SlideShare une entreprise Scribd logo
1  sur  90
AP®
French Language and Culture
Course and Exam
Presented by Ed Weiss
• Understanding the Course and Exam
AP courses focus on building conceptual
understanding and developing transferrable
skills.
• Planning the Course
Helping students develop mastery of the
course skills requires careful planning to
sequence skills in a developmentally
appropriate way so that students master
prerequisite skills before being asked to
complete more complex tasks.
• Teaching the Course
Students need multiple opportunities to practice
skills in order to develop mastery over time.
Certain strategies can help students explicitly
practice those skills.
• Assessing Student Progress and
Understanding
Assessments, instruction, and resources
should be aligned to learning goals and
matched to performance standards
• Becoming a member of the AP Teacher
APSI
Key
Takeaways
3
AP®
French Language and Culture . . .
► Aligns with the National Standards
► Reflects best practices at the college level
► Supports awarding of college credit and
placement
► Prepares students for success in subsequent
college/university courses
4
► Enhance students’ ability to focus on the three
modes of communication:
► Interpersonal
► Interpretive
► Presentational
► Engage students in making cultural connections
► Provide students with opportunities to further
develop their language skills
Goals of AP®
French Language and
Culture
5
► AP®
is generally the capstone course offered
in the fourth or fifth year of an articulated
sequence.
► The course framework can be used to inform
the entire program of instruction from the
beginning to AP.
Course Sequence & Framework
6
The Course Framework provides information on…
►How to develop students’ proficiencies in each of the three
modes of communication
►Expected levels of performance for each learning objective
►How to design thematic instruction
►How to unify instruction in classes that have students with
combined levels
►Developing activities that focus on same theme and mode
►Differentiating instruction
The Course Framework
AP
Question
Bank
Unit
Guides
Personal
Progress
Checks
Progress
Dashboard
7
Unit Guides
Planning guides that outline
content and skills for
commonly-taught units within a
course
Personal Progress Checks
Formative AP questions that
provide students with feedback
on the areas where they need
to focus
AP Question Bank
A library of real AP Exam
questions that teachers can
access which can be used to
create customized practice and
tests
Progress Dashboard
Interactive reports that help
teachers understand student
progress on learning critical
concepts and skills
Resources and Supports
for AP
8
The AP®
French Language and
Culture course:
►Integrates language, content, and
culture
►Helps students “function in the
language” rather than “learn
language function”
►Promotes fluency and accuracy in
language use, recognizing the
importance of language structures,
but placing priority on communication
Scope of the Course
22
9
Performance Guidelines
AP®
Course
Intermediate
Pre-
AdvancedNovice
55
10
Course Themes
66
11
► Each theme includes a number of recommended contexts
to serve as ways to explore the themes
► Teachers are encouraged to engage students in the
various themes by considering historical, contemporary,
and future perspectives as appropriate.
► Teachers should assume complete flexibility in resource
selection and instructional exploration of the six themes.
► The recommended contexts are not intended as
prescriptive or required, but rather they serve as
suggestions for addressing the themes.
Recommended Contexts
12
► Recommended Contexts:
► Diversity Issues / La tolérance
► Economic Issues / L’économie
► Environmental Issues /
L’environnement
► Health Issues / La santé
► Human Rights / Les droits de
l’être humain
► Nutrition and Food Safety /
L’alimentation
► Peace and War / La paix et la
guerre
► What are possible solutions to
those challenges?
Themes, Recommended Contexts, and
Overarching Essential Questions
Theme: Global Challenges / Les défis mondiaux
► Overarching Essential
Questions:
► What environmental, political,
and social issues pose
challenges to societies .
throughout the world?
► What are the origins of those
issues?
► What are possible solutions to
those challenges?
