
	Trending ▼ ICSE CBSE 10th ISC CBSE 12th CTET GATE UGC NET Vestibulares ResFinder

New York Regents French June 2011

30 pages, 33 questions, 4 questions with responses, 4 total responses,

	New York State Regents Exams	+Fave Message
	Profile Timeline Uploads Q & A

Home > regents >

Formatting page ...

COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN FRENCH Wednesday, June 22, 2011 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. 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] 6 What information is given about this product? (1) It is made from vegetables. (2) It is being sold for a limited time. (3) It is available in only one flavor. (4) It is an organic product. 1 What does Sylvie invite her friend to do? (1) go to a concert (3) see a movie (2) take a trip (4) have lunch 2 What does the announcer say about this event? (1) It is celebrated around the world. (2) It is televised in the United States. (3) It is sponsored by the film industry. (4) It is organized by children. 7 What information is provided about this castle? (1) It is now used as a university. (2) It was nearly destroyed in a famous battle. (3) It can only be visited online. (4) It won an architectural award. 3 According to your friend, what can be found at the Porte de Clignancourt? (1) new museums (2) fruits and vegetables (3) used merchandise (4) dance clubs and restaurants 8 What is this organization s main goal? (1) protecting wildlife from extinction (2) protecting the remains of dinosaurs (3) protecting rare languages from disappearing (4) protecting the world s drinking water 4 What information is given about this booklet? (1) It includes discount coupons to local businesses. (2) It is written especially for employers. (3) It is available in many languages. (4) It provides practical information about a city. 9 What does the employee tell you? (1) Laundry service is temporarily unavailable. (2) Same-day laundry service is available. (3) There is laundry service every day of the week. (4) Laundry service is free to guests of the hotel. 5 What is your friend suggesting? (1) that you call his cell phone (2) that he contact you early in the morning (3) that you communicate by e-mail (4) that he send you a text message Comp. French June 11 [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 De quoi ton ami parle-t-il ? (1) de ses projets pour l t prochain (2) de ses vacances au bord de la mer (3) d une comp tition sportive (4) d une journ e difficile la montagne 13 De quoi parle ton ami ? (1) du sens d un mot anglais en fran ais (2) d une visite dans un jardin botanique (3) d un restaurant gastronomique (4) d une diff rence de vocabulaire en fran ais 11 Qu est-ce que le guide explique au sujet de ce caf ? (1) Il est dans un jardin public. (2) Il est ferm le jeudi. (3) Il est destin aux jeunes. (4) Il est c l bre pour ses boissons. 14 Qu est-ce que cette personne vous encourage faire ? (1) faire des recherches sur Internet (2) lire une biographie historique (3) crire une composition sur la vie d un roi (4) cr er un projet artistique pour la classe 12 Qu est-ce qu elle demande sa voisine ? (1) de promener le chien (2) de s occuper des plantes et des animaux (3) de garder les enfants (4) de l accompagner au centre commercial 15 O son fr re travaille-t-il ? (1) l universit (2) l a roport (3) dans une agence de voyage (4) dans un bureau de change Comp. French June 11 [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 in French. 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] Il faut sauver la nuit! Impossible ou presque, aujourd hui, d admirer le ciel toil cause des lumi res urbaines. Ann e apr s ann e, la qualit du ciel se d grade, c est- -dire qu il devient de plus en plus difficile de voir les toiles. La nuit, dans certaines villes, il y a tellement de lumi re qu il est possible de lire les grands titres du journal sans se mettre sous un lampadaire! L astrophysicien Hubert Reeves soutient le projet d une r serve de ciel noir au pic du Midi, un sommet des Pyr n es. L association fran aise Pirene (Pic r serve de nuits toil es) cherche cr er une r serve d un genre particulier. La question n est