French 3 - Select a Category
Communication Foundations and Strategies
Communication in Connected Sentences: Which response best communicates a complete idea through connected sentences rather than isolated words or memorized phrases?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Main Idea and General Topic: Which statement best identifies the main idea and general topic of a familiar spoken, written, or visual text?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Relevant Supporting Details: Which detail most directly supports the main idea of a connected text or conversation on a familiar topic?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Sequence and Chronology: Which sequence correctly orders events, instructions, or ideas by using linguistic and contextual clues?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Meaning from Context: Which meaning of an unfamiliar word or expression is best supported by the surrounding sentence, topic, and visuals? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Purpose of a Message: Which choice best identifies whether a message is intended to inform, request, invite, persuade, describe, or entertain?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Audience and Register: Which expression best fits the relationship, setting, and level of formality indicated in the situation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Tone, Attitude, and Emotion: Which description best identifies a speaker or writer's attitude from word choice, intonation, punctuation, and context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Clarification and Repair Strategies: Which French response best asks for repetition, slower speech, confirmation, spelling, or explanation when meaning is unclear?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 4.1 - WRS 1.1 Interpersonal Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpersonal. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Evidence-Based Intercultural Interpretation: Which conclusion about a cultural perspective is best supported by specific products, practices, language choices, or contextual evidence?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
High-Frequency Idiomatic Expressions: Which meaning or response correctly interprets a common French idiom or fixed expression in its social and situational context? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Collocations and Lexical Chunks: Which word combination is the most natural and idiomatic French collocation for the intended meaning rather than a word-for-word translation? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Interpersonal and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Word Families, Prefixes, and Suffixes: Which meaning or part of speech is best supported by a familiar root, prefix, suffix, or related word within the same French word family? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Sound System, Orthography, and Spoken Comprehension
Closed and Open E Sounds: Which spelling or pronunciation best distinguishes common é, er, ez, è, ê, ai, and e sound patterns in context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French U and OU: Which word or sound choice correctly distinguishes the French vowel in tu from the vowel in tout? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Silent Final Letters: Which word is pronounced with the expected silent final consonant or ending in standard French? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Pronounced Final Consonants and Exceptions: Which pronunciation correctly applies common exceptions to final-consonant silence, including words whose final c, r, f, or l is heard? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Required, Optional, and Forbidden Liaison: Which pronunciation choice correctly applies liaison in a formal, neutral, or conversational context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Enchaînement and Word Boundaries: Which interpretation correctly identifies word boundaries when a pronounced final consonant links to the next vowel sound?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Elision and Contraction in Speech: Which spoken or written form correctly applies elision or contraction before a vowel sound or mute h? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
H Muet and H Aspiré: Which article, contraction, or liaison pattern correctly reflects whether a word begins with h muet or h aspiré?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Rhythm and Phrase Stress: Which pronunciation pattern best reflects French syllable timing, phrase-final stress, and smooth grouping of words?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Statement, Question, and Emotion Intonation: Which intonation contour best signals a statement, yes-no question, information question, surprise, doubt, or emphasis?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Homophones and Sound-Alike Forms: Which spelling and meaning correctly match a heard form such as a/Ă , et/est, ou/oĂą, son/sont, ces/ses/c'est, or on/ont?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Common Spoken Reductions and Informal Forms: Which standard written form or intended meaning correctly corresponds to a familiar conversational reduction such as y a, t'as, j'sais, or chuis in authentic speech? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Numbers, Dates, Years, and Percentages: Which written or numerical form correctly represents a heard cardinal number, ordinal, date, year, decimal, fraction, or percentage?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Time, the 24-Hour Clock, and Schedules: Which time, duration, departure, arrival, opening hour, or schedule entry correctly matches the spoken or written information?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 4.1 - WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Nouns, Articles, Adjectives, Adverbs, and Determiners
Regular and Irregular Noun Plurals: Which plural form correctly applies standard spelling patterns and common irregular forms such as -al, -eau, -eu, or -ou nouns? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Articles after Negation: Which sentence correctly changes an indefinite or partitive article to de or d' after a negative expression, while preserving valid exceptions?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
De after Expressions of Quantity: Which phrase correctly uses de or d' after a quantity expression such as beaucoup, peu, assez, trop, or un kilo?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
General versus Specific Article Meaning: Which article choice correctly distinguishes a general preference or category from a specific item or measured quantity?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Geographic Articles and Prepositions: Which preposition and article correctly express location or movement with cities, countries, regions, continents, islands, and provinces? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Professions, Religions, and Nationalities: Which sentence correctly uses or omits an article and applies appropriate agreement with a profession, religion, or nationality?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Meaning Changes by Adjective Position: Which interpretation correctly explains the meaning created by placing an adjective such as ancien, cher, grand, pauvre, propre, or seul before or after a noun?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Color Adjectives: Which sentence correctly applies agreement rules for simple colors, compound colors, and color words derived from nouns?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Interrogative and Indefinite Determiners: Which form of quel or an indefinite determiner such as chaque, plusieurs, quelques, certain, tout, or aucun correctly fits the noun and meaning?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Adverb Formation: Which adverb is correctly formed from an adjective, including common irregular forms such as bien, mal, mieux, beaucoup, or brièvement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Adverb Placement: Which sentence correctly places a short, long, frequency, manner, or degree adverb with a simple tense, compound tense, infinitive, or adjective? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Frequency, Intensity, and Manner Adverbs: Which adverb or adverbial phrase best communicates how often, how strongly, or in what manner an action or quality occurs?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Present-Time Verbs, Infinitives, and Commands
