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New York Regents French June 2003

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The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN FRENCH Friday, June 20, 2003 9:15 a.m. to 12:15 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. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. 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 advice is given here? (1) Limit exercise in the afternoon. (2) Get plenty of rest. (3) Avoid too much sun exposure. (4) Wear insect repellent. 6 What does your friend want to be? (1) a lawyer (3) a writer (2) a doctor (4) a teacher 7 What is the desk clerk explaining? (1) how to have faster check-out service (2) how to order breakfast in your room (3) how to arrange a wake-up call (4) how to protect your valuables 2 What does this museum specialize in? (1) demonstrating old farming techniques (2) promoting art to young children (3) offering babysitting services to visitors (4) providing seasonal workshops 8 What is the flight attendant explaining? (1) safety features (2) options for food and drink (3) choices for entertainment (4) the route of the flight 3 Why did your French friend receive a gift? (1) He passed an important academic examination. (2) He just celebrated his birthday. (3) His grandparents came to visit. (4) He got his driver s license yesterday. 9 What feature will the radio station promote this summer? (1) local sports events (2) frequent traffic reports (3) special sales and discounts (4) celebrations throughout France 4 What do you use to open the outside door? (1) a credit-card shaped key (2) a photo identification card (3) a large key (4) a special number 5 What is this company promoting? (1) a summer concert in the French capital (2) a trip to the city of Amiens (3) a guidebook of the region (4) a special edition of a book by Jules Verne Comp. French June 03 [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] 10 Quel est le but de cette journ e? (1) d organiser une f te (2) de stimuler l conomie (3) d tablir une comp tition sportive (4) de prot ger l environnement 13 Qu est-ce qu on cherche? (1) un document officiel (2) un t l phone cellulaire (3) des lunettes (4) une bague 11 Qu est-ce que ces guides expliquent? (1) la photographie (2) les grandes villes (3) le monde naturel (4) la cuisine 14 Qu est-ce qu ils discutent? (1) les nouveaux livres la biblioth que (2) l achat des articles scolaires (3) la s lection d une bonne cole publique (4) les devoirs de leurs enfants 12 Qu est-ce qu il faut faire? (1) montrer une pi ce d identit (2) aller une autre caisse (3) attendre longtemps (4) payer par carte de cr dit 15 Comment est-ce que cette annonce vous encourage voyager? (1) en train (3) en bateau (2) en voiture (4) en avion Comp. French June 03 [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 cybercaf s Selon Yves Rivoal, journaliste chez Les Cl s de l Actualit Junior , pour celui qui ne poss de pas d ordinateur avec modem, le cybercaf est l endroit id al pour r aliser ses premiers surfs sur Internet. Les 18 ordinateurs du Cyb ria, le cybercaf qui se trouve dans le Centre Georges Pompidou Paris, sont toujours occup s. Un peu l cart, un jeune couple attend avec patience une table en buvant un verre. La prochaine machine qui se lib re est pour eux. Nous avons un public de 7 77 ans , confie entre deux conseils aux internautes Sabine Karasin, responsable du lieu. Les gens viennent pour d couvrir l Internet parce qu ils n ont pas d ordinateur chez eux ou parce qu ils veulent voir quoi ressemble le Net avant de payer un abonnement. Pour 5 la demi-heure, 9 l heure (c est moins cher pour les tudiants, 4 la demiheure), le Cyb ria, qui se trouve dans la moyenne des prix nationaux, permet de faire ses premiers pas sur le Net. Nos internautes utilisent le Web pour avoir des informations sur leurs films ou sports pr f r s. Les tudiants viennent pour chercher une source qu ils n ont pas obtenue la biblioth que. D autres trouvent leur bonheur en dialoguant sur le r seau avec d autres internautes , note Sabine. Pour tous ceux qui restent scotch s devant leur cran, incapables de faire tourner la machine, les trois animateurs du Cyb ria sont l pour aider les clients. La plupart de nos clients n ont pas d exp rience avec l Internet. Nous organisons pour eux des sessions d initiation l Internet. En deux heures, ils sont parfaitement capables de le naviguer seuls. Les cybercaf s ne sont pas un ph nom ne exclusivement parisien. En consultant la liste des