pas de pr server la faune ou la flore. . .mais la vue des toiles ! Car, aujourd hui en France, plus de 90% de la population ne peut plus observer notre galaxie, la Voie Lact e, ni l il nu ni avec une lunette astronomique. Les lumi res des villes, trop nombreuses et trop intenses, masquent cette bande laiteuse et lumineuse qui s tend travers le ciel durant les nuits d t , et qui repr sente notre galaxie et ses milliards d toiles. Pour que les g n rations futures puissent admirer le ciel nouveau, l association Pirene, en collaboration avec Hubert Reeves, demande aux administrations gouvernementales la cr ation d une r serve internationale de ciel toil au pic du Midi dans une r gion montagneuse du sud-ouest de la France. En effet, cet endroit est un haut lieu de l observation astronomique en France. Pour l instant, la premi re et seule r serve de ce type au monde est au Canada. Chlo Legris, scientifique qu b coise, a travaill cinq ans pour obtenir la protection de cette zone de ciel noir o se trouve l un des plus grands observatoires de l est de l Am rique. C est justement l exp rience canadienne qui a inspir Hubert Reeves soutenir ce projet fran ais. L association Pirene essaie de prot ger une zone de ciel nocturne de la lumi re artificielle. Pirene recommande de modifier la r glementation sur l clairage pour ne pas polluer le ciel toil . Ce projet fran ais est plus modeste que celui du Canada, mais tout aussi complexe en raison de la densit de la population dans l Hexagone. Ce n est que le d but. Pour le Comp. French June 11 [4] moment, Pirene est en train de rassembler les diverses parties concern es, telles que le d partement, la r gion, les professionnels de l clairage et les diff rentes associations concern es, pour faire avancer le projet. En prenant des mesures simples, on peut diminuer la pollution lumineuse . On pourrait, par exemple, teindre plus t t l clairage des monuments historiques, changer la technologie utilis e pour clairer les rues, ou encore interdire les lasers employ s pour signaler l emplacement de certaines discoth ques la campagne. Ces mesures simples et de bon sens peuvent avoir un tr s grand effet sur la pr servation de l obscurit . Un long travail de n gociation est n cessaire avec les villes et villages car ils s quipent souvent de lampadaires standard qui clairent autant le ciel que la rue ! Informer, convaincre et apporter des solutions alternatives, c est aussi le but de l Association nationale pour la pr servation du ciel et de l environnement nocturne (ANPCEN). Ce groupe a publi une sorte de guide l usage des communaut s rurales et urbaines qui s int ressent pr server la beaut de la nuit. Enfin, les gens commencent comprendre : il faut absolument sauver la nuit. Car, pendant des si cles, les tres humains ont naturellement contempl le ciel, y ont projet leurs peurs et leurs espoirs, y ont trouv l inspiration artistique, po tique ou mystique. Comment imaginer que des g n rations futures ne puissent plus y acc der ? 19 Qu est-ce que les villes et villages peuvent faire pour contribuer une solution au probl me mentionn dans l article ? (1) encourager la construction de nouvelles maisons (2) illuminer les monuments toute la nuit (3) changer la fa on dont les rues sont clair es (4) rechercher de nouvelles sources d nergie 16 Selon l article, pourquoi est-il souvent difficile de voir les toiles la nuit ? (1) Il y a trop de lumi re. (2) Il y a plus de trafic a rien. (3) La fum e industrielle bloque la vue. (4) Le r chauffement climatique cr e des nuages. 