Subject Pronouns, On, and Impersonal Il: Which subject pronoun or impersonal construction correctly identifies the speaker, listener, group, general public, weather condition, or situation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Spelling-Change Verbs in -GER and -CER: Which form correctly preserves the soft g or c sound in verbs such as manger, voyager, commencer, or annoncer?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Stem-Changing and Doubled-Consonant -ER Verbs: Which present-tense form correctly applies changes found in verbs such as acheter, préférer, espérer, appeler, jeter, or payer?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
ĂŠtre and Avoir: Which form of ĂŞtre or avoir correctly completes the sentence, expression, description, age, possession, or compound construction?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Aller and Faire: Which form of aller or faire correctly expresses movement, planned action, weather, an activity, or an idiomatic expression?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Prendre, Comprendre, and Apprendre: Which present-tense form correctly follows the prendre family and matches the intended meaning?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Dire, Lire, and Écrire: Which present-tense form correctly expresses saying, reading, or writing and agrees with the subject?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Boire, Croire, Voir, Savoir, and Connaître: Which verb and form correctly distinguish drinking, believing, seeing, knowing a fact, knowing how, or being acquainted with a person or place?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Vivre, Suivre, Recevoir, and Conduire: Which present-tense form correctly follows the irregular pattern and fits the intended context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Ouvrir, Offrir, Souffrir, and Cueillir: Which present-tense form correctly applies the -er-like endings of common irregular -ir verbs?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Reflexive Verbs in the Present: Which sentence correctly places and agrees a reflexive pronoun to describe routines, changes of state, or reciprocal-looking actions?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Present Tense for Current, Habitual, and Near-Future Meaning: Which interpretation correctly determines whether the present tense expresses an action happening now, a habit, a general truth, or a scheduled future event?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Verb and Adjective Constructions with À or De: Which preposition correctly completes a high-frequency verb, adjective, or noun expression before an infinitive or object?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Impersonal Expressions: Which expression correctly uses il est, il faut, il s'agit de, il vaut mieux, or another impersonal structure to convey necessity, possibility, or evaluation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Affirmative Imperative: Which command form correctly uses the tu, nous, or vous imperative and applies required spelling changes?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Negative Imperative: Which sentence correctly places ne, the negative word, and any object or reflexive pronoun around a negative command?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Progressive and Recent Action: Which construction correctly distinguishes ĂŞtre en train de for action in progress from venir de for an action that has just occurred?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-Mid Interpretive and Intermediate Low-Mid Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past-Time Narration
Irregular Past Participles: Which irregular past participle correctly completes a passé composé, plus-que-parfait, passive, or adjective construction?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Agreement with ĂŠtre: Which past participle correctly agrees in gender and number with the subject when ĂŞtre is the auxiliary?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Negation and Adverb Placement in Compound Tenses: Which word order correctly places a negative expression or common adverb around the auxiliary and past participle?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past-Participle Agreement with a Preceding Direct Object: Which sentence correctly applies or avoids agreement when a direct object pronoun or relative que precedes a past participle conjugated with avoir?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past-Time Markers and Context Clues: Which tense is best supported by expressions such as soudain, tout Ă coup, chaque jour, d'habitude, pendant que, or une fois?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Plus-Que-Parfait Formation: Which form correctly combines the imparfait of avoir or ĂŞtre with a past participle to express an earlier past action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Sequence of Past Events: Which tense sequence correctly distinguishes what had already happened from what happened later in a narrative?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Recent Past Viewed from the Past: Which construction correctly uses venir de in the imparfait to show that an action had just occurred at a past reference point?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Depuis, Pendant, Pour, and Il y a in Past Contexts: Which time expression correctly communicates duration, elapsed time, intended duration, or how long ago an event occurred?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past Infinitive: Which past-infinitive form correctly shows that one action occurred before another after expressions such as après or merci de?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Passé Simple Recognition: Which interpretation correctly identifies common passé simple forms and their narrative function in literary, historical, or formal texts?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Future, Conditional, and Hypothetical Meaning
Futur Proche: Which form correctly uses aller plus an infinitive to express a near, planned, or strongly expected future action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Futur Simple Formation: Which future-tense form correctly combines the infinitive or modified -re stem with the future endings?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Future-Time Expressions: Which future form and time marker best communicate a prediction, promise, schedule, intention, or future condition? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational, supporting the French 3 course target of Intermediate Low to Intermediate Mid with selected Intermediate High stretch performance.
