Sound-Spelling Correspondences in Unfamiliar Words: Which pronunciation best applies French grapheme-to-sound patterns to an unfamiliar word while accounting for silent letters, vowel combinations, and syllable boundaries? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.13 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which pronunciation best applies French grapheme-to-sound patterns to an unfamiliar word while accounting for silent letters, vowel combinations, and syllable boundaries?

Front Rounded Vowels and the /u/-/y/ Contrast: Which sound choice best distinguishes words containing ou from those containing u and preserves meaning in connected speech? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.15 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which sound choice best distinguishes words containing ou from those containing u and preserves meaning in connected speech?

Open and Closed E Sounds: Identify the pronunciation that best distinguishes é, er, ez, è, ê, ai, and other common spellings of open and closed e sounds? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.16 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Identify the pronunciation that best distinguishes é, er, ez, è, ê, ai, and other common spellings of open and closed e sounds?

Schwa and Vowel Reduction: Which interpretation best explains when an unstressed e is pronounced, weakened, or omitted in careful and conversational French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.17 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which interpretation best explains when an unstressed e is pronounced, weakened, or omitted in careful and conversational French?

Silent Final Consonants and Common Exceptions: Choose the pronunciation that correctly applies patterns for silent final consonants while recognizing frequent exceptions such as words ending in c, r, f, or l? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.18 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Choose the pronunciation that correctly applies patterns for silent final consonants while recognizing frequent exceptions such as words ending in c, r, f, or l?

Enchaînement and Resyllabification: Which syllabification best shows how a normally pronounced final consonant links to the following vowel sound in connected speech? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.20 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which syllabification best shows how a normally pronounced final consonant links to the following vowel sound in connected speech?

Elision and Contraction in Connected Language: Select the form that correctly uses elision or contraction with articles, pronouns, conjunctions, and common expressions before vowel sounds or mute h. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.21 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Select the form that correctly uses elision or contraction with articles, pronouns, conjunctions, and common expressions before vowel sounds or mute h?

Rhythmic Groups and French Stress: Which reading best groups words into meaningful rhythmic units and places prominence on the final pronounced syllable of each group? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.22 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which reading best groups words into meaningful rhythmic units and places prominence on the final pronounced syllable of each group?

Intonation for Statements, Questions, and Emotion: Choose the intonation contour that best signals a statement, yes-no question, information question, continuation, contrast, surprise, or doubt? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.23 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Choose the intonation contour that best signals a statement, yes-no question, information question, continuation, contrast, surprise, or doubt?

Pronunciation of Verb Endings: Which pronunciation correctly distinguishes written verb forms whose endings may sound identical or different across present, past, future, conditional, and subjunctive forms? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.24 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which pronunciation correctly distinguishes written verb forms whose endings may sound identical or different across present, past, future, conditional, and subjunctive forms?

Grammatical Homophones: Select the spelling that correctly distinguishes high-frequency homophones such as a/à, et/est, son/sont, ces/ses/c'est, ou/où, and on/ont from context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.25 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Select the spelling that correctly distinguishes high-frequency homophones such as a/à, et/est, son/sont, ces/ses/c'est, ou/où, and on/ont from context?

French Punctuation, Spacing, and Capitalization: Which revision best follows French conventions for quotation marks, spacing before double punctuation, titles, days, months, languages, nationalities, and proper nouns? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.27 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which revision best follows French conventions for quotation marks, spacing before double punctuation, titles, days, months, languages, nationalities, and proper nouns?

Regional and Francophone Accent Comprehension: Which interpretation best identifies the intended word or message despite systematic pronunciation differences across diverse Francophone accents? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.28 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 phonological and orthographic control; APF 1.A-1.B, 2.A-2.B. Curriculum skill description: Which interpretation best identifies the intended word or message despite systematic pronunciation differences across diverse Francophone accents?

Gender of Nouns and Predictive Patterns: Choose the article or modifier that correctly matches a noun's grammatical gender, including common suffix patterns and high-frequency exceptions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.29 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the article or modifier that correctly matches a noun's grammatical gender, including common suffix patterns and high-frequency exceptions?

Plural Formation and Irregular Plurals: Select the noun phrase that correctly forms regular and irregular plurals, including words ending in -al, -au, -eau, -eu, -ou, and invariant forms? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.30 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the noun phrase that correctly forms regular and irregular plurals, including words ending in -al, -au, -eau, -eu, -ou, and invariant forms?

Definite Articles and General Statements: Which option correctly uses le, la, l', or les for specific reference, general categories, repeated habits, preferences, and abstract ideas? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.31 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses le, la, l', or les for specific reference, general categories, repeated habits, preferences, and abstract ideas?

Indefinite and Partitive Articles: Choose the sentence that correctly distinguishes un, une, des, du, de la, and de l' for countable items, unspecified reference, and uncountable quantities? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.32 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly distinguishes un, une, des, du, de la, and de l' for countable items, unspecified reference, and uncountable quantities?

Articles after Quantity and Negation: Which revision correctly replaces or retains an article after expressions of quantity, beaucoup de, peu de, ne...pas, and verbs of preference? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.33 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which revision correctly replaces or retains an article after expressions of quantity, beaucoup de, peu de, ne...pas, and verbs of preference?

Articles with Geography and Languages: Select the sentence that correctly uses articles with countries, regions, continents, cities, languages, and nationalities? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.34 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the sentence that correctly uses articles with countries, regions, continents, cities, languages, and nationalities?

Articles with Body Parts and Possession: Which option best follows French conventions for body parts, clothing, reflexive actions, and possession when English would often use a possessive adjective? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.35 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option best follows French conventions for body parts, clothing, reflexive actions, and possession when English would often use a possessive adjective?

Contractions with à and de: Choose the form that correctly combines à or de with definite articles while preserving uncontracted forms before feminine singular and vowel-initial nouns? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.36 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the form that correctly combines à or de with definite articles while preserving uncontracted forms before feminine singular and vowel-initial nouns?

Demonstrative Determiners: Select the noun phrase that correctly uses ce, cet, cette, ces, and -ci/-là to indicate gender, number, proximity, or contrast? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.37 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the noun phrase that correctly uses ce, cet, cette, ces, and -ci/-là to indicate gender, number, proximity, or contrast?

Possessive Determiners: Which option correctly selects mon, ma, mes, ton, ta, tes, son, sa, ses, notre, votre, or leur according to the possessed noun and intended possessor? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.38 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly selects mon, ma, mes, ton, ta, tes, son, sa, ses, notre, votre, or leur according to the possessed noun and intended possessor?

Indefinite Determiners: Choose the sentence that correctly uses tout, chaque, plusieurs, certain, quelque, n'importe quel, and related determiners with appropriate agreement and meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.39 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly uses tout, chaque, plusieurs, certain, quelque, n'importe quel, and related determiners with appropriate agreement and meaning?

Quantifiers and Expressions of Amount: Which expression best communicates an exact, approximate, increasing, decreasing, sufficient, excessive, or limited quantity in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.40 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which expression best communicates an exact, approximate, increasing, decreasing, sufficient, excessive, or limited quantity in context?

Identifying and Classifying with c'est and il est: Select the construction that correctly distinguishes c'est/ce sont from il est/elle est when identifying, classifying, describing, or naming people and things? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.41 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the construction that correctly distinguishes c'est/ce sont from il est/elle est when identifying, classifying, describing, or naming people and things?

Adjective Agreement: Choose the adjective form that correctly agrees in gender and number, including irregular feminine forms, plural forms, and adjectives describing multiple nouns? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.42 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the adjective form that correctly agrees in gender and number, including irregular feminine forms, plural forms, and adjectives describing multiple nouns?

Adjective Position and Meaning Changes: Which sentence places the adjective correctly and preserves the intended literal or figurative meaning for adjectives whose meaning changes by position? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.43 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which sentence places the adjective correctly and preserves the intended literal or figurative meaning for adjectives whose meaning changes by position?

Irregular and Special Adjective Forms: Select the correct form of beau, nouveau, vieux, fou, mou, doux, frais, public, grec, blanc, or another adjective with an irregular pattern? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.44 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct form of beau, nouveau, vieux, fou, mou, doux, frais, public, grec, blanc, or another adjective with an irregular pattern?

Color, Compound, and Invariable Adjectives: Which option correctly applies agreement rules to simple colors, compound colors, colors derived from nouns, compound adjectives, and invariable modifiers? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.45 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly applies agreement rules to simple colors, compound colors, colors derived from nouns, compound adjectives, and invariable modifiers?

Comparative Structures: Choose the sentence that correctly compares qualities, quantities, nouns, or actions using plus, moins, aussi, autant, meilleur, mieux, pire, or moindre? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.46 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly compares qualities, quantities, nouns, or actions using plus, moins, aussi, autant, meilleur, mieux, pire, or moindre?

Superlative Structures: Which option correctly expresses relative or absolute superlatives and places the article, adjective, adverb, or de phrase appropriately? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.47 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly expresses relative or absolute superlatives and places the article, adjective, adverb, or de phrase appropriately?

Adverb Formation, Placement, and Scope: Select the sentence that correctly forms an adverb, places it with a simple or compound verb, and makes clear which word or idea it modifies? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.48 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the sentence that correctly forms an adverb, places it with a simple or compound verb, and makes clear which word or idea it modifies?

Subject and Stressed Pronouns: Choose the subject or stressed pronoun that correctly expresses grammatical subject, emphasis, comparison, prepositional object, coordination, or a verbless response? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.49 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the subject or stressed pronoun that correctly expresses grammatical subject, emphasis, comparison, prepositional object, coordination, or a verbless response?

The Pronoun y: Choose the sentence that correctly uses y to replace a place or an à + thing phrase without replacing a person in contexts where a stressed pronoun is required? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.52 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly uses y to replace a place or an à + thing phrase without replacing a person in contexts where a stressed pronoun is required?

The Pronoun en: Select the sentence that correctly uses en to replace de + noun, a partitive phrase, an indefinite quantity, or a number while retaining needed quantity words? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.53 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the sentence that correctly uses en to replace de + noun, a partitive phrase, an indefinite quantity, or a number while retaining needed quantity words?