17 Quel est l un des objectifs de l association Pirene ? (1) d offrir des cours d astronomie (2) de d velopper des t lescopes plus avanc s (3) de promouvoir l exploration spatiale (4) de diminuer la luminosit nocturne 20 Selon l article, pourquoi est-il important de prot ger le ciel noir ? (1) pour continuer voir les toiles (2) pour faire des pr visions m t orologiques (3) pour diminuer les d penses en lectricit (4) pour am liorer l ducation de la population 18 O se trouve l unique r serve de ciel noir dans le monde pour l instant ? (1) en Europe (2) en Am rique du Nord (3) en Am rique du Sud (4) en Asie Comp. French June 11 [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] 22 21 L tat de sant de La Joconde inqui te Stage d t pour adolescents Nice Sports nautiques Sans vouloir ni minimiser ni dramatiser , le mus e du Louvre a exprim r cemment son inquit tude sur l tat de conservation du tableau le plus c l bre au monde, La Joconde, de L onard de Vinci. Le mince panneau de bois sur lequel cette image mythique est peinte pr sente une d formation sup rieure celle qui avait t pr c demment constat e , a indiqu le mus e. Une tude sera r alis e d ici peu. Soyez rassur s, ces analyses seront conduites avec le souci de pr senter le tableau en permanence au public . La proximit de la mer offre des possibilit s de loisirs illimit es ; parmi celles-ci, nous avons choisi pour vous deux types d activit s encadr es par des moniteurs dipl m s d tat. juillet ao t stage de plong e sous-marine : initiation ou perfectionnement stage de voile : initiation ou perfectionnement conditions: stage de 1, 2, 3 ou 4 semaines du lundi au vendredi : 3 heures par jour* certificat m dical et autorisation parentale obligatoires transport jusqu au club nautique inclus 22 What is the topic of this article? (1) the theft of a masterpiece at the museum (2) the condition of a painting at the museum (3) the high cost of operating the museum (4) the decrease in attendance at the museum * selon les conditions m t orologiques en cas de mauvais temps, aucune compensation ne sera effectu e 21 Those who want to participate in these activities must have (1) their own equipment (2) prior experience (3) bilingual skills (4) parental permission Comp. French June 11 [6] 24 23 24 According to this advertisement, what is one feature of this youth hostel? (1) Meals are included in the daily rate. (2) All rooms are equipped with showers. (3) Sleeping bags are provided upon request. (4) Internet service is available free of charge. 23 According to this advertisement, what can a customer expect to find at this establishment? (1) a vegetarian menu (2) table-side musicians (3) an ultramodern decor (4) dishes based on old recipes Comp. French June 11 [7] [OVER] 25 La R union : D couvrons cette le aux multiples facettes. Jour 1 M tropole/La R union Envol vers 21h pour St-Denis de la R union partir de Paris Orly. La dur e du vol est de 11 heures. Jour 2 St-Denis / C te ouest / St-Gilles-les-Bains Accueil l a roport vers 10h30 et remise du v hicule. D part pour la c te ouest en traversant St-Denis, la capitale, par le front de mer. Visite de St-Paul et de son march . Logement St-Gilles les Bains l h tel La Plage Bleue. Jour 3 St-Gilles-les-Bains / Piton du Ma do / St-Gilles-les-Bains. Journ e de randonn es. D part t t le matin pour l ascension du Piton du Ma do, pour d couvrir un superbe point de vue sur le cirque de Mafate, accessible uniquement pied. Avant de d couvrir le reste de l le par les routes et chemins de montagnes, nous d jeunerons l Hermitage les Bains (maison et jardins). Notre escapade se terminera en fin d apr s-midi apr s plusieurs heures de marche. Retour l H tel. Jour 4 St-Gilles-les-Bains / C te sud sauvage / St-Pierre. Survol de l le en h licopt re. Ce vol de 45 minutes nous permettra d admirer les multiples paysages qui nous attendent. Ensuite nous partirons la d couverte des mille et une facettes d une c te basaltique tr s d coup e jusqu St-Philippe. En route nous pourrons visiter St-Leu le mus e botanique et le mus e agricole et industriel Stella-Matutina, et St-Philippe, Le Jardin des pices et des Parfums. Logement St-Pierre l h tel Le Sterne. Jour 5 St-Pierre / Volcan du Piton de la Fournaise / St-Pierre D part matinal de l h tel en voiture pour rejoindre la Plaine des Cafres, point de d part de la piste qui nous m nera au Piton de la Fournaise en passant par la Plaine des Sables, mais aussi de nombreux autres points de vue. En redescendant du volcan nous visiterons la Maison du Volcan Bourg Murat. En rentrant l h tel, visite de St-Pierre. Jour 6 La R union/M tropole Envol vers 9h pour Paris-Orly. 25 Which day of the trip will require the most walking? (1) day 5 (3) day 3 (2) day 2 (4) day 4 Comp. French June 11 [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] La Nouvelle-Cal donie Le fran ais est parl sur tous les continents et m me dans des les travers le monde. Parmi ces les se trouve l archipel de la Nouvelle-Cal donie. Malgr la grande distance entre la France et la Nouvelle-Cal donie, ses habitants ont la nationalit fran aise car ces les sont un Pays d outre-mer (POM). Un Pays d outre-mer fonctionne sous la direction du gouvernement fran ais. Situ e dans l Oc an Pacifique, pr s de l Australie et de la Nouvelle-Z lande, la Nouvelle-Cal donie offre un climat tropical et humide. Sa temp rature moyenne est de 24 C. Il existe deux saisons : la saison chaude de mi-novembre mi-avril ( galement saison cyclonique), et la saison fra che de mi-mai mi-septembre (plus s che et avec des temp ratures qui vont de 20 C 23 C). Les les comptent plus de 200 000 habitants. L le principale, appel e la Grande Terre , est le site de la capitale, Noum a, et s tend sur 400 km de long et peine 50 km de large. Les autres les sont les les B lep au nord, l le des Pins au sud, et les les Loyaut Mar , Lifou et Ouv a l est. La Grande Terre est travers e du nord au sud par une cha ne de montagnes qui coupe l le en deux r gions distinctes : la c te est, avec des vall es profondes et luxuriantes, et la c te ouest, avec des plaines parfaites pour l agriculture et pour l levage d animaux. Ce Pays d outre-mer a sa propre monnaie, le Franc Pacifique (CFP) et son propre embl me, le Cagou, une esp ce d oiseau que l on trouve uniquement la NouvelleCal donie. Le navigateur anglais James Cook a t le premier Europ en mettre le pied sur cette terre, le 4 septembre 1774, pendant son second voyage dans le Pacifique. L le lui rappelle son cosse natale, anciennement appel e Caledonia par les Romains, donc il la nomme New Caledonia. Mais, de 1810 1840, les les sont souvent visit es par des marchands, des aventuriers et des pirates. C est en 1853 que l amiral Febvrier-Despointes prend possession des les au nom de Napol on III. Il d clare : partir de ce jour, cette terre est fran aise et propri t nationale de la France. Il y a ensuite un mouvement de colonisation pionni re vers la Nouvelle-Cal donie. En 1863, l empereur Napol on III cr e le bagne, une sorte de prison, en Nouvelle-Cal donie. Les prisonniers arrivent vite, et les d port s politiques de la Commune de Paris y sont aussi envoy s. Une fois lib r s, les anciens prisonniers peuvent Comp. French June 11 [9] [OVER] obtenir des concessions de 4 hectares sur l une des les. Mais la pr sence du bagne d courage la colonisation libre et en 1898, alors que 25% de la population est d origine p nale, la France arr te d y envoyer ses condamn s. C est l ing nieur Jules Garnier qui d couvre en 1863 l or et le cuivre qui font la r putation des mines de la Nouvelle-Cal donie. En 1874, attir s par la richesse des mines, les Nouveaux-Cal doniens quittent leurs fermes. Les terres abandonn es sans main d uvre causent une grave crise conomique. Pour r tablir l quilibre entre les mines et l agriculture, le gouverneur ouvre l le plus de 1500 immigrants d Asie pour travailler la terre. Cette p riode explique la grande diversit ethnique de la population actuelle. Pendant la Seconde Guerre Mondiale, la Nouvelle-Cal donie s allie la France libre et devient une base pour les 50 000 soldats am ricains engag s dans la bataille du Pacifique. Apr s la guerre, la Nouvelle-Cal donie conna t une croissance conomique rapide et importante gr ce l exploitation de l or vert : c est le boom du nickel. En fait, elle devient alors le troisi me producteur mondial de ce m tal. De nos jours, la Nouvelle-Cal donie est le plus grand lagon du monde et ses les offrent la vision d un paradis d une ind niable beaut et des tr sors cologiques ne demandant qu tre d couverts. Son pass riche, sa diversit ethnique et sa beaut naturelle en font une s rie d les hors du commun. 27 What occurred in 1774 in New Caledonia? (1) A cyclone devastated the region. (2) A French governor established a plantation in the region. (3) A European sailor named the region after his homeland. (4) A French navy officer took possession of the region. 