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New York Regents French June 2006

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COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN FRENCH Friday, June 16, 2006 1:15 to 4:15 p.m., only This booklet contains Parts 2 through 4 (76 credits) of this examination. Your performance on Part 1, Speaking (24 credits), has been evaluated prior to the date of this written examination. The answers to the questions on this examination are to be written in the separate answer booklet. Be sure to fill in the heading on the front of your answer booklet. When you have completed the examination, you must sign the statement printed at the end of the answer booklet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer booklet cannot be accepted if you fail to sign this declaration. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. COMPREHENSIVE FRENCH Part 2 Answer all questions in Part 2 according to the directions for a and b. [30] a Directions (1 9): For each question, you will hear some background information in English once. Then you will hear a passage in French twice and a question in English once. After you have heard the question, the teacher will pause while you read the question and the four suggested answers in your test booklet. Choose the best suggested answer and write its number in the space provided in your answer booklet. Base your answer on the content of the passage, only. [18] 1 What is the purpose of this call? (1) to tell you about a new restaurant (2) to offer you a credit card (3) to tell you that you won a hotel stay (4) to offer you a magazine subscription 6 What are you being asked to do? (1) participate in a survey (2) volunteer your time (3) contribute to a humanitarian cause (4) travel to other countries 2 What kind of program is described? (1) a sports event (3) a job fair (2) a health plan (4) a financial plan 7 For whom is the offer intended? (1) people traveling on business (2) people traveling with pets (3) tour groups (4) small families 3 What event are you encouraged to attend? (1) a presentation of traditional dance and music (2) an athletic competition (3) a photo exhibit (4) the opening of an art museum 8 What is this service used for? (1) to arrange for a wake-up call (2) to find out the current time (3) to record a message (4) to receive a newspaper 4 What advice does your friend s mother offer? (1) how to feel better during a long flight (2) how to purchase gifts on board the airplane (3) how to sleep in airplane seats (4) how to use the headsets on the airplane 9 What is the topic of this conversation? (1) some problem in the water (2) the dangers of too much sun (3) the condition of the beach (4) loud music from radios 5 What is being advertised? (1) a technology museum (2) a new computer design (3) a new travel magazine (4) a method of picture editing Comp. French June 06 [2] b Directions (10 15): For each question, you will hear some background information in English once. Then you will hear a passage in French twice and a question in French once. After you have heard the question, the teacher will pause while you read the question and the four suggested answers in your test booklet. Choose the best suggested answer and write its number in the space provided in your answer booklet. Base your answer on the content of the passage, only. [12] 13 Qu est-ce que le p re de ton ami lui demande? (1) d utiliser son v lo (2) d aller chercher de l essence (3) de ne pas sortir cette heure tardive (4) de ne pas oublier son permis de conduire 10 Qui s int resserait ce site? (1) les jeunes qui veulent voyager (2) les l ves qui vont passer un examen (3) les personnes qui n ont pas encore de service Internet (4) les amateurs de sports nautiques 14 De quel aspect de la vie ha tienne parle-t-elle? (1) des traditions religieuses (2) de la cuisine vari e (3) des l gendes du peuple (4) de la beaut naturelle 11 quoi sert ce service? (1) trouver un appartement (2) choisir un programme scolaire (3) d corer la maison (4) retoucher des photos 15 Qu est-ce qu il faut faire pour participer cette promotion? (1) aller tout de suite la station de radio (2) appeler la station de radio par t l phone (3) envoyer un e-mail (4) faire un envoi par la poste 12 Qu est ce-qui se passe au bureau? (1) On va fermer cause des maladies. (2) Il y a trop de travail pour les employ s. (3) Trop d employ s partent en vacances. (4) On va changer le syst me de ventilation. Comp. French June 06 [3] [OVER] Part 3 Answer all questions in Part 3 according to the directions for a, b, and c. [30] a Directions (16 20): After the following passage, there are five questions or incomplete statements. For each, choose the word or expression that best answers the question or completes the statement according to the meaning of the passage, and write its number in the space provided in your answer booklet. [10] Les p res d Ast rix Ast rix est un h ros qui est devenu presque aussi c l bre que le Mickey de Walt Disney. C est aussi le personnage principal d une s rie d albums sous forme de bandes dessin es racontant les aventures du gaulois Ast rix et de nombreux compagnons comme Ob lix, Panoramix, Id fix, pour n en citer que quelques-uns. Tous ces personnages animent les aventures qui se situent la fois dans un village gaulois et dans un camp romain, Babaorum, il y a plus de deux mille ans. Gr ce une potion magique, les Gaulois peuvent se battre contre les puissantes l gions romaines de Jules C sar qui veut toute la Gaule (ancien nom de la France) pour lui. Cette potion et leur ing niosit permettent Ast rix et Ob lix de combattre