français 1

Révision pour l’Examen Final

2011-2012

Student Study Guide

SECTION ONE: LISTENING (Total of 25 questions)

  1. PASSAGES / DIALOGUES: (Questions 1-6) You will be listening to a series of short passages and dialogues for this section of the exam.

STEP ONE:Pre-read the questions listed for each dialogue or passage to yourself.

STEP TWO:Listen to the passage or dialogue in French. Each will be read twice.

STEP THREE:Mark the best answer to each question on your Scantron answer sheet.

DIALOGUE SAMPLE:

  1. What time does Paul get to school?

a.7:30 a.m.

b.8:00 p.m.

c.3:00 p.m.

d.10:00 a.m.

  1. What does he like to do before class?

f. study

g. talk to friends

h. play soccer

j. eat

PASSAGE SAMPLE:

  1. Where is Antoine from?

a.France

b.Louisiana

c.Canada

  1. Where does he work?

f. at the library

g. at the stationery store

h. at Printemps

j. at Subway

GO ON TO THE NEXT PAGE.

B. WHAT COMES NEXT? : (Questions 7-12) You will be listening to a series of incomplete dialogues that you have to complete by choosing the logical follow-up statement for each of these exercises.

STEP ONE:Listen to the dialogue portion. Each will be read twice.

STEP TWO:Choose the best, most logical statement that would follow the last line of the

dialogue you hear presented. Mark your answer on your Scantron answer sheet.

YOU HEAR: SPEAKER 1: "Bonjour, Monsieur. Vous désirez?"

SPEAKER 2: "Je voudrais un steak frites et une limonade, s’il vous plaît."

YOU SEE: (a) Et pour vous, Mademoiselle?

(b) Un croque monsieur.

(c) Voici une table libre.

(d) Et comme boisson?

YOU CHOOSE: (a) Choice a is the logical response since it best completes

the dialogue you hear.

C. CHOOSE THE RIGHT PICTURE: (Questions 13-18) You will be listening to a series of short passages for this section of the exam.

STEP ONE:Look at the pictures pertaining to each passage.

STEP TWO:Listen to the passage or dialogue in French. Each will be read twice.

STEP THREE:Choose the picture which best represents the answer to each of the questions provided. Mark your answer on your Scantron answer sheet.

PASSAGE 1:

QUESTION:

  1. Where are Julie, Pierre and Sophie?

A. B. C. D.

GO ON TO THE NEXT PAGE.

PASSAGE 2:

QUESTION:

  1. What does Gregory eat at work?

F. G. H. J.

D. FILL IN THE BLANK!: (Questions 19-25) Listen to each statement and choose the word or phrase from the choices listed which makes the statement the most logical and complete. Mark your answer on your Scantron answer sheet.

  1. un crayon
  2. un chien
  3. une pizza
  4. une pomme

f.au restaurant

g.au parc

h.à la boulangerie

j.à la maison

GO ON TO THE NEXT PAGE.

SECTION TWO: READING (Total of 25 questions)

READING PASSAGE A: Descriptions des lycéens

STEP ONE:Pre-read the questions below the reading passage.

STEP TWO:Read the passage carefully.

STEP THREE:Based on the passage, decide whether each statement is VRAI (TRUE) orFAUX (FALSE), and mark your response on your Scantron answer sheet.

Antoin est canadien. Il est québécois. Il est de Montréal, la deuxième ville francophone du monde après Paris. Après les cours, il travaille dans une papeterie pour gagner de l’argent. Il travaille dix heures par semaine. La papeterie où il travaille est dans le centre de Montréal. Il aime étudier les maths, l’allemand et les sciences. Il est fort en maths.

Lisa est de Martinique. Elle habite à Fort de France, la capitale de Martinique. Elle est élève au lycée Sainte Marie Claire. Elle étudie l’espagnol, les maths, et la géographie. Elle est forte en espagnol mais son professeur est très strict. Lisa étudie beaucoup au lycée et chez elle. Elle voudrait être pilote un jour.

  1. Antoin est américain.

a.Vrai

b. Faux

  1. Le professeur d’espagnol de Lise n’est pas très strict.

f.Vrai

g.Faux

  1. Antoin travaille dix heures par semaine.

a.Vrai

b. Faux

GO ON TO THE NEXT PAGE.
READING PASSAGE B: Une lettre de Thérèse

STEP ONE:Pre-read the questions below the letter.

STEP TWO:Read the letter carefully.

STEP THREE:Based on the passage, choose the best response and mark your response on your Scantron answer sheet.

Bonjour, Isabelle,

Je m’appelle Thérèse. J’ai une grande famille. J’ai un père et une mère. J’ai trois frères et une sœur. J’ai aussi sept cousins mais une seule cousine. J’ai un chien, Tifou, et un chat, Pompon.

J’habite avec ma famille dans une grande maison à Pont Chartres. Je suis élève dans un lycée de la région. Je suis une élève excellente.

Ta correspondante,

Thérèse

  1. To whom is Thérèse writing the letter?

f. A boy named Tifou

g. A girl named Isabelle

h. A boy named Esteban

i. A girl named Chartres

13. How many brothers does Thérèse have?

a. two

b. three

c. one

d. none

14. With whom does Thérèse live?

f. her pets and sister

g. her grandparents

h.her family

i. her cousins

GO ON TO THE NEXT PAGE.
SECTION THREE: PALS WRITING The rubric by which you will be assessed on this section of the exam is on the page following these directions.

Choose one of the two writing tasks provided below.

Your answer to the question you have chosen should be written entirely in French and should contain a minimum of 100 words. Be sure that your answer is original, using words and expressions which do not imitate other sections in this examination.

Place names and brand names written in French count as one word. Contractions are also counted as one word. Salutations, closings, and commonly used abbreviations are included in the one word count. Numbers, unless written as words, and names of people are not counted as words.

Be sure that you have satisfied the purpose of the task. The sentence structure and/or expressions used should be connected logically and demonstrate a wide range of vocabulary with minimal repetition.

In order to prepare for the possible writing prompts on the exam, be sure you have reviewed all of the vocabulary and grammar structures associated with the themes presented by your teacher for the entire school year. The following is a general list:

Une amie et un ami

Les cours et les profs

Pendant et après les cours

La famille et la maison

Au café et au restaurant

La nourriture et les courses

Les vêtements

If you would like a guide from your textbook for the vocabulary you might use for the writing section, it would be useful to review the terms listed on p. 47, p. 79, p. 109, p. 141, p. 183, p. 217, and p. 247 of Bon Voyage I.

Here are a few models which you can practice at home…Don’t forget: Your stories can be real or imaginary!

  1. Describe yourself, your friends and your family. Tell where you are from and describe where you live now. Tell everyone’s ages, what their personalities are like and how they look physically. Describe what you, your friends and your family like and don’t like.
  1. Write about your classes, your teachers, and what you do during a typical school day. Tell what you want to do at school, but can’t. Tell what you can do at school, but don’t want to do.
  1. Describe what you like and don’tlike to do for fun.
  1. Write about what you are going to do this summer or next school year.
  1. Write about your plans to run errands and go food shopping in France. What are you going to buyand to which stores you are going to go?
  1. You and your family are going to dine in a restaurant to celebrate your sister’s birthday. Describe what is going to happen, from the moment you arrive at the restaurant to when you pay your bill and leave. Be sure to say how you are going to get there.
  1. Write about a trip to the mall to buy clothes.

LOUDOUN COUNTY PUBLIC SCHOOLS

Performance Assessment for Language Students (PALS)

Level 1 Writing Tasks - Analytic Rubric

Task Completion
1 -- / Minimal completion of the task, and/or content frequently inappropriate
2 -- / Partial completion of the task, content mostly appropriate, ideas are undeveloped
3 -- / Completion of the task, content appropriate, ideas adequately developed
4 -- / Superior completion of the task, content appropriate, ideas well developed and well-organized
Comprehensibility
1 -- / Text barely comprehensible
2 -- / Text mostly comprehensible, requiring interpretation on the part of the reader
3 -- / Text comprehensible, requiring minimal interpretation on the part of the reader
4 -- / Text readily comprehensible, requiring no interpretation on the part of the reader
Level of Discourse
1 -- / Attempted use of complete sentences, no or almost no cohesive devices
2 -- / Predominant use of complete yet repetitive sentences, no or almost no cohesive devices
3 -- / Emerging variety of complete sentences and some cohesive devices
4 -- / Variety of complete sentences and of cohesive devices
Vocabulary
1 -- / Inadequate and/or inaccurate use of vocabulary
2 -- / Somewhat inadequate and/or inaccurate use of vocabulary
3 -- / Adequate and accurate use of vocabulary
4 -- / Rich use of vocabulary
Grammar
1 -- / Inadequate and/or inaccurate use of basic language structures
2 -- / Emerging use of basic language structures
3 -- / Emerging control of basic language structures
4 -- / Control of basic language structures
Mechanics
1 -- / Inaccurate spelling, use of diacritical marks, punctuation and/or capitalization
2 -- / Somewhat inaccurate spelling, use of diacritical marks, punctuation and/or capitalization
3 -- / Mostly accurate spelling, use of diacritical marks, punctuation and/or capitalization
4 -- / Few or no errors in spelling, use of diacritical marks, punctuation and/or capitalization

SECTION FOUR: PALS SPEAKING The rubric by which you will be assessed on this section of the exam is on the page following these directions.

You will see a picture. You will have 90 seconds to prepare and 60 seconds to speak. Possible topics include material from Chapters 1-7:

Une amie et un ami

Les cours et les profs

Pendant et après les cours

La famille et la maison

Au café et au restaurant

La nourriture et les courses

Les vêtements

To prepare yourself, you may want to use the picture series in your textbook p.46, p.78, p.108, p.140, p.183, p.216, and p.246.

LOUDOUN COUNTY PUBLIC SCHOOLS

Performance Assessment for Language Students (PALS)

Level 1 Speaking Tasks - Analytic Rubric

Task Completion
1 -- / Minimal completion of the task and/or responses frequently inappropriate
2 -- / Partial completion of the task, responses mostly appropriate yet undeveloped
3 -- / Completion of the task, responses appropriate and adequately developed
4 -- / Superior completion of the task, responses appropriate and with elaboration
Comprehensibility
1 -- / Responses barely comprehensible
2 -- / Responses mostly comprehensible, requiring interpretation on the part of the listener
3 -- / Responses comprehensible, requiring minimal interpretation on the part of the listener
4 -- / Responses readily comprehensible, requiring no interpretation on the part of the listener
Fluency
1 -- / Speech halting and uneven with long pauses and/or incomplete thoughts
2 -- / Speech choppy and/or slow with frequent pauses, few or no incomplete thoughts
3 -- / Some hesitation but manages to continue and complete thoughts
4 -- / Speech continuous with few pauses or stumbling
Pronunciation
1 -- / Frequently interferes with communication
2 -- / Occasionally interferes with communication
3 -- / Does not interfere with communication
4 -- / Enhances communication
Vocabulary
1 -- / Inadequate and/or inaccurate use of vocabulary
2 -- / Somewhat inadequate and/or inaccurate use of vocabulary
3 -- / Adequate and accurate use of vocabulary
4 -- / Rich use of vocabulary
Grammar
1 -- / Inadequate and/or inaccurate use of basic language structures
2 -- / Emerging use of basic language structures
3 -- / Emerging control of basic language structures
4 -- / Control of basic language structures

FR 1 Final Exam Student Study GuidePage 1 of 116/25/2010 11:19 AM