26 How is New Caledonia best described? (1) It is a group of islands in the Pacific Ocean. (2) It is a country that recently gained independence. (3) It is a French-speaking territory belonging to Australia. (4) It is an area located in southern Europe. Comp. French June 11 [10] 30 Which statement about New Caledonia during World War II is best supported by the passage ? (1) New Caledonia maintained an official policy of neutrality during World War II. (2) Control of New Caledonia changed several times during World War II. (3) Critical scientific research was conducted in New Caledonia during World War II. (4) American soldiers were stationed in New Caledonia during World War II. 28 According to the passage, how did Napoleon III use New Caledonia? (1) He created a bird sanctuary there. (2) He sent criminals and political prisoners there. (3) He established a palace and retreat there. (4) He exported precious metals from there. 29 According to the passage, the development of the mining industry in New Caledonia during the 19th century led to (1) the overthrow of the government of New Caledonia (2) the establishment of labor unions in New Caledonia (3) the increased diversity of the population of New Caledonia (4) the widespread destruction of native species in New Caledonia Comp. French June 11 [11] [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 had an interesting dream that you remember. In French, write a journal entry about your dream. You may want to include: what your dream was about why it was interesting who or what was in the dream where it took place what happened what you did about it why you had this dream what you remember most how you reacted after you woke up 32 You recently experienced a day in which you were particularly happy. In French, write a journal entry about that day. You may wish to include: when that day was what the weather was like where you were what happened that day who was involved how you felt why you felt that way what the rest of the day was like Comp. French June 11 [12] 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. NOTE: The rubric (scoring criteria) for a Part 4 response receiving maximum credit appears below. Regents Comprehensive Examinations in Modern Languages Dimension A response receiving maximum credit: Purpose/Task Accomplishes the task; includes many details that are clearly connected to the development of the task, but there may be minor irrelevancies. 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. Vocabulary Includes a wide variety of vocabulary that expands the topic, but there may be minor inaccuracies. Structure/Conventions Subject-verb agreement Tense N oun-adjective agreement Correct word order Spelling/diacritical marks 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) Errors do not hinder overall comprehensibility of the passage. Word Count Comp. French June 11 C ontains 100 words or more. [13] COMPREHENSIVE FRENCH Printed on Recycled Paper COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Teacher Dictation Copy Wednesday, June 22, 2011 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 11 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 at a caf in Paris and overhear a person talking to her friend on her cell phone. She says: Salut, Marie. C est Sylvie. Tu ne vas pas le croire. Je viens de gagner deux billets aller retour, Paris/Marseille, sur le TGV. On peut voyager n importe quand, et je voudrais savoir si tu peux m accompagner le mois prochain pour un long week-end Marseille. Laisse-moi un message d s que possible. Bisous ! What does Sylvie invite her friend to do? 2 You are in Bordeaux and are listening to an announcement on the radio. You hear the announcer say: Le Festival Mondial de la Terre est une grande c l bration en faveur de la plan te qui se d roulera dans pr s de 30 pays sur les 5 continents. Sa vocation : permettre toutes les nations du monde de f ter leur plan te ensemble, au m me moment, pour mieux prendre conscience de sa fragilit et s engager la prot ger. C est une op ration de mobilisation nationale et mondiale. Les coles, les universit s, les associations, les fondations et les entreprises du monde entier sont invit es participer cet v nement plan taire dans un m me lan de solidarit . What does the announcer say about this event? 