tous les obstacles dans leurs aventures. Il y a une trentaine de volumes qui ont t traduits en plus de soixante-dix-sept langues: en anglais, en allemand, en italien, en espagnol, en grec, en norv gien, en finlandais, en japonais, en arabe et bien s r en ga lique, la langue des Gaulois!! Ast rix le gaulois et ses copains font rire des millions de lecteurs dans le monde entier, et ceci gr ce l imagination de deux hommes: Ren Goscinny et Albert Uderzo. Donc on peut dire qu Ast rix a deux p res . Avec le tr s connu illustrateur Jean-Jacques Semp , Ren Goscinny a cr les personnages devenus tr s populaires comme le Petit Nicolas, Lucky Luke et Iznogoud. En 1951, Goscinny a rencontr Uderzo, et ensemble ils ont invent les aventures d un petit Gaulois, Ast rix. Uderzo se charge d illustrer les bandes dessin es des albums et Goscinny d crire le texte. D ann e en ann e les aventures d Ast rix deviennent de plus en plus populaires et les ventes atteignent des records inesp r s. Malheureusement, une trag die arr te cette collaboration: Goscinny meurt en 1977 d une crise cardiaque. Uderzo, l illustrateur, se retrouve seul sans son fid le ami, le cr ateur des histoires d Ast rix. Uderzo va abandonner les histoires d Ast rix, mais les lecteurs d Ast rix envoient tellement de lettres Comp. French June 06 [4] lui demandant de continuer, qu il change d avis et avec la permission de Madame Goscinny, d cide de continuer les aventures du petit Gaulois. Depuis ce temps, Uderzo produit de nombreux albums d Ast rix, mais ils sont tous sign s comme dans le pass : Goscinny et Uderzo , en honneur de son ami. Uderzo dit qu il lui faut peu pr s neuf mois pour concevoir un volume d Ast rix. C est le m me temps de gestation qu il faut pour concevoir un b b ! Pendant trois mois, il r fl chit et travaille au sc nario et aux dialogues. Pendant les six autres mois, il travaille l illustration du sc nario. Aujourd hui, il y a toutes sortes de produits Ast rix: T-shirts, gadgets ou objets pour touristes, jeux sur ordinateur, vid os et films. Les films d Ast rix sont en dessins anim s et aussi avec de vrais acteurs comme G rard Depardieu (qui joue le r le d Ob lix) et ont beaucoup de succ s. Comme Mickey et son cr ateur Walt Disney, Ast rix a aussi un parc d attraction pr s de Paris. Ast rix le Gaulois est vraiment c l bre et populaire partout! 19 Qui a crit les histoires d Ast rix apr s la mort de Ren Goscinny? (1) un groupe de lecteurs (2) Madame Goscinny (3) G rard Depardieu (4) Albert Uderzo 16 Sur quoi sont bas es les aventures d Ast rix? (1) sur la vie des insectes (2) sur la d couverte d un tr sor (3) sur l histoire d un peuple ancien (4) sur l arriv e des extra-terrestres 17 D o vient la force d Ast rix et d Ob lix? (1) Ils parlent beaucoup de langues trang res. (2) Ils boivent une boisson sp ciale. (3) Ils prononcent des mots myst rieux. (4) Ils ont une arm e invisible. 20 Qu est-ce qu Uderzo a fait en m moire de son ami Goscinny? (1) Il a cr une bourse pour les artistes. (2) Il a nomm son fils Ren . (3) Il a continu mettre leurs deux noms comme auteurs. (4) Il a crit une pi ce pour les jeunes. 18 Qu est-ce qui s est pass en 1951? (1) Albert Uderzo est mort. (2) Ren Goscinny et Albert Uderzo ont cr Ast rix. (3) Jean-Jacques Semp est devenu c l bre. (4) Goscinny et Uderzo ont voyag au Japon. Comp. French June 06 [5] [OVER] b Directions (21 25): Below each of the following selections, there is either a question or an incomplete statement. For each, choose the word or expression that best answers the question or completes the statement according to the meaning of the selection, and write its number in the space provided in your answer booklet. [10] 21 22 AAAAAAA Amsterdam Un train n erlandais s est retrouv bloqu en pleine voie par une boule de neige g ante mercredi, provoquant des perturbations du trafic ferroviaire. La police suspecte que des jeunes, excit s par les chutes de neige importantes de ces derniers jours, ont fait rouler la boule depuis le haut d une pente. Le machiniste a ressenti un choc. Il a arr t le train et a vu que c tait une grosse boule de neige qui avait roul jusque sur les rails. Selon les m t orologistes, les Pays-Bas ont enregistr leurs plus importantes chutes de neige depuis des ann es. Elles ont pos de gros probl mes de transport travers le pays. Si vous aimez prendre des photos de vos amis, de votre famille, de vos vacances, vous avez aujourd hui beaucoup de possibilit s avec un appareil num rique. La photo num rique a plein d avantages: pas de pellicule d velopper, des photos visibles imm diatement et la possibilit de ne faire tirer sur papier que les plus r ussies. Il existe plusieurs solutions pour faire d velopper vos photos. Vous pouvez le faire chez vous sur une imprimante haute r solution. Mais entre le papier photo et les cartouches d encre, le prix reste assez cher. Pour vos albums de vacances, les laboratoires de photos traditionnels sont donc plus comp titifs. Certains magasins proposent aussi aux clients d envoyer les photos par Internet, puis de leur livrer les copies pour 2 2,50 euros chacune. Avec les laboratoires de d veloppement en ligne, il suffit de transf rer vos photos par Internet. Un trois jours plus tard, vous recevez vos photos par la poste. Et les tarifs sont comp titifs: de 0,20 0,29 euro pour un format classique. A la diff rence des boutiques, o tous les clich s sont tir s au m me format, en ligne on peut choisir une taille diff rente pour chaque photo. 