Future after Quand, Lorsque, Dès Que, and Aussitôt Que: Which sentence correctly uses the futur simple in both clauses when English may use a present form in the time clause?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Futur Antérieur Recognition: Which interpretation correctly identifies an action that will have been completed before another future event?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Conditionnel Présent Formation: Which conditional form correctly combines the future stem with the imparfait endings?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Polite Requests and Softened Statements: Which conditional expression best makes a request, invitation, suggestion, or opinion more polite or less direct?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Wishes, Advice, and Hypothetical Preferences: Which conditional form best expresses what someone would like, should do, could do, or would prefer?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Future in the Past: Which conditional form correctly reports a future action from the perspective of a past statement or belief?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Si Clause: Present plus Future: Which sentence correctly uses the present after si and the future or another logical result in the main clause?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Si Clause: Imparfait plus Conditional: Which sentence correctly expresses a present or future hypothetical condition with si plus imparfait and conditionnel présent?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Conditionnel Passé: Which form correctly combines the conditional of avoir or être with a past participle to express what would have happened?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past Contrary-to-Fact Conditions: Which interpretation correctly recognizes a si plus plus-que-parfait and conditionnel passé pattern for an unreal past condition and result?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Direct and Indirect Speech: Which sentence correctly changes a direct statement or question into reported speech by adapting pronouns, word order, time expressions, and future-in-the-past when needed?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Pronouns and Reference Systems
Subject-Pronoun Reference: Which subject pronoun most clearly and correctly replaces the named person, group, object, or impersonal idea in context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Indirect-Object Pronouns: Which pronoun correctly replaces an indirect object referring to a person introduced by Ă ? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
The Pronoun Y: Which sentence correctly uses y to replace a place or an Ă plus thing phrase? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
The Pronoun En: Which sentence correctly uses en to replace a de phrase, quantity, partitive idea, or indefinite noun?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Choosing between Y and En: Which pronoun correctly reflects whether the omitted phrase is introduced by Ă , a location expression, de, a quantity, or a partitive article?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Two-Pronoun Order: Which sentence correctly orders two object pronouns before a conjugated verb or infinitive?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Pronouns in Compound Tenses: Which sentence correctly places object or adverbial pronouns before the auxiliary and applies any required past-participle agreement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Pronoun Order in Affirmative Commands: Which affirmative command correctly orders pronouns after the verb and uses the required stressed forms and hyphens?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Pronoun Order in Negative Commands: Which negative command correctly returns pronouns to their normal preverbal order inside the negative frame? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Reflexive-Pronoun Meaning and Reference: Which reflexive pronoun and interpretation correctly identify whether the action is reflexive, reciprocal, idiomatic, or passive-like?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Relative Pronoun Qui: Which sentence correctly uses qui as the subject of the relative clause?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Relative Pronoun Que: Which sentence correctly uses que as the direct object of the relative clause and applies elision or participle agreement when required?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Relative Pronoun OĂą: Which sentence correctly uses oĂą to refer to a place or time?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Relative Pronoun Dont: Which sentence correctly uses dont to replace de plus a person, thing, possession, or verb complement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Ce Qui, Ce Que, and Ce Dont: Which indefinite relative pronoun correctly means what, that which, or the thing of which when no explicit antecedent is stated?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Forms of Lequel: Which form of lequel correctly agrees with its antecedent and combines with Ă or de after a preposition?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Demonstrative Pronouns: Which form of celui, celle, ceux, or celles correctly replaces a noun and combines with -ci, -lĂ , de, or a relative clause?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Possessive, Indefinite, and Antecedent Reference: Which possessive or indefinite pronoun correctly replaces the noun and maintains clear agreement and reference throughout the sentence?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Subjunctive and Advanced Sentence Patterns
Subjunctive Meaning and Clause Structure: Which sentence correctly uses que plus a change of subject to express a nonfactual, desired, emotional, doubtful, or necessary action? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Regular Present Subjunctive Formation: Which subjunctive form is correctly built from the present ils stem with the appropriate endings?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Two-Stem and Spelling-Change Subjunctives: Which form correctly applies stem changes found in verbs such as venir, prendre, boire, appeler, acheter, or préférer? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Common Irregular Subjunctives: Which form correctly uses the subjunctive of ĂŞtre, avoir, faire, aller, pouvoir, savoir, vouloir, or falloir? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Necessity, Importance, and Judgment: Which mood correctly follows expressions such as il faut que, il est important que, or il vaut mieux que?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Wishes, Preferences, Requests, and Commands: Which mood correctly follows verbs such as vouloir que, préférer que, demander que, exiger que, or ordonner que?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Doubt, Uncertainty, and Denial: Which mood correctly reflects doubt, uncertainty, possibility, denial, or a negative opinion?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Subordinating Conjunctions Requiring the Subjunctive: Which verb form correctly follows conjunctions such as pour que, afin que, bien que, quoique, avant que, sans que, or Ă moins que?