cybercaf s en France, vous constaterez que toutes les grandes villes en ont au moins un. Les villes moyennes aussi: Morlaix, Anglet, Besan on, parmi d autres, poss dent leur cybercaf . A Marseille, sur un espace de 60 m2, l Internet Caf distingue informatique et caf t ria. Les deux surfaces sont s par es. Ici, la client le est fid le. Nous avons des passionn s qui passent jusqu 30 heures par mois sur le Net, confirme Mich le Fassi, responsable de l Internet Caf . Comp. French June 03 [4] Les experts vous conseillent d y aller en semaine quand il y a moins de monde, parce que les animateurs seront plus disponibles. En plus, ils sugg rent d y aller en groupe pour changer vos id es et vos exp riences. Cela vous permettra de mieux naviguer l Internet. Si vous avez la chance d avoir plusieurs cybercaf s dans votre ville, il est important de vous renseigner sur les serveurs. Tous les serveurs ne distribuent pas les informations la m me rapidit . Continuez vous informer et bon voyage vous, les Internautes. 16 Qui est la majorit des clients aux cybercaf s? (1) ceux qui voyagent souvent l tranger (2) ceux qui ont peu d exp rience avec les ordinateurs (3) ceux qui enseignent l universit (4) ceux qui visitent le mus e 19 Selon l article, o se trouvent les cybercaf s fran ais? (1) aux charcuteries (2) Paris exclusivement (3) pr s des biblioth ques (4) dans la majorit des villes 17 D apr s l article, les tudiants peuvent utiliser les ordinateurs au Cyb ria (1) gratuitement (2) avec la permission des parents (3) un prix r duit (4) comme membre d un groupe 20 G n ralement si l on visite un cybercaf le samedi (1) les tudiants paient plus (2) les animateurs sont plus disponibles (3) il y a peu de gens (4) il y a beaucoup de monde 18 Au Cyb ria qui aide les clients? (1) les animateurs (2) les journalistes (3) les acteurs (4) les amateurs de sport Comp. French June 03 [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 Lorsque vous aurez pass le point de fouille: 1 N oubliez pas de reprendre tous vos objets personnels sur le convoyeur tapis roulant: bagage main, sac main, manteau, veston ou appareil photographique. 2 N oubliez pas de reprendre vos cl s, votre monnaie, vos stylos et autres objets en m tal dans le petit plateau. 3 Veuillez remettre le plateau et la carte num rot e au gardien de s curit . Si toutefois vous oubliez quelque chose, retournez au point de fouille et le gardien de s curit vous aidera r cup rer vos biens, ou reprendra la carte et/ou le plateau. Bon voyage! 22 This notice is directed to people who are (1) traveling (3) dining (2) shopping (4) playing sports 21 Why is this restaurant unique? (1) It offers a cuisine prepared from Canadian products. (2) It has a famous new Parisian chef. (3) It offers a magnificent view of the countryside. (4) It has a staff that also works in the theater. Comp. French June 03 [6] 23 Service jeune voyageur: une h tesse accompagne votre enfant jusqu destination Service . . . Votre enfant part en vacances dans sa famille ou rejoint des amis Montpellier, Nice ou Paris. . .D mais vous ne pouvez pas l accompagner. Pas d inqui tude, la SNCF a mis en place le service JVS (le service jeune voyageur). Nos h tesses JVS prennent en charge vos globe-trotters en herbe depuis la gare de d part jusqu l arriv e et s assurent, pendant toute la dur e du voyage, de leur s curit , de leur confort et de leurs loisirs. Ayez l esprit tranquille, vos enfants voyagent bien accompagn s! . . . pratique! Pour utiliser JVS, il vous suffit d acheter: - le forfait JVS pour la somme de 40 . Le forfait comprend l accompagnement JVS, la r servation d une place et les droits d acc s bord des TGV ou de certains trains classiques. - un billet de 2 me classe. Les enfants de 4 ans moins de 12 ans b n ficient automatiquement d une r duction de 50% sur le prix de base. Notez bien que pour ce service la r servation est indispensable, au moins la veille avant midi. D Autres destinations, horaires, renseignez-vous dans les gares. 