22 What event is this newspaper article reporting? (1) The Amsterdam police prevented a train robbery. (2) A snowball stopped a train in the Netherlands. (3) A high-speed train has been built in the Netherlands. (4) The price of all classes of train tickets was increased. AAAAAAA 21 What information does this article give you? (1) the different prices for digital cameras (2) how to take better pictures on vacation (3) how to create web pages for the entire family (4) the different options for printing digital pictures Comp. French June 06 [6] 23 Ouest-France soutient le bien manger, bien- tre A l heure des crises alimentaires, de la lutte contre l ob sit , pour r concilier alimentation saine et vie moderne, sant et plaisir de bien manger, Ouest-France a travaill au projet bien manger, bien- tre . Avec nos partenaires, les Editions OuestFrance et les Cercles Culinaires du Cidil, nous avons imagin une nouvelle fa on de se former et de s informer sur la cuisine et l alimentation. Savoir cuisiner est en effet la meilleure solution, et sans doute la seule, pour manger sain. C est aussi une source de plaisir, de partage. C est enfin toute une culture, notre culture, qui vit, qui volue, qui s adapte et que nous voulons aider transmettre et d velopper. D couvrez ce que nous vous proposons au menu et joignez-vous nous! 23 This announcement would be of interest to people looking for (1) diet information (3) a local newspaper (2) remodeling ideas (4) a vegetarian restaurant 24 25 BBB Situ e l ouest de Paris, La D fense est l un des plus importants centres d affaires du monde. C est le Manhattan fran ais. Les enterprises du quartier de La D fense constituent une v ritable puissance conomique et repr sentent un chiffre d affaires global de l ordre de 152 milliards d euros. On y trouve le centre commercial le plus grand d Europe, un mus e en plein air de sculptures contemporaines avec plus de 70 oeuvres dont le Pouce g ant du sculpteur C sar. Les monuments sont la Grande Arche, le d me Imax, le p le universitaire L onard de Vinci, l Esplanade et le CNIT (un centre de congr s et d exposition de Paris) qui fut le premier difice construit La D fense partir de 1956. L organisation Savoir lire organise La bataille de la lecture travers deux concours: J aime lire dans ma ville est un concours propos des groupes d enfants de 6 12 ans dans le cadre de l Ann e du livre dans l cole. Ma ville aime lire est un concours ouvert aux municipalit s pour valoriser leur politique en faveur de la lecture. 25 This announcement would be for people interested in (1) a battle reenactment (2) a reading contest (3) a political rally (4) a sight-seeing tour BBB 24 Why is the D fense area of Paris important? (1) The largest museum in the world is located there. (2) A famous art school is located there. (3) It is a major economic center. (4) It is a center for dance and theater. Comp. French June 06 [7] [OVER] c Directions (26 30): After the following passage, there are five questions or incomplete statements in English. For each, choose the word or expression that best answers the question or completes the statement according to the meaning of the passage, and write its number in the space provided in your answer booklet. [10] Vous connaissez l expression se mettre table ? demande ironiquement Marie-Laure Poletti. a veut dire se mettre parler. Pour ce professeur de fran ais, auteur de m thodes FLE (Fran ais Langue trang re), les connexions entre le langage et la table sont videntes. En France, le repas est traditionnellement un moment de convivialit tr s forte, et l , selon les milieux sociaux, selon les occasions, on va avoir des types de discussions tr s diff rents. Toutes les variations de repas vont inspirer chaque fois des types de conversation diff rents adapt s la situation et la nourriture. Le repas reste un moment important dans la vie des Fran ais, m me si le temps pass chaque jour table diminue: en 1965, les Fran ais passaient en moyenne deux heures par jour table. Aujourd hui, ils n y restent plus qu une heure et vingt minutes. Cependant, les Fran ais restent attach s un certain formalisme et pr f rent prendre leurs repas table. Les plateaux-repas ou la livraison domicile de repas tout pr par s restent des pratiques peu communes. Marie-Laure Poletti a saisi ce trait particulier de la culture fran aise pour cr er des th mes propres faciliter l apprentissage de la langue fran aise. Sa s rie de vid ocassettes, R gions gourmandes , dit e par Hachette, propose des promenades autour des produits, des recettes et des pr f rences, dans dix r gions de la France. Son objectif est, bien s r, d ouvrir l app tit pour la langue fran aise. La tradition r gionale, explique Marie-Laure Poletti, doit une grande part au langage de la table, m me s il est difficile v rifier. Le plus souvent, la tradition culinaire n est pas pr serv e en forme crite. Les recettes traditionnelles passent par l oral. Ceci explique la difficult qu il y a parfois retrouver l origine des mots; et dans le langage de la table, ils sont nombreux. Les origines des recettes, comme les origines des mots, sont assez difficiles retracer aussi. En France depuis une dizaine d ann es maintenant, on organise dans toutes les coles la Semaine du go t . C est une semaine pour d couvrir et apprendre appr cier une vari t d aliments avec les cinq sens. Avec cette approche, on donne aux l ves la capacit de nommer les choses. Apprendre mettre des noms sur des sensations et des motions, c est en prendre conscience. Pour exprimer les sensations et les sentiments inspir s par l exp rience de go ter et d appr cier les aliments, la langue fran aise est de bonne composition. Il y a une palette Comp. French June 06 [8] de mots extr mement riche, commente Marie-Laure Poletti. Par exemple, pour parler du vin, il y a peu pr s 2.000 mots; pour parler du fromage, il y a plus de 500 mots; pour parler du chocolat, il y a plus de 250 mots. Bien s r, il n est pas question de les apprendre tous, mais il faut tre capable de nommer les choses pas seulement avec les mots du dictionnaire mais aussi avec ce qu on appelle les mots du coeur. 