Study guide for TCT in French [1983]

STUDY GUIDE FOR TCT IN FRENCH
Published by Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334

National Evaluation Syst~ms, Inc., has prepared for distribution ~y the Georg1a Departmpnt of Education the set of content obj~ctives -~und in this Study Guide. These objectives have been verified as important content requirements for initial certification. Not all ~f the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested.
When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the ~aterials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verific~tion. These educators provided actual ratings of the "job-relatedness" of the content objectives. At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field.
The purpose of providing objectives is to explicitly define the cUDtent required of an applicant for certification iri this field. Further, the statement of these objectives should assist in pre:,~ring for the criterion-referenced content knowledge test. We encourage applicants to study these materials, which will enhance ~heir understanding of the content field and alleviate any unnecessary
~ncerns about the nature of the Georgia Teacher Certification Tests.
eng with these materials go hopes for a rewarding career in
If you have questions or desire further information, contact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Georgia Department of Educati<)n
Charles McDaniel, State Superintendent of Schools

The Georgia Depar~nt of Education wishes to express its appreciation to the co-authors of this Study Guide:
J. Carroll Brooks Department of Modem Languages Georgia Institute of Technology
and
c. Lee Bradley
Department of Modem Foreign Languages Valdosta State College
Acknowledgement is also expressed to the committee. made up of Georgia language educators. who volunteered their time and expertise to review this Study Guide: J. Carroll Brooks. Chairperson. Georgia Institute of Technology; C. Lee Bradley. Valdosta State College; Caro H. Feagin. Georgia Department of Education; Pamela A. Ficken. Cobb County Public Schools; Victoria Vinnett Dubriel. Fort Valley State College; and James S. Gates. Spelman College.
Rona F. Flippo Consultant to Committee Georgia Department of Education
June 1983 Georgia Department of Education
Atlanta. Georgia

STUDY GUIDE FOR TCT IN FRENCH Georgia Teacher Certification Testing Program
Field 18: French
INTRODUCTION
This Study Guide is specifically designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) in French education. While the TeT may be taken at any time, this Study Guide will be most useful for those individuals who have completed their senior-level undergraduate courses in French. The French certification test was developed by the National Evaluation Systems, Inc., and French language educators in the state of Georgia. The objectives for this criterion-referenced test have been validated as important content knowledge by French language educators and certified teachers of French in Georgia.
Contained within this Guide, prospective examinees will find: (1) A listing of content objectives accompained by (2) A listing of suggested readings matched to each of the content objectives, and (3) A listing of selected reference materials (found on pp. 20-22).
The references included in this Guide were randomly selected from a list of materials currently being used in state-approved college and university French programs and of materials that are most readily available in college libraries. It should be remembered that there are many other excellent books and resource materials which have not been listed because of space limitations. The listing of these numerous sources does not mean that all are needed in order to grasp a particular concept or meet a given objective.
In addition to the content objectives and keyed readings that will follow, examinees should be aware that:
(1) The TCT items are fill-in-the-blank, multiple choice, and oral response.
-1-

(2) There are no penalties for guessing when examinees are unsure of a response.
(3) While examinees are given 3 1/2 hours of actual test time. they may request additional time.
(4) Not all the subareas have the same number of test questions. In order to pass the TCT examinees do not have to pass each subarea. The test score is determined by the number of correct answers on the total test.
(5) The subareas are listed below according to the number of questions represented on the test from each of those areas. Grammar (Subarea I) 21 or more questions Usage (Subarea II) 21 or more questions Listening and Oral Skills (Subarea IV) 11-20 questions History, Geography. and literature (Subarea III) 1-10 questions
Examinees wanting specific help with test-taking skills should ask for assistance from their college/university counseling center and/or refer to one or more of the references 1i sted below:
Fl ippo. Rona F. Testwiseness. Rehoboth, MA: Twin Oaks Publishing.
1983. Millman. Jason, and Pauk, Walter. How to Take Tests. New York:
McGraw Hill. 1969. Pauk, Walter. How !<2-St~in College. 2nd edition. Boston:
Houghton Mifflin, 1974. Preston. Ralph C., and Botel. Morton. How to Study. Chicago:
SRA. 1974. Raygor, Alton l., and Wark. David M. ~~e~~__f2!~~~~. New
York: McGraw Hill. 1970.
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I. GRAHHAR

Examinees should note that the "Grammar" and "Usage" subareas
contain objectives which may overlap. Therefore, references cited for many of these objectives will be the same. If examinees want more information concerning an objective, they should con8u1t Le Bon Usage by Maurice Grevi88e, or lOme other standard French reference grammar.

