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					New Jersey Core Curriculum Content Standards

        World Languages Standards
             Standard 7.1 and Indicators




                 French 2
                      (FR02S)
                                                                              FRENCH 2         (FRO2S)
                       VINELAND CITY PUBLIC SCHOOLS
                                    Vineland High School                New Jersey Core Content Standard 7.1
                                      Department of World Languages      Cumulative Progress Indicator 1

At the end of one year of study, the student will be able to respond to and initiate simple statements and commands, such as greetings,
introductions, and leave-taking, in the four acquisition skills at the proficiency level described as defined by ACTFL guidelines.

                                                                                              ACQUISITION SKILLS
                                      Functions                                 Listening     Speaking   Reading           Writing
1. saying hello and good-bye                                                     Novice Mid    Novice Low    Novice Mid    Novice Low


2. introducing people and responding to an introduction                          Novice Mid    Novice Low    Novice Mid    Novice Low


3. extending and accepting invitations                                           Novice Mid    Novice Low    Novice Mid    Novice Low


4. turning down an invitation and making excuses                                 Novice Mid    Novice Low    Novice Mid    Novice Low


5. making polite requests                                                        Novice Mid    Novice Low    Novice Mid    Novice Low


6. asking for and paying the bill in a restaurant                                Novice Mid    Novice Low    Novice Mid    Novice Low


7. welcoming someone and responding to the welcome                               Novice Mid    Novice Low    Novice Mid    Novice Low


8. asking about how someone is feeling and telling how you’re feeling            Novice Mid    Novice Low    Novice Mid    Novice Low


9. identifying people and things                                                 Novice Mid    Novice Low    Novice Mid    Novice Low
                                                                              FRENCH 2          (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                New Jersey Core Content Standard 7.1
                                      Department of World Languages     Cumulative Progress Indicator 2

At the end of one year of study, the student will be able to express emotions, attitudes, reactions, and courtesy using short phrases and
simple sentences in the four acquisition skills at the proficiency level described as defined by the ACTFL guidelines.

                                                                                               ACQUISITION SKILLS
                                      Functions                                  Listening     Speaking   Reading            Writing
1. asking how someone is and saying how you are                                   Novice Mid    Novice Low     Novice Mid    Novice Low


2. talking about being late or in a hurry                                         Novice Mid    Novice Low     Novice Mid    Novice Low


3. discussing what you and others do during free time                             Novice Mid    Novice Low     Novice Mid    Novice Low


4. discussing problems and giving advice                                          Novice Mid    Novice Low     Novice Mid    Novice Low


5. turning down an invitation and making an excuse                                Novice Mid    Novice Low     Novice Mid    Novice Low


6. describing and characterizing yourself and others                              Novice Mid    Novice Low     Novice Mid    Novice Low


7. asking for, making, and responding to suggestions                              Novice Mid    Novice Low     Novice Mid    Novice Low


8. asking about how someone is feeling                                            Novice Mid    Novice Low     Novice Mid    Novice Low


9. paying and responding to compliments                                           Novice Mid    Novice Low     Novice Mid    Novice Low


10. emphasizing likes and dislikes                                                Novice Mid    Novice Low     Novice Mid    Novice Low


11. expressing concern for someone                                                Novice Mid    Novice Low     Novice Mid    Novice Low


12. inquiring; expressing satisfaction and frustration                            Novice Mid    Novice Low     Novice Mid    Novice Low


13. congratulating and reprimanding someone                                       Novice Mid    Novice Low     Novice Mid    Novice Low


14. expressing disbelief and doubt                                                Novice Mid    Novice Low     Novice Mid    Novice Low
15. expressing discouragement and offering encouragement   Novice Mid   Novice Low   Novice Mid   Novice Low


16. asking for and granting a favor                        Novice Mid   Novice Low   Novice Mid   Novice Low
                                                                                 FRENCH 2           (FRO2S)
                         VINELAND CITY PUBLIC SCHOOLS
                                      Vineland High School                New Jersey Core Content Standard 7.1
                                       Department of World Languages        Cumulative Progress Indicator 3

At the end of one year of study, the student will be able to express likes, dislikes, and preferences in the four acquisition skills at the
proficiency level described as defined by the ACTFL guidelines.

                                                                                                   ACQUISITION SKILLS
                                       Functions                                    Listening      Speaking   Reading             Writing
1. talking about likes and dislikes                                                  Novice Mid     Novice Low      Novice Mid    Novice Low


2. talking about what you need and want to do                                        Novice Mid     Novice Low      Novice Mid    Novice Low


3. talking about things you like and explain why                                     Novice Mid     Novice Low      Novice Mid    Novice Low


4. talking about what you like to do                                                 Novice Mid     Novice Low      Novice Mid    Novice Low


5. talking about what you and your friends like to do                                Novice Mid     Novice Low      Novice Mid    Novice Low


6. giving today’s date                                                               Novice Mid      Novice Mid     Novice Mid    Novice Mid


7. talking about the weather                                                         Novice Mid      Novice Mid     Novice Mid    Novice Low


8. making plans                                                                      Novice Mid      Novice Mid     Novice Mid    Novice Low


9. asking for, making, and responding to suggestions                                 Novice Mid     Novice Low      Novice Mid    Novice Low


10. paying and responding to compliments                                             Novice Mid     Novice Low      Novice Mid    Novice Low


11. expressing enthusiasm, indifference, and satisfaction                            Novice Mid     Novice Low      Novice Mid    Novice Low


12. accepting and rejecting explanations                                             Novice Mid     Novice Low      Novice Mid    Novice Low


13. asking for and giving advise                                                     Novice Mid     Novice Low      Novice Mid    Novice Low
                                                                              FRENCH 2          (FRO2S)
                       VINELAND CITY PUBLIC SCHOOLS
                                    Vineland High School               New Jersey Core Content Standard 7.1
                                       Department of World Languages    Cumulative Progress Indicator 4

At the end of one year of study, the student will be able to describe people, places, things, and events using short phrases and simple
sentences in the four acquisition skills at the proficiency level described as defined by the ACTFL guidelines.