26 What does Marie-Laure Poletti say about meals in France? (1) In France, the nature of the conversation will depend on the meal. (2) The average time spent eating meals each day in France is less than an hour. (3) Many people in France share meals with their neighbors. (4) The typical family in France watches television during meals. 29 What does the article say about meals delivered to the home in France? (1) They are not available. (2) They are not very popular. (3) They are considered nutritious. (4) They are imported from the United States. 30 What special event is organized to help French children appreciate new foods? (1) a week-long school program (2) an interview with a chef (3) a cooking competition (4) a youth center summer program 27 According to this article, what are the French known for? (1) having informal eating habits (2) talking very little during meals (3) continuing to value a sit-down meal (4) keeping good written culinary records 28 What did Marie-Laure Poletti do? (1) She developed a line of gourmet chocolates. (2) She opened a fast-food restaurant. (3) She started a chain of kitchen supply stores. (4) She created a video series based on French food. Comp. French June 06 [9] [OVER] Part 4 Write your answers to Part 4 according to the directions below. Your answers must be written in your own words; no credit will be given for a response that is copied or substantially the same as material from other parts of this examination. [16] Directions (31 33): Choose two of the three writing tasks provided below. In your answer booklet, write your response to the two writing tasks you have chosen. For each question you have chosen, your answer should be written entirely in French and should contain a minimum of 100 words. Place names and brand names written in French count as one word. Contractions are also counted as one word. Salutations and closings, as well as commonly used abbreviations in French, are included in the word count. Numbers, unless written as words, and names of people are not counted as words. You must satisfy the purpose of the task. Be sure to organize your response and to include a beginning, middle, and ending. The sentence structure and/or expressions used should be connected logically and should demonstrate a wide range of vocabulary with minimal repetition. 31 You recently visited a relative who lives in a distant city. Write a letter to your pen pal in French telling him or her about the visit. You may wish to include: who the relative is where the relative lives when you visited the relative how you traveled the purpose of the visit gifts that you brought activities during your visit how you felt about seeing your relative 32 Write a journal entry for your French class describing your favorite place to spend time. You may wish to include: when you go there why you like this place a description of the place how you get there who else goes there what you do while you are there how much time you spend there how you feel after you have been there Comp. French June 06 [10] 33 In French, write a story about the situation shown in the picture below. It must be a story relating to the picture, not a description of the picture. Do not write a dialogue. Gregory, New Yorker (adapted) Comp. French June 06 [11] COMPREHENSIVE FRENCH COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Teacher Dictation Copy Friday, June 16, 2006 1:15 to 4:15 p.m., only General Directions Before the start of the examination period, distribute one examination booklet, face up, to each student. After each student has received an examination booklet, distribute one answer booklet to each student. Then instruct the students to fill in the heading on the front of the answer booklet. After each student has filled in the heading of the answer booklet, begin the examination by following the directions for Part 2a, as given below. Directions for Part 2a: Instruct students to open their test booklets and read the directions for Part 2a. After students have read and understood the directions, say: There are nine questions in Part 2a. Each question is based on a short passage which I will read aloud to you. Listen carefully. Before each passage, I will give you some background information in English once. Then I will read the passage in French twice. After you have heard the passage for the second time, I will read the question in English once. The question is also printed in your test booklet. After you have heard the question, you will have about one minute before I go on to the next question. During that time, read the question and the four suggested answers in your test booklet. Choose the best suggested answer on the basis of the information provided in the passage, and write its number in the space provided in your answer booklet. You should not read the question and the suggested answers while you are listening to the passage. This will allow you to give all your attention to what you hear. I will now begin. Comp. French June 06 COMP. FRENCH continued Administer each of the items in Part 2a as follows: First, read the setting in English once; then read the listening comprehension stimulus (passage) in French twice in succession. Make every effort to read the passage in the way students would hear it in an authentic setting. Then read the question once. Pause