3 You are talking with some friends in Paris. One of your friends says: H , c est le week-end et tous les samedis, la Porte de Clignancourt, il y a le march aux puces. Si tu cherches des vieux disques, des meubles anciens, des v tements et des accessoires bon march , des jouets d occasion, ou d autres trucs du pass , on les trouve au march aux puces. Tu veux y aller avec moi ? According to your friend, what can be found at the Porte de Clignancourt? 4 You are listening to the radio in Lyon and hear this advertisement: tudiants! C est le moment attendu ! Tout est pr t pour la distribution du meilleur guide de la ville de Lyon. L dition la plus r cente du Petit Paum , avec ses conseils et ses avertissements, vous attend. Ce petit livret vous permet de faire connaissance de la riche histoire de la ville, des endroits historiques, et des restaurants traditionnels. Il vous aide aussi trouver du logement et des num ros de t l phone importants, et viter les mauvaises adresses. Les testeurs du Petit Paum ne sont pas des critiques gastronomiques ou des historiens, mais des clients ordinaires comme vous et moi. Venez r clamer votre copie du Petit Paum , lundi, dans les kiosques de la ville. What information is given about this booklet? Comp. French June 11 [2] 5 Your Swiss friend is talking about contacting you at a later time. Your friend says: Si tu veux, tu peux me t l phoner sur mon portable, parce qu en Europe, on ne paie pas les appels qu on re oit, juste les coups de t l phone qu on fait soi-m me. C est diff rent aux tats-Unis, je crois. Alors appelle mon cellulaire un week-end quand il est midi chez toi et 18 heures en Suisse, d accord ? What is your friend suggesting? 6 You are listening to the radio in France and hear this advertisement: La confiture gourmande Naturgie est all g e en sucre et d une qualit irr prochable. Naturgie est faite avec des fruits bio, cuits sous vide basse temp rature afin de conserver le maximum d ar mes, de vitamines, et de saveur. R galez-vous avec nos confitures bio et co-con ues. Choisissez entre poire-framboise, p che-mangue, figue-orange ou encore cerise-griotte ! Disponibles aux points de vente partout en France. What information is given about this product? 7 While listening to the radio in Switzerland, you hear this information about a castle: Ferm au public, le ch teau Saint-Maire peut d sormais tre visit sur Internet. Si ge du gouvernement vaudois depuis 1803, construit par les v ques de Lausanne au 14e si cle, ce bel exemple d architecture m di vale est construit mi-pierres, mi-briques. Les visiteurs du site peuvent y d couvrir les longs corridors et les grandes salles et peuvent y voir ses fresques et ses meubles. Un grand nombre de photos compl tent la visite interactive. pr sent, il n y a pas d autre mani re de visiter ce ch teau. What information is provided about this castle? 8 You are in Belgium and you hear this public service announcement on the radio: Attention ! Il y a des habitants de notre plan te qui sont en danger de dispara tre ! Une esp ce dispara t tous les trois ans, et nous connaissons la sixi me vague d extinction sur terre, la derni re remontant soixante-cinq millions d ann es, lors de la disparition des dinosaures. La mobilisation pour la protection de la vari t et de la diversit du monde qui nous entoure est n cessaire. Aidez-nous prot ger les plantes et les animaux sauvages qui sont en danger. Envoyez vos contributions g n reuses l association C.I.T.E.S qui a pour but de sensibiliser le monde au respect de la biodiversit . Demain il sera trop tard ! What is this organization s main goal? Comp. French June 11 [3] [OVER] 9 You are in a hotel in Guadeloupe. An employee is telling you about the laundry service. He says: Pour les services de nettoyage sec, de blanchisserie ou de repassage, appuyez sur service express au t l phone de votre chambre. Des sacs linge et des instructions se trouvent dans le placard. Ces services sont offerts du lundi au samedi. Mettez vos v tements sales dans le sac avant 9h pour