Accent Marks and Diacritics: Which spelling correctly uses the acute, grave, circumflex, cedilla, or diaeresis and preserves the intended pronunciation or meaning? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.11 - Accent Marks and Diacritics: Which spelling correctly uses the acute, grave, circumflex, cedilla, or diaeresis and preserves the intended pronunciation or meaning? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Letter-Sound Patterns and Silent Final Consonants: Which pronunciation best applies common French letter-sound patterns and recognizes when a final consonant is usually silent or pronounced? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.12 - Letter-Sound Patterns and Silent Final Consonants: Which pronunciation best applies common French letter-sound patterns and recognizes when a final consonant is usually silent or pronounced? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Oral Vowel Contrasts: Which spoken or written form best distinguishes key oral vowel contrasts such as u/ou, é/è, and eu/œu in familiar words? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.13 - Oral Vowel Contrasts: Which spoken or written form best distinguishes key oral vowel contrasts such as u/ou, é/è, and eu/œu in familiar words? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Nasal Vowels: Which pronunciation or spelling best distinguishes common nasal-vowel patterns such as an/en, on, and in/ain/ien? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.14 - Nasal Vowels: Which pronunciation or spelling best distinguishes common nasal-vowel patterns such as an/en, on, and in/ain/ien? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

French R and Key Consonant Contrasts: Which pronunciation best produces or recognizes the French r and contrasts consonant patterns that can change meaning or intelligibility? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.15 - French R and Key Consonant Contrasts: Which pronunciation best produces or recognizes the French r and contrasts consonant patterns that can change meaning or intelligibility? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Liaison, Enchaînement, Elision, and H Behavior: Which option correctly predicts liaison, sound linking, elision, or the behavior of h muet and h aspiré in a familiar phrase? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.16 - Liaison, Enchaînement, Elision, and H Behavior: Which option correctly predicts liaison, sound linking, elision, or the behavior of h muet and h aspiré in a familiar phrase? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Syllable Groups, Rhythm, and Stress: Which oral model best groups words into natural rhythmic units and places phrase-final stress without applying English-style word stress? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.17 - Syllable Groups, Rhythm, and Stress: Which oral model best groups words into natural rhythmic units and places phrase-final stress without applying English-style word stress? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Intonation for Statements, Questions, and Exclamations: Which intonation pattern best signals a statement, yes-no question, information question, command, or exclamation in French? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.18 - Intonation for Statements, Questions, and Exclamations: Which intonation pattern best signals a statement, yes-no question, information question, command, or exclamation in French? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

French Capitalization, Punctuation, and Apostrophes: Which written sentence follows French conventions for capitalization, spacing, punctuation, apostrophes, dates, and titles? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.19 - French Capitalization, Punctuation, and Apostrophes: Which written sentence follows French conventions for capitalization, spacing, punctuation, apostrophes, dates, and titles? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Sound-to-Spelling and Spelling-to-Sound Recognition: Which spelling best matches a heard familiar word, or which pronunciation best matches a written French word or phrase? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.20 - Sound-to-Spelling and Spelling-to-Sound Recognition: Which spelling best matches a heard familiar word, or which pronunciation best matches a written French word or phrase? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 PH/R/I/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(E), (2)(B-C), (3)(B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Noun Gender and Article Cues: Which article, adjective, or pronoun correctly identifies the grammatical gender of a familiar French noun, including common ending patterns and exceptions? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.21 - Noun Gender and Article Cues: Which article, adjective, or pronoun correctly identifies the grammatical gender of a familiar French noun, including common ending patterns and exceptions? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Singular and Plural Noun Formation: Which noun form correctly shows singular or plural number, including common irregular plurals and nouns ending in -s, -x, or -z? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.22 - Singular and Plural Noun Formation: Which noun form correctly shows singular or plural number, including common irregular plurals and nouns ending in -s, -x, or -z? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Definite versus Indefinite Articles: Which sentence correctly chooses le, la, les, un, une, or des based on whether the noun is specific, general, newly introduced, or counted? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.23 - Definite versus Indefinite Articles: Which sentence correctly chooses le, la, les, un, une, or des based on whether the noun is specific, general, newly introduced, or counted? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Partitive Articles and Uncountable Quantities: Which sentence correctly uses du, de la, de l', or des to express an unspecified amount of food, drink, or another uncountable item? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.24 - Partitive Articles and Uncountable Quantities: Which sentence correctly uses du, de la, de l', or des to express an unspecified amount of food, drink, or another uncountable item? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Article Changes after Negation and Quantity Expressions: Which sentence correctly changes an article to de or d' after negation or a quantity expression while recognizing common exceptions? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.25 - Article Changes after Negation and Quantity Expressions: Which sentence correctly changes an article to de or d' after negation or a quantity expression while recognizing common exceptions? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Contractions with À and De: Which sentence correctly forms and interprets au, aux, du, and des while leaving à la, à l', de la, and de l' uncontracted? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.26 - Contractions with À and De: Which sentence correctly forms and interprets au, aux, du, and des while leaving à la, à l', de la, and de l' uncontracted? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Adjective Gender and Number Agreement: Which adjective form correctly agrees in gender and number with the noun it describes, including common spelling changes? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.27 - Adjective Gender and Number Agreement: Which adjective form correctly agrees in gender and number with the noun it describes, including common spelling changes? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Adjective Placement and Meaning: Which sentence places a French adjective correctly before or after the noun and preserves the intended literal or figurative meaning? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.28 - Adjective Placement and Meaning: Which sentence places a French adjective correctly before or after the noun and preserves the intended literal or figurative meaning? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Irregular Adjective Forms: Which form correctly uses common irregular adjectives such as beau, nouveau, vieux, bon, meilleur, gros, long, or blanc? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.29 - Irregular Adjective Forms: Which form correctly uses common irregular adjectives such as beau, nouveau, vieux, bon, meilleur, gros, long, or blanc? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Interrogative Adjectives with Quel: Which form of quel correctly agrees with the noun in a question or exclamation? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.32 - Interrogative Adjectives with Quel: Which form of quel correctly agrees with the noun in a question or exclamation? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Comparative Constructions: Which French sentence correctly compares people, things, actions, or quantities using plus, moins, aussi, autant, meilleur, or mieux? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.33 - Comparative Constructions: Which French sentence correctly compares people, things, actions, or quantities using plus, moins, aussi, autant, meilleur, or mieux? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Superlative Constructions: Which sentence correctly expresses the highest or lowest degree with le/la/les plus, le/la/les moins, le meilleur, or le mieux? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.34 - Superlative Constructions: Which sentence correctly expresses the highest or lowest degree with le/la/les plus, le/la/les moins, le meilleur, or le mieux? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Adverb Formation and Placement: Which sentence correctly forms a regular or common irregular adverb and places it appropriately with a simple or compound verb? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.35 - Adverb Formation and Placement: Which sentence correctly forms a regular or common irregular adverb and places it appropriately with a simple or compound verb? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Numbers, Dates, Time, Ordinals, and Measurements: Which French form correctly expresses cardinal or ordinal numbers, dates, clock time, age, prices, temperatures, dimensions, or metric measurements? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.36 - Numbers, Dates, Time, Ordinals, and Measurements: Which French form correctly expresses cardinal or ordinal numbers, dates, clock time, age, prices, temperatures, dimensions, or metric measurements? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Basic Sentence Order and Agreement: Which French sentence has logical subject-verb-object order and correct agreement among the subject, verb, noun, article, and adjective? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.37 - Basic Sentence Order and Agreement: Which French sentence has logical subject-verb-object order and correct agreement among the subject, verb, noun, article, and adjective? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