for no more than one minute before proceeding to the next item. 1 While staying with your host family in Montreal, you hear this message on the answering machine: Bonsoir et f licitations! Vous avez gagn notre concours pour un s jour de fin de semaine pour deux personnes dans l endroit le plus historique et romantique de Qu bec: le Ch teau Frontenac. Vous aurez deux nuits dans une chambre de luxe, enti rement gratuites, avec petit d jeuner et d ner compris. La seule restriction, c est que vous ne pouvez pas venir pendant le mois de f vrier. What is the purpose of this call? 2 You hear this advertisement on a Luxembourg radio station: Avec le programme Sp cial-Sant , rejoignez le chemin de la beaut et du bien- tre! Mis au point par les sp cialistes du comportement alimentaire, ce programme vous aide atteindre votre objectif ligne votre rythme. Car pour rester en forme, il faut manger. Mais encore faut-il savoir bien manger et apprendre d couvrir les bases de l quilibre alimentaire. Pour la premi re fois, on vous propose un programme qui vous suivra tape par tape dans cette d marche. Un entra neur personnel, www.programmespecial.com, vous aide maigrir en douceur, en analysant vos habitudes pour les modifier progressivement. What kind of program is described? 3 You are watching television at your host family s home in Paris and you hear this advertisement: Ils sont une quarantaine de gar ons et de filles, g s de 8 14 ans, chanter et danser. En costumes traditionnels, les jeunes du groupe Daymokh ont l enthousiasme communicatif. Ils ex cutent des danses folkloriques, le tout au son d un ensemble compos d un accord on, d instruments cordes traditionnels et du violon. Cr en f vrier 1999, le groupe Daymokh a d j voyag en Allemagne et en Turquie. Invit par le Festival des folklores enfantins, il tenait absolument s arr ter dans la r gion parisienne. Soutenu par les Verts de la capitale, il sera ce soir l espace Mains-d oeuvres de Saint-Ouen pour une seule repr sentation. What event are you encouraged to attend? Comp. French June 06 [2] COMP. FRENCH continued 4 Before you leave for France on vacation, your friend s mother says to you: Pour rester en forme pendant le vol, et viter la fatigue l arriv e, il y a des choses que tu peux faire. D abord, bien s hydrater est tr s important. Il faut boire beaucoup d eau min rale. En plus, n oublie pas de te promener de temps en temps dans l avion. Ne mange pas tout ce qu on te sert. Il vaut mieux choisir des repas l gers pendant le vol. Pour viter le mal aux oreilles, m che du chewing gum. Si tu suis mes conseils, tu te sentiras mieux l arriv e Paris et tu viteras de ressentir les effets du d calage horaire. What advice does your friend s mother offer? 5 You are in Quebec and you hear this announcement on the radio: La nouvelle technologie de photofinition num rique r volutionnaire Astral produira un niveau de qualit jamais vu auparavant sur le march . Le rehaussement d image et le traitement num rique avanc s que permet la technologie PhotoVives Astral produisent des photos d une diff rence vidente, car avec notre nouveau syst me, nous am liorons chaque image et corrigeons les conditions pas tout fait id ales au moment de prises de photos. Donc, vous aurez des images plus claires, plus nettes et plus vives. What is being advertised? 6 While visiting France, you hear this public announcement on a local radio station: L ann e pass e, le r sultat de nos efforts a t formidable. Partout dans le monde, nos volontaires ont r ussi am liorer les conditions m dicales et sociales de gens de toute religion ou orientation politique. En d pit des guerres, des pid mies, de la violence et de pers cution, M decins Sans Fronti res a toujours fourni vaccins, infirmi res et m decins aux peuples les plus pauvres. Mais pour continuer, il nous faut vos contributions financi res. Votre argent nous permettra d apporter de l aide aux plus d favoris s. Soyez g n reux! What are you being asked to do? 7 A travel agent in France tells you about a special offer. The travel agent says: Je peux vous signaler un petit h tel qui propose une offre sp ciale pour des s jours en famille pendant l t . Pour toute r servation, l h tel offre un prix sp cial pour famille de deux enfants de moins de 18 ans. Ainsi, pour une arriv e entre le 29 juin et le 26 juillet cet h tel propose un forfait d une semaine partir de 300 euros par parent et 100 euros par enfant. For whom is the offer intended? Comp. French June 06 [3] [OVER] COMP. FRENCH continued 8 You pushed a button on your telephone in your hotel room in Paris, and you hear this information: Bienvenue au service-r veil de l H tel de Bretagne! Apr s le signal sonore, composez sur votre t l phone les 4 chiffres de l heure laquelle vous d sirez vous lever, Voil ! Votre r veil est programm pour 7 heures 30. Nous vous souhaitons une douce et agr able nuit. What is this service used for? 9 You are at the beach and you overhear a conversation between two people. One of them says: Tu sais, trop de soleil n est pas bon pour ta peau. Si tu veux retarder au maximum l apparition des premi res rides, mets ton chapeau et couvre-toi. Tu devrais aussi te prot ger les yeux des rayons ultraviolets qui sont les plus dangereux. Alors, mets aussi tes lunettes de soleil! What is the topic of this conversation? Directions for Part 2b: Instruct students to read the directions for Part 2b. After students have read and understood the directions, say: There are six questions in Part 2b. Part 2b is like Part 2a, except the questions and answers are in French. I will now begin. Administer Part 2b in the same manner as Part 2a. 10 You are listening