Double Object Pronoun Order: Which sequence correctly orders me, te, se, nous, vous, le, la, les, lui, leur, y, and en before a conjugated verb or infinitive? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.54 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which sequence correctly orders me, te, se, nous, vous, le, la, les, lui, leur, y, and en before a conjugated verb or infinitive?

Pronouns with Infinitives and Imperatives: Select the sentence that correctly places and orders pronouns with an infinitive, affirmative command, or negative command, including moi/toi changes? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.56 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the sentence that correctly places and orders pronouns with an infinitive, affirmative command, or negative command, including moi/toi changes?

Reflexive and Reciprocal Pronouns: Which option best distinguishes reflexive, reciprocal, idiomatic pronominal, and passive-like uses of se in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.57 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option best distinguishes reflexive, reciprocal, idiomatic pronominal, and passive-like uses of se in context?

Possessive Pronouns: Select the possessive pronoun that correctly agrees with the possessed item and conveys the intended owner in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.59 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the possessive pronoun that correctly agrees with the possessed item and conveys the intended owner in context?

Indefinite Pronouns: Which option correctly uses quelqu'un, quelque chose, personne, rien, chacun, certains, plusieurs, tout, aucun, or on with the intended meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.60 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses quelqu'un, quelque chose, personne, rien, chacun, certains, plusieurs, tout, aucun, or on with the intended meaning?

Relative Pronouns qui, que, où, and dont: Choose the relative pronoun that correctly reflects its grammatical function and antecedent in a sentence combining two ideas? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.61 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the relative pronoun that correctly reflects its grammatical function and antecedent in a sentence combining two ideas?

Compound Relative Pronouns: Select the correct form of lequel, auquel, duquel, and their gender-number variants after a preposition or prepositional phrase? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.62 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct form of lequel, auquel, duquel, and their gender-number variants after a preposition or prepositional phrase?

Ce qui, ce que, ce dont, and ce à quoi: Which construction correctly introduces a relative clause with no expressed noun antecedent and matches the verb or preposition that follows? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.63 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which construction correctly introduces a relative clause with no expressed noun antecedent and matches the verb or preposition that follows?

Interrogative Pronouns and Question Words: Choose the interrogative form that correctly asks about a person, thing, choice, possession, quantity, cause, manner, place, or time? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.64 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the interrogative form that correctly asks about a person, thing, choice, possession, quantity, cause, manner, place, or time?

Pronoun Reference and Ambiguity: Which revision best removes an unclear or misleading pronoun reference while preserving cohesion and avoiding unnecessary repetition? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.65 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which revision best removes an unclear or misleading pronoun reference while preserving cohesion and avoiding unnecessary repetition?

Cohesive Reference Across Paragraphs: Select the pronoun, demonstrative, synonym, or repeated key term that best links ideas across sentences and paragraphs without obscuring the referent? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.66 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the pronoun, demonstrative, synonym, or repeated key term that best links ideas across sentences and paragraphs without obscuring the referent?

Present Tense of Regular Verbs: Choose the correctly conjugated -er, -ir, or -re verb that agrees with its subject and conveys a current action, habit, general truth, or scheduled event. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.67 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the correctly conjugated -er, -ir, or -re verb that agrees with its subject and conveys a current action, habit, general truth, or scheduled event?

Present Tense of High-Frequency Irregular Verbs: Select the correct present form of être, avoir, aller, faire, venir, prendre, mettre, devoir, pouvoir, vouloir, savoir, connaître, croire, lire, dire, or another common irregular verb? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.68 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct present form of être, avoir, aller, faire, venir, prendre, mettre, devoir, pouvoir, vouloir, savoir, connaître, croire, lire, dire, or another common irregular verb?

Present Tense of Pronominal Verbs: Choose the sentence that correctly conjugates a reflexive, reciprocal, or idiomatic pronominal verb and places the reflexive pronoun appropriately? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.70 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly conjugates a reflexive, reciprocal, or idiomatic pronominal verb and places the reflexive pronoun appropriately?

Verb-Plus-Infinitive and Preposition Patterns: Select the construction that correctly uses no preposition, à, or de between a conjugated verb and an infinitive? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.71 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the construction that correctly uses no preposition, à, or de between a conjugated verb and an infinitive?

Progressive Aspect with être en train de: Which option best uses or avoids être en train de to emphasize an action in progress without overusing the construction where the simple present is more natural? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.72 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option best uses or avoids être en train de to emphasize an action in progress without overusing the construction where the simple present is more natural?

Recent Past with venir de: Choose the form that correctly expresses an action that has just occurred, including appropriate tense shifts in past narration? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.73 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the form that correctly expresses an action that has just occurred, including appropriate tense shifts in past narration?

Passé Composé with avoir: Select the correct auxiliary and past participle for a completed event, including common irregular past participles and negative placement? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.74 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct auxiliary and past participle for a completed event, including common irregular past participles and negative placement?

Passé Composé with être: Which option correctly uses être with movement, change-of-state, and pronominal verbs and applies subject agreement where required? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.75 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses être with movement, change-of-state, and pronominal verbs and applies subject agreement where required?

Past-Participle Agreement with Direct Objects: Choose the sentence that correctly applies or avoids past-participle agreement with a preceding direct object, including pronominal-verb exceptions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.76 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly applies or avoids past-participle agreement with a preceding direct object, including pronominal-verb exceptions?

Imparfait Formation and Core Uses: Select the correct imparfait form and use for background, habitual actions, ongoing states, descriptions, age, time, weather, or interrupted action? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.77 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct imparfait form and use for background, habitual actions, ongoing states, descriptions, age, time, weather, or interrupted action?

Plus-Que-Parfait: Choose the form that correctly marks an event completed before another past event and selects the appropriate auxiliary and agreement? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.79 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the form that correctly marks an event completed before another past event and selects the appropriate auxiliary and agreement?

Sequencing Events in Past Narration: Select the tense-and-transition combination that best establishes background, prior events, completed actions, simultaneity, interruption, and aftermath in a coherent narrative? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.81 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the tense-and-transition combination that best establishes background, prior events, completed actions, simultaneity, interruption, and aftermath in a coherent narrative?

Present Tense for Future and Historical Narration: Which option appropriately uses the present for a scheduled future event or vivid historical narration without creating an unintended time reference? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.83 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option appropriately uses the present for a scheduled future event or vivid historical narration without creating an unintended time reference?

Futur Simple Formation and Use: Select the correct future stem and ending for regular, spelling-changing, and irregular verbs used for predictions, promises, plans, or formal future statements. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.84 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B.

Futur Antérieur: Choose the form that correctly expresses an action that will be completed before another future point or a conjecture about a completed event? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.85 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the form that correctly expresses an action that will be completed before another future point or a conjecture about a completed event?

Future Tense in Time Clauses: Which sentence correctly uses a future tense after quand, lorsque, dès que, aussitôt que, or tant que when English may use the present? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.86 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which sentence correctly uses a future tense after quand, lorsque, dès que, aussitôt que, or tant que when English may use the present?

Conditionnel Présent: Select the correct form and use for polite requests, hypothetical results, advice, reported future-in-the-past, or softened claims? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.87 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the correct form and use for polite requests, hypothetical results, advice, reported future-in-the-past, or softened claims?

Future versus Conditional Forms: Which option correctly distinguishes future and conditional endings, pronunciation, meaning, and sequence-of-tense context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.89 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly distinguishes future and conditional endings, pronunciation, meaning, and sequence-of-tense context?

Si Clauses: Present and Future: Select the sentence that correctly combines si + present with present, future, or imperative to express a real or likely condition? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.90 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the sentence that correctly combines si + present with present, future, or imperative to express a real or likely condition?

Si Clauses: Imparfait and Conditional: Choose the sentence that correctly combines si + imparfait with the present conditional to express a hypothetical present or future condition? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.91 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly combines si + imparfait with the present conditional to express a hypothetical present or future condition?

Si Clauses: Plus-Que-Parfait and Past Conditional: Which option correctly combines si + plus-que-parfait with the past conditional to express a contrary-to-fact past condition and result? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.92 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly combines si + plus-que-parfait with the past conditional to express a contrary-to-fact past condition and result?

Negative Imperative and Pronoun Placement: Choose the command that correctly places negation and object pronouns and uses the appropriate pronoun order and forms? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.94 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the command that correctly places negation and object pronouns and uses the appropriate pronoun order and forms?

Present Participle: Which form correctly creates and uses a present participle as a verbal adjective-like modifier or simultaneous action while maintaining an explicit subject relationship? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.95 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which form correctly creates and uses a present participle as a verbal adjective-like modifier or simultaneous action while maintaining an explicit subject relationship?

Gerund with en + Present Participle: Select the construction that correctly expresses simultaneity, manner, means, condition, or contrast with en + present participle and the same logical subject? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.96 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the construction that correctly expresses simultaneity, manner, means, condition, or contrast with en + present participle and the same logical subject?

Alternatives to the Passive: Select the most natural French construction using on, a pronominal verb, se faire, or an active sentence instead of an awkward passive? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.99 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the most natural French construction using on, a pronominal verb, se faire, or an active sentence instead of an awkward passive?

Causative faire + Infinitive: Choose the sentence that correctly uses faire + infinitive to indicate arranging, causing, or having an action done and places object pronouns appropriately? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.100 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly uses faire + infinitive to indicate arranging, causing, or having an action done and places object pronouns appropriately?

Subjunctive after Necessity and Volition: Choose the mood that correctly follows expressions of necessity, obligation, desire, preference, command, permission, or prohibition? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.102 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the mood that correctly follows expressions of necessity, obligation, desire, preference, command, permission, or prohibition?

Subjunctive after Emotion and Judgment: Which option correctly uses the subjunctive after expressions of emotion, evaluation, surprise, regret, fear, satisfaction, or subjective judgment? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.103 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses the subjunctive after expressions of emotion, evaluation, surprise, regret, fear, satisfaction, or subjective judgment?

