperçus culturels (pages 3, 122, 211, and 224), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in Culture (pages 177, , and ), in Cultural Journal (ATE page 94), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice Teaching notes (ATE pages 150, 233, 398, and 439) and in Un peu de plus (ATE page 395). Examples within Connections (ATE pages 29, 61, 106, 124, 136, 157, ) and in Culture (pages 29-32, 82-85, , , , , ). Examples within Aperçus culturels (pages 3, 16-17, 59-60, 71, 88, 89, , 211, 224, 331, 372, and 406), in Connections (ATE pages 29, 124, 177, 180, 187, 233,...), in Cooperative Group Practice (ATE pages 12 and 96), in Culture (pages 29-32, 82-85, 177, , 260, and ), in Lecture (pages and 312), in Pratique (page 409), and in Un peu de plus (ATE pages 46, 197, and 311). Examples on pages 263, 342, and 425 and within Aperçus culturels (pages 158, 167, 181, 240, 252, 266, 324, 331, 345, 406, 416, and 428), in Culture (pages , , , and ) and in Lecture (pages , , and ). 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. 1. describe the cultural significance of objects, images, and symbols associated with the target language; 2. analyze contributions that the target language and culture have made to the world; and 3. identify and describe social, economic, and political institutions and perspectives of the culture. Examples within Aperçus culturels (pages 16-17, 59, 60, 71, 211, 331, and 372), in Conversation culturelle (page 371), in Cooperative Group Practice (ATE page 54), in Culture (pages 82-84, , and ), in Culture Journal (ATE page 303), and in Lecture (page 312). Examples on pages 263, 342, and 425 and within Aperçus culturels (pages 158, 167, 181, 240, 252, 266, 324, 331, 345, 406, 416, and 428), in Culture (pages , , , and ) and in Lecture (pages , , and ). Examples on pages 263, 342, and 425 and within Aperçus culturels (pages 158, 167, 181, 240, 252, 266, 324, 331, 345, 406, 416, and 428), in Culture (pages , , , and ) and in Lecture (pages , , and ). EMC Publishing, C est à toi! Level Two 4

5 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. 1. transfer and apply information and skills common to both the target language and other subject areas, e.g., map skills, graphing; 2. use new information from the target language or culture to enhance study of a topic in other subject areas; 3. improve English language skills and writing proficiency through an understanding of target language; and Examples within Connections (ATE pages 10, 28, 29, 61, 71, 72, ), in Cooperative Group Practice (ATE pages 108, 166, 208, 209, 325, 455, and 467), in Paired Practice (ATE page 230), and in Reading Materials (pages 33, 85, 134, 178, 221, 263, ). See the following ancillaries: Internet Activities and Internet Resource Center. Example on page 414 and within Aperçus culturels (pages16-17, 35, 71, , 122, 137, 158, 167, 181, 224, 240, 252, 266, 290, 305, 324, 331, 345, 372, 406, 419, and 428), in Connections (ATE pages 106, 157, 240, and 426), in Culture (pages , , , , and ), and in Un peu de plus (ATE pages 127 and 147). Examples within Langue Active (pages 6, 8, 10, 12, 20, 22 ) and in Lecture (pages 46, 95, 147, 188, 230, 271, ). See the following ancillary: Grammar and Vocabulary Exercises. 4. research and discuss global issues. Examples within Aperçus culturels (page 446), in Connections (ATE page 464 and 475), in Conversation culturelle (pages ), in Culture (pages and ), in Culture Journal (ATE pages 463), in FYI (ATE page 446), in Lecture (pages ), in Paired Practice (ATE page 447), in Un peu de plus (ATE pages 445 and 474), and in Vocabulaire (page 444). 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. EMC Publishing, C est à toi! Level Two 5

6 1. integrate information from authentic sources with other content areas; and 2. use multimedia sources to expand understanding of the target culture and integrate it with existing knowledge. Examples within Aperçus culturels (pages 3, 17, 71, 89, 181, 198, 211, and 224), in Connections (ATE pages 29, 124, 177, 180, 187, 233,...), in Cooperative Group Practice (ATE pages 12 and 96), in Culture (pages 29-32, 82-85, , 177, , and 260), in Lecture (pages 95-97), and in Un peu de plus (ATE pages 46, 197, and 311). Examples within Aperçus culturels (pages 3, 17, 71, 89, 181, 198, 211, and 224), in Connections (ATE pages 29, 124, 177, 180, 187, 233,...), in Cooperative Group Practice (ATE pages 12 and 96), in Culture (pages 29-32, 82-85, , 177, , and 260), in Lecture (pages 95-97), and in Un peu de plus (ATE pages 46, 197, and 311). 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. compare and apply within limited contexts the structural patterns of the target language, e.g., forms and functions of tenses; 2. apply an understanding of differences in the pronunciation and the writing systems of target language; and 3. explore the ways that idiomatic expressions affect communication and reflect culture. Examples within Langue Active (pages 6, 8, 10, 12, 20, 22 ) and in Lecture (pages 46, 95, 147, 188, 230, 271, ). See the following ancillary: Grammar and Vocabulary Exercises. Examples within Langue Active (pages 6, 8, 10, 12, 20, 22 ) and in Lecture (pages 46, 95, 147, 188, 230, 271, ). See the following ancillary: Grammar and Vocabulary Exercises. Examples within Aperçus culturels (pages 3, 122, 137, and 138) and in Culture (pages 131, 177, 219, 260, 262, 339, and 340). 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. EMC Publishing, C est à toi! Level Two 6