to the radio in Paris and hear this item: Il y a un temps pour tout, un temps pour surfer et un temps pour travailler par exemple. C est pourquoi dans la s lection de cette semaine nous nous adressons ceux qui vont passer le bac fran ais cette ann e. Allez sur le site www.annabac.com et cliquez sur Bac pratique . S lectionnez Tout savoir sur les preuves . C est tr s utile. Vous y trouverez toutes les informations n cessaires sur l examen: descriptions, corrig s des autres ann es et des conseils pour r ussir. Il y a aussi des professeurs qui r pondront vos questions et un forum d entraide pour parler de vos appr hensions avec d autres candidats. De quoi r duire le stress de fin d ann e. Qui s int resserait ce site? Comp. French June 06 [4] COMP. FRENCH continued 11 Your friend is reading to you an article about a new service being offered by the Gal ries Lafayette. Your friend says: Les Galeries Lafayette viennent d inaugurer un nouveau service gratuit, destin tous ceux qui veulent moderniser leur maison. La conseill re re oit sur rendez-vous et peut m me se d placer chez les clients. Finis les probl mes de choix de tissu, de moquette, d emplacement des meubles et des tableaux, de tapis du salon. On vous offre un vrai dossier illustr de photos. Mettez de la couleur dans votre foyer! quoi sert ce service? 12 Your French host mother is telling your host father about a situation at work: Tu sais ch ri, cet t au travail il y a beaucoup de gens malades. C est curieux. Il y en a qui ont mal la t te et d autres qui ont mal la gorge. Un m decin est venu dans notre bureau et a dit que c tait cause de la climatisation. On va installer un nouveau syst me permettant de r gler l air. Chaque personne va pouvoir r gler le thermostat de son bureau la temp rature d sir e. On esp re que a va r soudre le probl me. Qu est-ce qui se passe au bureau? 13 You are at the home of your Belgian friend. You hear your friend s father talking to your friend. The father says: Cette semaine tu as emprunt la voiture presque tous les jours. Laisse-la au garage pour une fois. cette heure-ci la circulation est intense. D ailleurs je n ai pas encore eu l occasion de faire le plein. Si tu dois vraiment sortir, prends ta bicyclette. Pourquoi ne pas profiter des nombreuses pistes cyclables de la ville tout en faisant un peu d exercice? a te fera du bien. Qu est-ce que le p re de ton ami lui demande? 14 A guest speaker in your French class is telling you about her visit to Haiti. The speaker says: En plus des l gendes, des m urs et des croyances religieuses, la nourriture est une autre source de d couvertes. Quel plaisir de go ter tous ces mets exotiques aux saveurs surprenantes! a change dr lement des cr pes J ai eu l occasion de d couvrir de nombreux plats ha tiens: griot, des cubes de porc marin s, tassot, des languettes de b uf cuites dans l huile, et le p t aux patates, entre autres. Que c tait int ressant! De quel aspect de la vie ha tienne parle-t-elle? Comp. French June 06 [5] [OVER] COMP. FRENCH concluded 15 You are listening to the radio in Paris and hear this announcement: coutez-vous la musique techno? Allez-vous souvent dans les discoth ques? Aimez-vous danser? Voici une offre que vous ne pourrez pas refuser! Les cinquante premi res personnes qui nous enverront une carte postale avec leur nom, leur adresse et leur num ro de t l phone recevront gratuitement le CD Techno de l t qui fait fureur en ce moment sur toutes les stations de radio. Soixante minutes de la musique techno la plus r cente! crivez tout de suite Europe 1, 20 avenue Jean-Jaur s, 75000 Paris C dex 2200. Qu est-ce qu il faut faire pour participer cette promotion? When students have finished Part 2b, say: This is the end of Part 2. You may now go on to the rest of the examination. Comp. French June 06 [6] FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Friday, June 16, 2006 1:15 to 4:15 p.m., only SCORING KEY Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. Mechanics of Rating Use only red ink or red pencil in rating Regents examination papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks [ ] to indicate incorrect or omitted answers in Parts 2 and 3. Do not place a check mark beside a correct answer. Record the credit for each part in the appropriate credit box on the student s answer booklet. Record the total examination score (the sum of the credits the student received for each part) in the appropriate space in the box in the upper right corner of the answer booklet. Check carefully for mechanical errors (e.g., addition). Using a calculator might be helpful. Write your initials clearly in the appropriate space on the answer booklet. Part 1 Record the credit for Part 1: Speaking, as previously reported to the building principal. Part 2 Allow a total of 30 credits, two credits for each of the following: a (1) 3 (2) 2 (3) 1 (4) 1 (5) 4 (6) 3 (7) 4 (8) 1 (9) 2 b (10) 2 (11) 3 (12) 4 (13) 1 (14) 2 (15) 4 Part 3 Allow a total of 30 credits, two credits for each of the following: a (16) (17) (18) (19) (20) 3 2 2 4 3 b (21) (22) (23) (24) (25) 4 2 1 3 2 c (26) (27) (28) (29) (30) 1 3 4 2 1 COMPREHENSIVE FRENCH continued Part 4 In this part of the examination, students are asked to demonstrate the ability to write in the target language using the four functions of language (socializing, getting others to adopt a course of action, getting and providing information, and expressing personal feelings) as the vehicle for communication. Students are instructed to choose two of the three tasks provided and write a response of at least 100 words in the target language to achieve a specified communication purpose. A word