Subjunctive after Doubt and Uncertainty: Select the mood that best matches doubt, possibility, uncertainty, negative opinion, or an interrogative expression of belief? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.104 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the mood that best matches doubt, possibility, uncertainty, negative opinion, or an interrogative expression of belief?

Subjunctive after Conjunctions: Choose the form that correctly follows conjunctions such as pour que, afin que, bien que, quoique, avant que, sans que, à condition que, and jusqu'à ce que? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.105 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the form that correctly follows conjunctions such as pour que, afin que, bien que, quoique, avant que, sans que, à condition que, and jusqu'à ce que?

Indicative versus Subjunctive after Opinion and Certainty: Which mood choice best reflects whether the speaker presents information as certain, probable, asserted, doubted, denied, or desired? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.106 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which mood choice best reflects whether the speaker presents information as certain, probable, asserted, doubted, denied, or desired?

Subjunctive in Relative Clauses: Select the mood that correctly follows a relative clause referring to an indefinite, nonexistent, desired, unique, or superlative antecedent? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.107 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the mood that correctly follows a relative clause referring to an indefinite, nonexistent, desired, unique, or superlative antecedent?

Past Subjunctive: Choose the correct auxiliary, participle, and agreement in the past subjunctive to express a prior action within a subjunctive context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.108 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the correct auxiliary, participle, and agreement in the past subjunctive to express a prior action within a subjunctive context?

Modal Verbs and Degrees of Certainty or Obligation: Select the verb or expression that best conveys ability, permission, probability, necessity, recommendation, intention, or moral obligation at the intended strength? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.110 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the verb or expression that best conveys ability, permission, probability, necessity, recommendation, intention, or moral obligation at the intended strength?

Impersonal and Identifying Structures: Choose the construction that correctly uses il est, c'est, il y a, il faut, il s'agit de, voici, voilà, or on to present or evaluate information? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.111 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the construction that correctly uses il est, c'est, il y a, il faut, il s'agit de, voici, voilà, or on to present or evaluate information?

Prepositions of Place, Time, and Duration: Select the preposition or expression that correctly communicates location, destination, origin, starting point, duration, deadline, frequency, or elapsed time? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.112 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the preposition or expression that correctly communicates location, destination, origin, starting point, duration, deadline, frequency, or elapsed time?

Expanded Negation: Choose the sentence that correctly uses ne...plus, ne...jamais, ne...rien, ne...personne, ne...aucun, ne...ni...ni, or related negative structures and word order? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.113 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the sentence that correctly uses ne...plus, ne...jamais, ne...rien, ne...personne, ne...aucun, ne...ni...ni, or related negative structures and word order?

Restriction with ne...que: Which option correctly uses ne...que to mean only and distinguishes restriction from true negation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.114 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses ne...que to mean only and distinguishes restriction from true negation?

Formal and Literary Uses of ne: Identify the sentence in which ne is expletive or appears without pas in elevated usage, and interpret the meaning without treating it as ordinary negation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.115 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Identify the sentence in which ne is expletive or appears without pas in elevated usage, and interpret the meaning without treating it as ordinary negation?

Question Formation: Choose the question that correctly uses intonation, est-ce que, inversion, a question word, or a formal complex inversion for the intended context. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.116 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the question that correctly uses intonation, est-ce que, inversion, a question word, or a formal complex inversion for the intended context?

Embedded and Indirect Questions: Select the word order and introductory phrase that correctly transforms a direct question into an indirect question or reported inquiry? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.117 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the word order and introductory phrase that correctly transforms a direct question into an indirect question or reported inquiry?

Emphasis and Dislocation: Which option correctly uses c'est...qui/que, ce qui/que...c'est, left dislocation, right dislocation, or stressed pronouns to emphasize information? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.118 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which option correctly uses c'est...qui/que, ce qui/que...c'est, left dislocation, right dislocation, or stressed pronouns to emphasize information?

Coordination and Parallel Structure: Choose the revision that correctly coordinates equivalent words, phrases, clauses, tenses, and preposition patterns for clear parallelism? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.119 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the revision that correctly coordinates equivalent words, phrases, clauses, tenses, and preposition patterns for clear parallelism?

Cause and Consequence: Select the connector or clause structure that best expresses cause, justification, result, degree, or logical consequence in the intended register? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.120 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the connector or clause structure that best expresses cause, justification, result, degree, or logical consequence in the intended register?

Concession and Opposition: Which transition or clause best expresses contrast, concession, unexpected result, limitation, or balanced opposition using the appropriate mood? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.121 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which transition or clause best expresses contrast, concession, unexpected result, limitation, or balanced opposition using the appropriate mood?

Purpose and Intended Result: Choose the construction that correctly expresses purpose with pour, afin de, de peur de, pour que, afin que, or de peur que according to subject relationship? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.122 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Choose the construction that correctly expresses purpose with pour, afin de, de peur de, pour que, afin que, or de peur que according to subject relationship?

Reported Speech and Sequence of Tenses: Select the revision that correctly shifts pronouns, time expressions, verb tenses, commands, and questions when reporting speech from a past viewpoint? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.123 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Select the revision that correctly shifts pronouns, time expressions, verb tenses, commands, and questions when reporting speech from a past viewpoint?

Sentence Combining and Syntactic Editing: Which revision best combines short ideas into accurate, varied complex sentences while correcting fragments, run-ons, misplaced modifiers, and faulty agreement? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.124 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 4.1; Can-Do 2026 IP/PR IH-AL; CEFR B1+/B2 LC; APF 2.A-2.B. Curriculum skill description: Which revision best combines short ideas into accurate, varied complex sentences while correcting fragments, run-ons, misplaced modifiers, and faulty agreement?

Prefixes, Suffixes, and Roots: Which inferred meaning best follows from common French and Greco-Latin prefixes, suffixes, roots, and part-of-speech patterns? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.126 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which inferred meaning best follows from common French and Greco-Latin prefixes, suffixes, roots, and part-of-speech patterns?

Derivational Word Families: Select the noun, verb, adjective, or adverb form that correctly completes a sentence and belongs to the intended lexical family? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.127 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the noun, verb, adjective, or adverb form that correctly completes a sentence and belongs to the intended lexical family?

Collocations and Lexical Bundles: Choose the word combination that sounds natural in French for the context, including common verb-noun, adjective-noun, preposition, and discourse combinations? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.128 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Choose the word combination that sounds natural in French for the context, including common verb-noun, adjective-noun, preposition, and discourse combinations?

Synonyms and Degrees of Meaning: Which word best replaces a general term with a more precise synonym while preserving denotation, connotation, intensity, and register? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.129 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which word best replaces a general term with a more precise synonym while preserving denotation, connotation, intensity, and register?

Antonyms and Contrastive Vocabulary: Select the antonym or contrast phrase that most accurately creates the intended semantic opposition in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.130 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the antonym or contrast phrase that most accurately creates the intended semantic opposition in context?

Polysemy and Context-Dependent Meaning: Which meaning of a multi-meaning word or expression is best supported by the surrounding syntax, topic, and discourse context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.131 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which meaning of a multi-meaning word or expression is best supported by the surrounding syntax, topic, and discourse context?

Proverbs and Culturally Embedded Sayings: Which explanation best captures the figurative meaning, cultural use, and closest functional equivalent of a French proverb or saying? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.133 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which explanation best captures the figurative meaning, cultural use, and closest functional equivalent of a French proverb or saying?

Informal, Neutral, and Formal Register: Select the word, expression, or sentence that best matches an informal conversation, neutral public message, academic text, or formal professional exchange? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.134 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the word, expression, or sentence that best matches an informal conversation, neutral public message, academic text, or formal professional exchange?

Tu, Vous, and Forms of Address: Which option best reflects relationship, age, institutional role, social distance, and changing norms when choosing tu, vous, titles, or first names? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.135 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1-2.2, 4.2, 5.1; Can-Do 2026 IC/IP IH-AL; CEFR B1+/B2 SOC, PC; APF 2.A-2.C, 3.A. Curriculum skill description: Which option best reflects relationship, age, institutional role, social distance, and changing norms when choosing tu, vous, titles, or first names?

Slang, Verlan, and Youth Language Recognition: Choose the standard or contextual meaning of a common informal, slang, or verlan expression while recognizing when it would be inappropriate to produce? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.136 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Choose the standard or contextual meaning of a common informal, slang, or verlan expression while recognizing when it would be inappropriate to produce?

Anglicisms and Borrowed Words: Which option best distinguishes accepted borrowings, regionally preferred alternatives, false anglicisms, and unnecessary calques in contemporary French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.137 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which option best distinguishes accepted borrowings, regionally preferred alternatives, false anglicisms, and unnecessary calques in contemporary French?

Academic and Organizational Transitions: Select the transition that best signals addition, sequence, example, clarification, contrast, concession, cause, consequence, summary, or conclusion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.138 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the transition that best signals addition, sequence, example, clarification, contrast, concession, cause, consequence, summary, or conclusion?

Argumentation Vocabulary: Choose the phrase that best introduces a claim, evidence, qualification, counterargument, rebuttal, implication, or recommendation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.139 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Choose the phrase that best introduces a claim, evidence, qualification, counterargument, rebuttal, implication, or recommendation?

Stance, Hedging, and Intensification: Which expression best communicates certainty, probability, doubt, emotional stance, politeness, caution, emphasis, or limitation at the intended strength? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.140 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which expression best communicates certainty, probability, doubt, emotional stance, politeness, caution, emphasis, or limitation at the intended strength?

Precision Verbs: Select the precise verb that best replaces an overgeneral use of faire, avoir, être, mettre, or dire in an academic, narrative, or professional context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.141 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Select the precise verb that best replaces an overgeneral use of faire, avoir, être, mettre, or dire in an academic, narrative, or professional context?

Independent Vocabulary Acquisition: Which strategy best uses context, word families, monolingual dictionaries, usage examples, corpora, and spaced review to learn and verify a new word? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.142 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 4.1; Can-Do 2026 INT/IP/PR IH-AL; CEFR B1+/B2 lexical range, SOC; APF 1.B-1.C, 2.A-2.C. Curriculum skill description: Which strategy best uses context, word families, monolingual dictionaries, usage examples, corpora, and spaced review to learn and verify a new word?