7 1. apply knowledge of target culture s social etiquette to use of the language; 2. relate specific activities to the wider culture, e.g., role of sports in society, importance of celebrations to family life, origins of holidays and other traditions; 3. discuss various forms of expression of the target culture, e.g., age-appropriate literature, periodicals, music, visual arts; Examples within Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), and in Teaching notes (ATE pages 150, 233, 398, and 439). Examples within Aperçus culturels (pages 3, 17,71, 89, 181, 198, 211, and 224), in Connections (ATE pages 29, 124, 177, 180, 187, 233,...), in Cooperative Group Practice (ATE pages 12 and 96), in Culture (pages 29-32, 82-85, , 177, , and 260), in Lecture (pages 95-97), and in Un peu de plus (ATE pages 46, 197, and 311). Examples within Connections (ATE pages 71, 72, 124, 177, 233, 360, 379, 348, and 475), in Culture Journal (ATE pages 83 and 181), in Lecture (pages 351, , and 436), in Paired Practice (ATE page 230), in Teaching Notes (ATE pages 351, 436, and 473), and in Un peu de plus (ATE page 16). 4. compare roles of children, men, and women; Examples within Évaluation visuelle (ATE 191) and Vocabulaire (page 165). 5. discuss cultural stereotyping in target and native countries; and 6. interpret the content and impact of mass media on the target culture. Examples within Connections (ATE pages 10, 28, 29, 61, 71, 72, ), and in Cooperative Group Practice (ATE pages 108, 166, 208, 209, 325, 455, and 467), in Paired Practice (ATE page 230), and in Reading Materials (pages 33, 85, 134, 178, 221, 263, ). See the following ancillaires: Internet Activities and Internet Resource Center. Communities Participate in Multilingual Communities at Home and around the World 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 Two 7

8 1. respond to the target language encountered outside of the classroom setting; 2. establish connections with the target culture through the use of technology, media, and authentic sources. 3. use resources in the community to research the target culture; and 4. perform community service using target language and/or cultural knowledge. Examples within À Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), and in Teaching notes (ATE pages 150, 233, 398, and 439). Examples within À Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), and in Teaching notes (ATE pages 150, 233, 398, and 439). Examples within Connections (ATE pages 10, 28, 29, 61, 71, 72, ), and in Cooperative Group Practice (ATE pages 108, 208, 325, 455, and 467), in Paired Practice (ATE page 230), and in Reading Materials (pages 33, 85, 134, 178, 221, 263, ). Examples on pages 4 and 19 and within À Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Communication (pages 27, 94, 130, 163, and 295), Connection (ATE pages 177, 180, 187, 197, 217, 233, ), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in Évaluation Écrite (pages 51, 150, 191, 274, 354, and 397), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Évaluation Visuelle (pages 51 and 274), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), in Teaching Notes (ATE pages 150, 163, 233, 259, 398, 436, and 439), and in Un peu de plus (ATE pages 122, 148, 163, and 440). 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. EMC Publishing, C est à toi! Level Two 8

9 1. examine the necessary qualities that foster the ability to adapt; 2. discuss various perspectives of universal themes, e.g., love, conflict, friendship, relationships; 3. analyze cultural diversity and examine customs to aid in the acceptance of and appreciation for other cultures; Examples within Connections (ATE pages 10, 28, 29, 61, 71, 72, ), and in Cooperative Group Practice (ATE pages 108, 166, 208, 209, 325, 455, and 467), in Paired Practice (ATE page 230), and in Reading Materials (pages 33, 85, 134, 178, 221, 263, ). See the following ancillaries: Internet Activities and Internet Resource Center. Examples within Aperçus culturels (pages 3, 16, 35, 59, 71, 88, ), in Connections (ATE page 391), in Culture (pages 29-32, 82-85, , , , , ), and in Culture Journal (ATE pages 94 and 364). Examples within Aperçus culturels (pages 3, 16, 35, 59, 71, 88, ) and in Culture (pages 29-32, 82-85, , , , , ). 4. explore and evaluate school-to-work opportunities, e.g., speakers, career fairs, the Internet, on-site visits; 5. apply research skills for personal interest and enrichment by using the media center, the Internet, etc.; and Examples on pages 56, 68, 288, , 369, 370 and within Communication (pages 67 and 364), in Connections (ATE pages 362 and 365), and in Cooperative Group Practice (ATE page 361). Examples on pages 4 and 19 and within Communication (pages 27, 94, 130, 163, and 295), in Conversation culturelle (pages 2, 15, 34, 58, 70, 87, ), in à Vous de Jouer (pages 37, 45, 146, 206, 216, 249, ), in Évaluation Écrite (pages 51, 150, 191, 274, 354, and 397), in Évaluation Orale (pages 50, 99, 149, 190, 232, 274, ), in Évaluation Visuelle (pages 51 and 274), in Paired Practice (ATE pages 265, 281, 329, 339, 394, and 453), in Teaching Notes (ATE pages 145, 150, 233, 398, and 439), and in Un peu de plus (ATE pages 122, 148, 440, and 446). 6. develop technological skills. Examples within Connections (ATE page 173), Conversation culturelle (page 252), and Teaching Notes (ATE pages 65, 98, and 282). See the following ancillary: Internet Resource Center. EMC Publishing, C est à toi! Level Two 9