Objectives

Indicate the gender of a given noun.

Brown. T.: Coffman: D'Alel1o: Hoffmann: Jian: Rassias:

33-36. 233. 1-3. 8-9. IOn. 63-67, 293n. 85-88.
4. 14. 17. 4. 20, 535.

Supply the plural form of a given singular noun.

Brown. T.: Coffman: D' Alelio:
Hoffmann: Jian: Rassias:

36. 136. 158. 190, 280. 3-8. 14. 67-69. 88-89. 36. 39.
12. 137-138.

Indicate a relationship of possession between two nouns.

Brown. T.: Coffman: D'AleUo:
Hoffmann: Jian: Rassias:

96-97. 53-56.
180.
168. 16. 54.

Use a personal pronoun as a subject in a sentence.

Brown. T.: Coffman: D'AleUo:
Hoffmann: Jian: Rassias:

11. 211-212. Not treated as a separate grammar point in this
text. 119-120.
38. 42. 8. 19.

- 3-

Use a personal pronoun to replace a noun used as a direct object in a sentence.

Brown, T.: Coffman: D'Alelio: Hoffmann: Jian: Rassias:

140-141, 194-195. 212-215. 43-44. 120-12161, 122-123, 175, 283-287, 348, 399. 141-144, 149-151, 153, 156, 279, 367-368, 480-482, 535.

Use a personal pronoun to replace a noun used as an indirect object in a sentence.

Brown, T.: Coffman: D'Ale1io: Hoffmann: Jian: Rassias:

168, 194-195. 215-216.
45. 121-122. 123-124, 161, 175, 283-284, 348, 399. 156, 176-177, 187, 279, 367-368, 480-482, 535.

Demonstrate an understanding of the use of reflexive pronouns.

Brown, T.: Coffman: D' Alelio: Hoffmann: Jian: Rassias:

265-266, 269. 107-110, 222-223. 56-59, 61, 129, ISO, 318. 23-25, 75-76, 122-123, 126. 348, 399. 203-207.

Demonstrate an understanding of the use of disjunctive pronouns.

Brown, T.:
Coffman: D' Alelio: Hoffmann: Jian: Rassias:

293-294. 223-225. 153-160, 261. 127-13!. 246-247, 248.
234-236, 246, 279, 367-368, 374, 391-392, 397, 408, 535.

Use y or en as an object in a sentence.

Brown, T.: Coffman: D'A1elio: Hoffmann: Jian: Rassias:

312. 216-218. 43, 156, 157, 322. 123-125, 125-127. 230-233, 247-248, 283, 284, 316-317. 178-181, 187, 260, 279, 392.

- 4-

DelllOostrate ao understanding of the placement of pronouns used to replace nouns as direct and indirect objects in a sentence.

Brown, T.: Coffman: D'Alelio: Hoffmann: Jian: Rassias:

315-316, 440. 218-222. 46-47, 128, 151-152. 157-158. 131-133. 316-319. 253-257, 270-271. 367-369. 407-408. 480-482.

Use a possessive pronoun in a sentence.

Brown. T.: Coffman: D' Alelio: Hoffmann: Jian:
Rassias:

391-392. 225-227. 180-181. 116-117. 430-431. 236-237. 246. 278. 281. 283.

Use a demonstrative pronoun in a sentence.

Brown, T.: Coffman: O'Alelio: Hoffmann: Jian: Rasslas:

394-395. 227-229. 241-245. 109-114. 105. 207-208, 217. 261-262. 271, 278, 279. 283, 326.

Combine two sentences with a relative pronoun.

Brown, T.: Coffman: D' Alelio: Hoffmann: Jian: Rassias:

421-422. 229-235. 218-226. 135-140. 107-108. 446-448. 257-259, 271. 275. 279, 282. 326-330. 334-335. 349-351. 355. 403. 410-411. 535.

Demonstrate an understanding of the uses of interrogative pronouns.

Brown. T.: Coffman: O'Alelio:
Hoffmann: Jian: Rassias:

405-406.
194-196. 198. 193-196.
140-142. 16. 433-435. 275, 297-300. 309. 324-326. 335, 355. 401-402. 409-410.

