Classroom Directions: Which action or response best matches a common classroom direction such as écoutez, lisez, écrivez, répétez, or ouvrez le livre? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which action or response best matches a common classroom direction such as écoutez, lisez, écrivez, répétez, or ouvrez le livre?

Classroom Requests and Needs: Which French expression best requests permission, help, an item, clarification, or a basic classroom need? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French expression best requests permission, help, an item, clarification, or a basic classroom need?

Greetings by Time and Context: Which greeting is most appropriate for the time of day, relationship, and formality of the situation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which greeting is most appropriate for the time of day, relationship, and formality of the situation?

Leave-Takings and Good Wishes: Which leave-taking or good-wish expression best fits a formal, informal, daytime, evening, or next-meeting context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which leave-taking or good-wish expression best fits a formal, informal, daytime, evening, or next-meeting context?

Polite Expressions and Social Courtesies: Which response correctly uses merci, de rien, s'il vous plaît, excusez-moi, pardon, or a comparable courtesy expression? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which response correctly uses merci, de rien, s'il vous plaît, excusez-moi, pardon, or a comparable courtesy expression?

Tu and Vous: Which pronoun and verb form are most culturally appropriate for a familiar peer, one respected adult, or a group? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which pronoun and verb form are most culturally appropriate for a familiar peer, one respected adult, or a group?

Titles and Forms of Address: Which title or form of address correctly matches a person, role, and level of formality in a French-speaking context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which title or form of address correctly matches a person, role, and level of formality in a French-speaking context?

Asking and Answering How Someone Is: Which question-and-response pair correctly exchanges information about how someone feels or is doing? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question-and-response pair correctly exchanges information about how someone feels or is doing?

Clarification, Repetition, and Slower Speech: Which expression best asks a speaker to repeat, slow down, spell, define, or confirm what was said? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression best asks a speaker to repeat, slow down, spell, define, or confirm what was said?

Opening and Closing a Short Interaction: Which sequence most appropriately opens, sustains, and closes a brief culturally respectful conversation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sequence most appropriately opens, sustains, and closes a brief culturally respectful conversation?

Saying and Asking Names: Which question and response correctly ask for and give a first name, full name, or preferred name? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question and response correctly ask for and give a first name, full name, or preferred name?

Introducing Other People: Which expression correctly introduces another person and identifies a basic relationship or role? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly introduces another person and identifies a basic relationship or role?

Age with Avoir: Which question or sentence correctly asks for or states age using avoir rather than être? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question or sentence correctly asks for or states age using avoir rather than être?

Nationality: Which nationality adjective correctly agrees with the person described and avoids confusing nationality with country name? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which nationality adjective correctly agrees with the person described and avoids confusing nationality with country name?

Place of Origin and Residence: Which expression correctly tells where someone is from and where that person currently lives? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly tells where someone is from and where that person currently lives?

Languages Spoken and Studied: Which statement correctly identifies languages someone speaks, understands, or studies using appropriate verb forms and articles? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly identifies languages someone speaks, understands, or studies using appropriate verb forms and articles?

Contact Information: Which option correctly interprets or provides a phone number, email address, street address, or social-contact detail? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly interprets or provides a phone number, email address, street address, or social-contact detail?

Personal Profiles and Forms: Which profile, identification card, or form entry best matches a short description of a person's basic information? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which profile, identification card, or form entry best matches a short description of a person's basic information?

Numbers 0-20: Which numeral, written number, or heard number correctly matches a quantity from zero through twenty? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which numeral, written number, or heard number correctly matches a quantity from zero through twenty?

Numbers 21-69: Which option correctly forms or interprets a number from twenty-one through sixty-nine, including numbers joined with et? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly forms or interprets a number from twenty-one through sixty-nine, including numbers joined with et?

Numbers 70-99: Which option correctly forms or interprets the base-twenty patterns used from seventy through ninety-nine? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly forms or interprets the base-twenty patterns used from seventy through ninety-nine?

Hundreds, Thousands, and Larger Numbers: Which written or spoken form correctly represents a familiar three- or four-digit number used in dates, populations, prices, or addresses? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which written or spoken form correctly represents a familiar three- or four-digit number used in dates, populations, prices, or addresses?

Phone Numbers, Addresses, and Identification Numbers: Which sequence correctly interprets grouped digits in a French phone number, address, postal code, room number, or identification number? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sequence correctly interprets grouped digits in a French phone number, address, postal code, room number, or identification number?

Ordinal Numbers: Which ordinal form correctly identifies an order, floor, date reference, or ranking in a familiar context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which ordinal form correctly identifies an order, floor, date reference, or ranking in a familiar context?