                                                                                              ACQUISITION SKILLS
                                       Functions                                 Listening    Speaking   Reading             Writing
1. asking where someone is from and saying where you’re from                     Novice Mid     Novice Low     Novice Mid   Novice Low


2. asking and saying how old someone is                                          Novice Mid     Novice Low     Novice Mid   Novice Low


3. describing the contents of your room                                          Novice Mid     Novice Low     Novice Mid   Novice Low


4. describing people and things                                                  Novice Mid     Novice Low     Novice Mid   Novice Low


5. telling at what time something happens                                        Novice Mid     Novice Low     Novice Mid   Novice Low


6. telling where people and things are                                           Novice Mid     Novice Low     Novice Mid   Novice Low


7. relating a series of events                                                   Novice Mid     Novice Low     Novice Mid   Novice Low


8. sympathizing with and consoling someone                                       Novice Mid     Novice Low     Novice Mid   Novice Low


9. asking for and giving information                                             Novice Mid     Novice Low     Novice Mid   Novice Low


10. giving advice; accepting and rejecting advice                                Novice Mid     Novice Low     Novice Mid   Novice Low


11. asking and telling what things were like                                     Novice Mid     Novice Low     Novice Mid   Novice Low


12. reminiscing                                                                  Novice Mid     Novice Low     Novice Mid   Novice Low


13. wondering what happened; offering possible explanations                      Novice Mid     Novice Low     Novice Mid   Novice Low


14. breaking news; showing interest                                              Novice Mid     Novice Low     Novice Mid   Novice Low
15. summarizing                    Novice Mid   Novice Low   Novice Mid   Novice Low


16. describing people and places   Novice Mid   Novice Low   Novice Mid   Novice Low
                                                                                 FRENCH 2           (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                   New Jersey Core Content Standard 7.1
                                     Department of World Languages         Cumulative Progress Indicator 5

At the end of one year of study, the student will be able to provide and obtain information on familiar topics in the four acquisition skills
at the proficiency level described as defined by ACTFL guidelines.

                                                                                                  ACQUISITION SKILLS
                                     Functions                                      Listening     Speaking   Reading             Writing
1. describing the contents of your room                                              Novice Mid    Novice Low     Novice Mid     Novice Low


2. talking about class schedules and sequencing events                               Novice Mid    Novice Low     Novice Mid     Novice Low


3. telling at what time something happens                                            Novice Mid    Novice Low     Novice Mid     Novice Low


4. discussing about what you and others do during free time                          Novice Mid    Novice Low     Novice Mid     Novice Low


5. talking about what you do during a typical week                                   Novice Mid    Novice Low     Novice Mid     Novice Low


6. talking about what you and your friends like to do together                       Novice Mid    Novice Low     Novice Mid     Novice Low


7. discussing how often you do things                                                Novice Mid    Novice Low     Novice Mid     Novice Low


8. giving today’s date                                                               Novice Mid    Novice Low     Novice Mid     Novice Low


9. talking about the weather                                                         Novice Mid    Novice Low     Novice Mid     Novice Low


10. making plans                                                                     Novice Mid    Novice Low     Novice Mid     Novice Low


11.expressing likes, dislikes, and preferences                                       Novice Mid    Novice Low     Novice Mid     Novice Low


12. asking for and giving advise                                                     Novice Mid    Novice Low     Novice Mid     Novice Low


13. making purchases                                                                 Novice Mid    Novice Low     Novice Mid     Novice Low


14.asking for information and describing a place                                     Novice Mid    Novice Low     Novice Mid     Novice Low
15. justifying your recommendations; advising against something   Novice Mid   Novice Low   Novice Mid   Novice Low


16. wondering what happened; offering possible explanations       Novice Mid   Novice Low   Novice Mid   Novice Low


17. asking for an granting a favor; making excuses                Novice Mid   Novice Low   Novice Mid   Novice Low
                                                                                    FRENCH 2        (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                       New Jersey Core Content Standard 7.1
                                      Department of World Languages            Cumulative Progress Indicator 6

At the end of one year of study, the student will be able to express basic personal needs in the four acquisition skills at the proficiency
level described as defined by the ACTFL guidelines.

                                                                                                    ACQUISITION SKILLS
                                      Functions                                       Listening     Speaking   Reading          Writing
1. talking about what you want and need                                                Novice Mid    Novice Low   Novice Mid    Novice Low


2. talking about things you like and why                                               Novice Mid    Novice Low   Novice Mid    Novice Low


3. talking on the telephone                                                            Novice Mid    Novice Low   Novice Mid    Novice Low


4. talking about getting ready                                                         Novice Mid    Novice Low   Novice Mid    Novice Low


5. ordering dinner in a restaurant                                                     Novice Mid    Novice Low   Novice Mid    Novice Low


6. asking for and paying the bill in a restaurant                                      Novice Mid    Novice Low   Novice Mid    Novice Low


7. describing and characterizing yourself and others                                   Novice Mid    Novice Low   Novice Mid    Novice Low


8. asking for, making, and responding to suggestions                                   Novice Mid    Novice Low   Novice Mid    Novice Low


9. asking about how someone is feeling and telling how you’re feeling                  Novice Mid    Novice Low   Novice Mid    Novice Low


10. asking for, offering, accepting, and refusing food                                 Novice Mid    Novice Low   Novice Mid    Novice Low


11. inquiring; expressing satisfaction and frustration                                 Novice Mid    Novice Low   Novice Mid    Novice Low


12. asking for opinions; expressing enthusiasm, indifference, and dissatisfaction      Novice Mid    Novice Low   Novice Mid    Novice Low


13. expressing encouragement and discouragement                                        Novice Mid    Novice Low   Novice Mid    Novice Low


14. asking for and granting a favor                                                    Novice Mid    Novice Low   Novice Mid    Novice Low
15. apologizing and accepting an apology   Novice Mid   Novice Low   Novice Mid   Novice Low
                                                                                                            FRENCH 2                   (FRO2S)
                              VINELAND CITY PUBLIC SCHOOLS
                                           Vineland High School                                    New Jersey Core Content Standard 7.1
                                                  Department of World Languages                     Cumulative Progress Indicator 7

At the end of one year of study, the student will be able to develop an awareness of employment opportunities in the four acquisition
skills at the proficiency level described as defined by the ACTFL guidelines.

                                                                                                                                     ACQUISITION SKILLS
                                                   Functions                                                    Listening            Speaking   Reading                            Writing
1.

2.

3.                                                                                                             Students will have the opportunity to investigate different
                                                                                                               employment opportunities for people proficient in
4.                                                                                                             FRENCH.

5.

6.


In general, language skills alone will not get you a job. You usually have to combine your language ability with a skill valued in your field of interest. For instance,
your knowledge of French combined with an accounting degree or an ability to sell will help you find a special niche, nationally or internationally. You may want to
consider these career fields:

Education and Nonprofit Opportunities                                                                         American college programs abroad
                                                                                                              Foreign study exchange programs
                                                                                                   You can also work for an educational institution in an administrative position which will involve
Many students studying a foreign language think about teaching it or using their language skills
                                                                                                   international work.
in an educational or nonprofit setting.