Identifying the Main Idea: Which statement best expresses the central idea of an authentic article, essay, letter, web page, advertisement, literary passage, or public document? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.143 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which statement best expresses the central idea of an authentic article, essay, letter, web page, advertisement, literary passage, or public document?

Reconstructing Sequence and Chronology: Choose the order that correctly reconstructs events, steps, developments, or arguments using temporal expressions and verb tenses? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.145 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Choose the order that correctly reconstructs events, steps, developments, or arguments using temporal expressions and verb tenses?

Determining Author Purpose: Which option best identifies whether the author intends to inform, explain, narrate, entertain, persuade, criticize, commemorate, instruct, or provoke reflection? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.146 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which option best identifies whether the author intends to inform, explain, narrate, entertain, persuade, criticize, commemorate, instruct, or provoke reflection?

Identifying Audience and Genre: Select the intended audience and text genre that best match the vocabulary, format, source, tone, and communicative conventions. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.147 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Select the intended audience and text genre that best match the vocabulary, format, source, tone, and communicative conventions?

Interpreting Tone and Attitude: Which description best captures the author's tone or attitude using evidence from diction, syntax, punctuation, imagery, and rhetorical choices? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.148 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which description best captures the author's tone or attitude using evidence from diction, syntax, punctuation, imagery, and rhetorical choices?

Identifying Point of View and Perspective: Choose the interpretation that best distinguishes narrator or author viewpoint from the perspectives of quoted speakers, groups, or cultural communities? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.149 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 2.1-2.2, 3.2, 4.2; Can-Do 2026 INT/IC IH-AL; CEFR B1+/B2 R, PC; APF 1.A-1.C, 3.A. Curriculum skill description: Choose the interpretation that best distinguishes narrator or author viewpoint from the perspectives of quoted speakers, groups, or cultural communities?

Making Logical Inferences: Which conclusion is most strongly supported by explicit details, implied relationships, background knowledge, and the absence of contradictory evidence? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.150 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which conclusion is most strongly supported by explicit details, implied relationships, background knowledge, and the absence of contradictory evidence?

Tracking Reference and Cohesion: Which antecedent or linking relationship best explains a pronoun, demonstrative, synonym, ellipsis, or transition in a complex passage? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.152 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which antecedent or linking relationship best explains a pronoun, demonstrative, synonym, ellipsis, or transition in a complex passage?

Recognizing Text Organization: Choose the organizational pattern that best describes the passage, such as chronology, description, comparison, cause-effect, problem-solution, or claim-evidence? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.153 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Choose the organizational pattern that best describes the passage, such as chronology, description, comparison, cause-effect, problem-solution, or claim-evidence?

Analyzing Cause, Comparison, and Problem-Solution: Which relationship among ideas is best supported by connectors, paragraph structure, examples, and stated or implied outcomes? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.154 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which relationship among ideas is best supported by connectors, paragraph structure, examples, and stated or implied outcomes?

Distinguishing Fact, Opinion, and Claim: Select the statement that is verifiable fact, personal judgment, interpretive claim, recommendation, prediction, or value assertion in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.155 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Select the statement that is verifiable fact, personal judgment, interpretive claim, recommendation, prediction, or value assertion in context?

Evaluating Evidence and Reasoning: Which piece of evidence most directly supports a claim, and which explanation best connects that evidence to the author's reasoning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.156 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which piece of evidence most directly supports a claim, and which explanation best connects that evidence to the author's reasoning?

Detecting Bias and Assessing Credibility: Choose the evaluation that best considers source authority, evidence quality, omissions, loaded language, conflicts of interest, and corroboration? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.157 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Choose the evaluation that best considers source authority, evidence quality, omissions, loaded language, conflicts of interest, and corroboration?

Recognizing Rhetorical Devices: Identify the rhetorical question, repetition, parallelism, analogy, irony, appeal, understatement, exaggeration, or other device and its likely effect? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.158 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Identify the rhetorical question, repetition, parallelism, analogy, irony, appeal, understatement, exaggeration, or other device and its likely effect?

Interpreting Figurative Language: Which interpretation best explains a metaphor, simile, symbol, personification, idiom, or culturally specific allusion without relying on literal translation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.159 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 2.1-2.2, 3.2, 4.2; Can-Do 2026 INT/IC IH-AL; CEFR B1+/B2 R, PC; APF 1.A-1.C, 3.A. Curriculum skill description: Which interpretation best explains a metaphor, simile, symbol, personification, idiom, or culturally specific allusion without relying on literal translation?

Reading Literary Narratives: Select the interpretation that best integrates plot, character motivation, setting, narrator, time frame, conflict, and theme in a fictional passage? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.160 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 2.1-2.2, 3.2, 4.2; Can-Do 2026 INT/IC IH-AL; CEFR B1+/B2 R, PC; APF 1.A-1.C, 3.A. Curriculum skill description: Select the interpretation that best integrates plot, character motivation, setting, narrator, time frame, conflict, and theme in a fictional passage?

Reading Informational and Argumentative Articles: Which summary or analysis best captures the article's issue, main claim, supporting points, evidence, counterpositions, and conclusion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.161 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which summary or analysis best captures the article's issue, main claim, supporting points, evidence, counterpositions, and conclusion?

Reading Functional and Public Texts: Choose the action or interpretation that correctly follows instructions, rules, forms, schedules, menus, notices, policies, maps, or public-service information? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.162 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Choose the action or interpretation that correctly follows instructions, rules, forms, schedules, menus, notices, policies, maps, or public-service information?

Interpreting Charts, Graphs, Maps, and Infographics: Which conclusion is best supported by labels, legends, scales, trends, comparisons, proportions, and the relationship between visual and written information? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.163 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Which conclusion is best supported by labels, legends, scales, trends, comparisons, proportions, and the relationship between visual and written information?

Synthesizing Multiple Written or Visual Sources: Select the conclusion that accurately combines agreements, differences, complementary evidence, and source limitations across two or more texts or visuals? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.164 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2, 4.1; Can-Do 2026 INT IH-AL; CEFR B1+/B2 R; APF 1.A-1.C. Curriculum skill description: Select the conclusion that accurately combines agreements, differences, complementary evidence, and source limitations across two or more texts or visuals?

Listening for Gist: Which statement best captures the overall topic and central message of an authentic conversation, announcement, interview, report, podcast, or presentation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.165 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which statement best captures the overall topic and central message of an authentic conversation, announcement, interview, report, podcast, or presentation?

Listening for Key Details: Select the answer supported by specific names, places, times, causes, examples, opinions, quantities, or instructions in the audio? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.166 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Select the answer supported by specific names, places, times, causes, examples, opinions, quantities, or instructions in the audio?

Reconstructing Spoken Sequence: Choose the order that correctly represents narrated events, procedural steps, argument development, or changes in speaker focus? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.167 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Choose the order that correctly represents narrated events, procedural steps, argument development, or changes in speaker focus?

Determining Speaker Purpose: Which option best identifies whether the speaker intends to inform, request, explain, persuade, criticize, entertain, reassure, warn, or invite? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.168 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which option best identifies whether the speaker intends to inform, request, explain, persuade, criticize, entertain, reassure, warn, or invite?

Interpreting Tone and Emotion: Select the emotion or attitude best conveyed by intonation, pace, volume, word choice, hesitation, laughter, and contextual cues? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.169 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Select the emotion or attitude best conveyed by intonation, pace, volume, word choice, hesitation, laughter, and contextual cues?

Inferring Relationship and Register: Which relationship between speakers and level of formality is best supported by pronouns, titles, turn-taking, politeness, and shared knowledge? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.170 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which relationship between speakers and level of formality is best supported by pronouns, titles, turn-taking, politeness, and shared knowledge?

Making Inferences from Spoken Language: Choose the conclusion most strongly supported by what speakers state, imply, omit, correct, or presuppose? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.171 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Choose the conclusion most strongly supported by what speakers state, imply, omit, correct, or presuppose?

Inferring Unfamiliar Words in Audio: Which meaning best fits the sound sequence, grammatical position, surrounding examples, speaker reaction, and broader topic? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.172 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which meaning best fits the sound sequence, grammatical position, surrounding examples, speaker reaction, and broader topic?

Understanding Connected Speech: Select the written phrase that best matches audio containing liaison, enchaînement, elision, reduced schwa, rapid rhythm, or resyllabification. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.173 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Select the written phrase that best matches audio containing liaison, enchaînement, elision, reduced schwa, rapid rhythm, or resyllabification.

Recognizing Numbers, Dates, Names, and Spelled Information: Choose the accurately transcribed number, date, price, address, proper name, acronym, or letter sequence from spoken French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.174 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Choose the accurately transcribed number, date, price, address, proper name, acronym, or letter sequence from spoken French?

Following Announcements and Instructions: Which action or sequence best follows an announcement, safety message, route description, recipe, tutorial, or institutional instruction? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.175 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which action or sequence best follows an announcement, safety message, route description, recipe, tutorial, or institutional instruction?

Understanding Conversations and Interviews: Select the interpretation that best tracks speakers' positions, reasons, experiences, reactions, agreements, disagreements, and shifts in topic? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.176 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Select the interpretation that best tracks speakers' positions, reasons, experiences, reactions, agreements, disagreements, and shifts in topic?

Understanding News Reports and Podcasts: Which summary best identifies the event or issue, participants, context, evidence, quoted viewpoints, and implications presented? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.177 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which summary best identifies the event or issue, participants, context, evidence, quoted viewpoints, and implications presented?

Understanding Lectures and Presentations: Choose the outline that best reflects the speaker's thesis, major points, examples, transitions, and conclusion in an extended presentation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.178 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Choose the outline that best reflects the speaker's thesis, major points, examples, transitions, and conclusion in an extended presentation?

Interpreting Songs, Poetry, and Audio Drama: Which interpretation best combines literal meaning, voice, repetition, sound, imagery, cultural references, and emotional effect? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.179 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which interpretation best combines literal meaning, voice, repetition, sound, imagery, cultural references, and emotional effect?