- 5-

Supply the correct definite article according to the gender and number of the noun.

Brown, T.: Coffman: D' Alel1o: Hoffmann: Jian: Rassias:

54-55. I, 3.
3-9. 77-82, 98-102, 115-117, 165. 14, 36. 12-13, 20, 169-170.

Supply the correct indefinite article according to the gender and number of the noun.

Brown, T.: Coffman: D' Alel1o: Hoffmann: Jian: Rassias:

33-34. 13. 3, 18. 82-85, 169. 14, 36, 37, 55, 56.
28-29, 46, 169-170.

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II. USAGE

Examinees should read the introduction to subarea I. GRAMMAR. before proceeding with a review of the materIal presented here.

Objectives

Demnstrate an understanding of the uses of the partitive.

Brown. T.: Coffman: D'A1el1o: Hoffmann: Jian: RasBias:

121-123. 312. 15-18. 3. 11-17, 43. 60. 82-85. 191-194, 210. 165-167, 170, 187, 200-202, 207, 231, 277-278,
282, 535.

Demnstrate an understanding of the special uses of the definite article.

Brown, T.: Coffman: D'A1el1o: Hoffmann: Jian:
Rassias:

78, 89, 121. 8-15, 54. 109.
6-10. 77-82. Not treated as a separate grammar point in this text. 59, 68, 120.

Demnstrate an understanding of the rules governing the omission of the definite and indefinite articles.

Brown, T.: Coffman: D'Alelio: Hoffmann: Jian:
Rassias:

33-34, 54-58, 78, 89, 121, 298. 8-15.
3-10. 77-85, 98-102, 115-117, 165, 169. Not treated as a separate grammar point in this
text. 59, 68, 120.

Apply the rules of agreement between an adjective and the noun it modifies.

Brown, T.: Coffman: D' A1elio: Hoffmann: Jian: Rasstas:

135, 144-145. 149, 280. 23-34.
63-72, 179. 298. 25-26, 59-60, 62, 91-94, 121. 38-40, 103-105. 112, 134, 135-137, 138, 344-345, 354, 407, 414.

- 7-

Demonstrate an understanding of the plscement of adjectives.

Brown, T.: Coffman: D'Alelio:
Hoffmann: Jian: Rassias:

143-145, 148-149. 34-40, Ex. 43-45, 62-63. 69-72. 94-97. 103-105. 198, 216, 275-276, 282, 322, 323, 334, 406, 413.

Form the comparative and superlative of a given adjective.

Brown, T.: Coffman: D'A1elio: Hofflll8nn: Jian: Rassias:

24-243. 45-53, Ex. 47 and 48, 64. 298-302. 98-102.
156-158. 264-268, 271, 276, 285.

Use a possessive adjective in a sentence.

Brown, T.: Coffman: D'A1elio: Hoffmann: Jian: Rassias:

96-97. 53-56, Ex. 49-50, 64-65. 7, 179-180, 301. 79, 98, 114-116. 74-75. 138-140, 156, 276, 281, 283.

Use a demonstrative adjective in a sentence.

Brown, T.: Coffman: D'A1elio: Hoffmann: Jian: Rassias:

81-82. 57, Ex. 51, 65. 240-241. 106-107. 105. 77-79, 91. 121, 123, 278, 535.

Demonstrate an understanding of the uses of indefinite adjectives.

Brown, T.: Coffman: D' Alelio: Hoffmann: Jian: Rasslas:

473-474. 57-62, Ex. 42, 62, Ex. 52, 65. 318-320.
102-106. Treated as individual vocabulary items. 421-428, 439, 505.

- 8-

Form an adverb from a given ~djective.

Brown, T.:
Coffman: D'Alel1o: Hoffmann: Jian: Rassias:

Not treated as a separate grammar point in this text. 40-44. 294, 301-302. 151-152. 106. 262-264.

Demonstrate an understanding of the conditions governing the placement of adverbs.

Brown, T.:
Coffman: D'Alel1o: Hoffmann: Jian: Rassias:

Not treated as a separate grammar point in this text. 44-45. 295-297. 152-158. 106, 178-179, 262, 281. 271, 279-280.

Form the comparative and superlative of a given adverb.

