[EMC Publishing Note: In this document: CAT 1 stands for the C est à toi! Level One Second Edition Teacher s Annotated Edition of the Textbook.

EMC Publishing s Correlation of C est à toi! Levels One, Two, Three 2 nd edition to the 2007 Indiana Academic Standards for World Languages 9-12 Sequence - Modern European and Classical Languages Grade 9 (9-12 Sequence) [EMC Publishing Note: In this document: CAT 1 stands for the C est à toi! Level One Second Edition Teacher s Annotated Edition of the Textbook. CAT 2 stands for the C est à toi! Level Two Second Edition Teacher s Annotated Edition of the Textbook. CAT 3 stands for the C est à toi! Level Three Second Edition Teacher s Annotated Edition of the Textbook. Appropriate ancillaries of the programs will be noted as such.] Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) 9.1.1 Use multiple greetings and farewells in new social situations. CAT 1 pp. 2-4; CAT 1 p. 10; CAT 1 p. 11; CAT 1 p. 13; CAT 1 p. 15; CAT 1 p. 319 9.1.2 Recognize and state information about self and others in simple terms. Examples: Name, age, origin, physical attributes, etc. CAT 1 p. 3; CAT 1 p. 136; CAT 1 p. 160; CAT 1 p. 163; CAT 1 pp. 176-77; CAT 1 p. 232 9.1.3 Recognize and express a variety of simple feelings and preferences of self and others. Examples: Likes and dislikes CAT 1 pp. 20-21; CAT 1 p. 30; CAT 1 pp. 32-33; CAT 1 p. 37; CAT 1 pp. 42-44; CAT 1 p. 52; CAT 1 p. 233 9.1.4 Exchange familiar information and opinions in brief guided conversations. CAT 1 p. 13; CAT 1 p. 49; CAT 1 p. 52; CAT 1 p. 130; CAT 1 p. 297; CAT 1 p. 454 9.1.5 Exchange familiar information and opinions in written form with guidance. Examples: Letters, e-mails, etc. CAT 1 p. 31; CAT 1 p. 39; CAT 1 p. 53; CAT 1 p. 110; CAT 1 p. 131; CAT 1 p. 213 1

9.1.6 Make basic requests and ask basic questions. CAT 1 p. 3; CAT 1 p. 21; CAT 1 p. 30; CAT 1 pp. 48-49; CAT 1 p. 64; CAT 1 p. 177; CAT 1 p. 184 9.1.7 Recognize and use situation-appropriate non-verbal communication. CAT 1 p. 4; CAT 1 DVD Program Unit 1; CAT 1 Transparencies 1-2; CAT 1 p. 58; CAT 1 DVD Program Unit 3; CAT 1 Transparencies 8-9 9.1.8 Recognize speaking and listening strategies that facilitate communication. Example: Ask for clarification CAT 1 p. 3; CAT 1 p. 10; CAT 1 p. 138; CAT 1 p. 246; CAT 1 p. 319 Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) 9.2.1 Understand and respond to classroom requests, commands, and directions. CAT 1 p. 101; CAT 1 p. 102; CAT 1 p. 104; CAT 1 p. 106; CAT 1 p. 110; CAT 1 pp. 324-25 9.2.2 Recognize alphabets, sounds, and markings specific to the target language. CAT 1 p. 10; CAT 1 Audio CD Program Alphabet; CAT 1 Audio CD Program Activity 1; CAT 1 p. 13; CAT 1 p. 31; CAT 1 p. 68 9.2.3 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. Examples: Identify familiar vocabulary from an authentic supermarket flyer, list main characters from a short authentic children s story CAT 1 p. 24; CAT 1 p. 26; CAT 1 p. 41; CAT 1 p. 75; CAT 1 p. 80; CAT 1 p. 95; CAT 1 p. 120 9.2.4 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary. CAT 1 p. 22; CAT 1 p. 50; CAT 1 pp. 92-93; CAT 1 Workbook Unit 3 Activity 19; CAT 1 p. 338; CAT 1 p. 418 Standard 3 COMMUNICATION: Present information in a language other than English Learners present to an audience of listeners or readers on a variety of topics. (Presentational) 9.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. CAT 1 p. 40; CAT 1 p. 110 (Tongue Twister); CAT 1 p. 139; CAT 1 p. 348; CAT 1 p. 351; CAT 1 p. 368; CAT 1 p. 418; CAT Hit Tickers on i-culture (Internet); Chansons Volumes I and II 9.3.2 Present simple prepared material on selected topics. Examples: Dialogues, short skits, etc. CAT 1 p. 8; CAT 1 p. 52; CAT 1 p. 67; CAT 1 p. 130; CAT 1 p. 213; CAT 1 p. 285 2