23 What is the advantage of the JVS Service? (1) Reservations are not necessary. (3) Children traveling alone are safer. (2) It is free for children under 12. (4) The trip takes less time. 24 TES-VOUS ACCIDENT ? Vous pourriez avoir droit des dommages argent! Permettez qu un avocat exp riment vous repr sente Claude LeBlanc, AVOCAT TOUTES SORTES D ACCIDENTS AUTOMOBILE AUTOBUS TRAIN CHUTE N GLIGENCE M DICALE, ETC. Une entrevue votre domicile peut tre n goci e et vous n assumez aucun frais si vous ne recouvrez rien CONSEIL GRATUIT Appelez aujourd hui m me. On parle fran ais et cr ole 555-6759 24 heures sur 24. Sept jours par semaine 24 This professional provides services to people who are looking for (1) automobile insurance (3) free medical advice (2) legal representation (4) travel information Comp. French June 03 [7] [OVER] 25 25 What feature of this destination is unique? (1) Children can create theatrical productions. (2) Children can explore waterfalls. (3) Children can learn rock climbing. (4) Children can take care of farm animals. Comp. French June 03 [8] 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] Le Chocolat: un peu, beaucoup, la folie... Est-ce que tu fais partie de ceux qui consid rent le chocolat comme l un des plus grands plaisirs de la vie? Le chocolat, le d lice peut- tre le plus populaire du monde, a une histoire aussi int ressante que miraculeuse. On dit que Les Mayas, un peuple de l Am rique centrale, ont d couvert le chocolat il y a environ 3000 ans et l ont nomm cacao d apr s l arbre qui le produit. Christophe Colomb tait le premier importer le cacao en Espagne lors de son quatri me voyage en 1502. Pendant une quinzaine d ann es, les Europ ens n ont pas vraiment montr leur int r t pour ce nouveau produit. C est seulement en 1519 lorsque l Espagnol Hern n Cortez a d barqu en Am rique, que le chocolat a v ritablement attir l attention des Europ ens. Cortez l avait d couvert comme une boisson consomm e par les Azt ques et l a rapport e en Espagne en 1527. Les Fran ais ont go t cette boisson un si cle plus tard en 1615, gr ce au mariage d une jeune princesse espagnole avec Louis XIII, le roi de France. Cette nouvelle reine fran aise a donn aux Fran ais la coutume de consommer le chocolat. En Europe, le chocolat a t longtemps r serv l lite. Quand Cortez l a introduit en Espagne, le roi a impos des taxes exhorbitantes sur ce produit. Alors seulement les riches pouvaient manger du chocolat. Quand la demande et la cultivation du chocolat ont augment , ce produit est devenu plus accessible tous les Europ ens. Pendant des si cles, on a toujours cru que le chocolat avait des pouvoirs sp ciaux. Les habitants de l Am rique centrale croyaient que le chocolat les prot geait contre le danger et en buvaient r guli rement. Honor de Balzac, le c l bre crivain fran ais du 19e si cle, croyait que le chocolat augmentait ses facult s c r brales. Quant Napol on, il en buvait pour rester alerte lorsqu il devait laborer un plan de bataille contre ses ennemis. Savais-tu que pendant une poque les Espagnoles buvaient des quantit s normes de chocolat dans l espoir de perdre du poids? Le chocolat ne fait peut- tre pas maigrir, mais il n est pas si terrible pour la ligne quand on le consomme en petites quantit s et quand on choisit un produit qui contient 70% de cacao, parce qu il comporte moins de risque de nous faire grossir. Aujourd hui les psychologues disent m me que le chocolat contient une substance chimique naturelle qui donne l impression de se sentir mieux. La prochaine fois que tu ach tes une barre de chocolat, r fl chis cette page d histoire! Comp. French June 03 [9] [OVER] 29 Balzac believed that drinking chocolate would (1) protect him from danger (2) help him lose weight (3) help him think better (4) keep him physically strong 26 According to the passage, cacao was named after (1) an explorer (3) a tree (2) a queen (4) a drink 27 Who brought chocolate as a beverage to the Europeans? (1) Louis XIII (3) Hernan Cortez (2) the Mayas (4) Balzac 30 Which statement is best supported by the passage? (1) Chocolate is a recent discovery. (2) Chocolate was originally a luxury item for the wealthy. (3) The French introduced chocolate to the Spaniards. (4) Napoleon improved the quality of chocolate. 28 According to the passage, when was chocolate introduced in France? (1) after a royal wedding (2) approximately 3000 years ago (3) when Napoleon became emperor (4) when the Aztecs offered it as a gift Comp. French June 03 [10] 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 There are many activities or events of interest that occur at school and in your community. In French, write an article for your school s foreign-language newspaper describing an interesting activity or event that is going to take place in your school or community. In your article you may want to include: what the activity or event is the reason for the activity or event where and when the activity or event will be held the cost to attend the activity or event how long the activity or event will last a description in some detail of the activity or event the main attraction of the activity or event how many people are expected to attend or participate in the activity or event your opinion as to why people should attend this activity or event 32 A group of exchange students from a French-speaking country will be passing through your community. In French, write a letter to one of these students inviting him or her to visit your school. You may wish to include: what your classes are like what your language experience is what your favorite pastimes are a description of the area where you live when the student might be able to visit suggestions of possible activities a description of your school suggestions for meal arrangements Comp. French June 03 [11] [OVER] 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. Bunny Hoest & John Reiner, Laugh Parade, Parade NOTE: The rubric (scoring criteria) for a Part 4 response receiving maximum credit appears below. Regents Comprehensive Examinations in Modern Languages Dimension Purpose/Task Organization The extent to which the response exhibits direction, shape, and coherence. A response receiving maximum credit: Accomplishes the task, includes many details that are clearly connected to the development of the task, but there may be minor irrelevancies. Exhibits a logical and coherent sequence throughout, provides a clear sense of a beginning, middle, and end. Makes smooth transitions between ideas. Structure/Conventions Subject-verb agreement Tense Noun-adjective agreement Correct word order Spelling/diacritical marks Includes a wide variety of vocabulary that expands the topic, but there may be minor inaccuracies. Demonstrates a high degree of control of Checkpoint B (Regents level) structure/conventions: subject-verb agreement present, past, future ideas expressed as appropriate noun-adjective agreement correct word order spelling/diacritical marks (e.g., accents) Word Count Errors do not hinder overall comprehensibility of the passage. Contains 100 words or more Vocabulary Comp. French June 03 [12] The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Teacher Dictation Copy Friday, June 20, 2003 9:15 a.m. to 12:15 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 03 [OVER] 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 You are attending summer camp. You overhear a nurse say: C est s rieux. Tu as pris un coup de soleil. A l avenir il faudra suivre quelques conseils importants. D abord, il est essentiel de limiter le temps que tu passes au soleil et surtout ne reste pas au soleil au milieu de la journ e quand le soleil est le plus intense. Il est aussi important d utiliser souvent une lotion solaire pour te prot ger. Si possible, porte un pantalon, une chemise manches longues, et un grand chapeau. Et enfin, s il y a des arbres, ce sera une bonne id e de passer du temps l ombre d un arbre. What advice is given here? 2 While in Paris, you are surfing the television channels in your hotel room. You hear this public service announcement: L art n est pas seulement pour les adultes. Le mus e municipal commence promouvoir une appr ciation artistique parmi les plus jeunes. Ce mus e insiste pour que les enfants explorent, cr ent, et appr cient l art, tout en s amusant. En ce moment, jusqu en septembre, il y a une exposition sur l art vietnamien et une sur une ferme normande jusqu en novembre. En plus, les enfants g s de 3 ans 7 ans peuvent profiter des ateliers le mercredi 11 h et les plus g s 15 h. On peut toujours t l phoner pour demander l horaire des activit s hebdomadaires. What does this museum specialize in? 3 A friend from France calls you on the telephone. He says: Salut, a va? Devine! Je viens de recevoir les r sultats de mon bac et j ai bien r ussi. J ai t re u tous mes examens. Mes parents n en ont pas cru leurs yeux. Sur tous mes examens j ai t re u tr s bien. Pour c l brer ils m ont offert un v lo tout-terrain. Je vais partir demain sur les pistes cyclables pr s de chez mes grands-parents dans les Pyr n es. Why did your French friend receive a gift? 4 Your host family has rented a furnished apartment in Tours for a week. You hear the concierge say this to your host mother: Voici tous les documents, votre carte de cr dit et votre digicode. Tous les acc s sont s curis s. Pour ouvrir la porte ext rieure il n y a pas de clef. Vous devrez taper le code en appuyant sur les touches du clavier qui se trouve droite. Donc, n oubliez pas votre digicode. Bon s jour! What do you use to open the outside door? Comp. French June 03 [2] COMP. FRENCH continued 5 You hear this advertisement on French television: La ville d Amiens vous invite au voyage. C l bre pour sa cath drale gothique, Amiens est la capitale de la Picardie, dans le nord de la France. Avec la carte Amiens Pass vous pourrez d couvrir la ville et ses environs en toute libert et prix tr s bas. Votre Amiens Pass comprend deux nuits d h tel, petits d jeuners compris, des r ductions pour les sites touristiques comme la Maison de Jules Verne , des monuments, et d autres activit s. Cette carte est valable tous les week-ends et tous les jours en juillet et en ao t. What is this company promoting? 