Brown, T.: Coffman: D'Alel1o: Hoffmann: Jian: Rns6ias:

241-243. 45-53. 298-302. 152-156. 156-158. 264-268, 271, 276. 285.

Demonstrate an understanding of the use of coordinating conjunctions.

The textbooks surveyed conta1.ned no treatment of coordLmt .. ~':' conjunctions as grammar/usage items. Examinees should remember that et, mais, alors, done, .!!, aussi are examples of coordinating conjunctions. A full list of coordinating conjunctions and locutions con1onctives may be found in Grevisse, Section 956, pp. 994-995.

Distinguish between subordinating conjuctions which require the indicative and subordinating conjuctions which require the subjunctive.

Brown, T.: Coffman: D' Alel1o: Hoffmann: Jian: Rassias:

435. 144-145, 149, 150, 170-171. 280-281.
43-45, 54-55. 415-416. 383-385, 397, 405, 413.

- 9-

Demonstrate an understanding of the uses of prepositions.

Brown, T.:
Coffman: D' Alelio: Hoffmann: Jian:
Rassias:

39. 61, 164, 478, 481. See specific prepositions. 18-19, 180-181, 185-186. 9-11, 176. See specific prepositions. 28, 44-45. 126, 128, 138-139. 55, 120-121, 124, 176-178, 335-336. See index for specific prepositions. 301-304, 310, 403, 410. See specific prepositions.

Distinguish between the uses of est-ce que and n'est-ce pas.

Brown, T.: Coffman: D' A1elio: Hoffmann:
J18n:
Rassias:

18. 141, 195, 410. 181-192. 60, 135-137, 194, 197. Not treated as a separate grammar point in this text. 16-17, 42-43, 50. N'est-ce pas not treated as a separate grammar point in this text. 15-18. 119.

Transform a given statement into a question by using inversion.

Brown. T.: Coffman: D' Alelio: Hoffmann:
Jian: RaBsias:

17-18. 79, 407. 192-194. 60-61. 135-137. 197. 199-200. Not treated as 8 separate grammar point in this
text. 17, 43.
15-18, 20, 39-41, 47, 122.

Demonstrate an understanding of the use of interrogative adverbs.

Brown. T.: Coffman: D' Alel1o: Hoffmann: Jian: Rassias:

407. 194. 197-198. 151. 2, 54, 57, 102. 275.

Demonstrate an understanding of the use of interrogative adjective~

Brown, T.: Coffman: D' Alelio: Hoffmann: Jian: Rasslas:

80. 197-198. 196-197. 143-144. 57. 323-324, 334, 402.

- 10 -

Transform a given positive statement into a negative statement.

Brown. T.: Coffman: D'A1el1o: Hoffmann: Jian:
Rass1as:

15-16. 122. 188. 341, 381-382, 410. 112. 201-203. 62, 137-138, 152-153. 257-264. 159-164.
43. 58-60, 72. 75, 122-123, 126-127. 197. 215. 250, 261, 281. 283-284, 299-300, 398-399. 38-41, 47. 119-120, 206-207, 217, 230-231, 241. 245-246, 247-348, 449-450, 457, 465-466.

Supply the negative form of the infinitive in a given context.

Brown, T.: Coffman: 0' A1el1o:
Hoffmann: Jian: Rasdas:

341. 205. 264. 159-160. 59-60. 401, 449-450, 457, 507.

Demonstrate an understanding of the uses of negative words and phrases in response to questions.

Brown, T.: Coffman: D'Alelio: Hoffmann:
Jian: Rassias:

381-382. 203-209. 257-264. 159-164. 299-301. 464-465.

Use the imperative mood in a sentence.

Brown, T.: Coffman: 0' A1elio: Hoffmann:
Han: Rassias:

63, 160, 165, 273, 440. 111-113, 221. 172.
140-141, 148-153. 162, 257-258. 4-5, 7. 11-12, 37, 132-133. 175-176. 231, 233, 352-353. 79-81, 91. 119, 127, 143-144, 256-257, 271, 482. 487.

Use the infinitve mood in a sentence.