9.3.3 Read passages aloud to practice intonation and pronunciation. CAT 1 p. 110; CAT 1 p. 273; CAT 1 p. 317; CAT 1 p. 352; CAT 1 p. 418; CAT 1 p. 436 9.3.4 Write complete sentences with teacher guidance. CAT 1 p. 16; CAT 1 p. 39; CAT 1 p. 47; CAT 1 p. 49; CAT 1 p. 89; CAT 1 p. 113 9.3.5 Describe objects, self, and others in written and spoken language in simple terms with teacher guidance. CAT 1 p. 110; CAT 1 p. 131; CAT 1 p. 145; CAT 1 p. 163; CAT 1 p. 167; CAT 1 p. 327 Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. 9.4.1 Recognize basic routine practices of the target cultures. Examples: Family interactions, greetings, table manners, etc. CAT 1 p. 4; CAT 1 p. 11; CAT 1 pp. 78-79; CAT 1 p. 138; CAT 1 pp. 157-58; CAT 1 p. 162; CAT 1 p. 168 9.4.2 Examine products, perspectives, and symbols of the target cultures. CAT 1 pp. 200-2; CAT 1 p. 277; CAT 1 pp. 286-87; CAT 1 pp. 328-29; CAT 1 p. 384; CAT 1 pp. 428-29 9.4.3 Examine factors that influence practices, products, and perspectives. Examples: Geography, weather, demographics, etc. CAT 1 p. 7; CAT 1 p. 45; CAT 1 pp. 78-79; CAT 1 p. 83; CAT 1 pp. 149-50; CAT 1 pp. 200-3 Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas. 9.5.1 Describe basic objects and concepts from other content areas in simple terms. Examples: Probability (refers to Math 5.6.4), body parts and exercise (refers to Science 4.4.9), map skills (refers to Social Studies 6.3.2) CAT 1 p. 176; CAT 1 p. 179; CAT 1 pp. 182-83; CAT 1 pp. 200-2; CAT 1 p. 291; CAT 1 p. 333; CAT 1 p. 346 9.5.2 Integrate content area concepts and skills through relevant activities. Examples: Report on survey results in the target language, identify and describe body parts used for various activities, use a map or locational technology to identify locations CAT 1 p. 349; CAT 1 p. 351; CAT 1 p. 356; CAT 1 p. 361; CAT 1 p. 417; CAT 1 p. 421; CAT 1 pp. 448-49 3

Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. 9.6.1 Use digital media and culturally authentic resources to build vocabulary. Examples: Electronic dictionaries, language websites, TV programs, etc. CAT 1 Électronique (Interactive Student Edition) Units 1-12; CAT 1 Internet Resource Center Units 1-12; CAT 1 Internet Activities Units 1-12; CAT 1 DVD Program Units 1-12; CAT i-culture Program, including News Ticker, i-catcher and Hit Ticker (Internet) 9.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: Photographs, magazines, appropriate websites CAT 1 Internet Resource Center Units 1-12; CAT 1 Internet Activities Units 1-12; CAT 1 DVD Program Units 1-12; CAT 1 Électronique (Interactive Student Edition) Units 1-12; CAT i-culture Program, including News Ticker, i-catcher and Hit Ticker (Internet) Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. 9.7.1 Recognize and use cognates and words shared between English and the target language. CAT 1 p. 22; CAT 1 p. 50; CAT 1 pp. 92-93; CAT 1 Workbook Unit 3 Activity 19; CAT 1 p. 338; CAT 1 p. 418 9.7.2 Recognize and use simple language structures. Examples: Singular versus plural forms, word order CAT 1 p. 24; CAT 1 p. 36; CAT 1 p. 46; CAT 1 p. 74; CAT 1 p. 86; CAT 1 p. 88 9.7.3 Recognize and use basic idiomatic and colloquial expressions in the target language. CAT 1 p. 14; CAT 1 p. 58; CAT 1 p. 136; CAT 1 p. 143; CAT 1 p. 169; CAT 1 p. 209 9.7.4 Recognize and use authentic simple forms of address in a variety of familiar situations. CAT 1 pp. 2-3; CAT 1 p. 4; CAT 1 p. 10; CAT 1 pp. 12-13; CAT 1 p. 15; CAT 1 DVD Program Unit 1 9.7.5 Identify some daily living patterns of other cultures and the learner s own culture. Examples: Food and mealtimes CAT 1 p. 66; CAT 1 pp. 70-71; CAT 1 pp. 78-79; CAT 1 p. 114; CAT 1 pp. 118-19; CAT 1 pp. 328-29 9.7.6 Recognize celebrations and holidays of other cultures and compare them to those of the learner s culture. CAT 1 pp. 157-58; CAT 1 DVD Program Unit 5; CAT 1 pp. 161-62; CAT 1 pp. 332-33; CAT 1 DVD Program Unit 9; CAT 1 pp. 437-40; CAT 1 DVD Program Unit 12 4

9.7.7 Describe contributions from other cultures in simple terms with guidance. CAT 1 pp. 78-80; CAT 1 p. 149; CAT 1 pp. 200-2; CAT 1 pp. 438-39; CAT 1 pp. 445-47; CAT 1 p. 454 Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. 9.8.1 Share experiences from the world language classroom within the school and/or community. Examples: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language CAT 1 p. 15; CAT 1 p. 77; CAT 1 p. 90; CAT 1 p. 95; CAT 1 p. 351; CAT 1 Électronique (Games Concentration, Units 1-12) 9.8.2 Recognize the use of the target language in the learner s community. Examples: Signs, restaurants, etc. CAT 1 p. 71; CAT 1 pp. 78-79; CAT 1 p. 90; CAT 1 p. 95; CAT 1 pp. 243-44; CAT 1 p. 247 9.8.3 Experience and report on the cuisine, music, drama, literature, etc. from the target cultures. CAT 1 pp. 33-34; CAT 1 p. 40; CAT 1 Hit Tickers on i-culture (Internet); CAT 1 p. 71; CAT 1 p. 79; CAT 1 p. 95; CAT 1 p. 418 9.8.4 Research and present about a local and/or global need that is identified as authentic by the cultures of the target language. CAT 1 p. 60; CAT 1 p. 191; CAT 1 p. 201; CAT 1 p. 364; CAT 1 Internet Activities Units 1-12 5