6 Your friend from Belgium is telling you his plans for the future. He says: Dans ta derni re lettre tu m as demand ce que je veux faire quand je serai grand. Mes parents m encouragent faire des tudes de m decine, mais cela ne m int resse pas tellement. Puisque j ai toujours r p t que j adore discuter, je me penche vers le droit. Qu en penses-tu, serais-je un bon avocat? What does your friend want to be? 7 The desk clerk at a hotel says to you: Si vous d sirez profiter du service rapide d s le d but de votre s jour, demandez aussit t que possible la r ception ou la caisse principale de prendre l empreinte de votre carte de cr dit pour cette formule. Inscrivez votre num ro de chambre, la date et l heure de votre d part, et signez le formulaire aux endroits pr vus cet effet au verso. Je vous rappelle qu il faut lib rer la chambre avant midi. What is the desk clerk explaining? 8 At the beginning of your flight, a flight attendant explains: Air Canada pr sente des films sur tous les vols dont la dur e exc de 4 heures, et de la musique sur tous les vols. Vous avez les choix suivants: film version originale, film version doubl e, vari t de musique, et programme pour les enfants. Le s lecteur de sonorisation est situ sur la partie interne de l accoudoir de votre fauteuil. Il comprend deux cadrans, l un pour le volume sonore dans l couteur, l autre pour le choix de programme. What is the flight attendant explaining? 9 While traveling abroad with your pen pal, you hear the following radio announcement: Enfin sur la route des vacances! a y est! L cole est finie et certains d entre vous partent d j en vacances. Amusez-vous, bien s r, mais rien ne vous emp che de jeter un coup d oeil attentif sur la programmation des festivals qui pourront faire partie de votre itin raire d t . Jusqu fin d ao t, cette station de radio vous informera de tout ce qui se passe un peu partout en France. What feature will the radio station promote this summer? Comp. French June 03 [3] [OVER] COMP. FRENCH continued 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 in Paris. You hear this item on the evening news: Un ministre du gouvernement a d cid de fermer pendant une journ e des arrondissements entiers la circulation. L id e est bonne. Il s agit de lutter contre la pollution, le bruit et les embouteillages. Ainsi l automobiliste devra trouver un autre moyen de transport. Mais pourquoi limiter cette op ration une seule journ e? Il faut duquer le public diminuer l utilisation des voitures priv es et encourager le transport en commun. Cette journ e offrira de belles images de rues d sertes et l occasion pour les Parisiens de d couvrir le v lo, le roller et la marche. Quel est le but de cette journ e? 11 You hear this advertisement on the radio: C est le printemps! Le soleil brille, les oiseaux chantent et la nature est en f te. C est le moment de mettre le nez dehors. Voici des guides pleins d id es pour profiter des premiers beaux jours: chacun de ces petits livres pr sente un environnement tel que la for t, la campagne, la mer. Au menu, des conseils pour pr parer des promenades, des d tails sur les animaux et la v g tation, des projets nature ou des secrets pour mieux observer les animaux. Qu est-ce que ces guides expliquent? 12 You are in a department store in Paris waiting to pay for your purchases. The clerk says to you: Je regrette, mais je ne peux pas vous aider en ce moment. Cette caisse est ferm e. Il y a des difficult s lectroniques et cette caisse-ci ne marche pas. Vous pouvez payer vos achats la caisse num ro 2, l , juste en face. Il n y a pas de queue et vous n aurez pas attendre. La vendeuse l -bas n est pas occup e et elle pourra vous aider tout de suite. Qu est-ce qu il faut faire? Comp. French June 03 [4] COMP. FRENCH concluded 13 While in a shopping mall in Montreal, you hear this appeal for help: Monsieur, madame, ou mademoiselle: avez-vous trouv un passeport? Un touriste anglais a perdu son passeport dans une cabine t l phonique aujourd hui entre 15 h et 15 h 30. Si vous le trouvez, vous tes pri de vous pr senter au comptoir de renseignements imm diatement. Une r compense est offerte. Qu est-ce qu on cherche? 