Using Audiovisual Cues: Select the interpretation best supported by the interaction of spoken language with facial expression, gesture, setting, captions, editing, and visual evidence? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.180 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Select the interpretation best supported by the interaction of spoken language with facial expression, gesture, setting, captions, editing, and visual evidence?

Note-Taking from Audio: Which set of notes most accurately captures main ideas, supporting details, organization, speaker attribution, and unresolved questions without attempting full transcription? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.181 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Which set of notes most accurately captures main ideas, supporting details, organization, speaker attribution, and unresolved questions without attempting full transcription?

Synthesizing Audio with Text or Data: Choose the conclusion that accurately integrates an audio source with a related article, chart, image, or infographic and resolves apparent differences? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.182 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2, 3.2; Can-Do 2026 INT IH-AL; CEFR B1+/B2 L; APF 1.A-1.C. Curriculum skill description: Choose the conclusion that accurately integrates an audio source with a related article, chart, image, or infographic and resolves apparent differences?

Initiating, Sustaining, and Closing Conversations: Which response best opens an exchange, develops the topic through connected turns, and closes appropriately for the relationship and setting? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.183 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which response best opens an exchange, develops the topic through connected turns, and closes appropriately for the relationship and setting?

Asking and Answering Follow-Up Questions: Select the follow-up question or response that most effectively deepens information, clarifies a point, or encourages elaboration? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.184 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the follow-up question or response that most effectively deepens information, clarifies a point, or encourages elaboration?

Clarifying and Confirming Meaning: Choose the phrase that best requests repetition or rephrasing, checks a detail, confirms interpretation, or repairs a misunderstanding? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.185 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Choose the phrase that best requests repetition or rephrasing, checks a detail, confirms interpretation, or repairs a misunderstanding?

Expressing Preferences and Reactions: Which response best states and explains a preference, emotional reaction, approval, concern, surprise, or reservation with appropriate nuance? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.186 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which response best states and explains a preference, emotional reaction, approval, concern, surprise, or reservation with appropriate nuance?

Narrating Past Experiences: Select the response that most clearly recounts connected past events with background, sequence, complication, and outcome? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.187 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the response that most clearly recounts connected past events with background, sequence, complication, and outcome?

Discussing Present Conditions and Future Plans: Which reply best describes current circumstances and develops future intentions, predictions, possibilities, or contingency plans? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.188 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which reply best describes current circumstances and develops future intentions, predictions, possibilities, or contingency plans?

Comparing Alternatives: Choose the response that most effectively compares options by criteria, weighs advantages and disadvantages, and reaches or postpones a decision? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.189 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Choose the response that most effectively compares options by criteria, weighs advantages and disadvantages, and reaches or postpones a decision?

Explaining Causes and Consequences: Select the explanation that best connects reasons, contributing factors, immediate results, longer-term effects, and uncertainty? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.190 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the explanation that best connects reasons, contributing factors, immediate results, longer-term effects, and uncertainty?

Expressing and Supporting Opinions: Which response best states a clear viewpoint and supports it with relevant reasons, examples, evidence, and appropriate qualifications? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.191 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which response best states a clear viewpoint and supports it with relevant reasons, examples, evidence, and appropriate qualifications?

Agreeing and Disagreeing Diplomatically: Choose the response that acknowledges another perspective, signals partial or full agreement, and disagrees respectfully without weakening the intended position? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.192 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Choose the response that acknowledges another perspective, signals partial or full agreement, and disagrees respectfully without weakening the intended position?

Persuading, Negotiating, and Compromising: Select the contribution that best advances a proposal, responds to objections, offers concessions, and moves participants toward a workable agreement? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.193 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the contribution that best advances a proposal, responds to objections, offers concessions, and moves participants toward a workable agreement?

Communication Repair and Self-Correction: Choose the most effective way to correct a word, tense, reference, or factual detail while keeping the interaction natural and understandable? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.195 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Choose the most effective way to correct a word, tense, reference, or factual detail while keeping the interaction natural and understandable?

Culturally Appropriate Turn-Taking: Which conversational move best respects Francophone expectations for greeting, overlap, interruption, silence, politeness, disagreement, and leave-taking in context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.196 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which conversational move best respects Francophone expectations for greeting, overlap, interruption, silence, politeness, disagreement, and leave-taking in context?

Written Interpersonal Messages: Select the text-message, chat, or social-media response that best matches the relationship, purpose, register, brevity, and expected conventions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.197 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the text-message, chat, or social-media response that best matches the relationship, purpose, register, brevity, and expected conventions?

Responding to Invitations, Requests, and Advice: Choose the response that appropriately accepts, declines, postpones, asks for details, makes a counterproposal, or reacts to advice with an explanation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.198 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Choose the response that appropriately accepts, declines, postpones, asks for details, makes a counterproposal, or reacts to advice with an explanation?

Formal Inquiries, Requests, and Complaints: Which written response best uses an appropriate salutation, context, specific request or concern, supporting details, courteous tone, and closing? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.199 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Which written response best uses an appropriate salutation, context, specific request or concern, supporting details, courteous tone, and closing?

Spontaneous Discussion of Researched Topics: Select the contribution that most effectively introduces relevant information, cites a source informally, responds to peers, and extends discussion of a researched issue? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.200 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1, 2.1, 4.2, 5.1; Can-Do 2026 IP/IC IH-AL; CEFR B1+/B2 SI, WI, SOC; APF 2.A-2.C, 3.A. Curriculum skill description: Select the contribution that most effectively introduces relevant information, cites a source informally, responds to peers, and extends discussion of a researched issue?

Writing for Audience, Purpose, and Genre: Which plan best aligns content, organization, evidence, tone, and conventions with a specific audience, purpose, and written genre? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.201 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which plan best aligns content, organization, evidence, tone, and conventions with a specific audience, purpose, and written genre?

Paragraph Unity and Topic Development: Select the paragraph with a focused controlling idea, relevant supporting sentences, logical development, and an effective concluding or linking sentence? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.202 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the paragraph with a focused controlling idea, relevant supporting sentences, logical development, and an effective concluding or linking sentence?

Introduction, Body, and Conclusion: Which organizational plan best introduces context and purpose, develops ideas in a coherent sequence, and concludes with synthesis or significance? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.203 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which organizational plan best introduces context and purpose, develops ideas in a coherent sequence, and concludes with synthesis or significance?

Chronological Narration: Choose the draft that best narrates connected events using appropriate past time frames, sequencing expressions, descriptive background, and a clear outcome? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.204 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Choose the draft that best narrates connected events using appropriate past time frames, sequencing expressions, descriptive background, and a clear outcome?

Detailed Description: Select the passage that most effectively describes a person, place, object, atmosphere, experience, or process with precise sensory and relational detail? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.205 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the passage that most effectively describes a person, place, object, atmosphere, experience, or process with precise sensory and relational detail?

Expository Explanation and Process Writing: Which response best explains how or why something occurs through clear steps, definitions, examples, causes, and consequences? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.206 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which response best explains how or why something occurs through clear steps, definitions, examples, causes, and consequences?

Comparison and Contrast Writing: Choose the organization and language that best compares two cultures, ideas, texts, systems, or options using balanced criteria and a meaningful conclusion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.207 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Choose the organization and language that best compares two cultures, ideas, texts, systems, or options using balanced criteria and a meaningful conclusion?

Cause-and-Effect Writing: Select the draft that best distinguishes causes, contributing conditions, correlations, immediate effects, long-term consequences, and limits of certainty? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.208 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the draft that best distinguishes causes, contributing conditions, correlations, immediate effects, long-term consequences, and limits of certainty?

Objective Summary: Choose the summary that accurately condenses the source's central idea and essential supporting points without adding opinion, distortion, or minor detail? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.210 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Choose the summary that accurately condenses the source's central idea and essential supporting points without adding opinion, distortion, or minor detail?

Synthesis from Multiple Sources: Select the response that best integrates related and contrasting evidence from several sources into a coherent explanation rather than listing sources separately? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.211 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the response that best integrates related and contrasting evidence from several sources into a coherent explanation rather than listing sources separately?

Thesis and Argument Development: Which thesis is specific, defensible, appropriately qualified, and capable of organizing a sustained argument on a cultural or contemporary issue? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.212 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which thesis is specific, defensible, appropriately qualified, and capable of organizing a sustained argument on a cultural or contemporary issue?

Evidence and Commentary: Choose the paragraph that best introduces relevant evidence, attributes it accurately, explains its significance, and connects it to the claim? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.213 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Choose the paragraph that best introduces relevant evidence, attributes it accurately, explains its significance, and connects it to the claim?

Counterclaim and Rebuttal: Select the response that fairly represents an opposing view, concedes valid points when appropriate, and answers the opposition with evidence and reasoning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.214 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the response that fairly represents an opposing view, concedes valid points when appropriate, and answers the opposition with evidence and reasoning?

Style, Register, and Writer Voice: Choose the revision that best maintains an appropriate level of formality, consistent voice, precise diction, sentence variety, and culturally suitable tone? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.216 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Choose the revision that best maintains an appropriate level of formality, consistent voice, precise diction, sentence variety, and culturally suitable tone?

Editing for Language Control: Select the revision that best corrects errors in tense, mood, agreement, pronouns, word order, articles, prepositions, spelling, and punctuation that affect quality or meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.217 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Select the revision that best corrects errors in tense, mood, agreement, pronouns, word order, articles, prepositions, spelling, and punctuation that affect quality or meaning?

Formal Email, Report, and Essay Conventions: Which document best follows French conventions for headings, salutations, paragraphing, formulas, closings, titles, and professional or academic presentation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.218 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 3.1, 4.1; Can-Do 2026 PR IH-AL; CEFR B1+/B2 WP; APF 2.A-2.D. Curriculum skill description: Which document best follows French conventions for headings, salutations, paragraphing, formulas, closings, titles, and professional or academic presentation?

Organizing Introduction, Development, and Conclusion: Select the outline that best opens with context, develops connected points with transitions, and closes with synthesis, implication, or call to action? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.220 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Select the outline that best opens with context, develops connected points with transitions, and closes with synthesis, implication, or call to action?

Narrating in Connected Paragraphs: Which spoken response best recounts an experience or event through organized past narration, descriptive background, turning point, and outcome? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.221 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Which spoken response best recounts an experience or event through organized past narration, descriptive background, turning point, and outcome?

Describing and Explaining with Detail: Choose the response that most clearly describes a phenomenon, process, place, practice, or perspective and explains how or why it matters? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.222 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Choose the response that most clearly describes a phenomenon, process, place, practice, or perspective and explains how or why it matters?

Cultural Comparison: Select the presentation that best compares products, practices, and perspectives across Francophone and local cultures without stereotyping or reducing differences to lists? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.223 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Select the presentation that best compares products, practices, and perspectives across Francophone and local cultures without stereotyping or reducing differences to lists?

Oral Argument and Supported Viewpoint: Which response best states a position, organizes reasons, uses relevant evidence, addresses an alternative view, and concludes persuasively? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.224 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Which response best states a position, organizes reasons, uses relevant evidence, addresses an alternative view, and concludes persuasively?

Using Evidence from Sources: Choose the spoken response that accurately summarizes, attributes, and connects evidence from texts, audio, images, or data to the presentation's purpose? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.225 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Choose the spoken response that accurately summarizes, attributes, and connects evidence from texts, audio, images, or data to the presentation's purpose?

Pronunciation, Pace, and Intelligibility: Select the delivery that best balances clear sounds, rhythmic grouping, liaison, volume, pace, pauses, and self-correction for an intended audience? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.226 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Select the delivery that best balances clear sounds, rhythmic grouping, liaison, volume, pace, pauses, and self-correction for an intended audience?

Intonation, Emphasis, and Expressiveness: Which delivery choice best uses intonation, stress, phrasing, gesture, and vocal variety to clarify structure and communicate stance or emotion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.227 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Which delivery choice best uses intonation, stress, phrasing, gesture, and vocal variety to clarify structure and communicate stance or emotion?

Visual Aids and Data in Presentations: Choose the slide, image, chart, map, or object use that best supports rather than duplicates speech and is accurately explained in French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.228 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Choose the slide, image, chart, map, or object use that best supports rather than duplicates speech and is accurately explained in French?

Self-Correction and Time Management: Which strategy best repairs a significant error, recovers from hesitation, prioritizes essential content, and completes the presentation within the allotted time? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.230 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.3, 2.1-2.2, 3.1; Can-Do 2026 PR/IC IH-AL; CEFR B1+/B2 SP, SOC; APF 2.A-2.D, 3.A. Curriculum skill description: Which strategy best repairs a significant error, recovers from hesitation, prioritizes essential content, and completes the presentation within the allotted time?

Formulating Researchable Questions: Choose the question that is focused, open to investigation, culturally meaningful, appropriately complex, and answerable with accessible French-language sources? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.231 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Choose the question that is focused, open to investigation, culturally meaningful, appropriately complex, and answerable with accessible French-language sources?

Search Terms and Source Discovery: Select the French keywords, synonyms, filters, and search strategy most likely to locate relevant, varied, and authoritative information? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.232 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Select the French keywords, synonyms, filters, and search strategy most likely to locate relevant, varied, and authoritative information?

Evaluating Source Authority and Relevance: Which evaluation best considers author expertise, publisher, date, evidence, purpose, audience, relevance, and corroboration before using a source? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.233 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Which evaluation best considers author expertise, publisher, date, evidence, purpose, audience, relevance, and corroboration before using a source?

Primary and Secondary Sources: Choose the classification that correctly distinguishes firsthand evidence, original data, creative works, and historical documents from later analysis or commentary? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.234 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Choose the classification that correctly distinguishes firsthand evidence, original data, creative works, and historical documents from later analysis or commentary?

Research Notes, Paraphrase, and Summary: Select the note set that accurately separates source wording from paraphrase, captures essential information, records attribution, and avoids patchwriting? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.235 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Select the note set that accurately separates source wording from paraphrase, captures essential information, records attribution, and avoids patchwriting?

Citation, Attribution, and Academic Integrity: Which use of source material best provides appropriate attribution, distinguishes common knowledge, and avoids plagiarism in a French-language product? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.236 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Which use of source material best provides appropriate attribution, distinguishes common knowledge, and avoids plagiarism in a French-language product?

Integrating Quotations and Paraphrases: Choose the sentence that best introduces, grammatically integrates, cites, and explains a short quotation or paraphrased idea? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.237 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Choose the sentence that best introduces, grammatically integrates, cites, and explains a short quotation or paraphrased idea?

Synthesizing Across Sources: Select the synthesis that organizes evidence by idea, identifies agreement and disagreement, weighs source quality, and develops an original conclusion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.238 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Select the synthesis that organizes evidence by idea, identifies agreement and disagreement, weighs source quality, and develops an original conclusion?

Interpreting Statistics and Data Claims: Which conclusion best distinguishes count, percentage, rate, average, trend, correlation, causation, uncertainty, and scale in a French-language data source? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.239 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Which conclusion best distinguishes count, percentage, rate, average, trend, correlation, causation, uncertainty, and scale in a French-language data source?

Media Bias and Misinformation: Choose the analysis that best identifies framing, omission, emotional manipulation, misleading visuals, unsupported claims, satire, altered media, or unreliable sourcing? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.240 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Choose the analysis that best identifies framing, omission, emotional manipulation, misleading visuals, unsupported claims, satire, altered media, or unreliable sourcing?

Mediating Key Information: Select the French explanation that best relays essential information from a complex source to a specific audience by simplifying, reorganizing, and clarifying without distortion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.241 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Select the French explanation that best relays essential information from a complex source to a specific audience by simplifying, reorganizing, and clarifying without distortion?

Translation and Interpretation Choices: Which rendering best preserves purpose, meaning, tone, cultural reference, and audience effect while recognizing when literal equivalence is impossible? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.242 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 3.1-3.2, 5.1; Can-Do 2026 INT/PR IH-AL; CEFR B1+/B2 R, L, MED, WP/SP; APF 1.C, 2.C-2.D, 3.A. Curriculum skill description: Which rendering best preserves purpose, meaning, tone, cultural reference, and audience effect while recognizing when literal equivalence is impossible?

Plot and Narrative Structure: Select the analysis that best identifies exposition, inciting event, rising action, turning point, climax, resolution, frame narrative, flashback, or nonlinear structure? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.244 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Select the analysis that best identifies exposition, inciting event, rising action, turning point, climax, resolution, frame narrative, flashback, or nonlinear structure?

Characterization and Motivation: Which interpretation best explains a character through actions, dialogue, thoughts, relationships, social pressures, contradictions, and development? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.245 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Which interpretation best explains a character through actions, dialogue, thoughts, relationships, social pressures, contradictions, and development?

Setting and Social Context: Choose the analysis that best explains how place, historical moment, class, institutions, environment, or community shapes conflict and meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.246 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the analysis that best explains how place, historical moment, class, institutions, environment, or community shapes conflict and meaning?

Theme and Central Message: Which thematic statement best expresses a text's broader insight and is supported by patterns, conflicts, outcomes, and meaningful details rather than a single topic word? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.248 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Which thematic statement best expresses a text's broader insight and is supported by patterns, conflicts, outcomes, and meaningful details rather than a single topic word?

Symbolism and Motif: Choose the interpretation that best explains how a recurring object, image, color, place, action, or phrase develops meaning across a work? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.249 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the interpretation that best explains how a recurring object, image, color, place, action, or phrase develops meaning across a work?

Imagery and Figurative Language: Select the analysis that best explains how sensory detail, metaphor, simile, personification, metonymy, or allusion shapes interpretation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.250 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Select the analysis that best explains how sensory detail, metaphor, simile, personification, metonymy, or allusion shapes interpretation?

Tone, Mood, and Style: Which option best distinguishes the creator's attitude, the audience's emotional experience, and stylistic features such as diction, syntax, rhythm, or irony? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.251 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Which option best distinguishes the creator's attitude, the audience's emotional experience, and stylistic features such as diction, syntax, rhythm, or irony?

Poetic Form and Sound: Choose the analysis that best connects lineation, stanza, rhyme, meter, repetition, sound pattern, voice, and imagery to a poem's meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.252 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the analysis that best connects lineation, stanza, rhyme, meter, repetition, sound pattern, voice, and imagery to a poem's meaning?

Drama, Dialogue, and Stage Directions: Select the interpretation that best uses dialogue, silence, staging, dramatic irony, conflict, and performance choices to explain a scene? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.253 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Select the interpretation that best uses dialogue, silence, staging, dramatic irony, conflict, and performance choices to explain a scene?

Film Language and Cinematic Technique: Which analysis best explains how framing, camera movement, lighting, sound, editing, performance, and mise-en-scène influence meaning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.254 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Which analysis best explains how framing, camera movement, lighting, sound, editing, performance, and mise-en-scène influence meaning?

Interpreting Visual Art and Music: Choose the interpretation that best connects form, medium, composition, color, rhythm, lyrics, performance, historical context, and cultural perspective? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.255 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the interpretation that best connects form, medium, composition, color, rhythm, lyrics, performance, historical context, and cultural perspective?

Comparing Adaptations and Media: Select the comparison that best analyzes what changes, remains, or gains meaning when a story moves between print, stage, film, music, or visual art? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.256 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Select the comparison that best analyzes what changes, remains, or gains meaning when a story moves between print, stage, film, music, or visual art?

Historical Context and Intertextuality: Which interpretation best connects a work to its historical conditions, artistic movement, earlier texts, myths, public debates, or cultural memory? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.257 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Which interpretation best connects a work to its historical conditions, artistic movement, earlier texts, myths, public debates, or cultural memory?