Brown. T.: Coffman: 0' Alel1o: Hoffmann: Jian:
Rasstas:

61. 63, 216-217, 341, 470-471, 476, 478. 110, 180-187, 205. 56, 171-178. 264. 275, 279, 281, 317. 27-28. 36. 41-45, 57-60. 64-65, 70. 183-184. 124, 176-178. 247-248, 301-302, 319-320. 231-232. 243, 246, 366. 389-391. 401, 406, 413. 449-450, 457, 465-466, 471-482, 487. 507, 509.

- 11 -

Supply the verb in a context requiring the present tense.

Brown. T.: Coffman: D'A1el1o: Hoffmann: Jian: Rassias:

12. 138. 161-162. 169-170. 77-105. 29-32. 79-80. 86. 98-101. 107-109, 188-193. 1-3. 7, 9. 10-11. 59. 90-91. 172-173, 213. 261. 9-10, 118, 145, 151-153, 408.

Supply the verb in s context requiring the future tense.

Brown, T. : Coffman: D' Alelio:
Hoffmann: Jlan: Rasslas:

235-240, 359. 140-146. 40-42, 85, 90. 106, 114-115, 254-256. 5-8, 10-11. 332-333, 350. 227-230. 245, 277, 281-282.

Use the future tense (with slIer) In s sentence.

Brown, T. : Coffman: D' A1el1o:
Hoffmann: Jian: Rassias:

63. 140. 171. 6-7. 161, 286, 332. 11, 19, 64-65, 68, 119.

Use the passe compose tense in a sentence.

Brown, T.: Coffman: D' Alelio: Hoffmann: Jian: Rassias:

187-189, 191, 212-214, 269. 119-130. 127-128, 209, 211, 213-214. 2, 14-15, 16-18, 20. 260-263, 265, 266-267, 285-28b, 354-355. 145-149. 156, 170-173, 187, 238-242, 246, 254256, 276, 281, 408, 570.

Use the ~~~! simple tense in a sentence.

Brown, T.: 387-389.

Coffman:

134-139.

D' A1el1o:

209-211, 213, 214.

Hoffmann:

15-17, 20.

Jian:

461-463.

Rassias:

401, 447-449, 457, 507.

.,

- 12 -

Use the imperfect tense in a sentence,

Brown, T.: Coffman: O'Alel1o: Hoffmann: Jian: Rassias:

287-288, 357. 114-119.
35-37, 83, 88, 103-104, 112, 212-217, 10-12, 13-15, 16. 260-261, 264-266, 285-286, 350. 275, 316-321, 334, 343-344, 404, 409, 411, 496497.

Use the tenses of the conditional mood in a sentence.

Brown, T.: Coffman: O'Alel1o: Hoffmann: Jian: Rass1as:

351, 356-359. 147-152, 154-155. 37-39, 84, 89, 104-105, 113-114, 235-237. 3, 6, 8-12, 14, 17, 18, 32-36. 370-374. 275, 342-344, 354, 405, 409, 412, 496-497.

Use the tenses of the subjunctive mood in a sentence.

Brown, T.: Coffman: 0' Ale 110 :
Hoffmann: Jian: Rassias:

333, 335-336, 432-435, 437-439. 158-180. 32-34, 81-82, 102-103, 110-111, 130-131, 273281, 284-285. 4. 37-56. 393-397, 412, 414-417, 464-465. 275, 363-367, 374, 383-385, 396-397, 401, 405, 409, 412-413, 428-433, 439-440, 464-465, 471, 495-497, 500-501, 505-506, 508-511, 535.

Use the present and/or past participles in a sentence.

Brown, T.: Coffman: O'Alel1o: Hoffmann: Jian:
Rassias:

173, 187, 191-193, 212-214, 269, 341, 481. 113-114, 119-130. 125-126, 128-130, 178-179. 25-30, 61-66, 76. 261-263, 284-285, 302, 354-355, 397-399. 145, 146, 149-151, 152, 157, 171-172, 187, 239, 246, 259, 260, 271, 401, 478-480, 484-485, 487, 508, 512.

Use the pluperfect or the future tense in a sentence.

Brown, T.: Coffman: 0' Alelio: Hoffmann: '}ian: Rassiss:

453, 457. 152-154. 132-133, 217-218, 134-135, 254-256.
6-8, 10-12, 17-18, 18-19. 303, 461. 466-468, 471, 494-495, 498, 500, 508-509, 511512.

- 13 -

Use the active voice in a liven .entence.