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Subjunctive with Superlatives and Indefinite Antecedents: Which mood best reflects a superlative judgment or an antecedent whose existence, identity, or suitability is uncertain?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Subjunctive versus Indicative: Which mood is justified by the speaker's degree of certainty, factual commitment, or emotional stance?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Past Subjunctive Recognition: Which interpretation correctly identifies an action completed before the main-clause action within a subjunctive context? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Passive Voice: Which sentence correctly forms the passive with ĂŞtre plus a past participle and preserves agreement and tense?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Active versus Passive Emphasis: Which voice best emphasizes the doer, the receiver, or the result of an action in context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Faire plus Infinitive: Which interpretation correctly uses the causative construction to show that someone has, makes, or gets an action done?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Laisser plus Infinitive: Which sentence correctly uses laisser plus an infinitive to express allowing, letting, or leaving someone to do something? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Present Participle and GĂ©rondif: Which form correctly distinguishes the present participle from en plus present participle to express simultaneous action, manner, means, or condition?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Questions, Negation, Comparison, and Cohesion
Yes-No Question Forms: Which question correctly uses intonation, est-ce que, or inversion at the appropriate level of formality?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Information Questions: Which interrogative word or phrase correctly asks about a person, thing, reason, manner, place, time, quantity, or choice?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Lequel in Questions: Which form of lequel correctly agrees with the noun understood and combines with Ă or de when required?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Inversion with Nouns and Pronouns: Which formal question correctly uses subject-verb inversion, a repeated pronoun after a noun subject, and the linking -t- when needed? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Indirect Questions: Which sentence correctly embeds a question after verbs such as demander, savoir, ignorer, or se demander without direct-question word order?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Ne...Pas, Ne...Jamais, and Ne...Plus: Which negative expression best communicates not, never, or no longer and appears in the correct position?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Ne...Rien and Ne...Personne: Which sentence correctly uses rien or personne as an object or subject and places it appropriately?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Ne...Aucun and Ne...Ni...Ni: Which sentence correctly expresses not any, neither...nor, or no one of a category with proper agreement and article use? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Ne...Nulle Part and Ne...Que: Which sentence correctly distinguishes nowhere from the restrictive meaning only?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Negation with Infinitives and Compound Tenses: Which word order correctly places a negative expression around an infinitive, auxiliary, or compound verb phrase?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Negative Words as Subjects: Which sentence correctly begins with personne, rien, aucun, or ni l'un ni l'autre while maintaining required negative structure? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Comparisons with Adjectives and Adverbs: Which comparison correctly uses plus, moins, or aussi with que and applies the proper adjective or adverb form?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Comparisons with Nouns and Verbs: Which sentence correctly compares quantities or actions using plus de, moins de, autant de, or autant?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Meilleur, Mieux, Pire, and Moindre: Which comparative or superlative form correctly distinguishes better as an adjective from better as an adverb and handles common irregular meanings?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
C'est versus Il Est: Which construction correctly introduces, identifies, describes, evaluates, or classifies a person, thing, profession, adjective, or clause? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Cause, Consequence, Contrast, and Concession: Which connector best expresses cause, result, opposition, concession, or qualification between ideas?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Chronological and Organizational Connectors: Which transition best organizes a narrative, explanation, comparison, or argument into a coherent sequence?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Conversational Discourse Markers: Which marker such as alors, donc, enfin, en fait, bon, quand mĂŞme, d'ailleurs, or bref best signals transition, reaction, clarification, emphasis, or conclusion in context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Punctuation and Capitalization: Which revision correctly applies French spacing, quotation, capitalization, date, title, and punctuation conventions?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Emphasis with C'est...Qui and C'est...Que: Which cleft construction correctly emphasizes the subject, object, time, place, or other element of the sentence?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 4.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Identity, Relationships, and Contemporary Life
Personal Identity and Biography: Which response best communicates age, origin, background, interests, languages, experiences, and personal identity with appropriate detail?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Emotions and Reactions: Which expression best communicates a feeling, cause, degree, change of emotion, or response to an event? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Friendship and Social Relationships: Which response best describes trust, conflict, support, communication, and expectations in friendships or peer groups?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Daily Routines and Time Management: Which sequence or response best explains a routine, schedule, priority, interruption, or strategy for balancing responsibilities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Leisure, Hobbies, and Sports: Which statement best expresses participation, preference, frequency, equipment, rules, benefits, or a recommendation related to free-time activities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Clothing, Style, and Self-Expression: Which choice best describes clothing, fit, material, occasion, cultural meaning, or personal style?