Evidence-Based Literary and Artistic Analysis: Choose the claim that is most defensible and supported by precise textual, visual, auditory, or cinematic evidence and clear reasoning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.258 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.2-1.3, 2.2, 3.2, 4.2; Can-Do 2026 INT/PR/IC IH-AL; CEFR B1+/B2 R, L, WP/SP, PC; APF 1.A-1.C, 2.C-2.D, 3.A; U3. Curriculum skill description: Choose the claim that is most defensible and supported by precise textual, visual, auditory, or cinematic evidence and clear reasoning?

Regions of France and Overseas Territories: Select the interpretation that best connects regional geography, identity, economy, language variation, products, and practices in metropolitan and overseas France? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.260 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Select the interpretation that best connects regional geography, identity, economy, language variation, products, and practices in metropolitan and overseas France?

Belgium, Switzerland, and Luxembourg: Which comparison best distinguishes multilingual institutions, regional identities, civic structures, and cultural practices in Francophone areas of these countries? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.261 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Which comparison best distinguishes multilingual institutions, regional identities, civic structures, and cultural practices in Francophone areas of these countries?

Québec and Francophone Canada: Choose the analysis that best connects language policy, identity, Indigenous and immigrant perspectives, history, and contemporary life in Francophone Canada? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.262 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Choose the analysis that best connects language policy, identity, Indigenous and immigrant perspectives, history, and contemporary life in Francophone Canada?

Haiti and the French Caribbean: Select the interpretation that best considers Creole-French relationships, revolution, colonial legacies, migration, arts, environment, and social resilience? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.263 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U3 Art and Creativity, U6 Global Contexts. Curriculum skill description: Select the interpretation that best considers Creole-French relationships, revolution, colonial legacies, migration, arts, environment, and social resilience?

The Maghreb: Which comparison best relates Arabic, Amazigh, and French language use to colonial history, migration, religion, arts, identity, and contemporary society in North Africa? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.264 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Which comparison best relates Arabic, Amazigh, and French language use to colonial history, migration, religion, arts, identity, and contemporary society in North Africa?

West and Central Africa: Choose the analysis that best explains linguistic diversity, education, urbanization, youth culture, political history, economic life, and local uses of French. Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.265 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U2 Language and Culture, U5 Contemporary Life, U6 Global Contexts. Curriculum skill description: Choose the analysis that best explains linguistic diversity, education, urbanization, youth culture, political history, economic life, and local uses of French?

Indian Ocean and Pacific Francophone Communities: Select the comparison that best connects island geography, Indigenous cultures, colonial history, multilingualism, biodiversity, and contemporary identity? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.266 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Select the comparison that best connects island geography, Indigenous cultures, colonial history, multilingualism, biodiversity, and contemporary identity?

La Francophonie and Language Policy: Which explanation best distinguishes cultural-linguistic Francophonie from institutions, national language policies, education choices, diplomacy, and debates over French? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.267 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Which explanation best distinguishes cultural-linguistic Francophonie from institutions, national language policies, education choices, diplomacy, and debates over French?

Pluricentric French and Regional Variation: Choose the interpretation that best recognizes legitimate differences in pronunciation, vocabulary, grammar, politeness, and usage across Francophone communities? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.268 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture. Curriculum skill description: Choose the interpretation that best recognizes legitimate differences in pronunciation, vocabulary, grammar, politeness, and usage across Francophone communities?

Historical Development of the French Language: Select the explanation that best traces influences from Latin, regional languages, contact, standardization, colonization, migration, technology, and social change? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.269 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture. Curriculum skill description: Select the explanation that best traces influences from Latin, regional languages, contact, standardization, colonization, migration, technology, and social change?

Colonialism, Decolonization, and Memory: Which analysis best connects colonial systems, resistance, independence, contested memory, monuments, education, and present-day relationships? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.270 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U3 Art and Creativity, U6 Global Contexts. Curriculum skill description: Which analysis best connects colonial systems, resistance, independence, contested memory, monuments, education, and present-day relationships?

Migration, Diaspora, and Transnational Identity: Choose the interpretation that best examines reasons for migration, family networks, language, belonging, remittances, integration, discrimination, and cultural exchange? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.271 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Choose the interpretation that best examines reasons for migration, family networks, language, belonging, remittances, integration, discrimination, and cultural exchange?

Race, Ethnicity, and Belonging: Select the analysis that best distinguishes local concepts and historical contexts while examining representation, inequality, identity, and inclusion without imposing stereotypes? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.272 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U6 Global Contexts. Curriculum skill description: Select the analysis that best distinguishes local concepts and historical contexts while examining representation, inequality, identity, and inclusion without imposing stereotypes?

Secularism, Religion, and Public Life: Which comparison best explains how laïcité, religious practice, law, education, public institutions, and individual rights interact in different Francophone contexts? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.273 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U6 Global Contexts. Curriculum skill description: Which comparison best explains how laïcité, religious practice, law, education, public institutions, and individual rights interact in different Francophone contexts?

Education Systems and Youth Experience: Choose the comparison that best examines school structures, assessment, access, language of instruction, student life, inequality, and pathways after secondary education? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.274 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U5 Contemporary Life. Curriculum skill description: Choose the comparison that best examines school structures, assessment, access, language of instruction, student life, inequality, and pathways after secondary education?

Family Structures and Generational Change: Select the interpretation that best connects household forms, caregiving, gender roles, marriage, aging, youth independence, law, and changing social expectations? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.275 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities. Curriculum skill description: Select the interpretation that best connects household forms, caregiving, gender roles, marriage, aging, youth independence, law, and changing social expectations?

Foodways, Markets, and Culinary Identity: Which analysis best connects ingredients, meals, markets, agriculture, migration, religion, region, class, sustainability, and cultural identity? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.276 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U5 Contemporary Life. Curriculum skill description: Which analysis best connects ingredients, meals, markets, agriculture, migration, religion, region, class, sustainability, and cultural identity?

Festivals, Holidays, and Public Rituals: Choose the explanation that best relates a celebration's historical origins, practices, products, community roles, regional variations, and evolving perspectives? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.277 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U1 Families and Communities, U3 Art and Creativity, U5 Contemporary Life. Curriculum skill description: Choose the explanation that best relates a celebration's historical origins, practices, products, community roles, regional variations, and evolving perspectives?

Architecture, Monuments, Memory, and Heritage: Select the interpretation that best evaluates how buildings, memorials, museums, preservation, tourism, and contested sites communicate cultural memory? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.278 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U3 Art and Creativity, U6 Global Contexts. Curriculum skill description: Select the interpretation that best evaluates how buildings, memorials, museums, preservation, tourism, and contested sites communicate cultural memory?

Music, Visual Arts, Fashion, and Popular Culture: Which comparison best connects creative products to identity, commerce, technology, resistance, generational change, and global cultural exchange? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.279 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U2 Language and Culture, U3 Art and Creativity, U5 Contemporary Life. Curriculum skill description: Which comparison best connects creative products to identity, commerce, technology, resistance, generational change, and global cultural exchange?

Political Institutions and Civic Participation: Choose the analysis that best compares government structures, elections, protest, media, citizenship, local participation, and public trust across Francophone societies? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.280 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U6 Global Contexts. Curriculum skill description: Choose the analysis that best compares government structures, elections, protest, media, citizenship, local participation, and public trust across Francophone societies?

Economic Life, Work, and Social Protections: Select the interpretation that best connects employment, labor rights, entrepreneurship, taxation, public services, inequality, and work-life balance? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.281 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U5 Contemporary Life, U6 Global Contexts. Curriculum skill description: Select the interpretation that best connects employment, labor rights, entrepreneurship, taxation, public services, inequality, and work-life balance?

Environment, Place, and Regional Sustainability: Which analysis best relates climate, land or ocean use, resource management, Indigenous or local knowledge, policy, and community adaptation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.282 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 2.1-2.2, 3.2, 4.2, 5.1; Can-Do 2026 IC/INT IH-AL; CEFR B1+/B2 PC, MED; APF 1.C, 3.A; U6 Global Contexts. Curriculum skill description: Which analysis best relates climate, land or ocean use, resource management, Indigenous or local knowledge, policy, and community adaptation?

Changing Family Structures and Roles: Which interpretation best compares how law, economics, culture, migration, gender expectations, and personal choice shape contemporary family structures and responsibilities? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.283 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U1 Families and Communities. Curriculum skill description: Which interpretation best compares how law, economics, culture, migration, gender expectations, and personal choice shape contemporary family structures and responsibilities?

Friendship, Community, and Social Networks: Select the analysis that best explains how neighborhoods, associations, faith communities, digital networks, and mutual aid create belonging and social support? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.284 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U1 Families and Communities. Curriculum skill description: Select the analysis that best explains how neighborhoods, associations, faith communities, digital networks, and mutual aid create belonging and social support?

Childhood, Adolescence, and Aging: Which comparison best examines rights, responsibilities, education, autonomy, caregiving, intergenerational relationships, and quality of life across the lifespan? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.285 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U1 Families and Communities. Curriculum skill description: Which comparison best examines rights, responsibilities, education, autonomy, caregiving, intergenerational relationships, and quality of life across the lifespan?

Education, Social Services, and Community Support: Choose the proposal or evaluation that best considers access, equity, funding, cultural expectations, outcomes, and community needs? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.286 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U1 Families and Communities. Curriculum skill description: Choose the proposal or evaluation that best considers access, equity, funding, cultural expectations, outcomes, and community needs?

Multilingualism and Heritage Languages: Select the interpretation that best weighs educational, cognitive, family, cultural, political, and economic dimensions of multilingualism? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.288 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U2 Language and Culture. Curriculum skill description: Select the interpretation that best weighs educational, cognitive, family, cultural, political, and economic dimensions of multilingualism?

Linguistic Discrimination and Inclusion: Which response best identifies accent bias, language-based exclusion, accessibility barriers, or unequal prestige and proposes culturally responsible inclusion? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.289 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U2 Language and Culture. Curriculum skill description: Which response best identifies accent bias, language-based exclusion, accessibility barriers, or unequal prestige and proposes culturally responsible inclusion?

Media, Technology, and Language Change: Choose the analysis that best connects social media, messaging, algorithms, global contact, new vocabulary, spelling conventions, and generational language change? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.290 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U2 Language and Culture. Curriculum skill description: Choose the analysis that best connects social media, messaging, algorithms, global contact, new vocabulary, spelling conventions, and generational language change?