Brown. T.: Coffman: DIAlelio: Hoffmann:
Jian: Ra8sias:

341. See pp. 188-189 for definition and contra.t with the p...1ve voice construction. 316-318. 23. 30-33. 171. see these pages for the definition and use of pas8ive voice construction and for contrast with active voice construction.
Not treated .. a separate grammar point in this text.
451-454. 457. 507-508. 511. 535.

Use the passive voice in a given sentence.

Brown. T.: DCIoAfflmealnio: : Hoffmann: Jian:
Rassias:

341. 188-189. 316-318. 23. 30-33, 171. Not treated as a separate grammar point in this text.
451-454. 457. 507-508. 511. 535.

Complete a s1 clause with the appropriate verb form.

Brown. T.: Coffman: D'Alelio:
Hoffmann: J1an: Rassias:

359. 457. 157-158. 180. 193, 217-218. 237-246. 254. 8-12. 373-374.
343-344. 468. 469.

Translate a given sentence from French to English or English to French.

Brown, T.:
Coffman: D'A1elio: Hoffmann: Jian: Rassias:

Use examples given in the text as exercises for

particular translation problems.

"

"

"

"

"

"

"

"

"

"

..

- 14 -

III. HISTORY, GEOGRAPHY, AND LITERATURE

Examinees should note that this subarea includes items relating to the culture, civilization, and geography of France. Because of overlapping which occurs in many of the references, some repetition of material will be encountered.

Objectives

Identify the major events and figures of French history up to the reign of lDuis XIV.

Brichant: Denoeu: Hester: lRveque:
Rav1s~:
Thorava1:

1-105, 132-189, 208-239. 33-44, 65-70, 81. 2-34, 40-43, 49-59, 63-67, 72-89, 96-99. 2-12, 14-44, 66-79, 88-108, 129-150. 3-4, 9-14, 21-25, 39-43, 51-52. 1-37, 57-73, 100-104.

Identify the major figures and events of French history from the reign of lDub XIV through the reign of Napoleon.

Brichant: Denoeu: Hester: Leveque: Ravise: Thorava1:

240-313, 332-389. 81-84, 105-110. 127-130. 99-106, 120-132. 147-171. 162-183, 196-222, 240-266. 268-290. 52-54, 67-71, 85-86. 104-139, 191-225, 275-279.

Identify the major figures and events of French history from the Restoration to the present.

Brichant: Of>noeu: Hester:
Leveque: Ravise: Thorava1:

390-417, 432-467. 130-132. 163-174. 172-175. 190-197. 204-214. 234-239, 242-246. 264-269. 297-303. 291-307, 321-360. 87-89. 105-108, 127-133. 279-308, 394-429.

Identify the aspects of daily life which are unique to French culture.

ColllDeau: Denoeu: Hester: St. Onge: Wylie:

Entire work. 209-223, 260-263, 271-283. 289-296, 303-312. Entire work. Entire work.

- 15 -

Identify major French artiste and musicians and/or their worka.

Brichant: Denoeu Heeter: Lev@que:
Ravise:
11lorava1:

106-131, 190-218, 314-331, 418-431. 51-61, 74-77, 95-101, 115-122, 146-159, 189-204. 35-40, 68-70, 94-95, 115-120, 132-139, 146, 183 45-57, 83-86, 118-127, 157-160, 187-194, 230239, 315-320, 361-371, 401-405. 14-19, 28-36, 45-48. 59-63, 76-80, 97-100, 111120. 143-150. 37-44. 73-80, 140-149, 201-204, 225-246, 309331, 441-469.

Identify the major political. economic, and 8ocia1 characteristics of contemporary French civilization.

COllllDeau: Denoeu: Lev@que: Ravise: St. Onge:
Wylie:

Entire work. 227-241, 245-259, 264-270. 409-449. 219-230, 249-255. Entire work.
Entire work.

Identify the different French-speaking cultures of the world outside France.

Commeau:

126-144.

Identify the chief geographical characteristics (e.g. boundaries, cities, rivers, mountian ranges) of the different areas of France.

Denoeu:
Lev~que:
Ravise: Wylie:

3-29. 451-466.
157-174, 177-194, 197-215. 11-29.

Identify the major authors, works and literary movements in French literature from the Middle Ages through the sixteenth century.