Grade 10 (9-12 Sequence) [EMC Publishing Note: In this document the earliest occurrence of each function is the one noted. The same functions are consistently recycled in each consecutive level of the C est à toi! Program.] Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) 10.1.1 Use multiple greetings and farewells in various situations. CAT 1 pp. 2-4; CAT 1 p. 10; CAT 1 p. 11; CAT 1 p. 13; CAT 1 p. 15; CAT 1 p. 319; CAT 2 p. 34; CAT 2 p. 50 10.1.2 Accurately state basic information about self and others. Examples: Name, personality characteristics CAT 1 p. 3; CAT 1 p. 160; CAT 1 p. 163; CAT 1 p. 232; CAT 2 p. 28; CAT 2 p. 57; CAT 2 p. 69 10.1.3 Accurately express a variety of simple feelings and preferences of self and others. Examples: Likes and dislikes CAT 1 pp. 20-21; CAT 1 p. 30; CAT 1 pp. 32-33; CAT 1 p. 37; CAT 1 pp. 42-44; CAT 2 p. 197; CAT 2 p. 210; CAT 2 p. 217 10.1.4 Exchange familiar information and opinions in brief conversations. CAT 1 p. 49; CAT 1 p. 454; CAT 2 p. 14; CAT 2 p. 99; CAT 2 p. 116; CAT 2 p. 162 10.1.5 Exchange familiar information and opinions in written form. CAT 1 p. 110; CAT 1 p. 131; CAT 1 p. 213; CAT 2 p. 28; CAT 2 p. 51; CAT 2 p. 80; CAT 2 p. 216 10.1.6 Make requests and ask different types of questions. CAT 1 p. 184; CAT 1 p. 195; CAT 1 p. 212-13; CAT 2 p. 41; CAT 2 p. 77; CAT 2 p. 81; CAT 2 p. 91 10.1.7 Recognize and use situation-appropriate non-verbal communication. CAT 1 p. 4; CAT 1 DVD Program Unit 1; CAT 1 Transparencies 1-2; CAT 1 p. 58; CAT 1 DVD Program Unit 3; CAT 1 Transparencies 8-9 10.1.8 Use speaking and listening strategies to facilitate communication. Examples: Identifying key words, synonyms and antonyms CAT 1 p. 232; CAT 1 p. 238; CAT 1 p. 295; CAT 1 p. 359; CAT 1 p. 361; CAT 1 p. 457; CAT 2 p. 25; CAT 2 p. 57; CAT 2 p. 69 6

Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) 10.2.1 Respond accurately to classroom requests, commands, and directions. CAT 1 p. 101; CAT 1 p. 102; CAT 1 p. 104; CAT 1 p. 106; CAT 1 p. 110; CAT 1 pp. 324-25; CAT 2 p. 23; CAT 2 p. 92 10.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. Example: Respond to simple comprehension questions in the target language CAT 2 p. 112; CAT 2 p. 123; CAT 2 p. 159; CAT 2 p. 182; CAT 2 p. 199; CAT 2 p. 226 10.2.3 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary. CAT 1 p. 22; CAT 1 p. 50; CAT 1 pp. 92-93; CAT 1 Workbook Unit 3 Activity 19; CAT 1 p. 338; CAT 1 p. 418; CAT 2 p. 46 Standard 3 COMMUNICATION: Present information in a language other than English Learners present to an audience of listeners or readers on a variety of topics. (Presentational) 10.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. CAT 1 p. 40; CAT 1 p. 110 (Tongue Twister); CAT 1 p. 139; CAT 1 p. 348; CAT 1 p. 351; CAT 2 p. 351; CAT 2 p. 436; CAT Hit Tickers on i-culture (Internet); Chansons Volumes I and II 10.3.2 Present prepared material on a variety of topics. Examples: Dialogues, skits, plays, etc. CAT 1 p. 213; CAT 1 p. 285; CAT 2 p. 50; CAT 2 p. 67; CAT 2 p. 99; CAT 2 p. 146; CAT 2 p. 149 10.3.3 Read passages aloud to demonstrate improving intonation and pronunciation. CAT 1 p. 317; CAT 1 p. 352; CAT 1 p. 418; CAT 1 p. 436; CAT 2 p. 351; CAT 2 p. 436 10.3.4 Compose simple cohesive written information using appropriate formats with teacher guidance. Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc. CAT 1 p. 213; CAT 1 p. 257; CAT 1 p. 327; CAT 1 p. 351; CAT 1 p. 361; CAT 2 p. 28; CAT 2 p. 45 10.3.5 Describe objects, self, and others in written and spoken language with greater detail. CAT 1 p. 167; CAT 1 p. 327; CAT 2 p. 25; CAT 2 p. 28; CAT 2 p. 79; CAT 2 p. 80 7

Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. 10.4.1 Investigate and report on basic family and social practices of the target cultures. Examples: Family structure, giving and receiving, cultural trends, etc. CAT 1 pp.78-79; CAT 1 p. 137; CAT 1 pp. 157-58; CAT 1 pp. 161-62; CAT 1 p. 168; CAT 1 DVD Program Unit 5; CAT 2 pp. 29-31; CAT 2 pp. 165-66 10.4.2 Describe products, perspectives, and symbols of the target cultures in simple terms. CAT 1 pp. 200-2; CAT 1 p. 277; CAT 1 pp. 286-87; CAT 1 pp. 328-29; CAT 1 pp. 428-29; CAT 2 pp. 29-31; CAT 2 pp. 82-84; CAT 2 pp. 131-33 10.4.3 Describe factors that influence practices, products, and perspectives. Examples: History, technology, etc. CAT 2 pp. 175-77; CAT 2 p. 188; CAT 2 pp. 260-62; CAT 2 pp. 297-300; CAT 2 pp. 339-40; CAT 2 pp. 379-81; CAT 2 pp. 462-64 10.4.4 Describe contributions from other cultures. CAT 1 p. 22; CAT 1 p. 60; CAT 1 p. 71; CAT 1 pp. 214-15; CAT 2 pp. 70-71; CAT 2 pp. 95-97; CAT 2 pp. 175-77 10.4.5 Identify elements that shape cultural identity in the target cultures. CAT 1 pp. 78-79; CAT 1 pp. 157-58; CAT 1 pp. 200-2; CAT 1 pp. 286-87; CAT 1 pp. 328-29; CAT 2 pp. 29-31; CAT 2 pp. 379-81 Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas. 10.5.1 Investigate and report on objects and concepts from other content areas. CAT 1 p. 85; CAT 1 p. 156; CAT 1 pp. 182-83; CAT 1 pp. 200-2; CAT 1 p. 269; CAT 1 p. 296; CAT 2 p. 70; CAT 2 pp. 82-84 10.5.2 Integrate content area concepts and skills through relevant activities. CAT 1 p. 349; CAT 1 p. 351; CAT 1 p. 356; CAT 1 p. 361; CAT 1 p. 417; CAT 1 p. 421; CAT 1 pp. 448-49; CAT 2 p. 71; CAT 2 p. 82 Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. 8

10.6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness. Examples: Electronic dictionaries, language websites, TV programs, etc. CAT 1-2 Électronique (Interactive Student Edition); CAT 1-2 Internet Resource Centers; CAT 1-2 Internet Activities; CAT 1-2 DVD Programs; CAT i-culture Program, including News Ticker, i-catcher and Hit Tickers (Internet) 10.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: Video clips, advertisements, etc. CAT 1-2 Internet Resource Centers; CAT 1-2 Internet Activities; CAT 1-2 DVD Programs; CAT 1-2 Électronique (Interactive Student Edition); CAT i-culture Program, I ncluding News Ticker, i-catcher and Hit Tickers (Internet) Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. 10.7.1 Recognize and use cognates, words shared between English and the target language, and word families to expand vocabulary and guess meaning. CAT 1 p. 22; CAT 1 p. 50; CAT 1 pp. 92-93; CAT 1 Workbook Unit 3 Activity 19; CAT 1 p. 338; CAT 1 p. 418; CAT 2 p. 46; CAT 2 p. 230 10.7.2 Recognize and use simple language structures. Examples: Agreement of adjectives and nouns, and agreement of verbs and nouns CAT 1 pp. 28-29; CAT 1 pp. 62-63; CAT 1 pp. 106-7; CAT 1 pp. 152-53; CAT 1 pp. 164-66; CAT 1 p. 195; CAT 1 pp. 236-37; CAT 2 pp. 24-25 10.7.3 Compare and use idiomatic and colloquial expressions in the target language. CAT 1 p. 136; CAT 1 p. 143; CAT 1 p. 169; CAT 1 p. 215; CAT 2 p. 48; CAT 2 p. 98; CAT 2 p. 148 10.7.4 Compare and use authentic simple forms of address in a variety of social situations. CAT 1 pp. 2-3; CAT 1 p. 4; CAT 1 p. 10; CAT 1 pp. 12-13; CAT 1 p. 15; CAT 2 p. 37; CAT 2 p. 45; CAT 1-2 DVD Programs 10.7.5 Compare the social patterns of other cultures and the learner s own culture. Examples: Compare school settings, role-play meeting new people, discuss dating, etc. CAT 1 p. 4; CAT 1 p. 8; CAT 1 p. 13; CAT 1 p. 15; CAT 1 p. 22; CAT 1 p. 33; CAT 2 p. 48; CAT 1-2 DVD Programs 10.7.6 Recognize celebrations and holidays of other cultures and compare them to those of the learner s culture. CAT 1 pp. 157-58; CAT 1 pp. 161-62; CAT 1 pp. 332-33; CAT 1 pp. 437-40; CAT 1-2 DVD Programs; CAT 2 pp. 29-31; CAT 2 p. 34 9

Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. 10.8.1 Share experiences from the world language classroom with others. Examples: Use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language CAT 1 p. 15; CAT 1 p. 77; CAT 1 p. 90; CAT 1 p. 95; CAT 1 p. 351; CAT 1 Électronique (Games Concentration, Units 1-12); CAT 2 p. 14 10.8.2 Recognize and show the influences of the target language and/or cultures on the community. Examples: Architecture, special events, stores and shops, careers using the target language, etc. CAT i-catcher and News Ticker on i-culture (Internet); CAT 1 p. 40; CAT 1 p. 71; CAT 1 pp. 78-79; CAT 1 pp. 188-89; CAT 1 p. 224; CAT 1 pp. 243-44; CAT 1 p. 247; CAT 2 pp. 56-57; CAT 2 pp. 218-19 10.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, travel abroad CAT 2 p. 109; CAT 2 pp. 208-9; CAT 2 p. 363; CAT 2 p. 379; CAT 1-2 DVD Programs; CAT Hit Tickers, News Ticker and i-catcher on i-culture (Internet); Chansons Volumes I-II 10.8.4 Research and present about a local and/or global need that is identified as authentic by the cultures of the target language. CAT 1 p. 60; CAT 1 p. 191; CAT 1 p. 201; CAT 1 p. 364; CAT 1-2 Internet Activities; CAT 2 pp. 444-46; CAT 2 pp. 462-64 10