un service le jour m me. Attention, ce service n est pas disponible le dimanche. La lessive arrive votre porte 20 heures. Vous payez ce service quand vous r glez votre compte. What does the employee tell you? Comp. French June 11 [4] 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 at a caf with a friend. He tells you this story: Tu ne devineras jamais ce qui m est arriv ! Hier apr s-midi, j tais la station de ski pr s de chez moi. D abord la remont e m canique est tomb e en panne. Alors j ai d rester une heure sur le t l si ge. J tais compl tement gel . Puis, en descendant, j ai perdu un de mes skis. J ai failli heurter un skieur ; mais heureusement, il a boug la derni re minute et nous n avons pas eu d accident. Par chance, je ne me suis pas bless et j ai retrouv mon ski sans probl me. Quelle aventure ! De quoi ton ami parle-t-il ? 11 While on a class trip to Paris, your teacher talks to the tour guide about taking the group to a new caf . The guide says: Vous cherchez quelque chose de diff rent faire avec vos l ves aujourd hui ? Et bien, pour les distraire, je vous recommande d aller au Caf zo de. C est le seul caf de Paris, et m me de toute la France, r serv aux moins de 17 ans. Ce lieu atypique propose chaque jour des jeux, des spectacles, des expositions, des rencontres et des f tes. Ouvert du mercredi au dimanche de 10h 19h, ce caf est garanti de plaire aux adolescents que vous accompagnez. Qu est-ce que le guide explique au sujet de ce caf ? 12 Your host mother is talking to a neighbor. Your host mother says: C est gentil de t occuper de notre appartement pendant qu on est parti. Peux-tu, s il te pla t, arroser les plantes deux fois cette semaine, nourrir les chats et rentrer le courrier tous les jours ? Pourrais-tu aussi ajouter de l eau l aquarium ce week-end ? On part demain et on revient le 12 au soir. Je te remercie beaucoup, a m aide norm ment et j appr cie de ne pas devoir m inqui ter pendant nos vacances. Voici la cl . Qu est-ce qu elle demande sa voisine ? Comp. French June 11 [5] [OVER] 13 You are in Quebec City and are talking with a group of French-speaking tourists. One of them says: Ce que tu manges s appelle des bleuets ? Comme c est bizarre, chez nous en Suisse, on n utilise pas du tout ce mot dans ce sens-l . Pour nous, les bleuets, ce sont des fleurs, pas des fruits. Maintenant que j y pense, je me souviens que chez vous, au Qu bec, ce n est pas une fleur. Donc les fruits que vous appelez bleuets s appellent myrtilles en Suisse. Il y a beaucoup d expressions suisses ou fran aises qui ont une d finition diff rente au Canada. Ces r gionalismes sont vraiment int ressants ! De quoi parle ton ami ? 14 You are listening to a guest speaker in your French class. He says: Le titre, c est Louis XIV : Le Roi-Soleil. Ce livre nous pr sente un portrait unique, tr s humain, de ce roi-enfant jusqu l apog e de son r gne. Un monarque courageux, sensible aux arts, un solitaire malgr la foule de courtisans, un homme bless par la mort des siens. L auteur nous invite au c ur des pens es les plus personnelles du plus c l bre roi de l histoire de France. Si les romans historiques vous fascinent, vous serez captiv s. Qu est-ce que cette personne vous encourage faire ? 15 Your friend from Paris is describing her brother s new job. She says: Tu connais Fran ois, mon fr re a n ? Il a un nouveau travail comme placeur d avions Charles de Gaulle. Il aide guider les centaines d avions qui atterrissent Paris chaque jour. Ses coll gues et lui organisent et coordonnent les diff rentes actions des avions au sol. C est un travail essentiel; son quipe se charge d assurer la s curit des 75 millions de voyageurs qui transitent par Paris chaque ann e. Fran ois est tr s satisfait de son travail et mes parents sont fiers de lui. Et maintenant, il a assez d argent pour chercher son propre appartement, et je peux prendre sa chambre ! O son fr re travaille-t-il ? 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 11 [6] Printed on Recycled Paper FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Wednesday, June 22, 2011 9:15 a.m. to 12:15 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. Check this web site at: http://www.p12.nysed.gov/apda/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. 