Bishop, Volume 1: Clouard, Volume 1: Denoeu: Lagarde, Moyen Age:
-------. Xvle Siecle:
Lev~que:
Thoraval:

1-118.
3-106. 45-51, 70-74. 43-48, 59-62, 89-95. Entire volume. 58-65, 80-82, 109-117. 45-56, 81-100.

- 16 -

Identify the major authors, works, and literary move~nts in French literature of the seventeenth and eighteenth centuries,

Denoeu:

Hester: Lagarde,

XYlIe

Siecle:

Lagarde, 'iVi'iie Slecle:

Uv@que:

Thoraval:

84-94, 110-114. 107-115, 139-146. Entire volume. Entire volume. lSI-ISS, 184-187, 223-229. 149-190, 246-273.

Identify the major authors, works, and literary movements in French literature of the nineteenth century.

Bishop, Volume II:

Clouard, Volume II:

Denoeu:

Hester: Lagarde,

XIXe

Siec1e:

Uv@que:

Thorava1:

1-253. 1-272. 133-146. 175-183, 198, 201, 214-223. Entire volume.
309-315, 371-375. 331-394.

Identify the major authors, works, and literary movements in French literature of the twentieth century.

Bishop, Volume II:

Clouard, Volume II:

Denoeu:

Hester: Lagarde,

XXe

Siec1e:

Leveque:

Thoraval:

255-458. 273-466. 175-189. 247-255, 269-281. Entire volwue. 406-408. 470-585.