Grade 11 (9-12 Sequence) [EMC Publishing Note: In this document the earliest occurrence of each function is the one noted. The same functions are consistently recycled in each consecutive level of the C est à toi! Program.] Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) 11.1.1 Initiate, sustain, and close conversations in limited yet varied situations. CAT 1 p. 8; CAT 1 p. 10; CAT 1 p. 13; CAT 1 p. 15; CAT 1 p. 319; CAT 2 p. 34; CAT 2 p. 45; CAT 2 p. 50 11.1.2 Exchange detailed information and opinions orally. CAT 1 p. 49; CAT 1 p. 454; CAT 2 p. 14; CAT 2 p. 99; CAT 2 p. 116; CAT 2 p. 162; CAT 2 p. 190 11.1.3 Exchange detailed information and opinions in written form. CAT 1 p. 110; CAT 1 p. 131; CAT 1 p. 213; CAT 2 p. 28; CAT 2 p. 51; CAT 2 p. 80; CAT 2 p. 216; CAT 2 p. 217 11.1.4 Make requests and ask different types of questions in a variety of social situations. CAT 1 p. 184; CAT 1 p. 195; CAT 1 pp. 212-13; CAT 2 p. 41; CAT 2 p. 81; CAT 2 p. 91; CAT 2 p. 294; CAT 2 pp. 367-68 11.1.5 Recognize and use situation-appropriate non-verbal communication. CAT 1 p. 4; CAT 1 Transparencies 1-2 and 8-9; CAT 1 p. 58; CAT 1 p. 365; CAT 1-2 DVD Programs; CAT i-catcher on i-culture (Internet) 11.1.6 Use speaking and listening strategies to facilitate communication. Examples: Identifying key words, synonyms and antonyms CAT 1 p. 232; CAT 1 p. 238; CAT 1 p. 295; CAT 1 p. 359; CAT 1 p. 361; CAT 1 p. 457; CAT 2 p. 25; CAT 2 p. 57; CAT 2 p. 69; CAT 2 p. 383 Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) 11.2.1 Respond to everyday requests, commands, and directions. CAT 1 pp. 324-25; CAT 1 p. 367; CAT 1 p. 373; CAT 1 p. 410; CAT 1 p. 417; CAT 2 p. 92; CAT 2 p. 281 11

11.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. Example: Provide a summary of the material in the target language CAT 2 p. 19; CAT 2 p. 67; CAT 2 p. 119; CAT 2 p. 130; CAT 2 p. 139; CAT 2 p. 163; CAT 2 p. 174 11.2.3 Make educated guesses about meaning in unfamiliar written contexts, using cognates and familiar vocabulary. CAT 1 p. 22; CAT 1 p. 50; CAT 1 pp. 92-93; CAT 1 Workbook Unit 3 Activity 19; CAT 1 p. 338; CAT 1 p. 418; CAT 2 p. 46; CAT News Tickers on i-culture (Internet) Standard 3 COMMUNICATION: Present information in a language other than English Learners present to an audience of listeners or readers on a variety of topics. (Presentational) 11.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. CAT 1 p. 40; CAT 1 p. 110 (Tongue Twister); CAT 1 p. 139; CAT 1 p. 348; CAT 1 p. 351; CAT 2 p. 351; CAT 2 p. 436; CAT Hit Tickers on i-culture (Internet); Chansons Volumes I and II 11.3.2 Present prepared material and student-created material on a variety of topics. Examples: Reports, student-written plays, mock travel journal, etc. CAT 1 p. 213; CAT 1 p. 254; CAT 1 p. 257; CAT 1 p. 327; CAT 1 p. 455; CAT 2 p. 27; CAT 2 p. 45; CAT 2 p. 130 11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation. CAT 1 p. 317; CAT 1 p. 352; CAT 1 p. 418; CAT 1 p. 436; CAT 2 p. 351; CAT 2 p. 436 11.3.4 Compose simple cohesive written information using appropriate formats with greater detail and independence. CAT 1 p. 213; CAT 1 p. 327; CAT 2 p. 28; CAT 2 p. 45; CAT 2 p. 51; CAT 2 p. 119; CAT 2 p. 130 Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. 12

11.4.1 Investigate and report on cultural practices of the target cultures. Examples: Traditions, celebrations and holidays unique to the target cultures CAT 1 pp. 161-62; CAT 1 pp. 332-33; CAT 1 p. 384; CAT 1 pp. 438-40; CAT 1 DVD Program Units 5 and 9; CAT 2 p. 3; CAT 2 p. 17; CAT 2 pp. 29-31; CAT News Tickers on i-culture (Internet) 11.4.2 Describe products, perspectives, and symbols of the target cultures. CAT 1 pp. 200-2; CAT 1 pp. 286-87; CAT 1 pp. 328-29; CAT 1 pp. 428-29; CAT 2 pp. 29-31; CAT 2 pp. 82-84; CAT 2 pp. 131-33; CAT 2 pp. 297-300 11.4.3 Describe factors that influence practices, products, and perspectives. Examples: Geography, technology, social issues, etc. CAT 1 pp. 200-3; CAT 1 pp. 404-6; CAT 2 pp. 444-45; CAT 2 p. 446; CAT 2 pp. 462-64; CAT 2 p. 465; CAT 2 pp. 473-75 11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied. CAT 1 pp. 157-58; CAT 1 pp. 286-87; CAT 1 pp. 328-29; CAT 2 pp. 29-31; CAT 2 pp. 131-33; CAT 2 pp. 462-64; CAT 1-2 DVD Programs; CAT i-catchers on i- Culture (Internet) 11.4.5 Discuss significant events unique to the target cultures. CAT 1 p. 34; CAT 1 p. 333; CAT 2 p. 17; CAT 2 p. 363; CAT 2 pp. 379-81; CAT 2 p. 385; CAT News Tickers (4 daily news events from the francophone world) on i-culture (Internet) 11.4.6 Describe contributions from other cultures. CAT 1 p. 22; CAT 1 p. 60; CAT 1 p. 71; CAT 2 pp. 70-71; CAT 2 pp. 95-97; CAT 2 pp. 175-77; CAT 2 pp. 260-62; CAT 2 pp. 339-40 11.4.7 Investigate elements that shape cultural identity in the target cultures. CAT 1 pp. 78-79; CAT 1 pp. 157-58; CAT 1 pp. 200-2; CAT 2 pp. 29-31; CAT 2 pp. 131-33; CAT 2 pp. 218-19; CAT 2 pp. 379-81 Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas. 11.5.1 Investigate and report on objects and concepts from other content areas. CAT 1 p. 156; CAT 1 pp. 182-83; CAT 1 p. 296; CAT 2 p. 10; CAT 2 p. 16; CAT 2 p. 28; CAT 2 p. 70; CAT 2 pp. 82-84 13

11.5.2 Integrate content area concepts and skills through relevant activities. CAT 1 p. 351; CAT 1 p. 417; CAT 1 p. 421; CAT 2 p. 71; CAT 2 p. 82; CAT 2 p. 106; CAT 2 p. 127; CAT 2 p. 137 Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. 11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills. Examples: Electronic dictionaries, RSS feeds/podcasts, streaming audio, streaming video, etc. CAT 1-2 Électronique (Interactive Student Edition); CAT 1-2 Internet Resource Centers; CAT 1-2 Internet Activities; CAT 1-2 DVD Programs; CAT i-culture Program, including News Ticker, i-catcher and Hit Tickers (Internet) 11.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: Video clips, online newspapers, pop culture materials, etc. CAT 1-2 Internet Resource Centers; CAT 1-2 Internet Activities; CAT 1-2 DVD Programs; CAT 1-2 Électronique (Interactive Student Edition); CAT i-culture Program, including News Ticker, i-catcher and Hit Tickers (Internet) Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. 11.7.1 Recognize and use cognates, words shared between English and the target language, and word families to expand vocabulary and guess meaning. CAT 1 p. 50; CAT 1 pp. 92-93, CAT 1 p. 418; CAT 2 p. 46; CAT 2 pp. 95 and 97; CAT 2 p. 188; CAT 2 p. 230 11.7.2 Recognize and use a variety of language structures. Examples: Parts of speech, compound and complex sentences CAT 1 p. 270; CAT 2 p. 128; CAT 2 pp. 204-5; CAT 2 pp. 213-14; CAT 2 pp. 246-47; CAT 2 p. 257; CAT 2 pp. 268-69; CAT 2 p. 284 11.7.3 Compare and use idiomatic, colloquial, and proverbial expressions in the target language. CAT 1 p. 139; CAT 1 p. 143; CAT 1 p. 169; CAT 1 p. 348; CAT 1 p. 368; CAT 2 p. 3; CAT 2 p. 48; CAT 2 p. 340 14

11.7.4 Compare and use authentic forms of address in familiar and unfamiliar social situations. CAT 1 p. 8; CAT 1 p. 15; CAT 1 p. 67; CAT 1 p. 91; CAT 2 p. 50; CAT 2 p. 146; CAT 2 p. 147; CAT 1-2 DVD Programs 11.7.5 Compare the social patterns of other cultures and the learner s own culture. Examples: Compare school settings, role-play meeting new people, discuss dating, etc. CAT 1 p. 8; CAT 1 p. 13; CAT 1 p. 15; CAT 1 p. 117; CAT 1 pp. 118-19; CAT 2 p. 14; CAT 2 p. 362; CAT 1-2 DVD Programs Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. 11.8.1 Share experiences from the world language classroom with others. CAT 1 p. 79; CAT 1 p. 351; CAT 1 p. 405; CAT 1 Électronique (Games Concentration, Units 1-12); CAT 2 p. 14; CAT 2 p. 29; CAT 2 p. 54; CAT 2 p. 451 11.8.2 Investigate and share with others the influences of the target language and cultures on the community. CAT 1 p. 40; CAT 1 p. 79; CAT 1 p. 246; CAT 1 p. 362; CAT 2 p. 29; CAT 2 p. 218; CAT 2 p. 447; CAT 2 p. 463 11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, investigate a local and/or global need that is identified as authentic by the cultures of the target language, travel abroad CAT 2 p. 109; CAT 2 pp. 208-9; CAT 2 p. 363; CAT 2 p. 379; CAT 2 pp. 445-47; CAT 2 pp. 462-64; CAT 1-2 DVD Programs; CAT Hit Tickers, News Ticker and i-catcher on i-culture (Internet); CAT 1-2 Internet Activities; Chansons Volumes 1-2 15