is defined as a letter or collection of letters, surrounded by space, that in the target language is comprehensible and contributes to the development of the task. This definition applies even when words are grammatically incorrect. When counting words, please note that numbers, unless written as words, and names of people are not to be counted. Place names and brand names from the target culture count as one word (all other places and brand names are disregarded), and contractions are counted as one word. In addition, salutations and closings are counted, as well as commonly used abbreviations in the target language. Additional information concerning word count guidelines, how to apply the writing rubric, and use of the scoring rubric for students with disabilities who have a spelling exemption listed on an IEP or 504 plan is provided in the document, Comprehensive Regents Examination in Modern Foreign Languages Test Changes and Sampler Draft, which is available on the Department website at http://www.emsc.nysed.gov/ciai/testing/lotegre/lotesam.pdf. The responses to the Part 4 writing tasks must be written in the student s own words; no credit should be given for a response that is copied or substantially the same as material from other parts of the examination. Part 4 is worth a total of 16 credits. Each response is worth a maximum of eight credits and must be rated according to the writing rubric for Part 4, which is provided on the next page. This writing rubric measures five dimensions: purpose/task, organization, vocabulary, structure/conventions, and word count. The dimensions of purpose/task, organization, vocabulary, and structure/conventions are measured on a zero to four scale; the dimension of word count is measured on a zero to two scale. A writing checklist is also provided for use in rating student responses. The writing checklist requires reference to the full writing rubric for the definitions of each dimension at each level and is not intended as a substitute for the writing rubric. After rating the student s response for each dimension, the scores for the five dimensions must be added, resulting in a total raw score for the response. The conversion chart must be applied to that total raw score so that the proper credit is given to the student for the question. For example, if a student received a performance level score of 3 on the dimension of purpose/task, a score of 3 on the dimension of organization, a score of 2 on the dimension of vocabulary, a score of 3 on the dimension of structure/conventions, and a score of 2 on the dimension of word count, the student s total raw score would equal 13 (the sum of the five performance level scores). According to the conversion chart, a raw score of 13 represents a converted score of 6 credits for the question. The conversion chart for Part 4 is shown below. Part 4 Conversion Chart Total Raw Score Total Credits 17 18 15 16 13 14 11 12 8 7 6 5 8 10 6 7 4 5 2 3 0 1 4 3 2 1 0 After each of the two questions has been scored, the two converted scores must be added together to determine the total Part 4 score. This total Part 4 score should be entered in the last box on the last page of the student answer booklet and also under the Credit Earned section for Part 4, on the upper right corner of the first page of the student answer booklet. [2] COMPREHENSIVE FRENCH continued The writing rubric for Part 4 is shown below. Part 4 Writing Rubric Note that a zero can be given in any of the dimensions when the student s performance falls below the criteria described for the performance level of 1. Performance Level 4 3 2 1 Purpose/Task Accomplishes the task; includes many details that are clearly connected to the development of the task, but there may be minor irrelevancies. Accomplishes the task; includes some details that are generally connected to the development of the task, but there may be some irrelevancies. Accomplishes the task; includes few details, some of which may be only loosely connected to the task. There are many irrelevancies. Attempts to accomplish the task; makes some reference to it but provides few or no supporting details. Organization The extent to which the response exhibits direction, shape, and coherence Exhibits a logical and coherent sequence throughout; provides a clear sense of a beginning, middle, and end. Makes smooth transitions between ideas. Exhibits a logical sequence; provides a beginning, middle, and end. Attempts to provide a logical sequence and/or the beginning or ending is abrupt or unclear. Exhibits little order; provides a series of separate sentences and/or disconnected ideas. Vocabulary Includes a wide variety of vocabulary that expands the topic, but there may be minor inaccuracies. Includes a variety of vocabulary related to the topic. Includes basic vocabulary; some vocabulary may be inaccurate or unrelated to the topic. Includes limited vocabulary and/or most vocabulary is inaccurate or unrelated to the topic. Structure/ Conventions Subject-verb agreement Tense Noun-adjective agreement Correct word order Spelling/ diacritical marks Demonstrates a high degree of control of Checkpoint B structure/conventions: subject-verb agreement present, past, future ideas expressed as appropriate noun-adjective agreement correct word order spelling/diacritical marks Demonstrates some control of Checkpoint B structure/ conventions: subject-verb agreement present, past, future ideas expressed as appropriate noun-adjective agreement correct word order spelling/diacritical marks Demonstrates some control of Checkpoint B structure/conventions. Errors do hinder overall comprehensibility