                                                                                                             Typical higher education administrative positions include:
          If you're thinking of teaching, consider:

                                                                                                             Immigration Specialist
          Teaching a foreign language in a public school (certificate required)
                                                                                                             Foreign Student/Scholar/ Advisor
          Teaching a foreign language in a private school (usually no certificate required)
                                                                                                             Foreign Faculty Advisor
          Teaching at a college or university
                                                                                                             International Admissions/Credentials Officer
          Teaching English as a second language
                                                                                                             Program Coordinator
          Working for a professional language institute
                                                                                                             Counselor of International Students
          American-sponsored private schools abroad
                                                                                                             International Center Director
          If you're thinking of working in a nonprofit setting, consider these positions                       Immigration Inspector
          which might allow you to use your language skills in the right setting:                              Import-export agent
                                                                                                               Intelligence specialist
                                                                                                               International Relations Specialist
          Community organization worker/social worker
                                                                                                               Peace Corps Volunteer
          Librarian
                                                                                                               Research Assistant
          Museum Guide
                                                                                                               Scientific Linguist
          Program Coordinator

                                                                                                    Business
Translating

                                                                                                    In general, you will need to supplement your language skills with specialized business skills to
Translating and interpretation careers require the strongest language skills. Your personality is
                                                                                                    be valued in this area.
an important factor when considering a translation or interpretation career. If you enjoy working
alone, appreciate careful semantic phrasing, have a good eye for detail and precision, you may
want to consider translation. If you're a "people person", think quickly and respond immediately               Positions in the following fields might be of interest to you:
to changes in your environment you should consider interpreting.
                                                                                                               Sales positions
          People with strong translating/interpreting skills can be self-employed as                           Environmental firms
          consultants, or may work for:                                                                        Sports organizations
                                                                                                               Advertising/Marketing departments
                                                                                                               Computer services-- hardware and software
          Commercial language schools
                                                                                                               Travel Industry: Airlines/ RR/Cruises, hotel, motel, and hospitality
          Publishers
                                                                                                               Hospital/Health Care
          Hospitals
                                                                                                               Publishing
          Foreign firms located in the US
                                                                                                               Banks
          Government Agencies
                                                                                                               Public Relations
          Export/Import companies
          Translation agencies
                                                                                                               Sample job titles which might involve using foreign language skills include:
Government
                                                                                                               Airline Customer Service Agent
                                                                                                               Computer Programmer
The government offers many ways to use your foreign language skills. Be sure to look at local
                                                                                                               Copywriter (advertising)
and state government opportunities as well as federal opportunities.
                                                                                                               Flight Attendant
                                                                                                               International Banking Loan Officer
          Some agencies worth investigating are:                                                               Lawyer
                                                                                                               Management Consultant
          Department of State                                                                                  Manufacturer's Representative
          USIA                                                                                                 Market Analyst
          Immigration                                                                                          Public Relations Specialist
          Department of Defense                                                                                Travel Agent
          National Endowment for the Humanities                                                                Tour Guide
          Department of Justice                                                                                Writer for trade and technical publications
          CIA
          Peace Corps

                                                                                                    From: http://www.dickinson.edu/career/student/intlforeignlang.html
          Some typical government job titles which might involve using another
          language are:

          Border Patrol Agent
          Customs Officer
          Foreign Affairs Specialist
          Foreign Service Officer
                           VINELAND CITY PUBLIC SCHOOLS                                             FRENCH 2                (FRO2S)
                                        Vineland High School
                                              Department of World Languages                 New Jersey Core Content Standard 7.1
                                                                                             Cumulative Progress Indicator 8
At the end of one year of study, the student will be able to use                                                     technology to
enhance language acquisition in the four acquisition skills at the proficiency level described as defined by the ACTFL guidelines.

                                                                                                                          ACQUISITION SKILLS
                                              Functions                                                 Listening         Speaking   Reading                       Writing
1.

2.                                                                                                    The District recognizes the importance of technology to
                                                                                                      enhance the student’s receptive / expressive skills in
3.                                                                                                    acquiring FRENCH proficiency. All types of media will be
                                                                                                      utilized to enhance and improve the language acquisition
4.                                                                                                    process.

5.

6.


As Internet technology has progressively become a powerful instructional tool for           reported that they enjoyed reading cultural information in the target language and
foreign language learning and acquisition, the members of the VHS Department of             “their attitude toward the use of (target language) about the target culture was
World Languages are interested in incorporating online resources into their teaching.       positively affected by their experiences with the WWW” (128).
Internet technology offers many innovative opportunities to engage students in their
language acquisition. Not only can students explore target cultural resources using         Students of a second language need to have opportunities to use the target language
browsers, but they may also interact with native speakers around the world. Previous        and acquire the target culture outside of the classroom. Online interactions and other
studies in a variety of settings have shown that Internet technology facilitates teaching   forms of media promote more equality of participation, which is particularly beneficial
and enhances learning. (126) Among these studies, both the use of synchronous and           for those students who are reluctant to speak out in the traditional classroom setting.
assychronous online discussion supported the development of students’ language              Online activities and other forms of media provide students with a meaningful way to
skills. In addition, the process of using online technologies fostered students’ interest   practice their language skills (Communicative Goal) but also allow them to explore
and motivation in learning both language and culture. Studies have shown that               target cultures and to develop both target and native cultural perspectives (Cultures
electronic writing for communication on a local area network facilitated classroom          and Comparison Goals). Most importantly, the use of media helps students develop
discussion and helped students improve their oral skills. (Ibid.) The use of the WWW        their critical thinking skills and their willingness to assume responsibility for their
affords endless opportunities for gaining exposure to the target culture. Students also     learning.




Kassen, Margaret Ann, Ed. (1999). Language Learners of Tomorrow: Process and Promise. Lincolnwood, Ill.: National Textbook Company.
                                                                                                   FRENCH 2               (FRO2S)
                           VINELAND CITY PUBLIC SCHOOLS
                                        Vineland High School                               New Jersey Core Content Standard 7.1
                                              Department of World Languages                 Cumulative Progress Indicator 9

At the end of one year of study, the student will be able to identify some common and distinct features, such as parts of speech and
vocabulary, among languages at the proficiency level described as defined by the ACTFL guidelines.

                                                                                                                         ACQUISITION SKILLS
                                              Functions                                                Listening         Speaking   Reading                     Writing
1.

2.                                                                                                   Throughout the course, the student will be exposed to and
                                                                                                     given the opportunity to learn the grammatical and
3.                                                                                                   syntactic aspects of FRENCH in comparison to his/her
                                                                                                     native language.
4.


Research has given us some idea of what language learners are doing with input             Learners prefer processing lexical items to processing grammatical items for
when they are asked to comprehend it. With this knowledge, the Department of               semantic information. (143)
World Languages can begin to develop a new kind of grammar instruction – one that
will guide and focus the students’ attention when they process input. Following this
research, the Department suggest that grammar instruction should first occur at the
level of processing input. It should be directed to the following questions: (1) Are
forms being processed in the input? Are learners attending to grammatical
information? (2) Are learners making correct form-meaning connections when
attending to input data?

The result is what Van Patten (1996) has termed processing instruction. Processing
instruction consists of three basic components:
         Learners are given information about a linguistic structure or form.
         Learners are informed about a particular processing strategy that may
          negatively affect their picking up of the form or structure during
          comprehension.
         Learners are pushed to process the form or structure during activities with
          structured input – input that is manipulated in particular ways to push
          learners to become dependent on form and structure to get meaning and/or
          to privilege the form or structure in the input so that learners have a better   Lee. James F. and Bill VanPatten. (2003). Making Communicative Language
                                                                                                                       nd
          chance of attending to it (i.e., learners are pulled away from their natural             Teaching Happen, 2 Edition. New York: McGraw Hill.
          processing tendencies toward more optimal tendencies).
                                                                              FRENCH 2         (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                New Jersey Core Content Standard 7.1
                                       Department of World Languages   Cumulative Progress Indicator 10

At the end of three years of study, the student will be able to create and respond to simple phrases, questions, and sentences at the
proficiency level described as defined by the ACTFL guidelines.

                                                                                           ACQUISITION SKILLS
                                     Functions                              Listening      Speaking   Reading              Writing
1. inquiring; expressing enthusiasm and dissatisfaction                      Novice Mid     Novice Low      Novice Mid     Novice Low


2. exchanging information                                                    Novice Mid     Novice Low      Novice Mid     Novice Low


3. ordering and asking for details                                           Novice Mid     Novice Low      Novice Mid     Novice Low


4. asking for and giving directions                                          Novice Mid     Novice Low      Novice Mid     Novice Low


5. reassuring someone                                                        Novice Mid     Novice Low      Novice Mid     Novice Low


6. expressing enthusiasm and boredom                                         Novice Mid     Novice Low      Novice Mid     Novice Low


7. asking and telling where things are                                       Novice Mid     Novice Low      Novice Mid     Novice Low


8. asking for, granting, and refusing permission                             Novice Mid     Novice Low      Novice Mid     Novice Low
                                                                                FRENCH 2 (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                  New Jersey Core Content Standard 7.1
                                      Department of World Languages      Cumulative Progress Indicator 11

At the end of three years of study, the student will be able to describe people, places, things, and events with some detail, at the
proficiency level described, as defined by the ACTFL guidelines.

                                                                                               ACQUISITION SKILLS
                                      Functions                                  Listening    Speaking   Reading              Writing
1. renewing old acquaintances                                                    Novice Mid    Novice Low     Novice Mid      Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                          Novice Mid    Novice Low     Novice Mid      Novice Low


3. exchanging information                                                        Novice Mid    Novice Low     Novice Mid      Novice Low


4. asking and describing what a place was like                                   Novice Mid    Novice Low     Novice Mid      Novice Low


5. ordering and asking for details                                               Novice Mid    Novice Low     Novice Mid      Novice Low


6. asking for and giving directions                                              Novice Mid    Novice Low     Novice Mid      Novice Low


7. reassuring someone                                                            Novice Mid    Novice Low     Novice Mid      Novice Low


8. expressing enthusiasm and boredom                                             Novice Mid    Novice Low     Novice Mid      Novice Low


9. asking and telling where things are                                           Novice Mid    Novice Low     Novice Mid      Novice Low
                                                                               FRENCH 2         (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                 New Jersey Core Content Standard 7.1
                                       Department of World Languages    Cumulative Progress Indicator 12

At the end of three years of study, the student will be able to generate and respond to short messages, such as invitations, directions,
announcements, and appointments, at the proficiency level described, as defined by the ACTFL guidelines.

                                                                                              ACQUISITION SKILLS
                                      Functions                               Listening      Speaking    Reading             Writing
1. renewing old acquaintances                                                  Novice Mid    Novice Low      Novice Mid      Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                        Novice Mid    Novice Low      Novice Mid      Novice Low


3. exchanging information                                                      Novice Mid    Novice Low      Novice Mid      Novice Low


4. asking and describing what a place was like                                 Novice Mid    Novice Low      Novice Mid      Novice Low


5. expressing indecision                                                       Novice Mid    Novice Low      Novice Mid      Novice Low


6. making recommendations                                                      Novice Mid    Novice Low      Novice Mid      Novice Low


7. ordering and asking for details                                             Novice Mid    Novice Low      Novice Mid      Novice Low


8. asking for and giving directions                                            Novice Mid    Novice Low      Novice Mid      Novice Low


9. reassuring someone                                                          Novice Mid    Novice Low      Novice Mid      Novice Low


10. expressing enthusiasm and boredom                                          Novice Mid    Novice Low      Novice Mid      Novice Low


11. asking and telling where things are                                        Novice Mid    Novice Low      Novice Mid      Novice Low


12. asking for, granting, and refusing permission                              Novice Mid    Novice Low      Novice Mid      Novice Low


13. expressing obligation                                                      Novice Mid    Novice Low      Novice Mid      Novice Low


14. forbidding                                                                 Novice Mid    Novice Low      Novice Mid      Novice Low
                                                                                FRENCH 2          (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                  New Jersey Core Content Standard 7.1
                                       Department of World Languages     Cumulative Progress Indicator 13

At the end of three years of study, the student will be able to interact with appropriate responses in limited social settings and basic
situations, at the proficiency level described, as defined by the ACTFL guidelines.

                                                                                               ACQUISITION SKILLS
                                      Functions                                 Listening     Speaking    Reading              Writing
1. renewing old acquaintances                                                   Novice Mid     Novice Low      Novice Mid      Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                         Novice Mid     Novice Low      Novice Mid      Novice Low


3. exchanging information                                                       Novice Mid     Novice Low      Novice Mid      Novice Low


4. asking and describing what a place was like                                  Novice Mid     Novice Low      Novice Mid      Novice Low


5. expressing indecision                                                        Novice Mid     Novice Low      Novice Mid      Novice Low


6. making recommendations                                                       Novice Mid     Novice Low      Novice Mid      Novice Low


7. ordering and asking for details                                              Novice Mid     Novice Low      Novice Mid      Novice Low


8. asking for and giving directions                                             Novice Mid     Novice Low      Novice Mid      Novice Low


9. reassuring someone                                                           Novice Mid     Novice Low      Novice Mid      Novice Low


10. expressing enthusiasm and boredom                                           Novice Mid     Novice Low      Novice Mid      Novice Low


11. asking and telling where things are                                         Novice Mid     Novice Low      Novice Mid      Novice Low


12. asking for, granting, and refusing permission                               Novice Mid     Novice Low      Novice Mid      Novice Low


13. expressing obligation                                                       Novice Mid     Novice Low      Novice Mid      Novice Low


14. forbidding                                                                  Novice Mid     Novice Low      Novice Mid      Novice Low
                                                                                FRENCH 2          (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                  New Jersey Core Content Standard 7.1
                                      Department of World Languages      Cumulative Progress Indicator 14

At the end of three years of study, the student will be able to express details of their everyday lives and of past experiences, at the
proficiency level described as defined by the ACTFL guidelines.

                                                                                                ACQUISITION SKILLS
                                      Functions                                  Listening     Speaking   Reading              Writing
1. renewing old acquaintances                                                     Novice Mid     Novice Low     Novice Mid     Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                           Novice Mid     Novice Low     Novice Mid     Novice Low


3. exchanging information                                                         Novice Mid     Novice Low     Novice Mid     Novice Low


4. asking and describing what a place was like                                    Novice Mid     Novice Low     Novice Mid     Novice Low


5. making recommendations                                                         Novice Mid     Novice Low     Novice Mid     Novice Low


6. ordering and asking for details                                                Novice Mid     Novice Low     Novice Mid     Novice Low


7. asking for and giving directions                                               Novice Mid     Novice Low     Novice Mid     Novice Low


8. reassuring someone                                                             Novice Mid     Novice Low     Novice Mid     Novice Low


9. expressing enthusiasm and boredom                                              Novice Mid     Novice Low     Novice Mid     Novice Low


10. asking and telling where things are                                           Novice Mid     Novice Low     Novice Mid     Novice Low


11. asking for, granting, and refusing permission                                 Novice Mid     Novice Low     Novice Mid     Novice Low


12. expressing obligation                                                         Novice Mid     Novice Low     Novice Mid     Novice Low
                                                                              FRENCH 2          (FRO2S)
                      VINELAND CITY PUBLIC SCHOOLS
                                   Vineland High School                New Jersey Core Content Standard 7.1
                                      Department of World Languages    Cumulative Progress Indicator 15

At the end of three years of study, the student will be able to engage in original and spontaneous conversation in the language studied,
at the proficiency level described as defined by the ACTFL guidelines.

                                                                                              ACQUISITION SKILLS
                                      Functions                                Listening      Speaking   Reading            Writing
1. renewing old acquaintances                                                   Novice Mid     Novice Low    Novice Mid     Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                         Novice Mid     Novice Low    Novice Mid     Novice Low


3. exchanging information                                                       Novice Mid     Novice Low    Novice Mid     Novice Low


4. asking and describing what a place was like                                  Novice Mid     Novice Low    Novice Mid     Novice Low


5. making recommendations                                                       Novice Mid     Novice Low    Novice Mid     Novice Low


6. ordering and asking for details                                              Novice Mid     Novice Low    Novice Mid     Novice Low


7. asking for and giving directions                                             Novice Mid     Novice Low    Novice Mid     Novice Low


8. reassuring someone                                                           Novice Mid     Novice Low    Novice Mid     Novice Low


9. expressing enthusiasm and boredom                                            Novice Mid     Novice Low    Novice Mid     Novice Low


10. asking and telling where things are                                         Novice Mid     Novice Low    Novice Mid     Novice Low


11. asking for, granting, and refusing permission                               Novice Mid     Novice Low    Novice Mid     Novice Low


12. expressing obligation                                                       Novice Mid     Novice Low    Novice Mid     Novice Low


13. forbidding                                                                  Novice Mid     Novice Low    Novice Mid     Novice Low
                        VINELAND CITY PUBLIC SCHOOLS                            FRENCH 2          (FRO2S)
                                     Vineland High School
                                    Department of World Languages        New Jersey Core Content Standard 7.1
                                                                         Cumulative Progress Indicator 16

At the end of three years of study, the student will be able to organize thoughts into correct oral speech and writing, at the proficiency
level described as defined by the ACTFL guidelines.

                                                                                                 ACQUISITION SKILLS
                                    Functions                                      Listening     Speaking   Reading             Writing
1. renewing old acquaintances                                                       Novice Mid     Novice Low     Novice Mid    Novice Low


2. inquiring; expressing enthusiasm and dissatisfaction                             Novice Mid     Novice Low     Novice Mid    Novice Low


3. exchanging information                                                           Novice Mid     Novice Low     Novice Mid    Novice Low


4. asking and describing what a place was like                                      Novice Mid     Novice Low     Novice Mid    Novice Low


5. making recommendations                                                           Novice Mid     Novice Low     Novice Mid    Novice Low


6. writing a formal letter                                                          Novice Mid     Novice Low     Novice Mid    Novice Low
                                                                                                            FRENCH 2                   (FRO2S)
                              VINELAND CITY PUBLIC SCHOOLS
                                           Vineland High School                                    New Jersey Core Content Standard 7.1
                                                  Department of World Languages                    Cumulative Progress Indicator 17

At the end of three years of study, the student will be able to develop an awareness of employment opportunities in the four acquisition
skills at the proficiency level described as defined by the ACTFL guidelines.

                                                                                                                                     ACQUISITION SKILLS
                                                   Functions                                                    Listening            Speaking   Reading                            Writing
1.

2.

3.                                                                                                             Students will have the opportunity to investigate different
                                                                                                               employment opportunities for people proficient in French.
4.

5.

6.


In general, language skills alone will not get you a job. You usually have to combine your language ability with a skill valued in your field of interest. For instance,
your knowledge of French combined with an accounting degree or an ability to sell will help you find a special niche, nationally or internationally. You may want to
consider these career fields:

Education and Nonprofit Opportunities                                                                         American college programs abroad
                                                                                                              Foreign study exchange programs
                                                                                                   You can also work for an educational institution in an administrative position which will involve
Many students studying a foreign language think about teaching it or using their language skills
                                                                                                   international work.
in an educational or nonprofit setting.

                                                                                                             Typical higher education administrative positions include:
          If you're thinking of teaching, consider:

                                                                                                             Immigration Specialist
          Teaching a foreign language in a public school (certificate required)
                                                                                                             Foreign Student/Scholar/ Advisor
          Teaching a foreign language in a private school (usually no certificate required)
                                                                                                             Foreign Faculty Advisor
          Teaching at a college or university
                                                                                                             International Admissions/Credentials Officer
          Teaching English as a second language
                                                                                                             Program Coordinator
          Working for a professional language institute
                                                                                                             Counselor of International Students
          American-sponsored private schools abroad
                                                                                                             International Center Director
          If you're thinking of working in a nonprofit setting, consider these positions                       Immigration Inspector
          which might allow you to use your language skills in the right setting:                              Import-export agent
                                                                                                               Intelligence specialist
                                                                                                               International Relations Specialist
          Community organization worker/social worker
                                                                                                               Peace Corps Volunteer
          Librarian
                                                                                                               Research Assistant
          Museum Guide
                                                                                                               Scientific Linguist
          Program Coordinator

                                                                                                    Business
Translating

                                                                                                    In general, you will need to supplement your language skills with specialized business skills to
Translating and interpretation careers require the strongest language skills. Your personality is
                                                                                                    be valued in this area.
an important factor when considering a translation or interpretation career. If you enjoy working
alone, appreciate careful semantic phrasing, have a good eye for detail and precision, you may
want to consider translation. If you're a "people person", think quickly and respond immediately               Positions in the following fields might be of interest to you:
to changes in your environment you should consider interpreting.
                                                                                                               Sales positions
          People with strong translating/interpreting skills can be self-employed as                           Environmental firms
          consultants, or may work for:                                                                        Sports organizations
                                                                                                               Advertising/Marketing departments
                                                                                                               Computer services-- hardware and software
          Commercial language schools
                                                                                                               Travel Industry: Airlines/ RR/Cruises, hotel, motel, and hospitality
          Publishers
                                                                                                               Hospital/Health Care
          Hospitals
                                                                                                               Publishing
          Foreign firms located in the US
                                                                                                               Banks
          Government Agencies
                                                                                                               Public Relations
          Export/Import companies
          Translation agencies
                                                                                                               Sample job titles which might involve using foreign language skills include:
Government
                                                                                                               Airline Customer Service Agent
                                                                                                               Computer Programmer
The government offers many ways to use your foreign language skills. Be sure to look at local
                                                                                                               Copywriter (advertising)
and state government opportunities as well as federal opportunities.
                                                                                                               Flight Attendant
                                                                                                               International Banking Loan Officer
          Some agencies worth investigating are:                                                               Lawyer
                                                                                                               Management Consultant
          Department of State                                                                                  Manufacturer's Representative
          USIA                                                                                                 Market Analyst
          Immigration                                                                                          Public Relations Specialist
          Department of Defense                                                                                Travel Agent
          National Endowment for the Humanities                                                                Tour Guide
          Department of Justice                                                                                Writer for trade and technical publications.
          CIA
          Peace Corps

          Some typical government job titles which might involve using another
          language are:

          Border Patrol Agent
          Customs Officer
          Foreign Affairs Specialist                                                                           From: http://www.dickinson.edu/career/student/intlforeignlang.html
          Foreign Service Officer
                                                                                                           FRENCH 2               (FRO2S)
                           VINELAND CITY PUBLIC SCHOOLS
                                        Vineland High School                                    New Jersey Core Content Standard 7.1
                                             Department of World Languages                       Cumulative Progress Indicator 18

At the end of three years of study, the student will be able to identify common and distinct features, such as prepositional phrases and
clauses, among languages, at the proficiency level described, as defined by the ACTFL guidelines.

                                                                                                                                ACQUISITION SKILLS
                                             Functions                                                         Listening        Speaking   Reading                       Writing
1.

2.                                                                                                           Throughout the course, the student will be exposed to and
                                                                                                             given the opportunity to learn the grammatical and
3.                                                                                                           syntactic aspects of French in comparison to his/her native
                                                                                                             language.
4.


Research has given us some idea of what language learners are doing with input when they are asked to comprehend it. With this knowledge, the Department of World Languages
can begin to develop a new kind of grammar instruction – one that will guide and focus the students’ attention when they process input. Following this research, the Department
suggest that grammar instruction should first occur at the level of processing input. It should be directed to the following questions: (1) Are forms being processed in the input? Are
learners attending to grammatical information? (2) Are learners making correct form-meaning connections when attending to input data?

The result is what Van Patten (1996) has termed processing instruction. Processing instruction consists of three basic components:
       Learners are given information about a linguistic structure or form.
       Learners are informed about a particular processing strategy that may negatively affect their picking up of the form or structure during comprehension.
       Learners are pushed to process the form or structure during activities with structured input – input that is manipulated in particular ways to push learners to become
        dependent on form and structure to get meaning and/or to privilege the form or structure in the input so that learners have a better chance of attending to it (i.e., learners
        are pulled away from their natural processing tendencies toward more optimal tendencies).
Learners prefer processing lexical items to processing grammatical items for ( . . . . ) semantic information. (143)




                                                                                                     nd
Lee. James F. and Bill VanPatten. (2003). Making Communicative Language Teaching Happen, 2                Edition. New York: McGraw Hill.
New Jersey Core Curriculum Content Standards

        World Languages Standards
             Standard 7.2 and Indicators




                 French 2
                      (FR02S)
                      FRENCH 2 (FRO2S)                                                  VINELAND CITY PUBLIC SCHOOLS
                                                                                               Vineland High School
             New Jersey Core Content Standard 7.2                                                   Department of World Languages


                  Cumulative Progress Indicators                                                       Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the             travel documents and      studying abroad   tú vs Usted   neighborhood stores
                                                                                foreign countries
interrelationship between the French* language and French/French-
American* cultures in addition to English.
 7.2.1 Demonstrate an awareness of French cultures                                Stage 1                Stage 1          Stage 1          Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the                   Stage 1                Stage 1          Stage 1          Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and               Stage 1                Stage 1          Stage 1          Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                          Stage 1                Stage 1          Stage 1          Stage 1
 7.2.5 Compare the customs of American culture and the French                     Stage 1                Stage 1          Stage 1          Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining              Stage 1                Stage 1          Stage 1          Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                     Stage 1                Stage 1          Stage 1          Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and                 Stage 1                Stage 1          Stage 1          Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within                  Stage 1                Stage 1          Stage 1          Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the                 Stage 1                Stage 1          Stage 1          Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French                 Stage 1                Stage 1          Stage 1          Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and                 Stage 1                Stage 1          Stage 1          Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition                  Stage 1                Stage 1          Stage 1          Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.
                     FRENCH 2 (FRO2S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                           Vineland High School
             New Jersey Core Content Standard 7.2                                              Department of World Languages



                 Cumulative Progress Indicators                                                    Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the           identify French-        identify famous      list reasons for     French gestures
                                                                          speaking countries       French-speaking   studying / importance
interrelationship between the French* language and French* cultures in                                 people               of French
addition to English.
 7.2.1 Demonstrate an awareness of French culture                             Stage 1                 Stage 1             Stage 1              Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the              Stage 1                 Stage 1             Stage 1              Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and         Stage 1                 Stage 1             Stage 1              Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                    Stage 1                 Stage 1             Stage 1              Stage 1

7.2.5    Compare the customs of American culture and the French               Stage 1                 Stage 1             Stage 1              Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining        Stage 1                 Stage 1             Stage 1              Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many               Stage 1                 Stage 1             Stage 1              Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and           Stage 1                 Stage 1             Stage 1              Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within            Stage 1                 Stage 1             Stage 1              Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the           Stage 1                 Stage 1             Stage 1              Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French           Stage 1                 Stage 1             Stage 1              Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and           Stage 1                 Stage 1             Stage 1              Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition            Stage 1                 Stage 1             Stage 1              Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (SPA1S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                           Vineland High School
             New Jersey Core Content Standard 7.2                                               Department of World Languages



                 Cumulative Progress Indicators                                                      Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          greetings and good-     leisure-time activities   French educational   la hora oficial
                                                                                  byes                                           system
interrelationship between the French* language and French* cultures in
addition to English.
 7.2.1 Demonstrate an awareness of French culture                             Stage 1                   Stage 1                 Stage 1           Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the              Stage 1                   Stage 1                 Stage 1           Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and         Stage 1                   Stage 1                 Stage 1           Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                    Stage 1                   Stage 1                 Stage 1           Stage 1

7.2.5    Compare the customs of American culture and the French               Stage 1                   Stage 1                 Stage 1           Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining        Stage 1                   Stage 1                 Stage 1           Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many               Stage 1                   Stage 1                 Stage 1           Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and           Stage 1                   Stage 1                 Stage 1           Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within            Stage 1                   Stage 1                 Stage 1           Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the           Stage 1                   Stage 1                 Stage 1           Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French           Stage 1                   Stage 1                 Stage 1           Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and           Stage 1                   Stage 1                 Stage 1           Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition            Stage 1                   Stage 1                 Stage 1           Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (FRO2S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                           Vineland High School
             New Jersey Core Content Standard 7.2                                               Department of World Languages



                 Cumulative Progress Indicators                                                      Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          curricula in French     currencies in different   making purchases   Celsius vs Fahrenheit
                                                                                schools             French-speaking
interrelationship between the French* language and French* cultures in                                  countries
addition to English.
 7.2.1 Demonstrate an awareness of French culture                             Stage 1                   Stage 1                Stage 1              Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the              Stage 1                   Stage 1                Stage 1              Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and         Stage 1                   Stage 1                Stage 1              Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                    Stage 1                   Stage 1                Stage 1              Stage 1

7.2.5    Compare the customs of American culture and the French               Stage 1                   Stage 1                Stage 1              Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining        Stage 1                   Stage 1                Stage 1              Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many               Stage 1                   Stage 1                Stage 1              Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and           Stage 1                   Stage 1                Stage 1              Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within            Stage 1                   Stage 1                Stage 1              Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the           Stage 1                   Stage 1                Stage 1              Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French           Stage 1                   Stage 1                Stage 1              Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and           Stage 1                   Stage 1                Stage 1              Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition            Stage 1                   Stage 1                Stage 1              Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (FRO2S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                           Vineland High School
             New Jersey Core Content Standard 7.2                                              Department of World Languages



                 Cumulative Progress Indicators                                                    Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          going out / dating       sports in French-    foods     family relationships
                                                                                                  speaking countries                    and life
interrelationship between the French* language and French* cultures in
addition to English.
 7.2.1 Demonstrate an awareness of French culture                            Stage 1                  Stage 1          Stage 1        Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the             Stage 1                  Stage 1          Stage 1        Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and        Stage 1                  Stage 1          Stage 1        Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                   Stage 1                  Stage 1          Stage 1        Stage 1

7.2.5    Compare the customs of American culture and the French              Stage 1                  Stage 1          Stage 1        Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining       Stage 1                  Stage 1          Stage 1        Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many              Stage 1                  Stage 1          Stage 1        Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and          Stage 1                  Stage 1          Stage 1        Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within           Stage 1                  Stage 1          Stage 1        Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the          Stage 1                  Stage 1          Stage 1        Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French          Stage 1                  Stage 1          Stage 1        Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and          Stage 1                  Stage 1          Stage 1        Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition           Stage 1                  Stage 1          Stage 1        Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (FRO2S)                                                VINELAND CITY PUBLIC SCHOOLS
                                                                                            Vineland High School
             New Jersey Core Content Standard 7.2                                                Department of World Languages



                 Cumulative Progress Indicators                                                      Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          use of metric system     meals and meal time   the telephone system   fashion / clothes and
                                                                                                                                                  clothing sizes and
interrelationship between the French* language and French* cultures in                                                                                  styles
addition to English.
 7.2.1 Demonstrate an awareness of French culture                              Stage 1                 Stage 1                Stage 1                Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the               Stage 1                 Stage 1                Stage 1                Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and          Stage 1                 Stage 1                Stage 1                Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                     Stage 1                 Stage 1                Stage 1                Stage 1

7.2.5    Compare the customs of American culture and the French                Stage 1                 Stage 1                Stage 1                Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining         Stage 1                 Stage 1                Stage 1                Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many                Stage 1                 Stage 1                Stage 1                Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and            Stage 1                 Stage 1                Stage 1                Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within             Stage 1                 Stage 1                Stage 1                Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the            Stage 1                 Stage 1                Stage 1                Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French            Stage 1                 Stage 1                Stage 1                Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and            Stage 1                 Stage 1                Stage 1                Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition             Stage 1                 Stage 1                Stage 1                Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (FRO2S)                                          VINELAND CITY PUBLIC SCHOOLS
                                                                                      Vineland High School
             New Jersey Core Content Standard 7.2                                     Department of World Languages



                 Cumulative Progress Indicators                                           Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          vacations     stores and shop ping    pets       geography of French-
                                                                                                                            speaking countries
interrelationship between the French* language and French* cultures in
addition to English.
 7.2.1 Demonstrate an awareness of French culture                         Stage 1            Stage 1           Stage 1          Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the          Stage 1            Stage 1           Stage 1          Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and     Stage 1            Stage 1           Stage 1          Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                Stage 1            Stage 1           Stage 1          Stage 1

7.2.5    Compare the customs of American culture and the French           Stage 1            Stage 1           Stage 1          Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining    Stage 1            Stage 1           Stage 1          Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many           Stage 1            Stage 1           Stage 1          Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and       Stage 1            Stage 1           Stage 1          Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within        Stage 1            Stage 1           Stage 1          Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the       Stage 1            Stage 1           Stage 1          Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French       Stage 1            Stage 1           Stage 1          Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and       Stage 1            Stage 1           Stage 1          Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition        Stage 1            Stage 1           Stage 1          Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                     FRENCH 2 (FRO2S)                                          VINELAND CITY PUBLIC SCHOOLS
                                                                                      Vineland High School
             New Jersey Core Content Standard 7.2                                    Department of World Languages



                 Cumulative Progress Indicators                                          Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the          pastimes         weather
interrelationship between the French* language and French* cultures in
addition to English.
 7.2.1 Demonstrate an awareness of French culture                         Stage 1          Stage 1

7.2.2    Demonstrate knowledge of the culture of speakers of the          Stage 1          Stage 1
         French language
7.2.3    Recognize interrelationships between the French language and     Stage 1          Stage 1
         the French culture of its people
7.2.4    Recognize and explore the process of stereotyping                Stage 1          Stage 1

7.2.5    Compare the customs of American culture and the French           Stage 1          Stage 1
         cultures
7.2.6    Understand the role of stereotyping in forming and sustaining    Stage 1          Stage 1
         prejudice
7.2.7    Demonstrate an awareness of contributions made in many           Stage 1          Stage 1
         fields by French men and women
7.2.8    Examine interrelationships between the French language and       Stage 1          Stage 1
         the French cultures as evidenced in literary works
7.2.9    Recognize and understand verbal and nonverbal cues within        Stage 1          Stage 1
         the French cultures
7.2.10   Explore and discuss similarities and differences among the       Stage 1          Stage 1
         French cultures and the American culture
7.2.11   Explore and discuss representative works of diverse French       Stage 1          Stage 1
         cultures in many fields of endeavor
7.2.12   Analyze interrelationships between the French language and       Stage 1          Stage 1
         the French cultures as evidenced in its literary works and
         communications, as well as in its political, economic, and
         religious structures
7.2.13   Use technology to enhance the French language acquisition        Stage 1          Stage 1
         and to acquire current French cultural information in order to
         develop more accurate impressions of these cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is spoken.
                      FRENCH 2 (FRO2S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                            Vineland High School
             New Jersey Core Content Standard 7.2                                              Department of World Languages


                  Cumulative Progress Indicators                                                  Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the
                                                                             French language     employment: Work /   environmental issues   Frenchs in the United
interrelationship between the French* language and French/French-                 media            jobs / careers                                  States
American* cultures in addition to English.
 7.2.1 Demonstrate an awareness of French cultures                              Stage 1              Stage 1               Stage 1                Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the                 Stage 1              Stage 1               Stage 1                Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and             Stage 1              Stage 1               Stage 1                Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                        Stage 1              Stage 1               Stage 1                Stage 1
 7.2.5 Compare the customs of American culture and the French                   Stage 1              Stage 1               Stage 1                Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining            Stage 1              Stage 1               Stage 1                Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                   Stage 1              Stage 1               Stage 1                Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and               Stage 1              Stage 1               Stage 1                Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within                Stage 1              Stage 1               Stage 1                Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the               Stage 1              Stage 1               Stage 1                Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French               Stage 1              Stage 1               Stage 1                Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and               Stage 1              Stage 1               Stage 1                Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition                Stage 1              Stage 1               Stage 1                Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.
                      FRENCH 2 (FRO2S)                                                 VINELAND CITY PUBLIC SCHOOLS
                                                                                              Vineland High School
             New Jersey Core Content Standard 7.2                                                Department of World Languages


                  Cumulative Progress Indicators                                                    Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the
                                                                             role of murals in      music / musical   solving interpersonal    communications
interrelationship between the French* language and French/French-            French-speaking         instruments             issues           network in French
American* cultures in addition to English.                                       countries                                                        countries
 7.2.1 Demonstrate an awareness of French cultures                              Stage 1               Stage 1              Stage 1               Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the                 Stage 1               Stage 1              Stage 1               Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and             Stage 1               Stage 1              Stage 1               Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                        Stage 1               Stage 1              Stage 1               Stage 1
 7.2.5 Compare the customs of American culture and the French                   Stage 1               Stage 1              Stage 1               Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining            Stage 1               Stage 1              Stage 1               Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                   Stage 1               Stage 1              Stage 1               Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and               Stage 1               Stage 1              Stage 1               Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within                Stage 1               Stage 1              Stage 1               Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the               Stage 1               Stage 1              Stage 1               Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French               Stage 1               Stage 1              Stage 1               Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and               Stage 1               Stage 1              Stage 1               Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition                Stage 1               Stage 1              Stage 1               Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.
                      FRENCH 2 (FRO2S)                                                 VINELAND CITY PUBLIC SCHOOLS
                                                                                              Vineland High School
             New Jersey Core Content Standard 7.2                                                Department of World Languages


                  Cumulative Progress Indicators                                                    Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the
                                                                             foods and holiday        eating out in      ordering a meal   legends and folk tales
interrelationship between the French* language and French/French-                 dishes           restaurants / Cafés
American* cultures in addition to English.
 7.2.1 Demonstrate an awareness of French cultures                              Stage 1                Stage 1             Stage 1              Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the                 Stage 1                Stage 1             Stage 1              Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and             Stage 1                Stage 1             Stage 1              Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                        Stage 1                Stage 1             Stage 1              Stage 1
 7.2.5 Compare the customs of American culture and the French                   Stage 1                Stage 1             Stage 1              Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining            Stage 1                Stage 1             Stage 1              Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                   Stage 1                Stage 1             Stage 1              Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and               Stage 1                Stage 1             Stage 1              Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within                Stage 1                Stage 1             Stage 1              Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the               Stage 1                Stage 1             Stage 1              Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French               Stage 1                Stage 1             Stage 1              Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and               Stage 1                Stage 1             Stage 1              Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition                Stage 1                Stage 1             Stage 1              Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.
                      FRENCH 2 (FRO2S)                                               VINELAND CITY PUBLIC SCHOOLS
                                                                                            Vineland High School
             New Jersey Core Content Standard 7.2                                            Department of World Languages


                  Cumulative Progress Indicators                                                Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the
                                                                             health habits      work schedules   technology in the   table manners /
interrelationship between the French* language and French/French-                                                French-speaking        etiquette
American* cultures in addition to English.                                                                            world
 7.2.1 Demonstrate an awareness of French cultures                            Stage 1             Stage 1           Stage 1            Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the               Stage 1             Stage 1           Stage 1            Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and           Stage 1             Stage 1           Stage 1            Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                      Stage 1             Stage 1           Stage 1            Stage 1
 7.2.5 Compare the customs of American culture and the French                 Stage 1             Stage 1           Stage 1            Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining          Stage 1             Stage 1           Stage 1            Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                 Stage 1             Stage 1           Stage 1            Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and             Stage 1             Stage 1           Stage 1            Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within              Stage 1             Stage 1           Stage 1            Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the             Stage 1             Stage 1           Stage 1            Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French             Stage 1             Stage 1           Stage 1            Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and             Stage 1             Stage 1           Stage 1            Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition              Stage 1             Stage 1           Stage 1            Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.
                      FRENCH 2 (FRO2S)                                       VINELAND CITY PUBLIC SCHOOLS
                                                                                    Vineland High School
             New Jersey Core Content Standard 7.2                                 Department of World Languages


                  Cumulative Progress Indicators                                      Cultural and Thematic Topics
All students will be able to demonstrate an understanding of the
                                                                                       socializing with   regional languages
interrelationship between the French* language and French/French-                          friends
American* cultures in addition to English.
 7.2.1 Demonstrate an awareness of French cultures                                       Stage 1              Stage 1
 7.2.2 Demonstrate knowledge of the cultures of speakers of the                          Stage 1              Stage 1
            French language
 7.2.3 Recognize interrelationships between the French language and                      Stage 1              Stage 1
            the French cultures of its people
 7.2.4 Recognize and explore the process of stereotyping                                 Stage 1              Stage 1
 7.2.5 Compare the customs of American culture and the French                            Stage 1              Stage 1
            cultures
 7.2.6 Understand the role of stereotyping in forming and sustaining                     Stage 1              Stage 1
            prejudice
 7.2.7 Demonstrate an awareness of contributions made in many                            Stage 1              Stage 1
            fields by French men and women
 7.2.8 Examine interrelationships between the French language and                        Stage 1              Stage 1
            the French cultures as evidenced in literary works
 7.2.9 Recognize and understand verbal and nonverbal cues within                         Stage 1              Stage 1
            the French cultures
7.2.10 Explore and discuss similarities and differences among the                        Stage 1              Stage 1
            French cultures and the American culture
7.2.11 Explore and discuss representative works of diverse French                        Stage 1              Stage 1
            cultures in many fields of endeavor
7.2.12 Analyze interrelationships between the French language and                        Stage 1              Stage 1
            the French cultures as evidenced in its literary works and
            communications, as well as in its political, economic, and
            religious structures
7.2.13 Use technology to enhance the French language acquisition                         Stage 1              Stage 1
            and to acquire current French cultural information in order to
            develop more accurate impressions of the French cultures
*It is to be implied and understood that the use of the word “French” in this context constitutes all regions, provinces, areas, and or
countries where French is an official language, a language of dominant or moderate use, or spoken by a minority group of people.

				
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