Grade 12 (9-12 Sequence) [EMC Publishing Note: In this document the earliest occurrence of each function is the one noted. The same functions are consistently recycled in each consecutive level of the C est à toi! Program] Standard 1 COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) 12.1.1 Initiate, sustain, and close conversations in varied situations. CAT 2 p. 34; CAT 2 p. 45; CAT 2 p. 50; CAT 3 pp. 4-5; CAT 3 p. 45; CAT 3 p. 75; CAT 3 p. 169 12.1.2 Exchange detailed information and opinions orally on a variety of topics. CAT 2 p. 14; CAT 2 p. 99; CAT 2 p. 190; CAT 2 p. 274; CAT 3 p. 45; CAT 3 p. 75; CAT 3 p. 147 12.1.3 Exchange detailed information and opinions in written form on a variety of topics. CAT 2 p. 28; CAT 2 p. 51; CAT 2 p. 80; CAT 2 p. 216; CAT 2 p. 217; CAT 3 p. 75; CAT 3 p. 186; CAT 3 p. 235 12.1.4 Make requests and ask different types of questions in a variety of social situations. CAT 2 p. 41; CAT 2 p. 81; CAT 2 p. 91; CAT 2 p. 294; CAT 2 pp. 367-68; CAT 3 p. 12; CAT 3 p. 18; CAT 3 p. 20; CAT 3 p. 24 12.1.5 Recognize and use situation-appropriate non-verbal communication. CAT 2 DVD Program; CAT 3 p. 59; CAT 3 p. 77; CAT 3 pp. 217-18; Me voilà! Level 3 DVD Program; CAT i-catcher on i-culture (Internet) 12.1.6 Use speaking and listening strategies to facilitate communication. Examples: Circumlocution, synonyms and antonyms CAT 2 p. 25; CAT 2 p. 57; CAT 2 p. 69; CAT 2 p. 383; CAT 3 p. 81; CAT 3 p. 93; CAT 3 p. 305 Standard 2 COMMUNICATION: Interpret information in a language other than English Learners interpret written and spoken language on a variety of topics. (Interpretive) 12.2.1 Respond accurately to everyday requests, commands, and directions. CAT 2 p. 92, CAT 2 pp. 172-73; CAT 2 p. 281; CAT 3 p. 20; CAT 3 p. 37; CAT 3 p. 87; CAT 3 pp. 461-65 16

12.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks. Example: Answer complex comprehension questions in the target language CAT 3 p. 9; CAT 3 p. 30; CAT 3 p. 33; CAT 3 p. 49; CAT 3 p. 67; CAT 3 p. 83; CAT 3 p. 111 12.2.3 Make educated guesses about meaning in unfamiliar written and spoken contexts, using cognates and familiar vocabulary. CAT News Tickers and i-catchers on i-culture (Internet), CAT 2 p. 46; CAT 2 Workbook Unit 1 Activity 22; CAT 2 p. 230; CAT 2 Workbook Unit 5 Activity 16; CAT 3 pp. 94-95; CAT 3 pp. 143-44 Standard 3 COMMUNICATION: Present information in a language other than English Learners present to an audience of listeners or readers on a variety of topics. (Presentational) 12.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. CAT 2 p. 351; CAT 2 p. 436; CAT 3 pp. 94-97; CAT 3 pp. 280-81; CAT Hit Tickers on i-culture (Internet); Chansons Volumes I and II 12.3.2 Produce and present creative material on a variety of topics. Examples: Reports, plays, PowerPoint presentations, etc. CAT 2 p. 27; CAT 2 p. 45; CAT 2 p. 130; CAT 3 p. 25; CAT 3 p. 46; CAT 3 p. 49; CAT 3 p. 75; CAT 3 p. 95 12.3.3 Read passages aloud to demonstrate improving intonation and pronunciation. CAT 2 p. 351; CAT 2 p. 436; CAT 3 p. 49; CAT 3 pp. 94-97; CAT 3 p. 145; CAT 3 pp. 280-81 12.3.4 Compose detailed written information with more varied vocabulary and structures. CAT 2 p. 207; CAT 2 p. 217; CAT 2 p. 259; CAT 3 p. 25; CAT 3 p. 235; CAT 3 p. 284; CAT 3 p. 353 Standard 4 CULTURES: Develop awareness of other cultures Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied. 12.4.1 Analyze and reflect on cultural practices of the target cultures. CAT News Tickers on i-culture (Internet); CAT 2 pp. 29-31; CAT 2 pp. 175-77; CAT 2 pp. 218-19; CAT 3 p. 9; CAT 3 p. 68; CAT 3 p. 294; CAT 3 p. 316; CAT 3 p. 411 12.4.2 Discuss products, perspectives, and symbols of the target cultures through guided participation. CAT 2 pp. 82-84; CAT 2 pp. 131-33; CAT 2 pp. 297-300; CAT 3 p. 111; CAT 3 p. 132; CAT 3 p. 256; CAT 3 p. 271; CAT 3 p. 348; CAT 3 p. 363 17