C'est/Ce sont versus Il/Elle est and Ils/Elles sont: Which sentence correctly chooses c'est, ce sont, il/elle est, or ils/elles sont to identify or describe a person, place, or thing? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.38 - C'est/Ce sont versus Il/Elle est and Ils/Elles sont: Which sentence correctly chooses c'est, ce sont, il/elle est, or ils/elles sont to identify or describe a person, place, or thing? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Il y a, Voici, and Voilà: Which expression correctly introduces, points out, locates, or states the existence of a person or thing in context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.39 - Il y a, Voici, and Voilà: Which expression correctly introduces, points out, locates, or states the existence of a person or thing in context? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Subject Pronouns and On: Which subject pronoun correctly replaces a noun or noun phrase, including appropriate use of on for people in general or informal nous? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.40 - Subject Pronouns and On: Which subject pronoun correctly replaces a noun or noun phrase, including appropriate use of on for people in general or informal nous? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Stressed Pronouns: Which stressed pronoun correctly follows a preposition, provides emphasis, answers a short question, or appears in a compound subject? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.41 - Stressed Pronouns: Which stressed pronoun correctly follows a preposition, provides emphasis, answers a short question, or appears in a compound subject? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Intonation, Est-ce que, and Inversion: Which French question correctly uses rising intonation, est-ce que, or inversion for the intended level of formality? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.43 - Intonation, Est-ce que, and Inversion: Which French question correctly uses rising intonation, est-ce que, or inversion for the intended level of formality? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Questions with Prepositions and Choice Forms: Which question correctly combines a preposition with qui, quoi, or lequel, or uses a choice structure to ask for specific information? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.44 - Questions with Prepositions and Choice Forms: Which question correctly combines a preposition with qui, quoi, or lequel, or uses a choice structure to ask for specific information? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Basic Negation with Ne...pas: Which sentence correctly places ne/n' and pas around a simple or compound verb, including with pronouns and infinitives? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.45 - Basic Negation with Ne...pas: Which sentence correctly places ne/n' and pas around a simple or compound verb, including with pronouns and infinitives? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Expanded Negation: Jamais, Plus, Rien, and Personne: Which sentence correctly uses jamais, plus, rien, or personne and preserves the intended negative meaning and word order? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.46 - Expanded Negation: Jamais, Plus, Rien, and Personne: Which sentence correctly uses jamais, plus, rien, or personne and preserves the intended negative meaning and word order? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Pronoun Y: Which sentence correctly uses y to replace a place or an à + thing phrase without replacing a person? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.49 - Pronoun Y: Which sentence correctly uses y to replace a place or an à + thing phrase without replacing a person? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Pronoun En: Which sentence correctly uses en to replace a de + noun phrase, an indefinite amount, or a quantity while retaining the quantity expression when needed? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.50 - Pronoun En: Which sentence correctly uses en to replace a de + noun phrase, an indefinite amount, or a quantity while retaining the quantity expression when needed? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Object-Pronoun Placement and Order: Which sentence correctly orders two object pronouns and places them with a conjugated verb, infinitive, compound tense, or negative construction? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.51 - Object-Pronoun Placement and Order: Which sentence correctly orders two object pronouns and places them with a conjugated verb, infinitive, compound tense, or negative construction? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Relative Pronouns Qui, Que, and Où: Which relative pronoun correctly joins two ideas by replacing a subject, direct object, place, or time expression? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.52 - Relative Pronouns Qui, Que, and Où: Which relative pronoun correctly joins two ideas by replacing a subject, direct object, place, or time expression? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Indefinite Words and Pronouns: Which French form correctly expresses ideas such as someone, something, everyone, everything, each, several, another, or the same? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.53 - Indefinite Words and Pronouns: Which French form correctly expresses ideas such as someone, something, everyone, everything, each, several, another, or the same? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Connectors for Addition, Contrast, Cause, Result, and Sequence: Which connector best links French sentences to show addition, contrast, cause, result, example, or chronological sequence? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.54 - Connectors for Addition, Contrast, Cause, Result, and Sequence: Which connector best links French sentences to show addition, contrast, cause, result, example, or chronological sequence? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Infinitives and Verb-Group Recognition: Which option correctly identifies a French infinitive, its verb group, and the stem or pattern needed for a present-tense form? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.55 - Infinitives and Verb-Group Recognition: Which option correctly identifies a French infinitive, its verb group, and the stem or pattern needed for a present-tense form? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Regular -ER Verbs in the Present: Which present-tense form of a regular -er verb correctly agrees with the subject and communicates the intended action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.56 - Regular -ER Verbs in the Present: Which present-tense form of a regular -er verb correctly agrees with the subject and communicates the intended action? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Spelling Changes in -GER and -CER Verbs: Which present-tense form correctly preserves pronunciation in verbs ending in -ger or -cer? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.57 - -GER and -CER Spelling Changes: Which present-tense form correctly preserves pronunciation in verbs ending in -ger or -cer? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Stem-Changing -ER Verbs: Which present-tense form correctly applies a spelling or stem change in verbs such as préférer, acheter, appeler, or nettoyer? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.58 - Stem-Changing -ER Verbs: Which present-tense form correctly applies a spelling or stem change in verbs such as préférer, acheter, appeler, or nettoyer? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Regular -IR Verbs in the Present: Which present-tense form correctly follows the regular finir-type -ir pattern and agrees with the subject? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.59 - Regular -IR Verbs in the Present: Which present-tense form correctly follows the regular finir-type -ir pattern and agrees with the subject? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Common Irregular -IR Verbs: Which present-tense form correctly uses a common irregular -ir verb such as partir, sortir, dormir, servir, or courir? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.60 - Common Irregular -IR Verbs: Which present-tense form correctly uses a common irregular -ir verb such as partir, sortir, dormir, servir, or courir? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Regular -RE Verbs in the Present: Which present-tense form correctly follows a regular vendre-type -re pattern and agrees with the subject? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.61 - Regular -RE Verbs in the Present: Which present-tense form correctly follows a regular vendre-type -re pattern and agrees with the subject? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Être, Avoir, and Idiomatic Avoir Expressions: Which form of être or avoir, including an idiomatic avoir expression, correctly completes the sentence and communicates the intended state or condition? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.62 - Être, Avoir, and Idiomatic Avoir Expressions: Which form of être or avoir, including an idiomatic avoir expression, correctly completes the sentence and communicates the intended state or condition? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Aller, Faire, and Idiomatic Faire Expressions: Which form of aller or faire, including an idiomatic expression about activities, weather, or causation, best fits the context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.63 - Aller, Faire, and Idiomatic Faire Expressions: Which form of aller or faire, including an idiomatic expression about activities, weather, or causation, best fits the context? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Prendre, Apprendre, and Comprendre: Which present-tense form of prendre or a related verb correctly agrees with the subject and conveys the intended meaning? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.64 - Prendre, Apprendre, and Comprendre: Which present-tense form of prendre or a related verb correctly agrees with the subject and conveys the intended meaning? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Mettre and Related Verbs: Which present-tense form of mettre or a related verb such as permettre or promettre correctly completes the sentence? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.65 - Mettre and Related Verbs: Which present-tense form of mettre or a related verb such as permettre or promettre correctly completes the sentence? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Boire, Lire, Écrire, and Dire: Which present-tense form of boire, lire, écrire, or dire correctly agrees with the subject and fits the context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.66 - Boire, Lire, Écrire, and Dire: Which present-tense form of boire, lire, écrire, or dire correctly agrees with the subject and fits the context? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Voir, Croire, and Recevoir: Which present-tense form of voir, croire, recevoir, or a related verb correctly completes the sentence? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.67 - Voir, Croire, and Recevoir: Which present-tense form of voir, croire, recevoir, or a related verb correctly completes the sentence? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Vouloir, Pouvoir, and Devoir: Which modal verb form correctly expresses desire, ability, possibility, permission, obligation, or probability in context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.68 - Vouloir, Pouvoir, and Devoir: Which modal verb form correctly expresses desire, ability, possibility, permission, obligation, or probability in context? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Savoir versus Connaître: Which verb correctly distinguishes knowing a fact or how to do something from being familiar or acquainted with a person, place, or subject? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.69 - Savoir versus Connaître: Which verb correctly distinguishes knowing a fact or how to do something from being familiar or acquainted with a person, place, or subject? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Venir, Tenir, and Related Verbs: Which present-tense form of venir, tenir, or a related verb correctly agrees with the subject and communicates the intended action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.70 - Venir, Tenir, and Related Verbs: Which present-tense form of venir, tenir, or a related verb correctly agrees with the subject and communicates the intended action? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Pronominal Verbs: Which sentence correctly conjugates a reflexive or idiomatic pronominal verb and places the reflexive pronoun with a simple verb or infinitive? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.71 - Pronominal Verbs: Which sentence correctly conjugates a reflexive or idiomatic pronominal verb and places the reflexive pronoun with a simple verb or infinitive? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Reciprocal Actions with Pronominal Verbs: Which sentence correctly uses a plural pronominal construction to show that people act on one another? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.72 - Reciprocal Actions with Pronominal Verbs: Which sentence correctly uses a plural pronominal construction to show that people act on one another? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Verb + Infinitive and Preposition + Infinitive Patterns: Which sentence correctly uses a conjugated verb followed by an infinitive with no preposition, à, or de as required? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.73 - Verb + Infinitive and Preposition + Infinitive Patterns: Which sentence correctly uses a conjugated verb followed by an infinitive with no preposition, à, or de as required? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Recent Past with Venir de: Which sentence correctly uses venir de + infinitive to state that an action has just occurred? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.74 - Recent Past with Venir de: Which sentence correctly uses venir de + infinitive to state that an action has just occurred? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Near Future with Aller: Which sentence correctly uses aller + infinitive to express an intended or imminent future action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.75 - Near Future with Aller: Which sentence correctly uses aller + infinitive to express an intended or imminent future action? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Ongoing Action with Être en train de: Which sentence correctly uses être en train de + infinitive to emphasize an action currently in progress? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.76 - Ongoing Action with Être en train de: Which sentence correctly uses être en train de + infinitive to emphasize an action currently in progress? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Past-Time Markers and Sequencing: Which time expression or connector best locates and orders events in a past narration? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.77 - Past-Time Markers and Sequencing: Which time expression or connector best locates and orders events in a past narration? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Passé Composé with Avoir: Which sentence correctly forms the passé composé with avoir and places the auxiliary, past participle, pronouns, and negation in the correct order? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.78 - Passé Composé with Avoir: Which sentence correctly forms the passé composé with avoir and places the auxiliary, past participle, pronouns, and negation in the correct order? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Regular Past Participles: Which past participle correctly follows the regular -er, -ir, or -re formation pattern? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.79 - Regular Past Participles: Which past participle correctly follows the regular -er, -ir, or -re formation pattern? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Agreement with Être-Verbs: Which past participle correctly agrees in gender and number with the subject when the passé composé uses être? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.82 - Agreement with Être-Verbs: Which past participle correctly agrees in gender and number with the subject when the passé composé uses être? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Pronominal Verbs in the Passé Composé: Which sentence correctly forms a pronominal verb in the passé composé, including reflexive-pronoun placement, auxiliary choice, and basic agreement? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.83 - Pronominal Verbs in the Passé Composé: Which sentence correctly forms a pronominal verb in the passé composé, including reflexive-pronoun placement, auxiliary choice, and basic agreement? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Negation in the Passé Composé: Which sentence correctly places a basic or expanded negative expression around the auxiliary or compound verb? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.84 - Negation in the Passé Composé: Which sentence correctly places a basic or expanded negative expression around the auxiliary or compound verb? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Object Pronouns in the Passé Composé: Which sentence correctly places direct, indirect, y, or en pronouns before the auxiliary in the passé composé? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.85 - Object Pronouns in the Passé Composé: Which sentence correctly places direct, indirect, y, or en pronouns before the auxiliary in the passé composé? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Questions and Answers about Completed Events: Which French question-and-answer pair correctly requests and supplies who, what, where, when, why, or how information about a completed event? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.86 - Questions and Answers about Completed Events: Which French question-and-answer pair correctly requests and supplies who, what, where, when, why, or how information about a completed event? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Imparfait Formation: Which imparfait form correctly uses the nous-present stem and the appropriate ending, including the irregular stem of être? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.87 - Imparfait Formation: Which imparfait form correctly uses the nous-present stem and the appropriate ending, including the irregular stem of être? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Imparfait for Habitual and Repeated Actions: Which sentence correctly uses the imparfait to describe a past habit, repeated action, or ongoing routine? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.88 - Imparfait for Habitual and Repeated Actions: Which sentence correctly uses the imparfait to describe a past habit, repeated action, or ongoing routine? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Imparfait for Description and Background: Which sentence correctly uses the imparfait for age, time, weather, feelings, physical description, setting, or an action in progress? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.89 - Imparfait for Description and Background: Which sentence correctly uses the imparfait for age, time, weather, feelings, physical description, setting, or an action in progress? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Passé Composé versus Imparfait: Which tense choice best distinguishes a completed foreground event from habitual, descriptive, or ongoing background information? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.90 - Passé Composé versus Imparfait: Which tense choice best distinguishes a completed foreground event from habitual, descriptive, or ongoing background information? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Connected Past Narration: Which short French narrative best maintains logical sequence, appropriate past-tense contrast, clear referents, and cohesive transitions? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.92 - Connected Past Narration: Which short French narrative best maintains logical sequence, appropriate past-tense contrast, clear referents, and cohesive transitions? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Affirmative Commands: Which affirmative tu, nous, or vous command correctly uses the imperative form and any required spelling change? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.93 - Affirmative Commands: Which affirmative tu, nous, or vous command correctly uses the imperative form and any required spelling change? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Negative Commands and Pronouns with Commands: Which command correctly places negation and object or reflexive pronouns in affirmative or negative word order? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.94 - Negative Commands and Pronouns with Commands: Which command correctly places negation and object or reflexive pronouns in affirmative or negative word order? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Future Simple Formation: Which future-simple form correctly combines the infinitive or future stem with the appropriate ending? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.95 - Future Simple Formation: Which future-simple form correctly combines the infinitive or future stem with the appropriate ending? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Near Future versus Future Simple: Which future form best expresses an immediate plan, personal intention, prediction, scheduled event, or more distant action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.97 - Near Future versus Future Simple: Which future form best expresses an immediate plan, personal intention, prediction, scheduled event, or more distant action? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Conditional Forms for Polite Requests and Wishes: Which conditional form most appropriately expresses a polite request, preference, wish, suggestion, or hypothetical result in a familiar context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.98 - Conditional Forms for Polite Requests and Wishes: Which conditional form most appropriately expresses a polite request, preference, wish, suggestion, or hypothetical result in a familiar context? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Si + Present with Future or Command Results: Which sentence correctly combines si + present with a present, future, or imperative result to express a real or likely condition? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.99 - Si + Present with Future or Command Results: Which sentence correctly combines si + present with a present, future, or imperative result to express a real or likely condition? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Obligation, Necessity, Permission, and Advice: Which French expression best communicates what someone must, should, may, can, or is forbidden to do? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.100 - Obligation, Necessity, Permission, and Advice: Which French expression best communicates what someone must, should, may, can, or is forbidden to do? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Depuis, Pendant, Pour, and Il y a with Time: Which time expression correctly indicates how long an action has continued, how long it lasted, how long it is planned, or how long ago it occurred? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.101 - Depuis, Pendant, Pour, and Il y a with Time: Which time expression correctly indicates how long an action has continued, how long it lasted, how long it is planned, or how long ago it occurred? Corresponding standards: ACTFL 1.1-1.3, 4.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CM5-7.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Avant de, Après, and Other Time-Linking Expressions: Which sentence correctly links actions with avant de, après, dès que, quand, pendant que, or another familiar time expression? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.102 - Avant de, Après, and Other Time-Linking Expressions: Which sentence correctly links actions with avant de, après, dès que, quand, pendant que, or another familiar time expression? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Subordination for Cause, Contrast, and Time: Which conjunction or clause structure best connects ideas involving cause, purpose, contrast, condition, or time? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.103 - Subordination for Cause, Contrast, and Time: Which conjunction or clause structure best connects ideas involving cause, purpose, contrast, condition, or time? Corresponding standards: ACTFL 1.2-1.3, 4.1; Can-Do NH-IL INT/PR; CEFR A2 R/P; CA WL.CM5-7.N-I; TX TEKS §114.40(c)(2)(A-C), (3)(A-B); NJ 7.1.NH/IL.IPRET/PRSNT.

Cohesion and Time-Frame Consistency: Which revision best maintains a consistent present, past, or future time frame while using pronoun reference and transitions to create a coherent passage? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.104 - Cohesion and Time-Frame Consistency: Which revision best maintains a consistent present, past, or future time frame while using pronoun reference and transitions to create a coherent passage? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Personal Information and Biographical Details: Which French response correctly exchanges or interprets a person's name, age, birthday, origin, nationality, language, address, contact information, or basic biography? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.105 - Personal Information and Biographical Details: Which French response correctly exchanges or interprets a person's name, age, birthday, origin, nationality, language, address, contact information, or basic biography? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Physical Appearance and Personality: Which description best matches a person's physical features, clothing, personality traits, and behavior while maintaining adjective agreement? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.106 - Physical Appearance and Personality: Which description best matches a person's physical features, clothing, personality traits, and behavior while maintaining adjective agreement? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Family Members and Relationships: Which French statement correctly identifies family or chosen-family relationships and describes how people are related or interact? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.107 - Family Members and Relationships: Which French statement correctly identifies family or chosen-family relationships and describes how people are related or interact? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Daily Routines and Responsibilities: Which sequence of French sentences best describes a daily routine, time of day, frequency, and personal or household responsibilities? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.108 - Daily Routines and Responsibilities: Which sequence of French sentences best describes a daily routine, time of day, frequency, and personal or household responsibilities? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Hobbies, Sports, and Leisure Activities: Which French expression correctly describes participation in a hobby, sport, game, artistic activity, or free-time routine? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.109 - Hobbies, Sports, and Leisure Activities: Which French expression correctly describes participation in a hobby, sport, game, artistic activity, or free-time routine? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Likes, Dislikes, Preferences, and Reasons: Which response most clearly states a preference, degree of liking, comparison, and simple supporting reason? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.110 - Likes, Dislikes, Preferences, and Reasons: Which response most clearly states a preference, degree of liking, comparison, and simple supporting reason? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Emotions, Reactions, and Personal States: Which French expression best matches an emotion, reaction, physical state, or change in mood shown in a familiar situation? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.111 - Emotions, Reactions, and Personal States: Which French expression best matches an emotion, reaction, physical state, or change in mood shown in a familiar situation? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Invitations, Plans, and Celebrations: Which conversational exchange most appropriately extends, accepts, declines, or modifies an invitation and confirms the event details? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.112 - Invitations, Plans, and Celebrations: Which conversational exchange most appropriately extends, accepts, declines, or modifies an invitation and confirms the event details? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Friendship, Conflict, Advice, and Social Support: Which response best describes a social problem, expresses empathy, gives appropriate advice, or proposes a solution? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.113 - Friendship, Conflict, Advice, and Social Support: Which response best describes a social problem, expresses empathy, gives appropriate advice, or proposes a solution? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Life Events and Childhood Memories: Which short account best describes a past milestone, childhood habit, memorable event, or change over time using appropriate past narration? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.114 - Life Events and Childhood Memories: Which short account best describes a past milestone, childhood habit, memorable event, or change over time using appropriate past narration? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

School Subjects, Schedules, and Locations: Which French statement correctly interprets or communicates class names, times, days, locations, teachers, and schedule changes? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.115 - School Subjects, Schedules, and Locations: Which French statement correctly interprets or communicates class names, times, days, locations, teachers, and schedule changes? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Classroom Objects, Instructions, and Procedures: Which French instruction or response correctly identifies classroom materials and follows a familiar classroom procedure? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.116 - Classroom Objects, Instructions, and Procedures: Which French instruction or response correctly identifies classroom materials and follows a familiar classroom procedure? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Study Habits, Assignments, and Academic Progress: Which French statement best describes an assignment, deadline, study strategy, grade, difficulty, strength, or area for improvement? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.117 - Study Habits, Assignments, and Academic Progress: Which French statement best describes an assignment, deadline, study strategy, grade, difficulty, strength, or area for improvement? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