and/or there are numerous Checkpoint A errors. Demonstrates little control of Checkpoint A or B structure/conventions: subject/verb agreement present, past, future ideas expressed as appropriate noun-adjective agreement correct word order spelling/diacritical marks Dimension Errors do not hinder Errors do not hinder overall comprehensibility overall comprehensibility of the passage. of the passage. Word Count [3] OR Demonstrates a high degree of control, but uses only Checkpoint A structure/conventions. Errors impede overall comprehensibility of the passage. Uses 100 or more comprehensible words in the target language that contribute to the development of the task. Uses 50 99 or more comprehensible words in the target language that contribute to the development of the task. [OVER] COMPREHENSIVE FRENCH continued The writing checklist for Part 4 is shown below. Part 4 Writing Checklist Please refer to the full writing rubric for definitions of each level. Note that a zero can be given in any of the dimensions when the student s performance falls below the criteria described for the performance level of 1. Question No. _____ Dimension 4 Performance Level 3 2 1 Question No. _____ 0 4 3 2 1 0 Purpose/Task Accomplishes the task Includes details Connects ideas to task/purpose Organization Exhibits a logical and coherent sequence Has a beginning, middle, and end Makes smooth transitions Vocabulary Includes a variety of vocabulary Uses relevant and accurate words Structure (degree to which errors hinder overall comprehensibility) Subject-verb agreement Present, past, future ideas expressed as appropriate Noun-adjective agreement Correct word order Spelling/diacritical marks Word Count 100+ 50 <50 99 Comprehensible In target language 100+ 50 <50 99 This writing checklist is provided solely for the teacher s convenience. This form is not required to be completed and should not be returned to the State Education Department. In addition, when scoring Part 4 responses, no marks should be placed on the student s paper as such marks may interfere with the ability of the rater to properly apply the scoring rubric. [4] COMPREHENSIVE FRENCH continued If a student s response receives a performance level score of zero on the dimension of purpose/task, the entire response should receive a score of zero. Please note, however, that in order to receive a score of zero on the dimension of purpose/task, the student s response must be completely unrelated to the topic. A student s response must not be given a zero on the dimension of purpose/task if the response can be associated with the task in any manner whatsoever. In such an instance, the student s response must be rated on each of the dimensions of the writing rubric. Part 4 A sample of an 8-credit response for each question in Part 4 follows: 31 Ch re Martine, Je viens de rendre visite ma cousine Marie Dallas au Texas. Il faisait beau l o elle habite. Elle tait contente de me voir et j tais contente d tre chez elle. Nous sommes all es au restaurant mexicain dans son quartier. La nourriture tait excellente, et on a fait du shopping au centre commercial. L , il y a une grande patinoire o tout le monde patine. C est g nial! J ai achet beaucoup de v tements d t qui sont tr s diff rents des v tements que je trouve ici New York. Marie est une de mes cousines favorites et le jour du d part est arriv trop t t. J ai dit au revoir pour cette ann e et la prochaine . Elle me manque d j ! Amiti s, Carole 32 Quand je me sens seul ou triste, j aime aller dans un champs au bout de la ville. C est tr s calme. J aime me reposer au-dessous des grandes branches d un pommier et regarder le ciel et les nuages. Quelquefois, je vois des petits animaux: des cureuils, des oiseaux, et des souris, mais en g n ral, je suis le seul personne dans ce lieu sp cial. Parfois, je lis des po mes que ma grand-m re m a donn s pour mon anniversaire. Apr s une demie-heure je me sens beaucoup mieux. Quand je rentre chez moi apr s ces minutes de bonheur, je peux me concentrer plus facilement sur mon travail. 33 M. Dubois voulait faire un voyage Paris. D abord il a cherch en ligne et il a trouv beaucoup de renseignements. Il n a pas pu prendre de d cision sur l h tel il y avait trop de choix. Alors il a d cid d aller voir son amie Mme Mercier qui travaillait dans une agence de voyages. Comme a il a pu lui demander son avis. C tait une bonne d cision. Mme Mercier va souvent Paris et elle conna t un h tel favori qui n est pas trop cher. En plus elle a pu donner M. Dubois toutes sortes de recommendations sur les restaurants, les mus es et les spectacles. M. Dubois est parti de l agence de voyages tout content et il est rentr chez lui en chantant. [5] COMPREHENSIVE FRENCH concluded Regents Comprehensive Examinations in Modern Languages Map to Learning Standards Key Ideas Part of Test/Item Numbers Speaking Part 1, Speaking Test (administered prior to the written test) Listening Part 2, Listening Comprehension Items: 1 15 Reading Part 3, Reading Comprehension Items: 16 30 Writing Part 4, Writing Items: 31 33 Culture Embedded in each item of test Submitting Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. 2. 3. 4. 5. Go to www.emsc.nysed.gov/osa/exameval. Select the test title. Complete the required demographic fields. Complete each evaluation question and provide comments in the space provided. Click the SUBMIT button at the bottom of the page to submit the completed form. [6]

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Additional Info : Refer : Teacher Dictation Copy (Page 13) and Scoring Key (page 21)
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