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IV. LISTENING AND ORAL SKILLS
The nature of the objectives included in thh "J.1atening and Oral Skills" subarea precludes the establishment of specific references to texts. The objectives focus on skills which may be developed only through constant and disciplined practice with French language tapes and conversation with other speakers of French. It is suggested that examinees obtain access to any commercially recorded tapes such as those which accompany elementary. intermediate. or advanced college texts referred to under the "Usage" and "GrallDll8r" subareas of this study guide.
To prepare for the "Listening and Oral Skills" examination. examinees should spend time:
1) listening to French tapes which accompany the materials which have been selected for review,
2) responding actively and audibly to the recorded stimuli. 3) taking dictation from taped material, 4) reading aloud from selected French readings, 5) listening to French radio and television programs, 6) viewing French films whenever possible. and 7) practicing conversational skills with other speakers of
French.
Those examinees who may need additional work in sound discrimination, articulation of particular sounds, and intonation patterns may wish to consult a more detailed treatment of these topics such as may be found in Cardunger and Hagiwara's D'accord:
etper:- _L~onu~.!at..!.on du franSl.!.!.2._1.!:tte!!1ational, AE~I~.~sition
!..~_c_~}on_n_~m~.!1_~. or other comparable works.
Produce ::he sIgni ficant sounds of the French ];mglJagt~ using standard French pronunciation. (Oral)
Read aloud from a French text using proper pronunciation and intonation. (Oral)
Respond fluently in French to an orally administered question. (Oral)
Employ the appropriate vocabulary in response to an orally administered question. (Oral)
Translate into English a common French idiom expressed orally. (Listening/oral or written)
Listen to a recording of a brief passage in French and answer questions based on comprehension of the passage. (Listening/oral or written)
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Write a passage in French as it i8 dictated. (Listening/written) Distinguish among similar sounds in French. (Listening/oral or written)
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SELECTED REFERENCE MATERIALS
GRAMMAR, SYNTAX, AND PRONUNCIATION
Brown, John Hart. Handbook of Every-Day French. New York.: The Macmillan Company, 1967.
Brown, Thomas H. French: Listening, Speaking, Reading, Writing. 3rd edition. New York: McGraw-Hill Book Company, 1977.
Carduner, Sy1vie,and Hagiwara, M. Peter. D'accord: La pronunciation du fran~ais international, acquisition et perfectionnement. New York: John Wiley and Sons, 1982.
Coffman, Mary E. ~~!laum's Outline Series, French Grammar. 2nd edition. New York: McGraw-Hill Book Company, 1981.
Commeau, Raymond F.; Bustin, Francine L.; and Lamoureux, Normand J. Ensemble: Culture et Societe. 2nd edition. New York: Holt Rinehart and Winston, 1982.
D'Alelio, El1en,and Dufau, Micheline. En Avant: A Progressive Review of French. New York: Harcourt, Brace, Jovanovich, Inc., 1972.
Grevisse, Maurice. Le Bon Usage: Grammaire fran~aise avec des remarques sur 1a langue fransaise d'aujourd'hui. Neuvi~me edition revue. Gemb10ux (Belgique): Editions J. Ducu1ot. S.A., 1969.
Hoffman, I.eon-Fran\ois. L' E:?~.~n~i~L_~~~r_allllllilJ.!e.!!.a~~i_~. 2nd cdition. Nf'W York: Charles Scribner's Sons, 1973.
Jian, Gcrilrd,and /Icster, P.alph. Decouverte et Creatiun: I.ea Balll".H ~_l!-.Fr~l_n.s~.!.~~_~~ernr:. Tru It.;ienie-~Jlt-ion: Boston: HOugh-tonMifflin Company, 1981.
Lenard, Yvone. Parole et pensee: Introduction au fransais d'aujourd'hui. 4th edition. New York: Harper and Row, 1982.
Meiden, Carlut. French for Oral and Written Review. 3rd edition. New York: Holt R{nehar~nd Winston, 1983.
Pucciani, Oreste F., and Hamc I, Jacqueline. La~~ut:~~ ~li.~~~g~, 3rd edition. Holt, Rinehart and Winston, 1979.
Varney-Pleasants, Jeanne. ?!~ciation~~ench: Articulation and Intonation. Ann Arbor, Michigan: Edwards Brothers, Inc~, 1978.
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CULTURE, CIVILIZATION, HISTORY, AND LITERATURE
Brichant, Colette DuBois. La France au cours des ilges: Grands jours et vie quotidienne. New York: McGraw-Hill Book Company, 1973.
Bishop, Morris. A Survey of French Literature. Vol. I: The Middle Ages to 1800. Revised edition. New York: Harcourt, Brace, and World, 1965.
---------------. A Survey of French Literature. Vol. 2: The Nineteenth and Twentieth Centuries. Revised edition. New York: Harcourt, Brace and World, 1965.
Clouard, Henri,and Leggewi., Robert. Anthologie de la littlra-
ture fran~aise: Tome I. Des origines a la fin du dix-
huitieme siecle. New York: Oxford University Press, 1975.
---------------. Antholosie de la litt'rature fran~aise. Tome 2: Dix-neuviime et vingtieme sieeles. New York: Oxford University Press, 1975.
Denoeu, Fran~ois. French Cultural Reader. Lexington, Mass.: D.C. Heath, 1972.
Duloup, Victor. La Civilisation fran>aise. New York: Harcourt, Brace, and World, 1970.
Hester, Claudie F.; Parker, Clifford S.; and Grigaut, Paul L.
Initiation a la culture fran>aise. New York: Harper and
Row, Publishers, 1977.
Lagarde, Andrl,et Michard, Laurent. Collection littlraire: Moyen Age. Paris-Montreal: Les Editions Bordas, 1970. Collection litteraire: XVIe Siecle. ParisMontdal: Les Editions Bordas, 1967.
---------------. Collection litteraire: XVII Siecle. Paris-
Montreal: Les Editions Bordas, 1964.
---------------. Collection litteraire: XVIIIe Siecle. Paris-
Montreal: Les Editions Bordas, 1964.
---------------. Collection 1itteraire: XIxe Sieele. Paris-
MontdaH Les Editions Bordas, 1967. Collection litteraire: XXe Siecle. Paris-
Montreal': Les Editions Bordas, 1967.
- 21 -

Lev@que, Andr~. Histoire de la civilisation fran~aise. Troisieme fdition. New York: Holt, Rinehart, Winston, 1966.
Mauger, G. Cours de langue et de civilisation fransaises. 4 vo]~. Paris: Hachette, 1967.
Rassias, John A. Le Fran~ais: Depart-Arrivfe. New York: Harper and Row, Publishers, 1980.
Ravis~. J. Suzanne. Tableaux culturels de la France. Skokie. Illinois: National Textbook Company. 1974.
St. Onge. Susan S.; King. David W.; and St. Onge. Ronald R. Interculture: Lectures et Activitfs. Boston, Mass.: Heinle and Heinle Publishers, Inc., 1983.
Thoraval. Jean. et also Les Grandes ~tapes de la civilisation fran~aise. Paris-Montrfal: Editions Bordas. 1967.
Wylie. Laurence. and Begue, Armand. Lea Fran~ais. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1970.
.,
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