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) 2 (2) 1 (3) 3 (4) 4 (5) 1 (6) 4 (7) 3 (8) 1 (9) 2 b (10) 4 (11) 3 (12) 2 (13) 4 (14) 2 (15) 2 Part 3 Allow a total of 30 credits, two credits for each of the following: a (16) (17) (18) (19) (20) 1 4 2 3 1 b (21) (22) (23) (24) (25) 4 2 4 2 3 c (26) (27) (28) (29) (30) 1 3 2 3 4 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 web site at http://www.p12.nysed.gov/apda/lotegre/loterearch/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. If possible, each answer paper for all State examinations in foreign languages should be rated by two foreign language teachers to ensure the accuracy of the scores. 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. Comp. French June 11 [2] 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 Comp. French June 11 [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 comprehensible words in the target language that contribute to the development of the task. 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. Beginning in June 2011, schools are no longer permitted to rescore any of the open-ended questions on any Regents Exam after each question has been rated the required number of times as specified in the rating guide, regardless of the final exam score. Schools are required to ensure that the scores have been added correctly and that the resulting final exam score has been determined accurately. Comp. French June 11 [4] 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 Hier soir, j ai r v que j tais en France. Je parlais fran ais avec des amis francophones. On est all manger dans un super restaurant et j ai enfin pu go ter des escargots. Formidable ! Je suis mont la Tour Eiffel et j ai visit le Louvre, Montmartre, la cath drale Notre-Dame et l Arc de Triomphe. Quand je suis entr dans le m tro, un de mes amis m a donn un ticket, mais je l ai perdu. Un contr leur est mont dans le wagon, et je me suis cach derri re un groupe de touristes. Le contr leur ne m a pas vu, heureusement ! Quand je me suis r veill , j tais s r d avoir vraiment voyag Paris ! 32 Hier tait vraiment super ! Il faisait tr s beau et chaud. Il y avait beaucoup de soleil. Il n y avait pas d cole. C tait dimanche. Je suis all e au centre commercial avec mes amies. Nous avons d cid de regarder un film au cin ma du centre commercial. C tait un film d horreur. J ai eu tr s peur, mais heureusement, c t de moi il y avait un beau gar on. Il m a pris la main ! J tais tr s heureuse. Apr s le film, le gar on (il s appelle Marc) et moi sommes all s au caf . Nous avons beaucoup parl et nous avons mang un croque-monsieur. Il m a demand mon num ro de t l phone. Nous allons sortir samedi prochain ! Il est si mignon ! 33 C est dimanche matin. lodie est en train de lire le journal. Comme elle a besoin d argent pour acheter une nouvelle voiture, elle veut trouver un job qu elle peut faire apr s l cole et le week-end. Dans le journal, il y a plusieurs offres d emploi qui l int ressent. Elle en choisit trois contacter. La premi re est vendeuse dans une boutique de son quartier. La deuxi me est serveuse dans un caf au centre-ville. Mais la troisi me offre est ma tre-nageuse la piscine municipale. Comme elle adore nager, elle t l phone tout de suite. Elle est tr s heureuse quand on l invite pour un entretien mercredi. Elle a besoin d acheter une nouvelle robe avant mercredi ! Comp. French June 11 [5] 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 Online Submission of 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 http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm. 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. Comp. French June 11 [6]

Formatting page ...

Top Contributors
to this ResPaper
(answers/comments)

iamthegenius
(2)

Cbox
(1)

Jasmine Gaines
(1)

Formatting page ...

Additional Info : Scroll down past the exam to view teacher dictation and scoring key.
Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.

regents chat

Horizontal lines at:
Guest Horizontal lines at:
AutoRM Data:
Box geometries: