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New York Regents French June 2004

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COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN FRENCH Tuesday, June 22, 2004 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. COMPREHENSIVE FRENCH Part 2 Answer all questions in Part 2 according to the directions for a and b. [30] a Directions (1 9): For each question, you will hear some background information in English once. Then you will hear a passage in French twice and a question in English once. After you have heard the question, the teacher will pause while you read the question and the four suggested answers in your test booklet. Choose the best suggested answer and write its number in the space provided in your answer booklet. Base your answer on the content of the passage, only. [18] 1 What is special about this restaurant? (1) Only seafood is served. (2) Foods from a variety of countries are served. (3) Only vegetarian dishes are served. (4) Fast food is served. 6 What is this report about? (1) a paper festival (2) a new shopping center (3) a photography contest (4) a sporting event 7 What was unpleasant during the camping trip? (1) The tent leaked at night. (2) The food was not good. (3) There were a lot of insects. (4) They could not light a fire. 2 What did your friend do yesterday? (1) He celebrated his friend s birthday. (2) He stayed home and watched television. (3) He received a special prize. (4) He met a famous actor. 8 What is being advertised? (1) bicycle rentals (3) bottled water (2) baseball tickets (4) guided tours 3 What is your host mother warning you about? (1) some mechanical problems (2) a traffic accident (3) thefts in the neighborhood (4) a contagious illness 9 What does your host sister tell you? (1) She witnessed an accident. (2) She met a former teacher. (3) She won a gift certificate. (4) She had lunch with Sophie. 4 What is this report about? (1) foreign travelers (2) university professors (3) municipal employees (4) homeless people 5 What is your friend suggesting? (1) that she look for books on Quebec history (2) that she go to the library on Sunday (3) that she try various sites on the Internet (4) that she try her school textbook Comp. French June 04 [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 Selon la publicit , quel est l avantage de l t Qu bec? (1) les prix raisonnables (2) la vari t d v nements (3) l acc s facile (4) le temps chaud 13 Quel est le th me de ce mus e? (1) l art fran ais (3) le cin ma (2) l lectricit (4) les jeux videos 14 Qu est-ce qui a le plus influenc le d veloppement de Saint-Pierre et Miquelon? (1) l agriculture (3) le temps (2) les montagnes (4) la mer 11 Qu est-ce que cette annonce propose? (1) de visiter cette r gion en hiver (2) d acheter un manteau (3) de r server une chambre (4) de faire des sports d t 15 Qu est-ce qu on dit au sujet des billets pour cet v nement? (1) Ils sont tr s nombreux. (2) Ils sont limit s. (3) Ils sont tous vendus. (4) Ils sont gratuits. 12 Quel est le sujet du livre? (1) la cuisine (3) les maths (2) l art (4) l astronomie Comp. French June 04 [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] Vanille, fraise et chocolat! Il faut l avouer, ce ne sont pas les Fran ais qui ont invent les glaces. Ces d lices ont t import es d Italie, en France vers le milieu du 17e si cle, par un Sicilien nomm Francesco Procopio. Celui-ci a ouvert un caf dans la capitale. Et c est dans cet tablissement que Procopio est devenu Procope parce qu il a francis son nom. Il a servi des glaces diversement parfum es et des sorbets aux Parisiens. Les Parisiens, d s qu ils ont d couvert ces desserts, les ont norm ment appr ci s. Et le caf du brave Procope est devenu un des tablissements les plus fr quent s et les plus recommand s de Paris. Devant ce succ s, d autres limonadiers de Paris ont imit Procope. Et bient t, ils taient si nombreux qu il a fallu r glementer la profession et le droit de vendre des glaces et des eaux glac es. Mais jusqu au milieu du 18e si cle, ce plaisir tait saisonnier et limit , car on ne d gustait des glaces que pendant la saison d t . En 1750, les choses changent. Un certain Buisson, le successeur de Procope, d cide de servir des glaces toute l ann e. Il est rapidement imit par ses coll gues. Et depuis ce temps-l on ne peut plus r sister au plaisir des glaces. Elles font partie de toutes les grandes occasions, de toutes les f tes. Non seulement on peut manger des glaces toute l ann e, mais en cette fin du 18e si cle, les glaces se font de plus en plus savoureuses. Le nombre de glaciers augmente rapidement et les gens se r galent fr quemment de glace. C est l poque du triomphe des bombes glac es. Tout repas de quelque importance est alors obligatoirement termin par ce dessert. Sous le premier Empire, gr ce aux glaciers italiens, la qualit des glaces s am liore encore. C est encore sous le second Empire qu est cr e l omelette norv gienne, un dessert tout fait original, dans lequel le froid de la cr me glac e et le chaud de la meringue dor e au four se marient parfaitement pour former un dessert merveilleux. Comp. French June 04 [4] C est encore sous le second Empire que sont n s les coupes glac es, les mousses et les parfaits. Actuellement le choix des glaces et des sorbets, tant dans le parfum que dans la texture, est infiniment vari . Et c est un des plaisirs de l t dont on ne se fatigue jamais. Les sorbets dans les grands repas sont servis apr s les entr es et avant le plat de viande. Cet usage doit faciliter la digestion et renforcer et am liorer l app tit. Les sorbets se font aux fruits et galement aux eaux de vie. Alors coupe glac e, sorbet citron, orange givr e ou boule vanille, fraise et chocolat, avez-vous fait votre choix? 16 Qui a introduit la glace en France? (1) un avocat (2) un touriste (3) un empereur fran ais (4) un immigrant sicilien 19 Avec l ouverture de plus de glaciers, qu est-ce qui est arriv ? (1) La qualit de la glace tait moins bonne. (2) Les glaciers ont cr une plus grande vari t de glace. (3) La glace est devenue plus ch re. (4) Les seuls parfums taient la vanille et le chocolat. 17 O vendait-on les premi res glaces en France? (1) dans un caf Paris (2) dans la rue (3) dans les march s (4) dans les maisons des nobles 20 Pourquoi sert-on souvent du sorbet au milieu des grands repas? (1) Il satisfait la faim. (2) a augmente l app tit. (3) Il a plus de calories que la glace. (4) Ce n est pas un bon dessert. 18 Qu est-ce qui se passait vers la fin du 18 me si cle? (1) On limitait la production cause du prix du lait. (2) On vendait la glace seulement en t . (3) On consommait la glace en toutes saisons. (4) On en mangeait avant tous les grands repas. Comp. French June 04 [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] 23 21 Souvenirs des week-ends de ma jeunesse En Suisse Je me souviens des week-ends pass s chez mes grands-parents. Nous y allions tous les vendredis, en famille. C tait la campagne loin de tous les bruits de la ville. Ce que j aimais le plus, ce n tait pas les animaux que l on voyait dans les champs, mais plut t les soir es calmes avec mon grand-p re. En effet, apr s une journ e bien active, nous nous retrouvions dans le fauteuil le plus confortable, et l P p me racontait une histoire. Quelquefois, l histoire avait une mauvaise fin, d autres fois, la fin me faisait rire. Je ne sais pas d o venaient ces histoires, peut- tre des exp riences de la vie, de son m tier ou encore de lectures vari es. Cela n avait aucune importance, tout ce que je sais, c est que je me sentais en s curit dans ses bras. Que la vie me semblait belle cette poque! Le Landsgemeinden Appenzell. Chaque ann e, le dernier dimanche d avril, des milliers d lecteurs se r unissent Appenzell, non loin de la fronti re autrichienne, pour lire leurs repr sentants. Le vote, main lev e, est r serv uniquement aux hommes. Les femmes n interviennent pas dans la vie cantonale de la petite ville, connue pour son fromage. Le 25 avril, les hommes porteront l p e, symbole de leur droit lectoral, et discuteront avec animation, parfois m me avec violence, pour prendre des d cisions concernant les affaires du canton. Rens.: office national suisse du tourisme, 01-44-51-65-51. 21 These weekends were especially enjoyable because of the (1) beautiful sunsets (2) animals in the fields (3) opportunity to work on a farm (4) time spent with the grandfather 22 23 Why do these people come to Appenzell? (1) to elect government officials (2) to sell cheese (3) to participate in a tournament (4) to enjoy a festival Qu est-ce que c est qu un chat? Le chat est un joli petit animal qui est, la fois demisauvage et demi-domestique. Il peut changer de caract re d un moment l autre. Docile, sur les genoux de son ma tre, profond ment endormi, il peut, tout d un coup, devenir un chasseur agile. Il est propre, vif et alerte et prend toujours plaisir jouer avec une balle, ou lorsqu il est dehors, taquiner les souris. 22 According to this article, what is the main characteristic of a cat? (1) its fussy appetite (2) its desire to sleep all day long (3) its changeable behavior (4) its loyalty to humans Comp. French June 04 [6] 24 25 Les r glements de la circulation en Ontario sont sans doute l g rement diff rents de ceux auxquels vous tes habitu . Voici donc certains conseils qui vous aideront passer de bonnes vacances en Ontario. I N F O R M AT I O N S Bicyclettes. Les bicyclettes sont consid r es comme des v hicules et doivent donc ob ir aux m mes lois de la circulation. Les bicyclettes sont interdites sur les autoroutes acc s contr l . partir du 1er octobre 1995, le port du casque sera obligatoire. Nous vous recommandons de vous pr senter l a roport 3 heures avant le d part pour un vol international et 2 heures avant le d part pour un vol int rieur, et de vous enregistrer au comptoir de la compagnie a rienne indiqu e sur le billet d avion. Il est tr s important de confirmer l heure de vos vols de d part et de retour en composant les num ros de t l phone indiqu s sur vos documents de voyage. Assurez-vous d avoir en main les documents requis par les autorit s du pays visit (ex.: passeport, visas, certificat de naissance, carte de citoyennet ). Auto-stop. Il est interdit de faire de l autostop sur les autoroutes les plus importantes (o les pi tons sont interdits), telles que la QEW. D tecteurs de radar. Il est interdit d utiliser des d tecteurs de radar en Ontario, m me s ils ne sont pas en fonctionnement mais simplement transport s dans votre v hicule. Notre police peut confisquer de tels appareils et vous donner une amende. 25 What are you advised to do? (1) pay for your ticket three hours in advance (2) have your baggage open for inspection (3) exchange your dollars for foreign currency (4) have appropriate forms of personal identification with you Tourner droite au feu rouge. Sauf indication contraire, il est permis de tourner droite au feu rouge. Vous devez vous arr ter compl ment aux feux, mais vous pouvez tourner droite apr s vous tre assur que la voie est libre. Limites de vitesse. En Ontario, les limites de vitesse sont indiqu es en kilom tres. Sur les autoroutes acc s limit , la limite de vitesse est fix e 100 km/h. Sur les routes transcanadiennes, elle est fix e 90 km/h. Dans les zones urbaines et autres r gions habit es, la limite de vitesse est g n ralement de 40 60 km/h. 24 According to Ontario traffic laws, what is illegal? (1) to make a right turn at a red light (2) to have a radar detector in the vehicle (3) to exceed 60 kilometers per hour on the highway (4) to hitchhike on small rural roads Comp. French June 04 [7] [OVER] c Directions (26 30): After the following passage, there are five questions or incomplete statements in English. For each, choose the word or expression that best answers the question or completes the statement according to the meaning of the passage, and write its number in the space provided in your answer booklet. [10] Pour exercer le m tier de Marie-Jos e Bergeron, il faut adorer les voyages, se sentir bien au contact des autres cultures et ne pas avoir peur du d calage horaire. De plus, les proches doivent se montrer compr hensifs. Elle n est la maison qu une centaine de jours par ann e, et ses valises ne sont jamais r ellement d faites. Cette jeune femme est co-pilote chez Air Transat depuis trois ans et elle assure que c est le plus beau m tier du monde. Deux options s offrent aux futurs pilotes. Ils peuvent suivre des cours dans un a roclub, une cole priv e, en accumulant les heures de vol ou s inscrire au C gep de Chicoutimi, la seule cole publique qu b coise donner la formation. Marie-Jos e a choisi le meilleur des deux mondes: tout en suivant des cours en sciences humaines l universit , elle a opt pour apprendre le m tier dans un a roclub. Une fois son brevet de pilote en poche, la jeune femme a travaill pendant quelques ann es comme enseignante. J avais la chance d enseigner de jeunes d butants passionn s d aviation comme moi. Apr s avoir enseign , la jeune pilote a suivi des cours sur bimoteur, appris voler aux instruments et continu sa formation de fa on pouvoir devenir pilote de ligne. Finalement, elle a d croch un emploi chez Air Transat. M me si elle profite aujourd hui de la s curit d emploi chez Air Transat, Marie-Jos e insiste sur l importance de se faire conna tre quand on est jeune pilote. C est un domaine qui a un syst me de quotas, et il faut travailler dur pour obtenir un emploi. De plus, l aviation demeure un milieu principalement masculin. Pendant un an, j ai t la seule femme pilote chez Air Transat. Apr s avoir fait mes preuves d s le d but et entendu toutes les blagues sexistes possibles, j ai aujourd hui droit au respect de mes coll gues. Je pense que c est la comp tence qui compte. Marie-Jos e survole le monde: Vancouver, Ath nes, en Gr ce, en passant par l Angleterre, la France et l Italie. Et puis, l hiver, il y a les destinations soleil: l Am rique du Sud, les Cara bes et la Floride. A son poste de co-pilote, elle a la possibilit d admirer des paysages que plusieurs ne verront jamais, notamment le lever du soleil sur l oc an ou le Groenland vol d oiseau. Comp. French June 04 [8] Et c t salaire? On ne choisit pas d tre pilote pour l argent. Evidemment, le salaire est assez bon et on b n ficie de plusieurs avantages comme des billets d avion gratuits. Mais c est d abord la passion du m tier qui nous m ne: aller plus haut, plus loin, plus vite! Les pilotes d avion peuvent profiter de journ es de cong l tranger pour jouer au touriste. Marie-Jos e a m me fait de nouveaux amis un peu partout dans le monde et elle, comme la plupart des pilotes, n a pas un emploi de 9h 5h. Ils sont toujours dans des h tels, mais m me s ils vont dans des villes diff rentes, leur vie devient en quelque sorte une routine: d calage horaire, m me h tel dans chaque ville, m me trajet jusqu l a roport Difficile, la vie de pilote? Au moment de l entrevue, Marie-Jos e n avait pas vol depuis deux semaines. Et, incroyable, elle tait impatiente de piloter nouveau. 26 According to Marie-Jos e, what is one of the disadvantages of her job? (1) She never has time to truly unpack her bags. (2) She makes too little money. (3) Jet lag affects her eating habits. (4) She never is able to make new friends. 29 According to Marie-Jos e, what was her main reason for becoming a pilot? (1) She is committed to her love of flying. (2) The money is of primary importance. (3) She has more time with her family. (4) The airline treats her to first-class hotels and restaurants. 27 How did Marie-Jos e become a pilot? (1) She received a scholarship for lessons from a commercial airline. (2) She was a member of the Canadian Air Force. (3) She took private lessons while studying at the university. (4) She learned to fly from her father. 30 Why does her schedule become somewhat routine? (1) Her flights are always between 9:00 a.m. and 5:00 p.m. (2) She follows the same patterns in the cities where she lands. (3) Her days off are the same every month. (4) The same crew members always fly together. 28 How does she describe her experience as a female pilot? (1) She was never treated any differently from her male colleagues. (2) She found it easy to be hired. (3) She has fought several legal battles for equal pay. (4) She has earned the respect of her colleagues through hard work. Comp. French June 04 [9] [OVER] Part 4 Write your answers to Part 4 according to the directions below. Your answers must be written in your own words; no credit will be given for a response that is copied or substantially the same as material from other parts of this examination. [16] Directions (31-33): Choose two of the three writing tasks provided below. In your answer booklet, write your response to the two writing tasks you have chosen. For each question you have chosen, your answer should be written entirely in French and should contain a minimum of 100 words. Place names and brand names written in French count as one word. Contractions are also counted as one word. Salutations and closings, as well as commonly used abbreviations in French, are included in the word count. Numbers, unless written as words, and names of people are not counted as words. You must satisfy the purpose of the task. Be sure to organize your response and to include a beginning, middle, and ending. The sentence structure and/or expressions used should be connected logically and should demonstrate a wide range of vocabulary with minimal repetition. 31 Your French teacher has asked your French class for suggestions about a class trip. In French, write a letter telling him/her where you would like to go. You may wish to include: destination your reasons for making this suggestion dates or times for the trip method of transportation cost of the trip ways to earn money for the trip possible activities during the trip length of time that the trip will take number of people going on the trip who will go on the trip 32 You have just found out that one of your friends is moving away. In French, write a journal entry expressing how you feel. You may wish to include: a description of your friend why this person is your friend how long you have known each other why you will miss your friend activities that you did together when your friend is leaving where your friend will be living how you can stay in contact with each other when you can visit each other Comp. French June 04 [10] 33 In French, write a story about the situation shown in the picture below. It must be a story relating to the picture, not a description of the picture. Do not write a dialogue. MA CINE Bunny Hoest & John Reiner, Laugh Parade, Parade (adapted) Comp. French June 04 [11] COMPREHENSIVE FRENCH COMPREHENSIVE FRENCH The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Teacher Dictation Copy Tuesday, June 22, 2004 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 04 [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 A friend is telling you about where he ate dinner last night. Your friend says: Quel restaurant! Il est possible de savourer les plats typiques de nombreux pays. On offre une s lection de plaisirs culinaires, des saveurs de l Orient aux plats pic s d Afrique, et une vari t de go ts et de parfums de huit cuisines r gionales. Si tu aimes essayer des sp cialit s exotiques, je te recommande ce restaurant. What is special about this restaurant? 2 You and your friend are talking. Your friend says: Je viens de passer un apr s-midi fantastique. C tait l anniversaire de ma copine, Martine, alors nous sommes all s au cin voir un bon film. C tait un film d action avec l acteur pr f r de Martine. Le temps a vite pass parce que c tait vraiment int ressant. Ensuite nous sommes all s chez Martine pour faire la f te et manger un g teau pr par par sa m re. What did your friend do yesterday? 3 Before you leave for school, your host mother stops you and says: Il faudra maintenant que toute la famille prenne plus de pr cautions avant de partir de la maison. Je m inqui te parce que j ai entendu la radio ce matin qu il y a eu plusieurs cambriolages dans notre quartier ce mois-ci. Il para t que les voleurs viennent pendant la journ e quand les gens sont au travail. Ils volent surtout des petits objets de valeur: de l argent, des bijoux, etc. La police m ne une enqu te mais on n en sait pas plus. Alors, n oublie pas de fermer cl la porte de la maison et la porte du garage. Et ne laisse pas ton v lo et ton casque dehors. What is your host mother warning you about? 4 You are listening to the radio and you hear this news report: En France, comme dans beaucoup d autres pays, des milliers d hommes, femmes et m me enfants sont sans domicile et doivent survivre souvent dans des conditions d plorables de jour en jour. En effet, on les voit partout, dans les rues, parcs et m tro, essayant de trouver un endroit pour la nuit. Mais gr ce l organisation Habitat et Humanit , qui permet aux sans-abri d acc der un logement loyers tr s mod r s, certains peuvent retrouver la dignit de vivre et de faire partie de la soci t autour d eux. What is this report about? Comp. French June 04 [2] COMP. FRENCH continued 5 You overhear your friend s telephone conversation with a French foreign exchange student. Your friend says: La biblioth que municipale est toujours ferm e le dimanche. Pour trouver les renseignements que tu cherches, je pense que tu devrais essayer l internet. Il y a de tr s bons sites au sujet de l histoire du Qu bec. Je suis certaine que tu y trouveras ce que tu veux. Mais si tu as encore des probl mes, parle-m en l cole demain. What is your friend suggesting? 6 You hear this report on a Canadian radio station: La ville de Windsor, ville du papier, organise un festival du papier tout fait original qui se d roule tous les ans en juin. De nombreuses activit s sont voir pendant les trois jours de festivit s: le plus int ressant est un d fil de mode o les mod les exposent des cr ations faites 80% en papier. Il y a 3 cat gories: amateurs, tudiants et professionnels et des prix gagner pour les travaux les plus originaux et les plus color s. C est un v nement ne pas manquer! What is this report about? 7 You ask your friend about his camping trip last weekend. He says: Mon week-end n tait pas formidable. Il a beaucoup plu, mais le pire est qu on s est fait d vorer par les moustiques. Je n ai jamais vu autant d insectes! a allait quand nous faisions du feu avec du bois mouill qui cr ait beaucoup de fum e. Les moustiques n aiment pas la fum e. Cependant, quand il n y avait plus de fum e, il y avait des moustiques m me dans la tente. Ils m ont piqu partout et je ne pouvais pas dormir. What was unpleasant during the camping trip? 8 You are listening to the radio in Montreal and you hear this announcement: Cyclotour, c est le meilleur endroit Montr al pour louer des v los. Et le v lo, c est une fa on merveilleuse de voir la ville! Chaque location comporte v lo, casque, support arri re, sacoche avant, support bouteille, carte des pistes cyclables et un cadenas. Recevez une bouteille d eau gratuite pour la location d une journ e. Nous sommes situ s directement sur les pistes cyclables du Vieux Montr al et du Parc Olympique. What is being advertised? Comp. French June 04 [3] [OVER] COMP. FRENCH continued 9 Your French host sister is telling you about her day. She says: Tu ne devineras jamais ce qui m est arriv ! J tais avenue des ChampsElys es, tu sais, comme je devais acheter un cadeau pour l anniversaire de Sophie. Au moment o j arrivais devant le magasin, j ai rencontr mon ancienne institutrice de la maternelle. J ai oubli son nom mais elle, elle m a tout de suite reconnue et s est m me souvenue de mon pr nom. Incroyable! Je ne l avais pas vue depuis dix ans. Nous avons bavard un long moment. Nous avons parl des activit s qu on faisait en classe. What does your host sister tell you? Directions for Part 2b: Instruct students to read the directions for Part 2b. After students have read and understood the directions, say: There are six questions in Part 2b. Part 2b is like Part 2a, except the questions and answers are in French. I will now begin. Administer Part 2b in the same manner as Part 2a. 10 You are listening to the radio and you hear: A partir du week-end de la F te de Dollard, l activit dans la r gion de Qu bec reprend son lan avec une myriade de festivals musicaux, de pi ces de th tre d t , de concerts en plein air ainsi que d v nements culturels et sportifs divers. Voyez pour vous-m me pourquoi l t Qu bec est tout simplement enchanteur! Selon la publicit , quel est l avantage de l t Qu bec? 11 You hear this advertisement on the radio: Oubliez le ciel gris de d cembre! Venez vous d tendre dans la nature qui s endort sous un pais manteau de neige scintillant sous le soleil. Dans le Beaufortain, les pistes attendent vos skis. Promenez-vous dans les villages et les stations. Laissez la chaleur du feu vous faire appr cier la fra cheur hivernale sous la bienveillance du Mont Blanc, garant d un enneigement exceptionnel. Qu est-ce que cette annonce propose? Comp. French June 04 [4] COMP. FRENCH concluded 12 You are in a bookstore in France and you overhear a salesperson describing a book to a customer. The salesperson says: En regardant le ciel par nuit claire, on aper oit de nombreuses constellations. Tout en les d crivant et en les expliquant, ce livre aide les reconna tre, gr ce des pages phosphorescentes qui les reproduisent l identique et brillent dans le noir. C est une approche simple de decouvrir les toiles. Quel est le sujet du livre? 13 You are taking a tour of a museum in France. You hear the tour guide say: Au mus e EDF Electropolis, on s amuse tout en apprenant. On d couvre des objets surprenants et on s merveille. Petits et grands vivent pleinement le fabuleux d veloppement de l lectricit . On peut se d tendre dans les deux hectares du jardin technologique en regardant les vid os et la saga de cette forme d nergie sur un cran g ant. On peut participer aux exp riences pour mieux comprendre les ph nom nes lectriques. Et on peut d couvrir l histoire des savants et de leurs inventions. Quel est le th me de ce mus e? 14 You are part of a group that has arrived at the airport in Saint-Pierre. A local official welcomes your group and says: Les les fran aises de Saint-Pierre et Miquelon b n ficient d une longue tradition d accueil. De nombreux p cheurs venus de France se sont arr t s ici et certains y sont rest s. Saint-Pierre et Miquelon c est Un Pays de Marins . Son identit culturelle, son histoire, son environnement et sa population ont toujours v cu par la mer. Votre visite est importante pour nous, car elle largit nos horizons. Je vous souhaite la bienvenue. Esp rons que vous p cherez des souvenirs inoubliables chez nous. Qu est-ce qui a le plus influenc le d veloppement de Saint-Pierre et Miquelon? 