Days of the Week and Months: Which day or month correctly completes a schedule, date, invitation, or calendar entry? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which day or month correctly completes a schedule, date, invitation, or calendar entry?

Writing and Interpreting Dates: Which date is correctly expressed or interpreted using French word order, numbers, months, and the form le premier when needed? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which date is correctly expressed or interpreted using French word order, numbers, months, and the form le premier when needed?

Basic Clock Time: Which expression correctly states or interprets the hour, half hour, quarter hour, noon, or midnight? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly states or interprets the hour, half hour, quarter hour, noon, or midnight?

Precise Time and the 24-Hour Clock: Which time expression correctly uses minutes, moins, or the 24-hour system in a schedule or announcement? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which time expression correctly uses minutes, moins, or the 24-hour system in a schedule or announcement?

Schedules, Start Times, and Duration: Which option correctly identifies when an activity begins, ends, or lasts based on a timetable or short statement? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly identifies when an activity begins, ends, or lasts based on a timetable or short statement?

Calendars, Invitations, and Event Information: Which date, time, location, or event detail is supported by a calendar, invitation, agenda, or announcement? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which date, time, location, or event detail is supported by a calendar, invitation, agenda, or announcement?

Plural Nouns and Articles: Which option correctly changes a familiar singular noun phrase to plural, including common spelling and article changes? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly changes a familiar singular noun phrase to plural, including common spelling and article changes?

Être in the Present Tense: Which form of être correctly completes a sentence about identity, description, location, nationality, or condition? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of être correctly completes a sentence about identity, description, location, nationality, or condition?

C'est, Ce Sont, and Il/Elle Est: Which structure correctly identifies or describes a person or thing in the given context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which structure correctly identifies or describes a person or thing in the given context?

Il Y A, Voici, and Voilà: Which expression best introduces, points out, or states the existence of people, places, or objects? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression best introduces, points out, or states the existence of people, places, or objects?

Contractions with À: Which form of à, au, à la, à l', or aux correctly expresses destination, location, or participation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of à, au, à la, à l', or aux correctly expresses destination, location, or participation?

Contractions with De: Which form of de, du, de la, de l', or des correctly expresses origin, possession, content, or association? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of de, du, de la, de l', or des correctly expresses origin, possession, content, or association?

Basic French Word Order: Which sentence places the subject, conjugated verb, complements, adjectives, and common adverbs in a clear basic order? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence places the subject, conjugated verb, complements, adjectives, and common adverbs in a clear basic order?

Negation with Ne...Pas: Which sentence correctly places ne or n' and pas around the conjugated verb, including a simple infinitive construction? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly places ne or n' and pas around the conjugated verb, including a simple infinitive construction?

Forming Yes-No Questions: Which option correctly asks the same yes-no question through intonation, est-ce que, or recognizable inversion? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly asks the same yes-no question through intonation, est-ce que, or recognizable inversion?

Question Words: Which interrogative word or phrase correctly asks who, what, where, when, why, how, how much, or which one? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which interrogative word or phrase correctly asks who, what, where, when, why, how, how much, or which one?

Adjective Placement: Which sentence places a common adjective before or after the noun according to standard beginner-level patterns? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence places a common adjective before or after the noun according to standard beginner-level patterns?

Colors as Adjectives: Which color adjective correctly describes a noun with appropriate gender, number, and common invariable forms? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which color adjective correctly describes a noun with appropriate gender, number, and common invariable forms?

Physical Appearance: Which description best matches a person's visible features, height, build, hair, eyes, or distinguishing characteristics? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which description best matches a person's visible features, height, build, hair, eyes, or distinguishing characteristics?

Personality and Character Traits: Which adjective or short description best matches a person's stated behavior, interests, or character? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which adjective or short description best matches a person's stated behavior, interests, or character?

Common Irregular Adjectives: Which form of beau, nouveau, vieux, bon, gentil, or another common irregular adjective correctly fits the noun? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of beau, nouveau, vieux, bon, gentil, or another common irregular adjective correctly fits the noun?

Intensifiers and Degree: Which expression correctly uses très, assez, un peu, trop, vraiment, or another basic intensifier to modify meaning? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly uses très, assez, un peu, trop, vraiment, or another basic intensifier to modify meaning?

Comparisons: Which sentence correctly compares two people, places, activities, or objects using plus, moins, or aussi...que? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly compares two people, places, activities, or objects using plus, moins, or aussi...que?

Superlatives: Which option correctly identifies or forms the most, least, best, or worst example within a familiar group? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option correctly identifies or forms the most, least, best, or worst example within a familiar group?

Possessive Adjectives with One Possessor: Which form of mon, ma, mes, ton, ta, tes, son, sa, or ses agrees with the possessed noun? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of mon, ma, mes, ton, ta, tes, son, sa, or ses agrees with the possessed noun?

Possessive Adjectives with Multiple Possessors: Which form of notre, nos, votre, vos, leur, or leurs correctly expresses ownership and number? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of notre, nos, votre, vos, leur, or leurs correctly expresses ownership and number?

Possession with De and Connected Descriptions: Which sentence correctly shows possession with de and combines several accurate details about a person or object? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly shows possession with de and combines several accurate details about a person or object?

Regular -ER Verbs: Which present-tense ending correctly completes a regular -er verb for the stated subject? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which present-tense ending correctly completes a regular -er verb for the stated subject?

-GER and -CER Spelling Changes: Which nous-form spelling correctly preserves the intended sound in common -ger and -cer verbs? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which nous-form spelling correctly preserves the intended sound in common -ger and -cer verbs?

Common Stem-Changing -ER Verbs: Which present-tense form correctly applies a familiar stem change in verbs such as acheter, préférer, appeler, or lever? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which present-tense form correctly applies a familiar stem change in verbs such as acheter, préférer, appeler, or lever?

Aimer, Adorer, Détester, and Préférer: Which verb form and construction correctly express a like, love, dislike, or preference for a person, thing, or activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which verb form and construction correctly express a like, love, dislike, or preference for a person, thing, or activity?

Avoir in the Present Tense: Which form of avoir correctly expresses possession, age, or a common avoir expression? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of avoir correctly expresses possession, age, or a common avoir expression?

Aller in the Present Tense: Which form of aller correctly identifies where someone goes or how an activity is planned? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of aller correctly identifies where someone goes or how an activity is planned?

The Near Future with Aller + Infinitive: Students choose the sentence that correctly states a future plan or prediction using a conjugated form of aller plus an infinitive. Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly states a future plan or prediction using a conjugated form of aller plus an infinitive?

Faire in the Present Tense: Which form of faire correctly describes an activity, task, weather expression, or common idiom? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of faire correctly describes an activity, task, weather expression, or common idiom?

Jouer À with Sports and Games: Which contraction and noun correctly complete jouer à for a sport or game? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which contraction and noun correctly complete jouer à for a sport or game?

Jouer De with Musical Instruments: Which contraction and noun correctly complete jouer de for a musical instrument? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which contraction and noun correctly complete jouer de for a musical instrument?

Faire De with Activities: Which contraction and noun correctly complete faire de for a sport, hobby, or recurring activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which contraction and noun correctly complete faire de for a sport, hobby, or recurring activity?

Venir and Venir De: Which form of venir correctly states where someone comes from or completes a high-frequency expression with de? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of venir correctly states where someone comes from or completes a high-frequency expression with de?

Prendre and Related Uses: Which form of prendre correctly describes taking transportation, ordering food, or taking an item? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of prendre correctly describes taking transportation, ordering food, or taking an item?

Manger and Boire: Which form of manger or boire correctly describes what someone eats or drinks in a familiar context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of manger or boire correctly describes what someone eats or drinks in a familiar context?

Vouloir: Which form of vouloir correctly expresses a desire, request, or preference with an appropriate infinitive or noun? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of vouloir correctly expresses a desire, request, or preference with an appropriate infinitive or noun?

Pouvoir: Which form of pouvoir correctly expresses ability, possibility, or permission in a familiar situation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of pouvoir correctly expresses ability, possibility, or permission in a familiar situation?

Devoir and Il Faut: Which expression correctly communicates an obligation, necessity, or recommendation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly communicates an obligation, necessity, or recommendation?

Regular -IR Verbs: Which present-tense ending correctly completes a regular -ir verb such as finir or choisir for the stated subject? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which present-tense ending correctly completes a regular -ir verb such as finir or choisir for the stated subject?

Regular -RE Verbs: Which present-tense ending correctly completes a regular -re verb such as attendre or vendre for the stated subject? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which present-tense ending correctly completes a regular -re verb such as attendre or vendre for the stated subject?

On and Common Impersonal Expressions: Which sentence correctly uses on or an impersonal expression to mean people, we, one, or a general action? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly uses on or an impersonal expression to mean people, we, one, or a general action?

Infinitives after Conjugated Verbs: Which sentence correctly keeps the second verb in the infinitive after a conjugated verb such as aimer, vouloir, pouvoir, or devoir? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly keeps the second verb in the infinitive after a conjugated verb such as aimer, vouloir, pouvoir, or devoir?

Affirmative and Negative Commands: Which tu, nous, or vous command correctly gives a familiar instruction, including basic negative placement? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which tu, nous, or vous command correctly gives a familiar instruction, including basic negative placement?

Opinions about Classes: Which statement correctly expresses and supports an opinion about a class, teacher, assignment, or school day? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly expresses and supports an opinion about a class, teacher, assignment, or school day?

Class Schedules: Which class, room, teacher, day, or time is supported by a school timetable? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which class, room, teacher, day, or time is supported by a school timetable?

School Objects, Places, and Personnel: Which word or phrase correctly identifies a common school supply, room, location, or staff role? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which word or phrase correctly identifies a common school supply, room, location, or staff role?

Permissions and Classroom Needs: Which question or response appropriately asks to borrow, leave, enter, use something, or receive assistance? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question or response appropriately asks to borrow, leave, enter, use something, or receive assistance?

Francophone School Systems and Routines: Which comparison is supported by information about schedules, grade levels, meals, grading, or daily routines in a Francophone school context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which comparison is supported by information about schedules, grade levels, meals, grading, or daily routines in a Francophone school context?

Reflexive Verbs for Daily Routine: Which reflexive pronoun and verb form correctly describe waking, washing, dressing, preparing, or going to bed? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which reflexive pronoun and verb form correctly describe waking, washing, dressing, preparing, or going to bed?

Sequence Words for Routines: Which sequence correctly orders routine actions using d'abord, puis, ensuite, après, enfin, or related transitions? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sequence correctly orders routine actions using d'abord, puis, ensuite, après, enfin, or related transitions?

Frequency Adverbs: Which adverb or expression correctly tells how often an activity occurs and appears in an appropriate position? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which adverb or expression correctly tells how often an activity occurs and appears in an appropriate position?

Household Chores and Responsibilities: Which sentence correctly identifies who does a familiar chore, when it happens, or whether it is required? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly identifies who does a familiar chore, when it happens, or whether it is required?

Rooms, Furniture, and Home Location: Which description correctly identifies rooms or furnishings and locates them using basic prepositions of place? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which description correctly identifies rooms or furnishings and locates them using basic prepositions of place?

Family Members: Which French kinship term correctly identifies a family member in a sentence, image description, or family tree? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French kinship term correctly identifies a family member in a sentence, image description, or family tree?

Interpreting Family Trees: Which relationship is supported by the names, connecting lines, ages, and labels in a simple family tree? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which relationship is supported by the names, connecting lines, ages, and labels in a simple family tree?

Ages, Birthdays, and Generations: Which statement correctly compares or reports the ages, birthdays, or generations of family members? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly compares or reports the ages, birthdays, or generations of family members?

Pets and Animal Companions: Which word or description correctly identifies a pet, its basic features, or its needs? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which word or description correctly identifies a pet, its basic features, or its needs?

Describing Family Members: Which connected description best matches a family member's appearance, personality, interests, and role? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which connected description best matches a family member's appearance, personality, interests, and role?

Friends and Shared Activities: Which statement correctly describes a friendship, shared interest, routine activity, or social plan? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly describes a friendship, shared interest, routine activity, or social plan?

Making Invitations: Which question most appropriately invites someone to an activity and includes the needed time or place information? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question most appropriately invites someone to an activity and includes the needed time or place information?

Accepting, Declining, and Suggesting Alternatives: Which response politely accepts, declines, explains a conflict, or proposes another plan? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which response politely accepts, declines, explains a conflict, or proposes another plan?

Family and Celebration Practices: Which comparison connects a familiar family or celebration practice with an underlying perspective while avoiding stereotypes? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which comparison connects a familiar family or celebration practice with an underlying perspective while avoiding stereotypes?

Common Foods and Beverages: Which French word or phrase correctly identifies a familiar food, beverage, ingredient, or food category? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French word or phrase correctly identifies a familiar food, beverage, ingredient, or food category?

Meals and Eating Times: Which meal name or time expression correctly matches breakfast, lunch, snack, dinner, or another eating occasion? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which meal name or time expression correctly matches breakfast, lunch, snack, dinner, or another eating occasion?

Food Preferences with Definite Articles: Which sentence correctly expresses a general food preference using aimer or a similar verb with the appropriate definite article? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly expresses a general food preference using aimer or a similar verb with the appropriate definite article?

Partitive Articles: Which form of du, de la, de l', or des correctly refers to an unspecified amount of food or drink? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of du, de la, de l', or des correctly refers to an unspecified amount of food or drink?

Partitives after Negation: Which sentence correctly changes a partitive or indefinite article to de or d' after a basic negative expression? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly changes a partitive or indefinite article to de or d' after a basic negative expression?

Quantities Followed by De: Which expression correctly uses beaucoup de, un peu de, trop de, assez de, or another quantity followed by de? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly uses beaucoup de, un peu de, trop de, assez de, or another quantity followed by de?

Containers and Measurements: Which container, unit, or amount best matches the food item, recipe, label, or shopping context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which container, unit, or amount best matches the food item, recipe, label, or shopping context?

Reading Menus: Which dish, ingredient, price, course, or dietary detail is supported by a café or restaurant menu? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which dish, ingredient, price, course, or dietary detail is supported by a café or restaurant menu?

Ordering at a Café: Which customer expression appropriately orders an item, asks for a price, or requests the check? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which customer expression appropriately orders an item, asks for a price, or requests the check?

Restaurant Interactions: Which sequence of server and customer responses appropriately handles seating, ordering, clarification, and payment? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sequence of server and customer responses appropriately handles seating, ordering, clarification, and payment?

Table Settings and Utensils: Which object or instruction correctly identifies where common dishes, glasses, napkins, or utensils belong? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which object or instruction correctly identifies where common dishes, glasses, napkins, or utensils belong?

Prices, Euros, and Decimal Notation: Which amount or spoken price correctly matches a menu, receipt, market sign, or simple calculation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which amount or spoken price correctly matches a menu, receipt, market sign, or simple calculation?

Grocery and Market Transactions: Which question or response correctly asks for an item, amount, price, or total in a market or shop? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question or response correctly asks for an item, amount, price, or total in a market or shop?

Dietary Preferences and Basic Allergies: Which statement correctly communicates a dietary preference, restriction, allergy, or ingredient concern in a safe basic way? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly communicates a dietary preference, restriction, allergy, or ingredient concern in a safe basic way?

Recipes, Sequence, and Commands: Which step, transition, or command correctly completes the order of actions in a simple recipe? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which step, transition, or command correctly completes the order of actions in a simple recipe?

Food Labels, Advertisements, and Meal Culture: Which conclusion is supported by a simple label, advertisement, menu, or description of a Francophone food practice? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which conclusion is supported by a simple label, advertisement, menu, or description of a Francophone food practice?

Sports and Physical Activities: Which sport or activity best matches the equipment, location, season, or action described? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sport or activity best matches the equipment, location, season, or action described?

Jouer À for Sports and Games in Context: Which form and contraction correctly state that someone plays a sport or game? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form and contraction correctly state that someone plays a sport or game?

Jouer De for Music in Context: Which form and contraction correctly state that someone plays a musical instrument? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form and contraction correctly state that someone plays a musical instrument?

Faire De for Leisure and Exercise: Which form and contraction correctly describe participation in a familiar leisure or fitness activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form and contraction correctly describe participation in a familiar leisure or fitness activity?

Frequency, Duration, and Habits: Which phrase correctly states how often or how long someone participates in a leisure activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which phrase correctly states how often or how long someone participates in a leisure activity?

Invitations and Social Plans: Which invitation or response correctly proposes a leisure activity with a time, location, and level of formality? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which invitation or response correctly proposes a leisure activity with a time, location, and level of formality?

Weekend and Vacation Plans: Which statement correctly communicates a planned activity using the near future and relevant time expressions? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement correctly communicates a planned activity using the near future and relevant time expressions?

Preferences with Simple Reasons: Which sentence best expresses a preference and gives a basic reason using parce que or a comparable connector? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence best expresses a preference and gives a basic reason using parce que or a comparable connector?

Event Posters, Tickets, and Programs: Which event detail is supported by a poster, ticket, program, schedule, or short announcement? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which event detail is supported by a poster, ticket, program, schedule, or short announcement?

Music, Film, Books, and Digital Media: Which title, genre, artist, creator, format, or opinion is supported by a short media description? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which title, genre, artist, creator, format, or opinion is supported by a short media description?

Leisure Practices and Recommendations: Which recommendation appropriately connects an activity or cultural product to a stated interest and a Francophone context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which recommendation appropriately connects an activity or cultural product to a stated interest and a Francophone context?

Weather Expressions: Which expression with il fait, il y a, or an impersonal weather verb correctly matches the stated conditions? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression with il fait, il y a, or an impersonal weather verb correctly matches the stated conditions?

Reading Weather Forecasts: Which location, condition, precipitation type, or forecast detail is supported by a simple weather map or report? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which location, condition, precipitation type, or forecast detail is supported by a simple weather map or report?

Temperature: Which spoken or written Celsius temperature correctly matches the conditions, graph, thermometer, or forecast? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which spoken or written Celsius temperature correctly matches the conditions, graph, thermometer, or forecast?

Seasons and Climate: Which season or basic climate description best matches the location, month, weather pattern, or activity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which season or basic climate description best matches the location, month, weather pattern, or activity?

Describing Clothing: Which adjective, color, pattern, or material correctly agrees with and describes a clothing item? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which adjective, color, pattern, or material correctly agrees with and describes a clothing item?

Porter and Mettre: Which form of porter or mettre correctly describes what someone wears or puts on? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of porter or mettre correctly describes what someone wears or puts on?

Sizes, Fit, and Preferences: Which expression correctly asks for or describes a size, fit, color preference, or clothing need? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression correctly asks for or describes a size, fit, color preference, or clothing need?

Clothing-Store Interactions: Which customer or salesperson response appropriately handles selection, trying on, availability, or purchase? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which customer or salesperson response appropriately handles selection, trying on, availability, or purchase?

Prices and Payment: Which question, response, amount, or payment expression correctly completes a basic shopping transaction? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question, response, amount, or payment expression correctly completes a basic shopping transaction?

Demonstratives and Comparing Items: Which sentence correctly points out and compares specific clothing or store items using demonstratives and comparison words? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly points out and compares specific clothing or store items using demonstratives and comparison words?

Packing for Weather and Cultural Context: Which packing list or outfit is most appropriate for a destination, season, forecast, activity, and stated cultural setting? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which packing list or outfit is most appropriate for a destination, season, forecast, activity, and stated cultural setting?

Places in Town: Which French place name correctly identifies a shop, service, public building, attraction, or neighborhood location? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French place name correctly identifies a shop, service, public building, attraction, or neighborhood location?

Locating Places with Il Y A: Which sentence correctly states what is or is not available in a town, neighborhood, or travel destination? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly states what is or is not available in a town, neighborhood, or travel destination?

Giving Directions: Which ordered set of commands or location phrases correctly guides someone along a simple route? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NM-NH Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NM-NH Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which ordered set of commands or location phrases correctly guides someone along a simple route?

Reading Maps and Street Signs: Which route, destination, direction, or restriction is supported by a simple map, sign, or transit diagram? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which route, destination, direction, or restriction is supported by a simple map, sign, or transit diagram?

Prendre with Transportation: Which form of prendre correctly states which train, bus, metro, plane, or other transportation someone takes? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of prendre correctly states which train, bus, metro, plane, or other transportation someone takes?

Aller to Places and Contractions: Which form of aller and à-contraction correctly expresses a destination in town or a familiar outing? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which form of aller and à-contraction correctly expresses a destination in town or a familiar outing?

Prepositions with Cities and Countries: Which use of à, en, au, or aux correctly identifies travel to a city, region, or country? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which use of à, en, au, or aux correctly identifies travel to a city, region, or country?

Coming from Cities and Countries: Which use of de, d', du, or des correctly states a person's or traveler's place of origin? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which use of de, d', du, or des correctly states a person's or traveler's place of origin?

Schedules, Tickets, and Stations: Which departure, arrival, platform, fare, destination, or delay detail is supported by a travel schedule or ticket? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which departure, arrival, platform, fare, destination, or delay detail is supported by a travel schedule or ticket?

Lodging and Hotel Interactions: Which question or response appropriately handles a reservation, room feature, key, check-in, or basic lodging need? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NL-NM Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which question or response appropriately handles a reservation, room feature, key, check-in, or basic lodging need?

Travel Itineraries and the Near Future: Which itinerary or sentence correctly organizes future travel plans by date, time, place, and transportation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which itinerary or sentence correctly organizes future travel plans by date, time, place, and transportation?

Postcards and Travel Messages: Which short message correctly reports location, weather, activities, impressions, or plans to a familiar audience? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which short message correctly reports location, weather, activities, impressions, or plans to a familiar audience?

Francophone Geography and Travel Practices: Which destination, region, practice, or perspective is supported by a map, itinerary, image description, or short cultural text? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which destination, region, practice, or perspective is supported by a map, itinerary, image description, or short cultural text?

Body Parts: Which French body-part term correctly matches a labeled diagram, symptom, movement, or description? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which French body-part term correctly matches a labeled diagram, symptom, movement, or description?

Avoir Mal À: Which contraction and body part correctly complete an expression telling where someone hurts? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which contraction and body part correctly complete an expression telling where someone hurts?

Common Symptoms and Conditions: Which basic symptom, condition, or health statement best matches the described situation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which basic symptom, condition, or health statement best matches the described situation?

Healthy Habits: Which routine or recommendation best supports sleep, hydration, nutrition, hygiene, exercise, or stress management? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which routine or recommendation best supports sleep, hydration, nutrition, hygiene, exercise, or stress management?

Advice with Devoir and Il Faut: Which sentence gives the most appropriate basic advice or necessity for a familiar health situation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence gives the most appropriate basic advice or necessity for a familiar health situation?

Emotions and States of Mind: Which expression best identifies or describes a person's basic emotion, mood, or reaction? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NL-NM Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which expression best identifies or describes a person's basic emotion, mood, or reaction?

Appointments, Pharmacies, and Emergency Signs: Which key detail or response correctly addresses a simple appointment, pharmacy request, warning, or emergency sign? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which key detail or response correctly addresses a simple appointment, pharmacy request, warning, or emergency sign?

Wellness Practices across Cultures: Which comparison connects a health, meal, activity, or daily-balance practice to a perspective without overgeneralizing? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which comparison connects a health, meal, activity, or daily-balance practice to a perspective without overgeneralizing?

Present versus Near-Future Meaning: Which verb construction correctly shows whether an action is happening regularly, now, or as a future plan? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which verb construction correctly shows whether an action is happening regularly, now, or as a future plan?

The Recent Past with Venir De: Which sentence correctly states that someone has just completed an action using venir de plus infinitive? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly states that someone has just completed an action using venir de plus infinitive?

Passé Composé with Avoir: Regular Participles: Which auxiliary and regular past participle correctly report a completed past action? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which auxiliary and regular past participle correctly report a completed past action?

Common Irregular Past Participles: Which irregular past participle correctly completes a familiar passé composé sentence? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which irregular past participle correctly completes a familiar passé composé sentence?

Passé Composé with Être: Which motion or change-of-state verb correctly uses être as its auxiliary in a familiar past event? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which motion or change-of-state verb correctly uses être as its auxiliary in a familiar past event?

Past-Participle Agreement with Être: Which past participle ending correctly agrees with the subject in a basic être-auxiliary sentence? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which past participle ending correctly agrees with the subject in a basic être-auxiliary sentence?

Negation and Questions in the Past: Which sentence correctly forms a basic negative or question in the passé composé? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which sentence correctly forms a basic negative or question in the passé composé?

Sequencing Completed Events: Which order and transition words create the clearest sequence of familiar past actions? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which order and transition words create the clearest sequence of familiar past actions?

Connectors for Addition, Contrast, Cause, and Result: Which connector best links ideas using addition, contrast, reason, consequence, or sequence? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which connector best links ideas using addition, contrast, reason, consequence, or sequence?

Short Narratives across Time Frames: Which short message or paragraph most clearly combines familiar present, recent-past, completed-past, and future information? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 4.1; Can-Do 2026: NM-NH Interpretive, Interpersonal, Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which short message or paragraph most clearly combines familiar present, recent-past, completed-past, and future information?

Identifying Topic and Gist: Which statement best identifies the general topic or main idea of a short, straightforward spoken, written, or visual text? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement best identifies the general topic or main idea of a short, straightforward spoken, written, or visual text?

Finding Key Details: Which answer is directly supported by names, numbers, times, places, actions, or descriptive details in a short text or recording? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which answer is directly supported by names, numbers, times, places, actions, or descriptive details in a short text or recording?

Speaker, Audience, Purpose, and Context: Which option best identifies who is communicating, to whom, why, and in what setting? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which option best identifies who is communicating, to whom, why, and in what setting?

Authentic Signs, Labels, Forms, and Interfaces: Which instruction, warning, category, field, or action is supported by an authentic-style sign, label, form, website, or app screen? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which instruction, warning, category, field, or action is supported by an authentic-style sign, label, form, website, or app screen?

Schedules, Menus, Maps, and Data Displays: Which conclusion can be drawn from a simple table, menu, schedule, map, chart, or infographic in French? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.1, 3.2; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which conclusion can be drawn from a simple table, menu, schedule, map, chart, or infographic in French?

Announcements and Observed Dialogues: Which fact or intended action is supported by a short announcement or conversation that the learner hears or views? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 4.1; Can-Do 2026: NL-NM Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which fact or intended action is supported by a short announcement or conversation that the learner hears or views?

Short Informational Texts and Media: Which topic, fact, comparison, or recommendation is supported by connected simple sentences in a short informational text or media clip? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which topic, fact, comparison, or recommendation is supported by connected simple sentences in a short informational text or media clip?

Short Fictional Texts and Media: Which character, setting, action, sequence, or basic theme is supported by a short beginner-level fictional text or scene? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which character, setting, action, sequence, or basic theme is supported by a short beginner-level fictional text or scene?

Contextual Inference and Text Evidence: Which meaning or conclusion is best supported by word parts, cognates, visuals, repetition, and specific evidence from the source? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 3.2, 4.1; Can-Do 2026: NM-NH Interpretive. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which meaning or conclusion is best supported by word parts, cognates, visuals, repetition, and specific evidence from the source?

Follow-Up Questions and Turn-Taking: Students choose the response that best sustains a French 1 conversation by answering, reacting, and asking a relevant follow-up question. Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1; Can-Do 2026: NM-NH Interpersonal - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1, 4.1; Can-Do 2026: NM-NH Interpersonal. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which response best sustains a conversation by answering, reacting, and asking a relevant follow-up question?

Presentational Organization, Audience, and Editing: Which revision best improves the clarity, sequence, audience fit, vocabulary, agreement, verb forms, punctuation, or accents in a short presentation? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.3, 4.1; Can-Do 2026: NL-NM Presentational. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which revision best improves the clarity, sequence, audience fit, vocabulary, agreement, verb forms, punctuation, or accents in a short presentation?

The Global Francophone World: Which map-based or descriptive statement accurately identifies the geographic diversity of French-speaking communities around the world? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which map-based or descriptive statement accurately identifies the geographic diversity of French-speaking communities around the world?

France: Regions and Overseas Areas: Which location, product, practice, or landmark is accurately associated with metropolitan France or a French overseas region or collectivity? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which location, product, practice, or landmark is accurately associated with metropolitan France or a French overseas region or collectivity?

Canada, Québec, and Acadian Communities: Which language, location, celebration, product, or practice is supported by a short source about French-speaking Canada? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which language, location, celebration, product, or practice is supported by a short source about French-speaking Canada?

The Caribbean and Louisiana: Which statement accurately connects French or French-related language traditions, history, music, food, or community life in the Caribbean or Louisiana? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which statement accurately connects French or French-related language traditions, history, music, food, or community life in the Caribbean or Louisiana?

West and Central African Francophone Communities: Which location, cultural product, multilingual practice, or daily-life detail is supported by a respectful source about a West or Central African community? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which location, cultural product, multilingual practice, or daily-life detail is supported by a respectful source about a West or Central African community?

North African Francophone Contexts: Which geographic, linguistic, artistic, culinary, or social detail is supported by a source about a North African Francophone context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which geographic, linguistic, artistic, culinary, or social detail is supported by a source about a North African Francophone context?

Belgium, Switzerland, Luxembourg, and Francophone Europe: Which country, city, institution, product, practice, or language feature is accurately associated with a French-speaking European context? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which country, city, institution, product, practice, or language feature is accurately associated with a French-speaking European context?

French Varieties, Accents, and Registers: Which conclusion best recognizes that pronunciation, vocabulary, register, and usage vary across regions and communities without treating one variety as universally superior? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which conclusion best recognizes that pronunciation, vocabulary, register, and usage vary across regions and communities without treating one variety as universally superior?

Music, Art, Architecture, Comics, and Literature: Which creator, genre, product, or cultural perspective is supported by a short Francophone arts or media source? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.2, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which creator, genre, product, or cultural perspective is supported by a short Francophone arts or media source?

Products, Practices, Perspectives, and Stereotypes: Which explanation responsibly links a cultural product or practice to a possible perspective while distinguishing evidence from stereotype or overgeneralization? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 1.1-1.3, 2.1, 2.2, 4.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which explanation responsibly links a cultural product or practice to a possible perspective while distinguishing evidence from stereotype or overgeneralization?

Community Engagement and Digital Citizenship: Which action most appropriately uses French to learn from, interact with, or contribute to a local or global community while respecting privacy, source credibility, and cultural norms? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 2.1, 2.2, 5.1, 5.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 2.1, 2.2, 5.1, 5.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which action most appropriately uses French to learn from, interact with, or contribute to a local or global community while respecting privacy, source credibility, and cultural norms?

Lifelong Learning, Goal Setting, and Reflection: Which goal, strategy, self-assessment, or portfolio choice best supports continued growth from Novice Low toward Novice Mid and emerging Novice High proficiency? Aligned to ACTFL World-Readiness Standards; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 2.1, 2.2, 5.1, 5.2; Can-Do 2026: Novice Intercultural Investigation/Interaction - ACTFL World-Readiness and 2026 NCSSFL-ACTFL Novice Can-Do Alignment: This French 1 skill supports ACTFL WRS 2.1, 2.2, 5.1, 5.2; Can-Do 2026: Novice Intercultural Investigation/Interaction. Students demonstrate Novice Low to Novice Mid/High French interpretive, interpersonal, presentational, or intercultural communication by selecting the best answer for: Which goal, strategy, self-assessment, or portfolio choice best supports continued growth from Novice Low toward Novice Mid and emerging Novice High proficiency?