The Role of Art in Society: Which interpretation best evaluates how art can preserve memory, build identity, entertain, educate, protest, heal, challenge authority, or create community? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.291 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U3 Art and Creativity. Curriculum skill description: Which interpretation best evaluates how art can preserve memory, build identity, entertain, educate, protest, heal, challenge authority, or create community?

Censorship and Freedom of Expression: Select the argument that best balances artistic freedom, public safety, offense, ownership, historical context, platform power, and legal or ethical limits? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.292 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U3 Art and Creativity. Curriculum skill description: Select the argument that best balances artistic freedom, public safety, offense, ownership, historical context, platform power, and legal or ethical limits?

Beauty, Fashion, and Aesthetic Standards: Which analysis best examines how culture, media, commerce, gender, race, class, history, and individual expression shape standards of beauty? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.293 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U3 Art and Creativity. Curriculum skill description: Which analysis best examines how culture, media, commerce, gender, race, class, history, and individual expression shape standards of beauty?

Cultural Heritage and Creative Innovation: Choose the evaluation that best considers preservation, adaptation, appropriation, intellectual property, tourism, technology, and living tradition? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.294 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U3 Art and Creativity. Curriculum skill description: Choose the evaluation that best considers preservation, adaptation, appropriation, intellectual property, tourism, technology, and living tradition?

Scientific Innovation and Society: Which interpretation best evaluates a scientific development through evidence, benefits, uncertainty, risk, ethics, public understanding, and social impact? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.295 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U4 Science and Technology. Curriculum skill description: Which interpretation best evaluates a scientific development through evidence, benefits, uncertainty, risk, ethics, public understanding, and social impact?

Digital Life and Social Media: Select the analysis that best weighs connection, creativity, attention, privacy, mental health, misinformation, identity, and platform responsibility? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.296 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U4 Science and Technology. Curriculum skill description: Select the analysis that best weighs connection, creativity, attention, privacy, mental health, misinformation, identity, and platform responsibility?

Artificial Intelligence, Automation, and Ethics: Which argument best considers accuracy, bias, authorship, employment, surveillance, environmental cost, access, and human responsibility in AI-supported systems? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.297 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U4 Science and Technology. Curriculum skill description: Which argument best considers accuracy, bias, authorship, employment, surveillance, environmental cost, access, and human responsibility in AI-supported systems?

Health, Medicine, and Public Health: Choose the response that best analyzes prevention, access, trust, evidence, individual choice, community responsibility, and health inequality? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.298 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U4 Science and Technology. Curriculum skill description: Choose the response that best analyzes prevention, access, trust, evidence, individual choice, community responsibility, and health inequality?

Technology Access and the Digital Divide: Which proposal best addresses differences in infrastructure, affordability, skills, accessibility, language, geography, and institutional support? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.299 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U4 Science and Technology. Curriculum skill description: Which proposal best addresses differences in infrastructure, affordability, skills, accessibility, language, geography, and institutional support?

Education, Employment, and Career Pathways: Select the comparison that best weighs credentials, apprenticeships, university, mobility, workplace expectations, job security, and lifelong learning? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.300 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U5 Contemporary Life. Curriculum skill description: Select the comparison that best weighs credentials, apprenticeships, university, mobility, workplace expectations, job security, and lifelong learning?

Housing, Transportation, and Urban-Rural Life: Which analysis best connects affordability, density, mobility, public space, services, environment, opportunity, and regional inequality? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.301 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U5 Contemporary Life. Curriculum skill description: Which analysis best connects affordability, density, mobility, public space, services, environment, opportunity, and regional inequality?

Leisure, Sports, Travel, and Tourism: Choose the evaluation that best considers identity, health, access, economic benefit, environmental pressure, cultural exchange, and commercialization? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.302 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U5 Contemporary Life. Curriculum skill description: Choose the evaluation that best considers identity, health, access, economic benefit, environmental pressure, cultural exchange, and commercialization?

Consumerism, Food, and Quality of Life: Which interpretation best examines consumption, advertising, time, income, local production, health, waste, pleasure, and definitions of well-being? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.303 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U5 Contemporary Life. Curriculum skill description: Which interpretation best examines consumption, advertising, time, income, local production, health, waste, pleasure, and definitions of well-being?

Gender, Equity, and Social Change: Select the analysis that best considers rights, representation, family and workplace roles, language, intersectionality, policy, and generational change? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.304 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U5 Contemporary Life. Curriculum skill description: Select the analysis that best considers rights, representation, family and workplace roles, language, intersectionality, policy, and generational change?

Climate Change and Environmental Action: Which response best interprets evidence, identifies unequal impacts, compares mitigation and adaptation, and evaluates individual, corporate, and governmental responsibility? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.305 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U6 Global Contexts. Curriculum skill description: Which response best interprets evidence, identifies unequal impacts, compares mitigation and adaptation, and evaluates individual, corporate, and governmental responsibility?

Migration, Refugees, and Human Rights: Choose the analysis that best balances causes, legal categories, security, humanitarian obligations, integration, identity, and migrant perspectives? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.306 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U6 Global Contexts. Curriculum skill description: Choose the analysis that best balances causes, legal categories, security, humanitarian obligations, integration, identity, and migrant perspectives?

Globalization, Economics, and Development: Which interpretation best evaluates trade, labor, inequality, cultural exchange, local industry, public services, sustainability, and competing measures of development? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.307 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U6 Global Contexts. Curriculum skill description: Which interpretation best evaluates trade, labor, inequality, cultural exchange, local industry, public services, sustainability, and competing measures of development?

Governance, Conflict, Peace, and Civic Action: Select the response that best examines institutions, rights, media, protest, diplomacy, violence prevention, accountability, and citizen participation? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.308 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-3.2, 4.2, 5.1; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 R, L, SI, WI, SP, WP, MED, PC; APF 1.A-3.A; U6 Global Contexts. Curriculum skill description: Select the response that best examines institutions, rights, media, protest, diplomacy, violence prevention, accountability, and citizen participation?

Travel Planning and Transportation: Choose the itinerary or response that best integrates schedules, routes, tickets, delays, accessibility, cost, time zones, and culturally appropriate travel communication? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.309 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Choose the itinerary or response that best integrates schedules, routes, tickets, delays, accessibility, cost, time zones, and culturally appropriate travel communication?

Lodging, Restaurants, and Service Encounters: Select the exchange that best handles reservations, preferences, dietary needs, clarification, problems, payment, courtesy, and local service conventions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.310 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Select the exchange that best handles reservations, preferences, dietary needs, clarification, problems, payment, courtesy, and local service conventions?

Health and Emergency Communication: Which message best communicates symptoms, medical history, urgency, location, safety needs, instructions, and follow-up while avoiding unsupported diagnosis? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.311 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Which message best communicates symptoms, medical history, urgency, location, safety needs, instructions, and follow-up while avoiding unsupported diagnosis?

Banking, Budgeting, and Consumer Transactions: Choose the interpretation or response that correctly handles prices, taxes, exchange, fees, contracts, warranties, returns, payment methods, and consumer rights? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.312 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Choose the interpretation or response that correctly handles prices, taxes, exchange, fees, contracts, warranties, returns, payment methods, and consumer rights?

Forms, Applications, and Official Documents: Select the entry or interpretation that best follows instructions and accurately provides names, dates, addresses, status, purpose, signatures, and required evidence? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.313 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Select the entry or interpretation that best follows instructions and accurately provides names, dates, addresses, status, purpose, signatures, and required evidence?

School and Exchange-Program Communication: Which response best handles enrollment, course choices, schedules, housing, expectations, academic concerns, cultural adjustment, and requests for support? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.314 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Which response best handles enrollment, course choices, schedules, housing, expectations, academic concerns, cultural adjustment, and requests for support?

Résumé and Curriculum Vitae: Choose the French résumé or CV entry that best presents education, experience, skills, language proficiency, accomplishments, dates, and formatting for the intended context? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.315 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Choose the French résumé or CV entry that best presents education, experience, skills, language proficiency, accomplishments, dates, and formatting for the intended context?

Cover Letters and Statements of Interest: Select the letter that best connects qualifications and motivation to an opportunity using specific evidence, professional tone, and French conventions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.316 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Select the letter that best connects qualifications and motivation to an opportunity using specific evidence, professional tone, and French conventions?

Job Interviews and Workplace Interaction: Which response best explains experience, strengths, challenges, goals, availability, teamwork, and problem solving while asking appropriate questions? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.317 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Which response best explains experience, strengths, challenges, goals, availability, teamwork, and problem solving while asking appropriate questions?

Professional Email and Meeting Etiquette: Choose the message or meeting contribution that best uses clear subject lines, salutations, action requests, deadlines, turn-taking, summaries, and courteous closings? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.318 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Choose the message or meeting contribution that best uses clear subject lines, salutations, action requests, deadlines, turn-taking, summaries, and courteous closings?

Digital Citizenship and International Collaboration: Select the practice that best protects privacy, respects intellectual property, verifies information, manages tone, includes others, and collaborates responsibly online? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.319 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Select the practice that best protects privacy, respects intellectual property, verifies information, manages tone, includes others, and collaborates responsibly online?

Portfolio Reflection and Lifelong Learning Plan: Which reflection best uses performance evidence to evaluate progress, identify recurring needs, set measurable next steps, and plan continued use of French beyond the course? Aligned to ACTFL WRS; NCSSFL-ACTFL Can-Do 2026; CEFR B1+/B2; AP French Language and Culture 2026 FR4.320 - French 4 Integrated Standards Alignment: Skill-specific standards alignment: WRS 1.1-1.3, 2.1, 3.1-3.2, 5.1-5.2; Can-Do 2026 INT/IP/PR/IC IH-AL; CEFR B1+/B2 interaction, production, mediation; APF 1.A-3.A. Curriculum skill description: Which reflection best uses performance evidence to evaluate progress, identify recurring needs, set measurable next steps, and plan continued use of French beyond the course?