12.4.3 Explain factors that influence practices, products, and perspectives. Examples: Politics, gender equality, environmental issues, etc. CAT 2 pp. 444-45; CAT 2 p. 446; CAT 2 pp. 462-64; CAT 2 p. 465; CAT 2 pp. 473-75; CAT 3 p. 161; CAT 3 pp. 251-52; CAT 3 pp. 267-68; CAT 3 pp. 270-72 12.4.4 Explain the interrelations among the practices, products, and perspectives of the cultures studied. CAT 2 pp. 29-31; CAT 2 pp. 131-33; CAT 2 pp. 462-64; CAT 2 DVD Program; CAT 3 pp. 161-62; CAT 3 pp. 172-73; CAT 3 pp. 176-77; Me voilà! Level 3 DVD Program; CAT i-catchers on i-culture (Internet) 12.4.5 Explain significant events unique to the target cultures. CAT 2 p. 363; CAT 2 pp. 379-81; CAT 3 p. 82; CAT 3 pp. 251-52; CAT 3 pp. 339-42; CAT 3 pp. 356-59; CAT News Tickers (4 daily news events from the francophone world) on i-culture (Internet) 12.4.6 Explain contributions from other cultures. CAT 2 p. 71; CAT 2 pp. 175-77; CAT 2 pp. 260-62; CAT 2 pp. 339-40; CAT 3 pp. 7-8; CAT 3 pp. 31-32; CAT 3 pp. 206-7; CAT 3 pp. 226-27; CAT 3 pp. 393-94 Standard 5 CONNECTIONS: Make connections to other content areas Learners use the target language to expand their knowledge of and make connections among multiple content areas. 12.5.1 Make connections with other content areas through resources intended for native speakers. CAT 2 p. 465; CAT 2 pp. 473-75; CAT 3 pp. 47-48; CAT 3 pp. 143-44; CAT 3 p. 157; CAT 3 p. 272; CAT Hit Tickers and i-catchers on i-culture (Internet) 12.5.2 Design and share activities and materials that integrate the target language and cultures with concepts and skills from other content areas. Examples: Puzzles, games, mini-lessons, cadet teaching, etc. CAT 2 p. 10; CAT 2 p. 16; CAT 2 p. 28; CAT 2 p. 71; CAT 2 pp. 82-84; CAT 3 p. 4; CAT 3 p. 63; CAT 3 p. 65; CAT 3 p. 111; CAT 3 p. 116 Standard 6 CONNECTIONS: Access and connect information through various media Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources. 12.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills. Examples: Electronic dictionaries, RSS feeds/podcasts, streaming audio, streaming video, etc. CAT 2-3 Électronique (Interactive Student Edition); CAT 2-3 Internet Resource Centers; CAT 2-3 Internet Activities; CAT 2 DVD Program; Me voilà! Level 3 DVD Program; CAT i-culture Program, including News Ticker, i-catcher and Hit Tickers (Internet) 18

12.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: News broadcasts, online newspapers, pop culture materials, etc. CAT 2-3 Internet Resource Centers; CAT 2-3 Internet Activities; CAT 2 DVD Program; Me voilà! Level 3 DVD Program; CAT 2-3 Électronique (Interactive Student Edition); CAT i-culture Program, including News Ticker, i-catcher and HitTickers (Internet) 12.6.3 Identify and evaluate resources intended for native speakers. CAT 2 p. 465; CAT 2 pp. 473-75; CAT 3 pp. 47-48; CAT 3 pp. 143-44; CAT 3 p. 157; CAT 3 p. 272; CAT 3 p. 328; CAT i-culture Program, including Hit Tickers and i-catcher (Internet) Standard 7 COMPARISONS: Investigate the nature of language and culture Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own. 12.7.1 Use elements of word formation to expand vocabulary and derive meaning. Examples: Prefixes, suffixes, roots CAT 1 p. 456; CAT 2 p. 46; CAT 2 p. 95; CAT 2 p. 230; CAT 3 p. 107; CAT 3 p. 124 12.7.2 Recognize and use a variety of language structures. Example: Mood CAT 2 pp. 204-5; CAT 2 pp. 246-47; CAT 2 p. 257; CAT 2 p. 284; CAT 3 pp. 120-21; CAT 3 p. 136; CAT 3 p. 166; CAT 3 pp. 183-84; CAT 3 p. 212 12.7.3 Compare and use idiomatic, colloquial, and proverbial expressions in the target language. CAT 2 p. 3; CAT 2 p. 48; CAT 2 p. 147; CAT 2 p. 340; CAT 3 pp. 27-28; CAT 3 p. 157; CAT 3 p. 315 12.7.4 Compare and use authentic forms of address in familiar and unfamiliar social situations. CAT 2 p. 50; CAT 2 p. 146; CAT 2 p. 147; CAT 2 DVD Program; CAT 3 p. 75; CAT 3 p. 157; CAT 3 p. 169; Me voilà! Level 3 DVD Program 12.7.5 Compare systems of other cultures and the learner s own culture. Examples: Educational, political, religious practices, etc. CAT 2 pp. 445-46; CAT 2 p. 451; CAT 2 pp. 462-64; CAT 2 DVD Program; CAT 3 pp. 4-5; CAT 3 p. 8; CAT 3 pp. 292-93; CAT 3 pp. 404-5; Me voilà! Level 3 DVD Program 12.7.6 Compare and contrast elements that shape cultural identity in the learner s heritage and in the target cultures. CAT 2 pp. 29-31; CAT 2 pp. 131-33; CAT 2 pp. 218-19; CAT 2 pp. 379-81; CAT 3 pp. 108-10; CAT 3 p. 113; CAT 3 pp. 130-31; CAT 3 pp. 292-93; CAT 3 pp. 307-10 19

Standard 8 COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple settings Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement. 12.8.1 Share experiences from the world language classroom with others. CAT 2 p. 14; CAT 2 p. 29; CAT 2 p. 54; CAT 2 p. 451; CAT 3 p. 4; CAT 3 p. 63; CAT 3 p. 65; CAT 3 p. 76; CAT 3 p. 130 12.8.2 Investigate and share with others the influences of the target language and cultures on the community. CAT 2 p. 29; CAT 2 p. 218; CAT 2 p. 463; CAT 3 p. 141; CAT 3 p. 145; CAT 3 p. 173; CAT 3 p. 241; CAT 3 p. 267 12.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, investigate a local and/or global need that is identified as authentic by the cultures of the target language, travel abroad CAT 2 p. 109; CAT 2 p. 363; CAT 2 p. 379; CAT 2 pp. 462-64; CAT 2 DVD Program; CAT 2-3 Internet Activities; CAT 3 pp. 108-11; CAT 3 pp. 125-28; CAT 3 p. 131; CAT 3 p. 142; CAT i-culture Program, including News Ticker, Hit Tickers and i-catcher (Internet); Chansons Volumes 1-2 20