14 You overhear two French parents talking. One says to the other: Feuilles, cahiers, stylo, cartable, trousse, calculatrice! En sixi me, la papeterie repr sente la majorit du budget de la rentr e des enfants. En g n ral, il vaut mieux attendre les recommendations de chaque professeur pour acheter le mat riel scolaire. Comparez les prix qui sont tr s variables d un point de vente un autre. Les articles propos s dans les grandes surfaces seront meilleur march . Qu est-ce qu ils discutent? 15 You hear this advertisement on the radio: Vous cherchez la neige? Partez de Paris l apr s-midi et arrivez le soir m me avec le TGV. Cet hiver il y a deux nouveaux d parts de la gare de Lyon vers les Alpes: 13h15 le vendredi et 12h15 le samedi. Pour les vacances de No l et de f vrier, r servez vos places aussit t que possible par Internet ou dans n importe quelle gare. Red couvrez le service SNCF! Comment est-ce que cette annonce vous encourage voyager? 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 03 [5] FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Friday, June 20, 2003 9:15 a.m. to 12:15 p.m., only SCORING KEY 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. Underscore student errors in Part 4. 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) 4 (5) 2 (6) 1 (7) 1 (8) 3 (9) 4 b (10) 4 (11) 3 (12) 2 (13) 1 (14) 2 (15) 1 Part 3 Allow a total of 30 credits, two credits for each of the following: a (16) (17) (18) (19) (20) 2 3 1 4 4 b (21) (22) (23) (24) (25) 1 1 3 2 4 c (26) (27) (28) (29) (30) 3 3 1 3 2 [OVER] 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. 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 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 Performance Level 4 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 Comprehensible In target language 100+ 50 <50 99 100+ 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. COMPREHENSIVE FRENCH continued Part 4 A sample of an 8-credit response for each question in Part 4 follows: 31 Samedi soir il y aura une f te internationale l cole: La f te commencera avec un d ner la cantine de l cole. Il y aura des plats fran ais, espagnols et italiens. Apr s le d ner un chanteur fran ais chantera des chansons folkloriques. Apr s le concert les desserts seront servis. Si vous aimez le chocolat, vous avez de la chance parce qu il y aura de la mousse au chocolat. C est un dessert typiquement fran ais. Si vous voulez assister cette soir e il faut acheter votre billet avant vendredi soir. Pour acheter votre billet il faut aller au bureau des langues trang res. Si vous aimez la bonne musique et la bonne nourriture, venez manger et chanter avec nous. Cette soir e sera inoubliable! 32 Cher ami, Je m appelle Marie et je suis l ve au lyc e Centerville dans l tat de New York. Mon professeur de fran ais nous a annonc la venue de ton groupe en route pour la ville de New York. Aimerais-tu visiter notre lyc e? Notre lyc e est assez petit mais le programme de fran ais est formidable. Il y a beaucoup d l ves qui tudient le fran ais et qui aimeraient faire la connaissance de ton groupe. Si tu viens, tu peux passer la journ e ici, manger un bon repas la cantine scolaire, et visiter toutes les classes de fran ais. Tous les jours sont bons pour une visite, du lundi au vendredi. Si tu peux venir, tu peux me t l phoner l avance. Mon num ro de t l phone est le 272-369-4301. A bient t, Marie Legrand 33 La famille Duclos a achet un nouveau t l viseur. Leur autre t l viseur tait petit et il n avait pas de t l commande. M. Duclos, sa femme et son fils Jean-Luc sont all s au grand magasin tout pr s de leur maison parce que tous les t l viseurs y taient en solde. Mme. Duclos a choisi un t l viseur moyen et bon march , mais M. Duclos tait fascin par les grands t l viseurs. Ils co taient trop cher, mais il a insist . Il a dit que ce serait un cadeau pour toute la famille. Jean-Luc voulait savoir s il pourrait utiliser la t l commande et son p re lui a dit oui. Mais quand tout tait install chez les Duclos, le petit gar on a protest parce que son p re avait pris la t l commande et ne laissait pas les autres la toucher. Un cadeau pour toute la famille? Pas vraiment, non? 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

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