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Celebrations and Life Events: Which interpretation best connects a celebration, rite of passage, holiday, or family event to the values and perspectives it reflects?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Home, Housing, and Neighborhood: Which description best compares housing types, rooms, furnishings, location, accessibility, and community features?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Chores, Responsibilities, and Independence: Which response best communicates household duties, rules, permissions, expectations, or growing independence? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Youth Concerns, Values, and Choices: Which viewpoint best addresses belonging, pressure, identity, responsibility, fairness, or decision-making with supporting reasons?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 2.1, 4.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Etiquette, Formality, and Social Norms: Which behavior or expression is most appropriate for greetings, introductions, invitations, meals, personal space, or leave-taking in the stated context? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 2.1, 4.2, 5.1 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 4.2 Cultural Comparisons; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Daily Life across Francophone Communities: Which comparison is best supported by evidence about schedules, family life, leisure, transportation, or social expectations in two communities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Presentational and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Education, Careers, Community, Travel, and Consumer Life
School Subjects and Schedules: Which interpretation correctly identifies courses, schedules, locations, materials, assignments, and daily school routines?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Comparing Educational Systems: Which conclusion best compares grade levels, schedules, assessments, pathways, or school culture using evidence rather than assumptions?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Academic Performance and Study Habits: Which recommendation best addresses organization, note-taking, collaboration, revision, test preparation, or academic honesty?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Higher Education and Training Pathways: Which option best matches a learner's goals with a university, technical, apprenticeship, certification, or study-abroad pathway? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Professions and Career Interests: Which description best connects a profession with responsibilities, work environment, preparation, qualities, and personal interests? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive, Interpersonal, and Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Job Applications and Interviews: Which résumé detail, application response, or interview answer is most appropriate, accurate, and persuasive for the situation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Workplace Communication and Responsibilities: Which expression best fits a workplace request, schedule, instruction, problem, collaboration, or professional relationship?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Community Places and Public Services: Which place or service best meets a need involving mail, banking, healthcare, government, recreation, education, or safety? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Giving and Following Directions: Which route or set of directions correctly uses landmarks, orientation, distance, sequence, and appropriate command forms?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Transportation Systems: Which option best interprets a route, fare, schedule, delay, transfer, traffic condition, or transportation choice?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Travel Planning and Itineraries: Which itinerary best satisfies stated dates, interests, budget, travel time, accessibility, and cultural priorities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Tourism and Cultural Visits: Which choice best interprets practical information and respectful behavior for a museum, monument, market, neighborhood, festival, or heritage site?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Shopping, Sizes, and Returns: Which exchange best handles product description, size, fit, price, comparison, availability, purchase, or return?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Money, Payment, and Budgeting: Which option correctly interprets prices, discounts, taxes, currency, payment methods, receipts, and a simple budget?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Advertising and Consumer Choice: Which claim, target audience, persuasive technique, or consumer decision is best supported by an advertisement or product comparison? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Emergencies and Requests for Help: Which message most clearly reports a problem, location, symptoms, danger, lost item, or need for immediate assistance?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Health, Food, Environment, Science, Technology, and Media
Medical Appointments and Treatment: Which exchange best communicates an appointment need, medical history, diagnosis, instruction, prescription, or follow-up question? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Healthy Habits and Physical Fitness: Which recommendation best supports sleep, exercise, hygiene, prevention, balance, or a realistic wellness goal?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Nutrition and Dietary Choices: Which conclusion best evaluates a meal or habit using nutrients, portions, balance, allergies, restrictions, and personal needs?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Ingredients, Quantities, and Recipes: Which ingredient, measurement, sequence, or substitution correctly completes a recipe or food-preparation task?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Cooking Methods and Kitchen Actions: Which verb or instruction correctly describes preparing, cutting, mixing, heating, seasoning, serving, or storing food?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Restaurant and Café Interactions: Which exchange most appropriately handles seating, ordering, preferences, allergies, clarification, a problem, the bill, or a tip?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Meals and Food Practices across Cultures: Which interpretation best relates meal schedules, table practices, markets, regional foods, or hospitality to cultural perspectives?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Weather and Climate: Which forecast, graph, or explanation correctly distinguishes current conditions, seasonal patterns, climate, and effects on daily life?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Environmental Problems: Which cause, consequence, stakeholder perspective, or response best fits a problem involving pollution, waste, water, habitat loss, or climate change? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2; Intermediate Low-Mid to Intermediate Mid French 3 performance with selected Intermediate High stretch.