School Rules, Permissions, and Obligations: Which expression correctly states what students are required, allowed, encouraged, or prohibited to do at school? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.118 - School Rules, Permissions, and Obligations: Which expression correctly states what students are required, allowed, encouraged, or prohibited to do at school? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Clubs, Teams, and Extracurricular Activities: Which announcement or exchange correctly communicates an activity's purpose, meeting time, requirements, and participation details? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.119 - Clubs, Teams, and Extracurricular Activities: Which announcement or exchange correctly communicates an activity's purpose, meeting time, requirements, and participation details? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Jobs, Professions, and Workplaces: Which French description correctly matches a profession or job to its workplace, duties, tools, schedule, or qualifications? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.120 - Jobs, Professions, and Workplaces: Which French description correctly matches a profession or job to its workplace, duties, tools, schedule, or qualifications? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Skills, Interests, Career Goals, and Future Plans: Which response best connects a person's interests and abilities to a course of study, occupation, goal, or future plan? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.121 - Skills, Interests, Career Goals, and Future Plans: Which response best connects a person's interests and abilities to a course of study, occupation, goal, or future plan? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Technology Devices and Digital Actions: Which French vocabulary or instruction correctly identifies a device, application, file, setting, or common digital action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.122 - Technology Devices and Digital Actions: Which French vocabulary or instruction correctly identifies a device, application, file, setting, or common digital action? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Music, Film, Television, Games, and Entertainment: Which French response correctly summarizes, evaluates, recommends, or compares a familiar form of entertainment? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.123 - Music, Film, Television, Games, and Entertainment: Which French response correctly summarizes, evaluates, recommends, or compares a familiar form of entertainment? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Online Communication, Digital Citizenship, and Source Reliability: Which choice best uses appropriate online language, protects privacy, responds responsibly, or evaluates the reliability of a simple French-language source? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.124 - Online Communication, Digital Citizenship, and Source Reliability: Which choice best uses appropriate online language, protects privacy, responds responsibly, or evaluates the reliability of a simple French-language source? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Foods, Beverages, and Meals: Which French word, phrase, or description correctly identifies common foods, beverages, courses, meals, tastes, and dietary preferences? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.125 - Foods, Beverages, and Meals: Which French word, phrase, or description correctly identifies common foods, beverages, courses, meals, tastes, and dietary preferences? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Cooking Methods, Ingredients, and Recipes: Which French instruction correctly identifies ingredients, utensils, preparation verbs, temperature, sequence, or cooking time in a simple recipe? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.126 - Cooking Methods, Ingredients, and Recipes: Which French instruction correctly identifies ingredients, utensils, preparation verbs, temperature, sequence, or cooking time in a simple recipe? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Quantities, Containers, and Measurements in Food Contexts: Which expression correctly combines a food or beverage with a quantity, container, unit of measure, or partitive construction? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.127 - Quantities, Containers, and Measurements in Food Contexts: Which expression correctly combines a food or beverage with a quantity, container, unit of measure, or partitive construction? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Grocery Stores, Markets, and Food Shopping: Which exchange correctly asks for an item or quantity, compares products, states a price, and completes a purchase at a store or market? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.129 - Grocery Stores, Markets, and Food Shopping: Which exchange correctly asks for an item or quantity, compares products, states a price, and completes a purchase at a store or market? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Clothing, Accessories, Sizes, Colors, and Materials: Which French description correctly identifies or compares clothing by type, size, color, pattern, material, fit, or occasion? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.130 - Clothing, Accessories, Sizes, Colors, and Materials: Which French description correctly identifies or compares clothing by type, size, color, pattern, material, fit, or occasion? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Stores, Prices, Money, Sales, and Comparisons: Which French expression correctly asks about cost, size, availability, payment, discount, quality, or value and compares possible purchases? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.131 - Stores, Prices, Money, Sales, and Comparisons: Which French expression correctly asks about cost, size, availability, payment, discount, quality, or value and compares possible purchases? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Rooms, Furniture, and Housing Features: Which description or floor plan best matches the rooms, furniture, location, size, and features of a home or apartment? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.132 - Rooms, Furniture, and Housing Features: Which description or floor plan best matches the rooms, furniture, location, size, and features of a home or apartment? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Chores, Household Routines, and Shared Responsibilities: Which French statement correctly assigns, negotiates, or reports a household task and indicates when or how often it is done? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.133 - Chores, Household Routines, and Shared Responsibilities: Which French statement correctly assigns, negotiates, or reports a household task and indicates when or how often it is done? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Consumer Services, Returns, Repairs, and Appointments: Which exchange most appropriately schedules a service, reports a problem, requests a repair or refund, and confirms the next step? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.134 - Consumer Services, Returns, Repairs, and Appointments: Which exchange most appropriately schedules a service, reports a problem, requests a repair or refund, and confirms the next step? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Places in Town and Giving Directions: Which map-based instruction correctly identifies a community location and gives or follows directions using landmarks, turns, distance, and position words? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.135 - Places in Town and Giving Directions: Which map-based instruction correctly identifies a community location and gives or follows directions using landmarks, turns, distance, and position words? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Transportation, Routes, Tickets, and Schedules: Which French announcement, schedule, or exchange correctly communicates a route, departure, arrival, transfer, fare, delay, or ticket detail? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.136 - Transportation, Routes, Tickets, and Schedules: Which French announcement, schedule, or exchange correctly communicates a route, departure, arrival, transfer, fare, delay, or ticket detail? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Travel Planning, Itineraries, and Reservations: Which itinerary or exchange best selects destinations, dates, transportation, activities, costs, and reservation details that meet stated constraints? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.137 - Travel Planning, Itineraries, and Reservations: Which itinerary or exchange best selects destinations, dates, transportation, activities, costs, and reservation details that meet stated constraints? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Airports, Train Stations, Hotels, and Lodging: Which dialogue most appropriately checks in, requests information, confirms a reservation, reports a travel problem, or asks for assistance? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.138 - Airports, Train Stations, Hotels, and Lodging: Which dialogue most appropriately checks in, requests information, confirms a reservation, reports a travel problem, or asks for assistance? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Vacation Activities and Trip Recounts: Which French account best describes where someone went, what occurred, how conditions were, and what the traveler thought of the experience? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.139 - Vacation Activities and Trip Recounts: Which French account best describes where someone went, what occurred, how conditions were, and what the traveler thought of the experience? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Body Parts, Symptoms, and Injuries: Which French expression correctly identifies a body part, symptom, pain, injury, severity, duration, or cause? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.140 - Body Parts, Symptoms, and Injuries: Which French expression correctly identifies a body part, symptom, pain, injury, severity, duration, or cause? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Medical, Dental, and Pharmacy Interactions: Which exchange most appropriately makes an appointment, describes a health concern, follows advice, or asks about medicine and dosage? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.141 - Medical, Dental, and Pharmacy Interactions: Which exchange most appropriately makes an appointment, describes a health concern, follows advice, or asks about medicine and dosage? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Healthy Habits, Nutrition, Fitness, and Wellness: Which recommendation best connects sleep, nutrition, exercise, hygiene, stress management, and safety to a familiar wellness goal? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.142 - Healthy Habits, Nutrition, Fitness, and Wellness: Which recommendation best connects sleep, nutrition, exercise, hygiene, stress management, and safety to a familiar wellness goal? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Weather, Seasons, and Forecasts: Which French forecast correctly describes current or predicted temperature, precipitation, wind, sky conditions, seasons, and appropriate plans? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.143 - Weather, Seasons, and Forecasts: Which French forecast correctly describes current or predicted temperature, precipitation, wind, sky conditions, seasons, and appropriate plans? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Geography, Landforms, Regions, and Climate: Which French description correctly locates a place and connects its region, landforms, bodies of water, climate, and human activities? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.144 - Geography, Landforms, Regions, and Climate: Which French description correctly locates a place and connects its region, landforms, bodies of water, climate, and human activities? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Environmental Problems, Conservation, and Sustainability: Which French statement best identifies an environmental issue, explains a basic cause or effect, and recommends a realistic sustainable action? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.145 - Environmental Problems, Conservation, and Sustainability: Which French statement best identifies an environmental issue, explains a basic cause or effect, and recommends a realistic sustainable action? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Emergencies, Public Services, and Community Issues: Which response most appropriately reports an emergency, identifies a public service, requests help, or proposes a response to a familiar community problem? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.146 - Emergencies, Public Services, and Community Issues: Which response most appropriately reports an emergency, identifies a public service, requests help, or proposes a response to a familiar community problem? Corresponding standards: ACTFL 1.1-1.3, 3.1, 5.1; Can-Do NH-IL INT/IP/PR; CEFR A2 R/I/P; CA WL.CM1-3.N-I, WL.CN1.N-I; TX TEKS §114.40(c)(1)(A-D), (2)(A-B), (3)(A-B); NJ 7.1.NH/IL.IPRET/IPERS/PRSNT.

Topic and Main Idea in Spoken Texts: Which statement best identifies the topic and main idea of a short, clearly organized French conversation, announcement, interview, narration, or video? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.147 - Topic and Main Idea in Spoken Texts: Which statement best identifies the topic and main idea of a short, clearly organized French conversation, announcement, interview, narration, or video? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Key Details, Numbers, Times, and Sequence: Which choice accurately retrieves essential names, dates, prices, quantities, locations, reasons, and event order from spoken French? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.148 - Key Details, Numbers, Times, and Sequence: Which choice accurately retrieves essential names, dates, prices, quantities, locations, reasons, and event order from spoken French? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Speaker Identity, Relationship, and Setting: Which inference best identifies who is speaking, the relationship between speakers, where the exchange occurs, and what is happening? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.149 - Speaker Identity, Relationship, and Setting: Which inference best identifies who is speaking, the relationship between speakers, where the exchange occurs, and what is happening? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Purpose, Tone, Attitude, and Emotion: Which option best identifies whether a speaker is informing, requesting, persuading, inviting, apologizing, complaining, or expressing a particular attitude? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.150 - Purpose, Tone, Attitude, and Emotion: Which option best identifies whether a speaker is informing, requesting, persuading, inviting, apologizing, complaining, or expressing a particular attitude? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Time Frames and Event Relationships in Audio: Which interpretation correctly distinguishes present, past, and future references and identifies whether actions are completed, ongoing, habitual, or planned? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.151 - Time Frames and Event Relationships in Audio: Which interpretation correctly distinguishes present, past, and future references and identifies whether actions are completed, ongoing, habitual, or planned? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Visual, Gestural, and Situational Cues: Which interpretation best combines spoken language with images, gestures, facial expressions, captions, setting, and prior context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.152 - Visual, Gestural, and Situational Cues: Which interpretation best combines spoken language with images, gestures, facial expressions, captions, setting, and prior context? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Authentic Announcements, Messages, and Conversations: Which response best interprets the actionable information in a short authentic or semi-authentic message, advertisement, forecast, schedule, or service exchange? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.153 - Authentic Announcements, Messages, and Conversations: Which response best interprets the actionable information in a short authentic or semi-authentic message, advertisement, forecast, schedule, or service exchange? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Comparing Audio and Audiovisual Sources: Which conclusion best compares the main ideas, details, viewpoints, or reliability of two short French audio or audiovisual sources? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.154 - Comparing Audio and Audiovisual Sources: Which conclusion best compares the main ideas, details, viewpoints, or reliability of two short French audio or audiovisual sources? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Text Type, Purpose, and Audience: Which option correctly identifies the genre, intended audience, purpose, and likely context of a French message, post, article, notice, story, or form? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.155 - Text Type, Purpose, and Audience: Which option correctly identifies the genre, intended audience, purpose, and likely context of a French message, post, article, notice, story, or form? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Main Idea and Supporting Details in Written Texts: Which statement best summarizes the central message and selects the details that most directly support it? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.156 - Main Idea and Supporting Details in Written Texts: Which statement best summarizes the central message and selects the details that most directly support it? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Cognates, Context, Roots, and Word Parts: Which meaning is best supported by cognates, sentence context, word families, prefixes, suffixes, and grammatical clues? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.157 - Cognates, Context, Roots, and Word Parts: Which meaning is best supported by cognates, sentence context, word families, prefixes, suffixes, and grammatical clues? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Reference Words, Pronouns, and Connectors: Which noun, idea, or relationship is referenced by a pronoun, demonstrative, relative word, transition, or repeated key term? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.158 - Reference Words, Pronouns, and Connectors: Which noun, idea, or relationship is referenced by a pronoun, demonstrative, relative word, transition, or repeated key term? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Sequence and Time Frame in Written Texts: Which interpretation correctly orders events and distinguishes present description, past narration, and future planning in a written passage? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.159 - Sequence and Time Frame in Written Texts: Which interpretation correctly orders events and distinguishes present description, past narration, and future planning in a written passage? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Functional Texts: Menus, Schedules, Maps, Ads, and Forms: Which choice accurately locates, combines, and applies information from a French menu, timetable, map, advertisement, ticket, label, or form? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.160 - Functional Texts: Menus, Schedules, Maps, Ads, and Forms: Which choice accurately locates, combines, and applies information from a French menu, timetable, map, advertisement, ticket, label, or form? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Short Narratives and Informational Texts: Which option best identifies a text's characters or subject, setting, problem or topic, key events or facts, and outcome or conclusion? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.161 - Short Narratives and Informational Texts: Which option best identifies a text's characters or subject, setting, problem or topic, key events or facts, and outcome or conclusion? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Comparing Perspectives and Evidence across Texts: Which conclusion best compares how two short French texts present a topic, experience, cultural perspective, claim, or supporting evidence? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.162 - Comparing Perspectives and Evidence across Texts: Which conclusion best compares how two short French texts present a topic, experience, cultural perspective, claim, or supporting evidence? Corresponding standards: ACTFL 1.2, 3.2; Can-Do NH-IL INT; CEFR A2 R; CA WL.CM1.N-I, WL.CM5.N-I; TX TEKS §114.40(c)(2)(A-D); NJ 7.1.NH/IL.IPRET.

Initiating, Maintaining, and Closing Conversations: Which French utterance most appropriately opens an exchange, sustains it with relevant information, and closes it according to the setting? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.163 - Initiating, Maintaining, and Closing Conversations: Which French utterance most appropriately opens an exchange, sustains it with relevant information, and closes it according to the setting? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Clarifying, Confirming, and Repairing Misunderstandings: Which conversational move best signals confusion, verifies information, restates an idea, corrects a misunderstanding, or confirms resolution? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.165 - Clarifying, Confirming, and Repairing Misunderstandings: Which conversational move best signals confusion, verifies information, restates an idea, corrects a misunderstanding, or confirms resolution? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Exchanging Opinions, Preferences, and Reasons: Which exchange most clearly asks for and communicates an opinion or preference with a relevant reason and respectful response? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.166 - Exchanging Opinions, Preferences, and Reasons: Which exchange most clearly asks for and communicates an opinion or preference with a relevant reason and respectful response? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Negotiating Plans and Solving Everyday Problems: Which series of responses best proposes options, compares constraints, compromises, and reaches an agreed plan or solution? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.167 - Negotiating Plans and Solving Everyday Problems: Which series of responses best proposes options, compares constraints, compromises, and reaches an agreed plan or solution? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Transactional Exchanges: Which dialogue most effectively completes an everyday transaction involving information, directions, food, shopping, travel, health, or services? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.168 - Transactional Exchanges: Which dialogue most effectively completes an everyday transaction involving information, directions, food, shopping, travel, health, or services? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Written Interpersonal Messages, Chats, and Emails: Which French reply best responds to all parts of a message, asks or answers relevant questions, and uses an appropriate greeting, closing, and register? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.169 - Written Interpersonal Messages, Chats, and Emails: Which French reply best responds to all parts of a message, asks or answers relevant questions, and uses an appropriate greeting, closing, and register? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Culturally Appropriate Register, Gestures, and Turn-Taking: Which verbal and nonverbal behavior best fits Francophone expectations for politeness, personal space, eye contact, interruption, and conversational turn-taking? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.170 - Culturally Appropriate Register, Gestures, and Turn-Taking: Which verbal and nonverbal behavior best fits Francophone expectations for politeness, personal space, eye contact, interruption, and conversational turn-taking? Corresponding standards: ACTFL 1.1, 2.1, 5.1; Can-Do NH-IL IP/ICC; CEFR A2 I; CA WL.CM2.N-I, WL.CL1.N-I; TX TEKS §114.40(c)(1)(A-F); NJ 7.1.NH/IL.IPERS.

Organized Description of People, Places, Things, and Routines: Which French paragraph best organizes related details about a familiar person, place, object, routine, or experience for a defined audience? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.171 - Organized Description of People, Places, Things, and Routines: Which French paragraph best organizes related details about a familiar person, place, object, routine, or experience for a defined audience? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Narrating in Present, Past, and Future Time Frames: Which short presentation most clearly communicates what normally happens, what happened, and what will or may happen next? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.172 - Narrating in Present, Past, and Future Time Frames: Which short presentation most clearly communicates what normally happens, what happened, and what will or may happen next? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Comparing and Contrasting: Which French passage best organizes similarities and differences with accurate comparative language and clear transition words? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.173 - Comparing and Contrasting: Which French passage best organizes similarities and differences with accurate comparative language and clear transition words? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Explaining a Process or Giving Instructions: Which version most clearly presents materials, ordered steps, commands, time expressions, and a logical result for a familiar procedure? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.174 - Explaining a Process or Giving Instructions: Which version most clearly presents materials, ordered steps, commands, time expressions, and a logical result for a familiar procedure? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Stating and Supporting an Opinion or Recommendation: Which French response presents a clear opinion or recommendation and supports it with relevant reasons, examples, or criteria? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.175 - Stating and Supporting an Opinion or Recommendation: Which French response presents a clear opinion or recommendation and supports it with relevant reasons, examples, or criteria? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Emails, Messages, Blog Posts, and Short Articles: Which written product best matches the conventions, organization, tone, and content required by a familiar real-world format? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.176 - Emails, Messages, Blog Posts, and Short Articles: Which written product best matches the conventions, organization, tone, and content required by a familiar real-world format? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Oral Presentations with Visual Support: Which presentation plan best combines an understandable spoken message with readable visuals, logical sequence, audience awareness, and source acknowledgment? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.177 - Oral Presentations with Visual Support: Which presentation plan best combines an understandable spoken message with readable visuals, logical sequence, audience awareness, and source acknowledgment? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Revising and Editing for Accuracy, Coherence, and Audience: Which revision best improves meaning, organization, verb tense, agreement, pronoun reference, vocabulary, mechanics, and appropriateness for the audience? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.178 - Revising and Editing for Accuracy, Coherence, and Audience: Which revision best improves meaning, organization, verb tense, agreement, pronoun reference, vocabulary, mechanics, and appropriateness for the audience? Corresponding standards: ACTFL 1.3, 3.1, 5.1; Can-Do NH-IL PR; CEFR A2 P; CA WL.CM3.N-I, WL.CM6.N-I; TX TEKS §114.40(c)(3)(A-B); NJ 7.1.NH/IL.PRSNT.

Geography and Diversity of the Francophone World: Which map, statement, or profile best represents the geographic spread, linguistic diversity, and varied identities of Francophone communities? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.179 - Geography and Diversity of the Francophone World: Which map, statement, or profile best represents the geographic spread, linguistic diversity, and varied identities of Francophone communities? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Regions and Daily Life in France: Which comparison best connects a region of France with its geography, language varieties, foods, transportation, housing, school life, or local traditions without overgeneralizing? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.180 - Regions and Daily Life in France: Which comparison best connects a region of France with its geography, language varieties, foods, transportation, housing, school life, or local traditions without overgeneralizing? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Québec, Acadia, and Francophone Canada: Which interpretation best connects language, history, identity, institutions, and everyday cultural practices in Francophone Canada? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.181 - Québec, Acadia, and Francophone Canada: Which interpretation best connects language, history, identity, institutions, and everyday cultural practices in Francophone Canada? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Louisiana French and Francophone Communities in the United States: Which statement best explains the historical roots, contemporary presence, and cultural contributions of French-speaking communities in the United States? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.182 - Louisiana French and Francophone Communities in the United States: Which statement best explains the historical roots, contemporary presence, and cultural contributions of French-speaking communities in the United States? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Haiti and the Francophone Caribbean: Which interpretation best distinguishes French and Creole language use and connects regional history, arts, foodways, religion, migration, and daily life? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.183 - Haiti and the Francophone Caribbean: Which interpretation best distinguishes French and Creole language use and connects regional history, arts, foodways, religion, migration, and daily life? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Francophone West and Central Africa: Which comparison best recognizes the cultural, linguistic, geographic, and historical diversity of selected Francophone countries in West and Central Africa? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.184 - Francophone West and Central Africa: Which comparison best recognizes the cultural, linguistic, geographic, and historical diversity of selected Francophone countries in West and Central Africa? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

The Maghreb and North African Francophone Contexts: Which interpretation best connects Arabic, Amazigh, French, religion, migration, colonial history, and contemporary identity in selected North African contexts? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.185 - The Maghreb and North African Francophone Contexts: Which interpretation best connects Arabic, Amazigh, French, religion, migration, colonial history, and contemporary identity in selected North African contexts? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Belgium, Switzerland, Luxembourg, and European Francophonie: Which statement best compares multilingualism, regional identity, institutions, and daily life in selected European French-speaking communities? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.186 - Belgium, Switzerland, Luxembourg, and European Francophonie: Which statement best compares multilingualism, regional identity, institutions, and daily life in selected European French-speaking communities? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Overseas France and Indian/Pacific Francophone Communities: Which description best locates and characterizes selected overseas departments, territories, islands, or Indian Ocean and Pacific Francophone communities? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.187 - Overseas France and Indian/Pacific Francophone Communities: Which description best locates and characterizes selected overseas departments, territories, islands, or Indian Ocean and Pacific Francophone communities? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Language Varieties, Accents, Registers, and Borrowing: Which interpretation best recognizes that French varies by region, community, generation, formality, and contact with other languages without ranking one variety as inherently superior? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.188 - Language Varieties, Accents, Registers, and Borrowing: Which interpretation best recognizes that French varies by region, community, generation, formality, and contact with other languages without ranking one variety as inherently superior? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Greetings, Politeness, Personal Space, and Nonverbal Communication: Which behavior best matches the cultural context for greeting, leave-taking, forms of address, physical distance, gesture, and politeness? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.189 - Greetings, Politeness, Personal Space, and Nonverbal Communication: Which behavior best matches the cultural context for greeting, leave-taking, forms of address, physical distance, gesture, and politeness? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Meals, Markets, Cafés, and Food Traditions: Which products, practices, and perspectives best explain when, where, how, and why people eat, shop for food, or socialize in a selected Francophone community? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.190 - Meals, Markets, Cafés, and Food Traditions: Which products, practices, and perspectives best explain when, where, how, and why people eat, shop for food, or socialize in a selected Francophone community? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Education, Youth Life, Family, and Community: Which comparison best connects school structures, youth routines, family roles, community expectations, and underlying cultural perspectives? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.191 - Education, Youth Life, Family, and Community: Which comparison best connects school structures, youth routines, family roles, community expectations, and underlying cultural perspectives? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Transportation, Housing, Public Space, and Sustainability: Which interpretation best relates urban design, public transit, housing patterns, shared spaces, and environmental choices in selected Francophone settings? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.192 - Transportation, Housing, Public Space, and Sustainability: Which interpretation best relates urban design, public transit, housing patterns, shared spaces, and environmental choices in selected Francophone settings? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Celebrations, Holidays, Sports, and Leisure: Which explanation best connects a celebration, holiday, sport, or leisure activity with its historical roots, social practices, and contemporary meaning? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.193 - Celebrations, Holidays, Sports, and Leisure: Which explanation best connects a celebration, holiday, sport, or leisure activity with its historical roots, social practices, and contemporary meaning? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Visual Arts, Music, Cinema, Literature, and Media: Which interpretation best identifies the theme, context, cultural perspective, or social influence of an age-appropriate Francophone artistic or media work? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.194 - Visual Arts, Music, Cinema, Literature, and Media: Which interpretation best identifies the theme, context, cultural perspective, or social influence of an age-appropriate Francophone artistic or media work? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Historical Forces, Colonization, Decolonization, and Migration: Which statement best explains, at an introductory level, how historical contact, colonization, decolonization, and migration shaped language use and identity in a Francophone context? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.195 - Historical Forces, Colonization, Decolonization, and Migration: Which statement best explains, at an introductory level, how historical contact, colonization, decolonization, and migration shaped language use and identity in a Francophone context? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.

Products-Practices-Perspectives, Cultural Comparisons, and Intercultural Reflection: Which conclusion best links a cultural product or practice to possible perspectives, compares it with the learner's own context, and avoids stereotypes or unsupported generalizations? Aligned to French 2 Ultimate Curriculum aligned to ACTFL World-Readiness, NCSSFL-ACTFL Can-Do, CEFR A1+/A2, California World Languages, Texas TEKS Level II, and New Jersey World Languages F2.196 - Products-Practices-Perspectives, Cultural Comparisons, and Intercultural Reflection: Which conclusion best links a cultural product or practice to possible perspectives, compares it with the learner's own context, and avoids stereotypes or unsupported generalizations? Corresponding standards: ACTFL 1.2, 2.1-2.2, 3.2, 4.2, 5.1; Can-Do NH-IL INT/ICC; CEFR A2 R/PL; CA WL.CL1-4.N-I, WL.CN2.N-I; TX TEKS §114.40(c)(1)(E-F), (2)(A,D); NJ 7.1.NH/IL.IPRET and intercultural indicators.