15 You are listening to the radio in Paris and hear this announcement: Attention, les fanas de Jacques Higelin! Les derni res places pour ses concerts les 24 et 25 octobre au Z nith de Paris seront en vente en exclusivit sur Fnac.com et en magasins le vendredi 13 octobre d s dix heures. Ne manquez pas cette derni re chance de voir Jacques Higelin sur sc ne Paris! Qu est-ce qu on dit au sujet des billets pour cet v nement? Comp. French June 04 [5] [OVER] 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 04 [6] FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Tuesday, June 22, 2004 9:15 a.m. to 12:15 p.m., only SCORING KEY Any clarifications or changes to this scoring key or this examination will be posted on the New York State Education Department web site at http://www.emsc.nysed.gov/osa/. Check this web page before starting your scoring process 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) 3 (6) 1 (7) 3 (8) 1 (9) 2 b (10) 2 (11) 1 (12) 4 (13) 2 (14) 4 (15) 2 Part 3 Allow a total of 30 credits, two credits for each of the following: a (16) (17) (18) (19) (20) 4 1 3 2 2 b (21) (22) (23) (24) (25) 4 3 1 2 4 c (26) (27) (28) (29) (30) 1 3 4 1 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 If a student s response receives a performance level score of zero on the dimension of purpose/task, the entire response should receive a score of zero. Please note, however, that in order to receive a score of zero on the dimension of purpose/task, the student s response must be completely unrelated to the topic. A student s response must not be given a zero on the dimension of purpose/task if the response can be associated with the task in any manner whatsoever. In such an instance, the student s response must be rated on each of the dimensions of the writing rubric. Part 4 A sample of an 8-credit response for each question in Part 4 follows: 31 Ch re Madame, La classe voudrait faire un voyage en f vrier. Est-ce que nous pouvons aller Ottawa pour le Bal de Neige? J adore patiner et il fait froid, alors le canal Rideau sera gel . Nous pouvons vendre des cr pes au match de basketball vendredi pour payer l autobus de l cole. Tout le monde voudrait aller avec vous parce que vous tes tr s sympa! Apr s avoir patin , nous pouvons aller visiter le Mus e des Civilisations pour voir leurs expositions. J ai entendu dire que c est un excellent mus e et parce que c est Hull, on parle fran ais. Il y a aussi un cin ma IMAX au Mus e. Ce sera formidable. Et apr s nous pouvons aller un restaurant ensemble, et parler fran ais pendant le repas. Qu est-ce que vous en pensez, Madame. S il vous pla t!!! Carol 32 Ma meilleure amie va d m nager bient t. Son p re a chang de poste et la famille habitera dans une autre ville. Je suis triste qu elle parte parce que nous sommes amies depuis la maternelle. Nous faisons partie de la m me quipe de foot et cette ann e nous avons gagn le championnat! L t dernier, nos familles sont parties en vacances la plage. L nous nous sommes amus es nous baigner et parler des copains tout en nous promenant dans le sable. Le soir on est sorties au cin ou au restaurant. J esp re qu on se reverra encore cet t pour les vacances en famille. En tout cas, je suis s re que je vais lui t l phoner souvent et il y a toujours mon ordinateur! 33 Ce week-end pass M. et Mme Deschamps sont all s au cin ma. Ils voulaient voir le nouveau film de Johnny Depp. Malheureusement ils n ont pas consult le journal et quand ils sont arriv s au cin le film ne passait plus. Ils taient tr s emb t s. Que faire? Ils ont demand conseil l employ e du cin ma, mais elle a recommand un film comique. Cependant, les Deschamps d testent les comiques idiots! Alors ils ont d cid d aller au restaurant. Quand ils sont arriv s au Caf du Parc , la salle tait compl te et le gar on leur a dit de revenir une heure plus tard. Les Deschamps ont d cid que leur soir e tait rat e et ils sont rentr s la maison. 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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