Sustainability and Everyday Action: Which plan best balances environmental benefit, feasibility, cost, equity, and community participation? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Energy and Natural Resources: Which comparison best evaluates renewable and nonrenewable resources, energy use, reliability, trade-offs, or conservation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Science, Discovery, and Innovation: Which explanation best communicates a scientific question, method, result, invention, ethical issue, or impact on society?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Technology Devices and Functions: Which description best matches a device, feature, setting, technical problem, instruction, or purpose?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Digital Communication: Which message is most appropriate for a text, email, forum, video call, collaborative document, or online classroom context? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Online Privacy, Safety, and Digital Footprints: Which action best protects personal information, evaluates permissions, responds to suspicious content, or limits harmful digital exposure?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
News, Media, and Advertising Literacy: Which interpretation best identifies source, purpose, evidence, bias, sponsored content, manipulation, or missing context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Film, Music, Television, and Online Culture: Which response best describes genre, style, audience, theme, influence, preference, or cultural significance of a media product?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Social Media and Society: Which claim about connection, identity, activism, misinformation, well-being, or public discourse is best supported by the source?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Global Challenges and Shared Responsibility: Which proposed response best considers causes, consequences, cultural perspectives, and realistic action on a global issue?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpretive and Intermediate Low-High Interpersonal and Intermediate Low-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Francophone Cultures and Global Perspectives
La Francophonie and Pluricentric French: Which interpretation best explains how French functions across diverse countries, communities, identities, institutions, and language varieties without treating one variety as the only valid norm?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Geography and Regions of Metropolitan France: Which map-based or cultural conclusion correctly connects a French region with geography, climate, economy, language, food, or heritage?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
French Civic Institutions and National Symbols: Which explanation best connects a civic institution, public symbol, commemoration, or republican value with its historical and contemporary significance?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Education in France: Which comparison best explains school levels, schedules, examinations, pathways, student life, or expectations in France and the learner's community? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Urban, Suburban, and Rural Life in France: Which source-based conclusion best compares housing, transportation, services, work, leisure, or environmental priorities across settings? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Meals, Cafés, Markets, and Regional Foodways: Which product or practice best reflects regional identity, social interaction, seasonality, craftsmanship, or changing lifestyles?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Visual Art, Architecture, and Museums: Which interpretation best connects an artwork, building, movement, monument, or museum practice with its historical and cultural context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Literature and Intellectual Traditions: Which theme, genre, voice, or historical context best supports an interpretation of a French literary or philosophical excerpt?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Cinema, Music, and Popular Culture: Which conclusion best connects a film, song, artist, genre, festival, or media trend with audience, identity, or social context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Québec Identity and French in Canada: Which interpretation best explains the relationship among language, identity, history, cultural production, and public life in Québec? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Montréal and Québec City as Cultural Spaces: Which comparison best connects urban geography, multilingualism, festivals, architecture, arts, or daily life to local identity? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Acadian History and Culture: Which source-based conclusion best explains Acadian identity, language, memory, music, community, or migration?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Francophone Communities across Canada: Which evidence best shows the diversity and continuity of French-speaking communities outside Québec? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Belgium and Its Francophone Communities: Which comparison best relates multilingualism, regional identity, foodways, comics, institutions, or cultural products in Belgium?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Switzerland and Francophone Suisse Romande: Which interpretation best connects multilingual federalism, geography, public life, innovation, or regional culture with Suisse romande?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Luxembourg and Multilingual Europe: Which conclusion best explains how French interacts with other languages in education, government, work, media, or identity?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
The Francophone Maghreb: Which comparison best identifies shared and distinct historical, linguistic, geographic, religious, artistic, or social features across North African contexts? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Morocco: Which interpretation best connects a Moroccan city, landscape, craft, foodway, language practice, celebration, or contemporary issue with cultural perspectives?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Algeria: Which source-based conclusion best connects history, language, memory, music, literature, migration, or identity in Algeria?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Tunisia: Which interpretation best connects geography, heritage, education, arts, tourism, foodways, or civic life in Tunisia?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Senegal: Which conclusion best relates language use, oral tradition, music, religion, hospitality, urban life, or community values in Senegal?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
CĂ´te d'Ivoire: Which interpretation best connects multilingualism, urban culture, music, food, economy, or social life in CĂ´te d'Ivoire?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Francophone Sahel Communities: Which comparison best considers language, environment, mobility, oral traditions, livelihoods, and community resilience across Sahel contexts?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Cameroon: Which source-based conclusion best reflects Cameroon's linguistic diversity, regional cultures, music, foodways, sport, or social life?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Democratic Republic of the Congo and Central Africa: Which interpretation best connects French use, local languages, music, literature, urban culture, natural resources, or historical experience?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Haiti: Which conclusion best connects Haitian history, Kreyòl and French, religion, art, music, literature, foodways, migration, or resilience?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Martinique and Guadeloupe: Which comparison best relates Caribbean geography, Creole and French language use, music, food, literature, identity, or political status?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Caribbean Language Contact and Creole Cultures: Which explanation best distinguishes language contact, code choice, identity, and the cultural significance of Creole languages without portraying them as incorrect French?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
RĂ©union, Mauritius, and Madagascar: Which comparison best identifies shared and distinct Indian Ocean histories, languages, religions, foodways, music, biodiversity, or identities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Lebanon and Francophone Communities of the Middle East: Which source-based conclusion best connects multilingualism, education, media, literature, cuisine, migration, or identity?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
French Polynesia and New Caledonia: Which interpretation best considers Indigenous cultures, French use, local languages, environment, arts, tourism, history, or self-determination perspectives? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Migration, Diaspora, and Hybrid Identities: Which evidence best explains how migration, memory, language choice, music, food, literature, or family networks shape plural identities?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Cultural Comparison and Stereotype Analysis: Which comparison is nuanced, evidence-based, internally diverse, and least likely to reduce a community to a single trait or stereotype? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 2.1, 2.2, 3.2, 4.2 - WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 2.2 Relating Cultural Products to Perspectives; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 4.2 Cultural Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Interpretive and Intermediate Intercultural Investigation. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Interpretive Reading, Listening, and Viewing
Main Idea in Authentic Texts and Media: Which statement best captures the main message of an authentic article, announcement, conversation, video, post, or audio segment?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Supporting Details in Authentic Sources: Which detail is explicitly stated and most relevant to the source's central message?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Chronology and Process in Sources: Which sequence correctly reconstructs the events, stages, directions, or cause-and-effect chain presented?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Speaker, Relationship, and Situation: Which interpretation best identifies who is communicating, their relationship, the setting, and the immediate situation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Purpose and Intended Audience: Which choice best identifies why the source was created and whom it is designed to reach?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Fact, Opinion, and Claim: Which statement correctly distinguishes verifiable information, interpretation, personal opinion, and an arguable claim?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Vocabulary and Idioms from Context: Which meaning of a word, expression, idiom, or figurative phrase best fits the source and context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Pronoun and Reference Tracking: Which person, object, place, event, or idea is referred to by the highlighted pronoun or expression?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Charts, Tables, Maps, and Infographics: Which conclusion correctly integrates labels, numbers, legends, visuals, and accompanying French text?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Advertisements and Public Notices: Which interpretation best identifies the offer, restriction, audience, persuasive strategy, warning, or required action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Schedules, Menus, Forms, and Practical Documents: Which choice correctly extracts and applies the needed time, price, route, ingredient, policy, field, or instruction? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Narratives, Biographies, and Memoirs: Which interpretation best identifies setting, character, motive, conflict, change, chronology, or narrator perspective?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
News Reports, Interviews, and Documentaries: Which summary best distinguishes key events, sources, viewpoints, evidence, and uncertainty?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Comparing Sources and Evaluating Reliability: Which conclusion best reconciles agreements, differences, omissions, evidence quality, source authority, and possible bias across two sources?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Multimodal Meaning: Which interpretation best combines spoken language, written captions, images, gesture, music, camera choices, and layout to determine meaning? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 3.2 - WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 3.2 Acquiring Information and Diverse Perspectives. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Interpersonal Communication
Opening and Closing Interactions: Which greeting, introduction, transition, or leave-taking best fits the relationship, time, place, and formality of the interaction?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Asking and Answering Varied Questions: Which response directly answers the question and adds relevant information in complete, connected sentences?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Follow-Up Questions: Which follow-up question most naturally extends the exchange by requesting a reason, detail, example, clarification, or comparison? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Exchanging Personal and Factual Information: Which response most accurately communicates biographical, practical, academic, community, or event information? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Expressing Opinions with Reasons: Which response clearly states a viewpoint and supports it with a relevant reason or example?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Clarifying, Confirming, and Repairing Meaning: Which response best resolves a misunderstanding by repeating, rephrasing, confirming, spelling, defining, or checking comprehension? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Invitations, Plans, and Negotiation: Which response best accepts, declines, proposes, changes, or confirms a plan while addressing time, place, transportation, cost, and preferences?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Transactions and Service Encounters: Which exchange most effectively completes a purchase, reservation, order, return, request, or appointment?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Collaborative Problem Solving: Which response best identifies the problem, proposes an option, considers a constraint, and moves the group toward a solution? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Narrating Past Experiences in Conversation: Which reply most clearly explains what happened, what the circumstances were, and how the speaker reacted?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Discussing Future and Hypothetical Situations: Which response best communicates a plan, prediction, possibility, condition, or imagined result?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Formal Written and Digital Exchanges: Which email, message, or forum response uses an appropriate greeting, register, organization, request, supporting detail, and closing? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Interculturally Appropriate Interaction: Which response best adapts language and behavior to differing expectations about directness, formality, turn-taking, personal space, gratitude, or disagreement?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 2.1, 5.1 - WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 2.1 Relating Cultural Practices to Perspectives; WRS 5.1 School and Global Communities. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Low-High Interpersonal and Intermediate Intercultural Interaction. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Presentational Communication and Literary/Media Analysis
Describing People, Places, Objects, and Experiences: Which version provides the clearest, most precise, and best-organized description for the stated audience and purpose?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Narrating an Event across Time Frames: Which sequence best combines background, completed events, earlier events, reactions, and future consequences into a coherent narrative?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Explaining a Process or Procedure: Which version most clearly presents materials, steps, sequence, conditions, cautions, and expected results?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Summarizing a Source: Which summary accurately states the central idea and essential details without inserting unsupported opinion or unnecessary information?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Writing or Delivering a Review: Which review most clearly identifies the work, evaluates key features, supports a judgment, and addresses a likely audience?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Recommendation and Persuasion: Which presentation best uses a clear claim, audience appeal, reasons, evidence, counterpoint, and call to action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Claims, Evidence, and Reasoning: Which sentence or paragraph most logically links a claim to relevant evidence and explains why the evidence supports it?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Paragraph Focus and Organization: Which topic sentence, supporting sequence, or concluding sentence creates the most unified paragraph?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Transitions and Cohesion: Which transition or reference expression best links ideas and prevents repetition or ambiguity?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Audience, Purpose, and Register: Which revision best adapts vocabulary, tone, detail, formality, and format to the intended audience and purpose?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Editing Grammar and Mechanics: Which revision corrects the most important error in agreement, tense, pronoun use, word order, article choice, spelling, or punctuation?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Improving Vocabulary and Style: Which revision replaces vague, repetitive, anglicized, or overly simple wording with more precise and idiomatic French?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Character and Setting Analysis: Which interpretation is best supported by details about characterization, relationships, setting, social context, and change?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Plot, Conflict, and Narrative Structure: Which analysis best identifies exposition, rising action, turning point, conflict, resolution, or narrative perspective? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Theme and Message: Which theme statement is broad enough to apply beyond the text and is most strongly supported by the work?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Figurative Language and Symbolism: Which interpretation best explains the effect of imagery, metaphor, simile, personification, irony, repetition, contrast, or symbol? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Poetry and Song Analysis: Which analysis best integrates sound, rhythm, voice, image, structure, repetition, theme, and cultural context?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Film and Visual Techniques: Which interpretation best explains how framing, camera angle, editing, sound, lighting, color, performance, or mise-en-scène shapes meaning?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Source Attribution and Ethical Use: Which citation, paraphrase, caption, or attribution most clearly distinguishes the learner's ideas from information, images, or media drawn from sources?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.2, 1.3, 4.1 - WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 4.1 Language Comparisons. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Integrated Performance, Community, and Lifelong Learning
Integrating Reading, Listening, and Viewing: Which conclusion best combines complementary information from a written, audio, and visual source on the same topic? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Synthesizing Multiple Sources: Which statement most accurately combines ideas across sources while preserving differences in evidence, emphasis, and perspective?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Selecting Evidence for a Communication Task: Which source detail best supports the stated claim, recommendation, comparison, or solution?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Cross-Disciplinary Connections: Which interpretation correctly applies French-language information to history, geography, literature, science, mathematics, the arts, health, economics, or civics? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: Intermediate Low to Intermediate Mid French 3 performance with selected Intermediate High stretch interpretation.
Interpreting Data in French: Which conclusion correctly applies labels, units, percentages, trends, comparisons, and limitations from a French-language data display?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Using French in School and Community Settings: Which action most authentically uses French to collaborate, volunteer, share information, participate in an event, or serve a community need?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Virtual Exchange and Global Collaboration: Which message or behavior best supports respectful, safe, reciprocal, and purposeful communication with peers in another community?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Cultural Mediation: Which explanation best helps people from different backgrounds understand a practice, product, expression, expectation, or misunderstanding without judging either culture as the default? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Goal Setting with Can-Do Statements: Which goal is specific, measurable, realistic, connected to a communication mode, and appropriate for the learner's next proficiency step? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024; ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2; WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL alignment targets Intermediate Mid-High performance with French 3 course work focused on Intermediate Low to Intermediate Mid and selected Intermediate High stretch tasks.
Self-Assessment and Feedback: Which reflection most accurately uses evidence from performance, feedback, strengths, and recurring needs to choose a next action?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Independent Reading for Enjoyment and Growth: Which text-selection or reading strategy best matches the learner's interests, proficiency, purpose, and tolerance for unfamiliar language?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Independent Listening and Viewing: Which plan best uses French-language audio or video, captions, replay, note-taking, and reflection to build comprehension over time? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets.
Respect for Language Variation and Heritage Speakers: Which statement best recognizes regional, social, Indigenous, Creole, immigrant, and heritage varieties as meaningful forms of identity and communication?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Digital Citizenship in French-Language Spaces: Which action best demonstrates respectful participation, source evaluation, privacy protection, accessibility, copyright awareness, and responsible sharing? Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.
Integrated Capstone Scenario: Which response plan best combines interpretation, interpersonal exchange, presentation, cultural understanding, and practical problem solving in a sustained real-world scenario?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance..
Readiness for French 4 and Advanced Study: Which evidence best demonstrates readiness to handle connected discourse, multiple time frames, supported opinions, authentic sources, and increasingly unfamiliar cultural topics?. Aligned to ACTFL World-Readiness Standards for Learning Languages; 2026 NCSSFL-ACTFL Can-Do Statements; ACTFL Proficiency Guidelines 2024 ACTFL WRS 1.1, 1.2, 1.3, 3.1, 3.2, 5.1, 5.2 - WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning; NCSSFL-ACTFL Can-Do 2026 proficiency targets: WRS 1.1 Interpersonal Communication; WRS 1.2 Interpretive Communication; WRS 1.3 Presentational Communication; WRS 3.1 Making Connections; WRS 3.2 Acquiring Information and Diverse Perspectives; WRS 5.1 School and Global Communities; WRS 5.2 Lifelong Learning. NCSSFL-ACTFL Can-Do 2026 alignment: Intermediate Mid-High Interpretive and Intermediate Mid-High Interpersonal and Intermediate Mid-High Presentational. ACTFL Proficiency Guidelines 2024 support the French 3 course target of Intermediate Low to Intermediate Mid, with selected Intermediate High stretch performance.