77
13
One way to design instruction with the themes is to identify
overarching essential questions
Essential Questions…
►can guide investigations, learning activities, and
performance assessments
►are designed to spark curiosity and engage students in
real-life, problem-solving tasks; they are open-ended
questions that do not have one correct answer
►allow students to investigate and express different views on
real world issues, make connections to other disciplines, and
compare aspects of the target culture(s) to their own
►lend themselves well to interdisciplinary inquiry, asking
students to apply skills and perspectives across content
areas
Essential Questions
99
14
The course is designed around an overarching
premise:
When communicating, AP®
world language students
demonstrate an understanding of the culture(s),
incorporate interdisciplinary topics (Connections),
make comparisons between the native language
and the target language and between cultures
(Comparisons), and use the target language in
real-life settings (Communities).
Focus on Communication
15
► Interpersonal Communication
► Active negotiation of meaning among individuals through
conversation (face-to-face or telephonic), or through reading and
writing (e.g., exchange of personal letters, notes, or emails or
participation in written online discussions)
► Interpretive Communication
► No active negotiation of meaning with another individual,
although there is an active negotiation of meaning construction;
includes the cultural interpretation of text, movies, radio,
television, and speeches
► Presentational Communication
► Creation of spoken or written communication prepared for an
audience and rehearsed, revised, or edited before presentation;
one-way communication that requires interpretation by others
without negotiation of meaning
The Three Modes of Communication
16
► Spoken Interpersonal Communication
► Written Interpersonal Communication
► Audio, Visual, and Audiovisual Interpretive
Communication
► Written and Print Interpretive Communication
► Spoken Presentational Communication
► Written Presentational Communication
Course Modes
1919
17
The Course
Skills
Skill Categories and Skills
Based on the Modes of
Communication
Eight Skill Categories and
underlying skills define
what students do:
•Comprehend Text
•Make Connections
•Interpret Text
•Make Meanings
•Speak to Others
•Write to Others
•Present Orally
•Present in Writing
Checkpoint 1
What mode of
communication do
Skill Categories 1-4
primarily
represent?
Checkpoint 2
What is the
relationship between
the skills categories
and the skills?
Checkpoint 4
What mode of
communication do Skill
Categories 5-6 primarily
represent?
Checkpoint 6
What mode of
communicatio
n do Skill
Categories 7-
8 primarily
represent?
Checkpoint 3
What is the
relationship
between the
skills and the
learning
objectives?
Checkpoint 7
There are some
learning objectives
that are labels as
‘not assessed on
the exam.’ Why do
you think those
learning objectives
received that
designation?
Checkpoint
5
What do you
notice about
some of the
learning
objectives
that are
within the
same skill
group?
Checkpoint 8
How is the
Interpretive
Mode
portrayed
differently in
this new
course
framework
compared to
the current
CED??
Checkpoint 9
Skills 5-8
indicate a FRQ
task type. How
does that task
type align with
the skills that
fall under
them?
Checkpoint
10
How can this
skill chart be
helpful in unit
and course
planning?
Checkpoint 1
What mode of
communication do
Skill Categories 1-4
primarily
represent?
Checkpoint 2
What is the
relationship between
the skills categories
and the skills?
Checkpoint
4
What mode
of
communicatio
n do Skill
Categories 5-
6 primarily
represent?
Checkpoi
nt 6
What
mode of
communic
ation do
Skill
Categories
7-8
primarily
represent?
Checkpoint 3
What is the
relationship
between the
skills and the
learning
objectives?
Checkpoint 7
There are some
learning objectives
that are labels as
‘not assessed on
the exam.’ Why do
you think those
learning objectives
received that
designation?
Checkpoint
5
What do you
notice about
some of the
learning
objectives
that are
within the
same skill
group?
Checkpoint 8
How is the
Interpretive
Mode portrayed
differently in this
new course
framework
compared to the
current CED?
Checkpoint 9
Skills 5-8
indicate a FRQ
task type. How
does that task
type align with
the skills that
fall under
them?
Checkpoint
10
How can this
skill chart be
helpful in unit
and course
planning?
Checkpoint 1:The
interpretive mode
is primarily
represented.
These are the skills
that will be
assessed on the
MCQ section of the
AP Exam
Checkpoint 2:The
skill categories
provide an
overarching
description of the
types of skills. The
skills represent
what language
learners do to
communicate and
interact with the
target culture
Checkpoi
nt3: The
learning
objectives
identify
the what
the
student
must do to
practice
and
demonstra
te course
skills
Checkpoint 4:
Skills that are
measured within
the interpersonal
mode are primarily
represented.
Checkpoint
5: In some
instances the
learning
objectives
become more
challenging
within the skill
groups.
Checkpoint
6: Skills that
are
measured
within the
presentation
al mode are
primarily
represented.
Checkpoint 8:
Answers:
Interpretive
Reading and
Interpretive
Listening are
presented
together—not
separately.
Checkpoint
10
Answers will
vary.
Checkpoint 7: These
learning objectives are
not directly assessed
on the exam, but
students need to be
successful in this
learning objective to
achieve other, more
complex learning
objectives. Therefore,
these learning
objectives should be
taught in the
classroom.
Checkpoint 9:
The FRQ task
types align to a
mode and type of
communication
(ex: interpersonal
written) that
aligns to the skills
and learning
objectives.
20
Culture:
Products, Practices & Perspectives
Cultural Products Products that are tangible (e.g.,
tools, books, music) and intangible
(e.g., laws, conventions,
institutions)
Practices Patterns of social interactions
Perspectives Values, attitudes, and assumptions
that underlie both practices and
products
21
► How and when do we prepare students
for the challenges of AP French?
► What is a “vertical approach” to
curriculum building?
Equity and Access
2424
AP®
French Language and Culture Exam
Section I: Multiple Choice (50% of exam score)
• 65 questions divided into 9 sets (stimuli and questions)
(95 minutes)
• 4 possible responses (A, B, C, D)
• Part A- 30 questions
• Interpretive Communication: Print Texts
• Part B- 35 questions
• Interpretive Communication: Print and Audio Texts
(combined)
• Interpretive Communication: Audio Texts
23
Exam
Overview
The exam will always
follow specific criteria
regarding the number of
items in certain categories.
Section II: Free Response (50% of exam score)
4 Tasks
Part A — Written Tasks; ~70 minutes
Interpersonal Writing: Email Reply (1 prompt; 15 minutes)
Presentational Writing: Argumentative Essay
(1 prompt; ~ 55 minutes total:
15 minutes to review materials plus 40 minutes to write)
Part B — Spoken Responses; ~ 18 minutes
Interpersonal Speaking: Conversation
(5 prompts; 20 seconds for each response)
Presentational Speaking: Cultural Comparison
(1 prompt; 4 minutes to prepare, 2 minutes to respond)
• FRQ 2: Persuasive Essay is changing its name to
Argumentative Essay to align better with
expectations for this task. The task model directions
have been aligned to expectations in the scoring
guidelines.
 The expectations for this task have not changed, nor
have the types of sources that are provided. The
scoring guidelines have not changed except for the
name of the task.
• FRQ 4: Cultural Comparison will be reworded to
get students to focus more on the target culture.
Students will be asked to compare an aspect of culture
in a French-speaking community with which they are
familiar to the same cultural aspect in their own OR
another community.
 Students may still begin their presentations with either
the target language community or their own/other as
they have been able to do in the past.
25
2019-2020
AP World
Language and
Culture Exams-
Free-Response
Changes
Changes approved across
French, German, Italian,
and Spanish Language
• FRQ 2: Persuasive Essay
changing to Argumentative
Essay
• FRQ 4: Cultural
Comparison: new wording
to focus more on the target
culture
26
AP®
French Language and
Culture Exam
Exam Format – Multiple Choice
Free Response Format
What’s new in the AP Exam?
Students will be provided contexts for doing exam tasks.
They will not be asked questions that are de-
contextualized.
• The listening rejoinders and grammar fill-ins will be
eliminated.
• Tasks and source materials will come with advance
organizers and time for previewing the questions.
• Audio sources will be played twice. On average, the
audio sources are 2 – 2 ½ minutes long; no audio
source will be longer than 3 minutes.
What’s new in the AP Exam?
Cultural knowledge will be assessed
throughout the exam, not in a separate
“Culture” section.
•Students will be expected to demonstrate
understanding of cultural information
•presented in print and audio texts.
•Students will not be asked isolated
questions about cultural trivia.
31
Students work with a variety of authentic materials, both
print and audio, reflecting the linguistic and cultural
diversity of the French-speaking world.
►Literary and journalistic texts but also announcements,
advertisements, letters, maps, tables, etc.
►Scripted dialogues but also radio interviews, podcasts, public
service announcements, brief presentations, etc.
►Criteria for selection are comprehensibility (accent, pace,
minimal background noise/overlap) and relevance to a course
theme and to a topic that could interest students.
►Materials are reasonably chosen, but also reflect a range of cultural
perspectives and linguistic features.
The AP®
Exam: Authentic Materials
1010
32
► Students are provided contexts for doing exam tasks
► Advance Organizers
► The audio sources for the multiple choice sections are
played twice
► The audio source for free response task #2 (the
persuasive essay) is played twice
► Typically all audio sources last from 1 minute 30
seconds—2 minutes 30 seconds; no longer than 3
minutes
► The audio prompts for free response task #3 (the
simulated conversation) are played once
The AP®
Exam:
Contexts and Audio Sources
33
AP Exam:
Multiple-
Choice
Questions
What skills do students
need to demonstrate for
these task models?
9 Task Models = 9 sets/65
questions on the AP Exam
Promotional Material
Literary Text
Article and Chart
Letter
Audio Report and Article
Conversation and Chart
Interview
Instructions
Presentation
34
► Mix of factual and interpretive questions
► Vocabulary in context
► Purpose of the text, point of view of speaker/writer
► Audience of the text
► Inferences and conclusions
► Questions of “cultural” or “interdisciplinary” nature
that ask students to show an understanding of
information contained in the text
The AP®
Exam: Multiple-Choice Items
Multiple Choice Timing – part 1
Print texts- 40 minutes
Read 4 selections
Answer sets of questions (approx. 30)
Let’s do an example!
36
SAMPLE: Print Source
Introduction
Thè me du cours: Les défis mondiaux
Dans cette sélection il s’agit d’un match de hockey. La
publicité originale a été publiée le 16 février 2010 au
Canada par Jour de la Terre Québec, situé à Montréal. Cet
organisme réalise des activités éducatives et culturelles
pour la protection de l’environnement.
The AP®
Exam: Advance Organizers
Print Source
Tasks and source materials come with Advance
Organizers and time for previewing.
145/6145/6
Multiple Choice Timing – part 2
Print & Audio – first set
• 4 minutes to read print text
• 2 minutes to read intro / scan questions
• Listen to audio
• 1 minute to start answers
• Listen again – then 15 seconds x # of questions
Print and Audio Questions
• 4 minutes to read the print source
• 2 minutes to read the introduction to the audio
• Audio is then played twice
162
Timing
Print (chart) & Audio – second set
• 1 minute to look at chart
• 1 minute to read intro to audio / scan
questions
• Listen to audio
• 1 minute to start questions
• Listen again
• Answer questions – 15 seconds x # of
p.168p.168
Timing of Multiple-Choice Questions with Audio
1. Preview time (generally, 1 min.) to read the
advance organizer and skim the questions
2. Audio – first playing
3. Students get 1 minute to start answering
questions
4. Audio – second playing
5. Students get 15 sec. x number of questions to
finish answering questions
41
SAMPLE: Audio Source
Introduction
Thè me du cours : La quête de soi
Vous aurez d’abord 1 minute pour lire l’introduction et parcourir
les questions. Dans cette sélection il s’ agit des commentaires
sur la politique libanaise faits par l’ écrivain de renom Jean-
Marie Gustave Le Clézio. L’interview originale intitulée Le
salon livre francophone de Beyrouth a été publiée le 1
novembre 2009 en France par Diane Galliot, journaliste pour
Radio France Internationale. Jean-Marie Gustave Le Clézio a
gagné le prix Nobel de littérature en 2008. La sélection dure à
peu près deux minutes et demie.
The AP®
Exam: Advance Organizers
Audio Source
173173
42
►Let’s take a look at
what we have
covered so far!!
Ré flé chissons!!!
43
Révision du premier
jour1. What are the three modes of communication?
2. The College Board believes that all students willing to
accept the challenge should be allowed into your AP
French Language and Culture class.
3. The Interpretive Mode is separate from Interpersonal
and Presentational modes.
4. The Free-Response section of the exam is equal in
percentage to the Multiple Choice section of the exam.
5. The interpretive mode is not found in the multiple-
choice sections of the exam.
6. How many learning objectives are there?
7. Why did the College Board decide to change the
French AP exam?
45
8. Gloal Challenges, Personal and Public Identities and Beauty and Aesthetics are
three of the six themes. What themes are missing?
9. Recommended contexts are the same as sub-themes.
10. Spoken and Written Presentational communication is one-way communication
that requires interpretation.
Révision
Révision
11.Audio Visuals such as pictures, charts and maps require Interpretive
communication.
12. The AP French Language and Culture course is design around the four C’s
of the ACTFL guidelines.
13. The three “p’s” of culture refer to people, practices and product.
14. The College Board recommends to only have one essential question for
each unit of instruction.
15. The best approach to unit planning is backward design.
16. Authentic materials are essential to unit design.
47
In spoken and written
responses, accuracy of
content, as well as linguistic
accuracy, will be important.
In most of the spoken and
written responses, students
are required to demonstrate
understanding of some type
of input.
The AP®
Exam: Free-Response
Questions
48
You will write a reply to an email message. You have 15 minutes to read the
message and write your reply.
In your reply, you should: 
•Include a greeting and a closing
•Respond to all the questions and requests in the message
•Ask for more details about something mentioned in the message
•Use formal form of address
Free-Response Question 1: Email
Reply
49
Directions (in English and French, printed side-by-side):
You will write a reply to an email message.You have 15 minutes to read
the message and write your reply.
Your reply should include a greeting and a closing, as well as respond to
all the questions and requests in the message. In your reply, you should
also ask for more details about something mentioned in the message.
Stimulus:
A formal email message (i.e., from a business, organization, university)
presented as an email message window contains a greeting and a
closing; contains a request for clarification, elaboration, or explanation by
the student; contains two questions that cannot be answered yes/no.
The AP Exam: Free-Response Questions
Email Reply (Interpersonal Writing)
Free-Response Questions: Interpersonal Mode
The Email
What do students need to be able to do?
Interpersonal Communication
Use appropriate formulas for starting and concluding the
exchange
React appropriately with key words and phrases (e.g., to show
agreement/disagreement, surprise, sympathy)
Maintain exchanges in various social situations (e.g., by accepting
or refusing an invitation, apologizing, congratulating
someone)
State and support an opinion
Reply to all questions and requests in the exchange
The Email Task – 15 minutes total
It’s your turn to respondto
the 2019 Email question
51
53
You will write an argumentative essay to submit to a French writing contest. The essay
topic is based on three accompanying sources, which present different viewpoints on the
topic and include both print and audio material. First, you will have 6 minutes to read the
essay topic and the printed material. Afterward, you will hear the audio material twice; you
should take notes while you listen. Then you will have 40 minutes to prepare and write your
essay.
In your argumentative essay, you should: 
•Present the sources’ different viewpoints on the topic
•Clearly indicate your own viewpoint and defend it thoroughly
•Use information from all of the sources to support your essay
•Identify sources appropriately
•Organize your essay into clear paragraphs
Free-Response Question 2:
Argumentative Essay
54
Directions (in English and French, printed side-by-
side):
You will write an argumentative essay to submit to a French-
language writing contest. The essay topic is based on three
accompanying sources, which present different viewpoints on the
topic and include both print and audio materials. First, you will have 6
minutes to read the essay topic and the printed material. Afterward,
you will hear the audio material twice; you should take notes while
you listen. Then you will have 40 minutes to prepare and write your
essay.
In your argumentative essay, present the sources’ different
viewpoints on the topic and also clearly indicate your own viewpoint
and thoroughly defend it. Use information from all of the sources to
support your essay. As you refer to the sources, identify them
appropriately. Also, organize your essay into clear paragraphs.
The AP®
Exam: Free-Response Questions
Argumentative Essay
(Presentational Writing)
55
Stimuli:
(1) A print source (journalistic article or literary text) that presents a
clear opinion on the topic; opinion is different from that of the
audio source (authentic source, may be excerpted)
(2) A map with text, a chart, or a table that presents information on
the topic — this source doesn’t have to present an opinion
(authentic source)
(3) An audio source (interview, report, or announcement) that
presents a clear opinion on the topic which is different from the
opinion in the print source (authentic source, may be excerpted)
The AP Exam: Free-Response Questions
Argumentative Essay (Presentational
Writing)
Free-Response Questions: Presentational Mode
The Essay
What do students need to be able to do?
Presentational Communication
Organize their comments and observations:
• Presentational Writing: organization in clear paragraphs (introduction, body
of essay with examples, conclusion)
• Presentational Speaking: introduction, observations with examples,
conclusion
Choose appropriate examples and cite/describe/explain them in their
own words
Use transition words and phrases to facilitate the reader’s/listener’s
understanding
Use a variety of communication functions: summarize, describe, explain,
narrate, compare, persuade
Presentational Writing
The task is constructed so that the print source and the audio
source present clearly distinct viewpoints.
Time management: Students have the printed material in front
of them the whole time.
• Print sources: For the first 6 minutes, scan the article and chart,
and underline examples to use in the essay.
• Audio sources: Take notes! The audio is played twice, but
students must take notes in order to be able to pull an example or
two to use in the essay.
• Possible plan for writing time:
40 min. = 5 min. to outline, 35 min. to write
58
You will participate in a conversation.
•You will have 1 minute to read a preview of the conversation, including an outline of each
turn in the conversation.
•Afterward, the conversation will begin, following the outline.
•Each time it is your turn to speak, you will have 20 seconds to record your response.
•Participate in the conversation as fully and appropriately as possible.
Free-Response Question 3:
Conversation
59
Directions (in English followed by French):
You will participate in a conversation. First, you will have 1 minute to read a
preview of the conversation, including an outline of each turn in the
conversation. Then the conversation will begin, following the outline. Each
time it is your turn to speak, you will have 20 seconds to record your
response.
You should participate in the conversation as fully and appropriately as
possible.
Stimulus:
Outline of a conversation in French that contains a description of each of five
utterances from the interlocutor (the recording) and each of five utterances
from the student; descriptions in the outline focus on communicative
functions (e.g., tell your friend what happened, make a suggestion, offer a
solution, excuse yourself and say goodbye).
The AP Exam: Free-Response Questions
Conversation (Interpersonal
Speaking)
60
You will make a presentation on a specific topic to your class. You will have 4 minutes to
read the presentation topic and prepare your presentation. Then you will have 2 minutes to
record your presentation.
In your presentation,  
•Compare a French speaking community with which you are familiar to your own
or another community.
•Demonstrate your understanding of cultural features of this French speaking community.
•Organize your presentation clearly.
Free-Response Question 4:
Cultural Comparison
Comment est-ce que l’aménagement de la ville
(ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une
communauté francophone que
vous connaissez ? Comparez la façon dont
l’aménagement de la ville affecte
Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une communauté francophone que
vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
les gens de cette communauté francophone à la façon dont il affecte les gens
de votre communauté ou sinon d’une autre communauté.
Dans votre exposé, vous pouvez faire référence à ce que vous avez
étudié, vécu, observé, etc..
62
Directions (in English followed by French):
You will make an oral presentation to your class on a specific topic.You
will have 4 minutes to read the topic and prepare your presentation. Then
you will have 2 minutes to record your presentation.
In your presentation, compare your own community to an area of the
French-speaking world with which you are familiar.You should
demonstrate your understanding of cultural features of the French-
speaking world.You should also organize your presentation clearly.
Stimulus:
There is no stimulus, only a prompt. The goals of this task are for the
students to speak first about themselves and their communities (using
description or explanation) and then speak of an area of the French-
speaking world about which they have learned something or have some
personal experience (using comparison). Students are encouraged to
cite examples from materials they’ve read, viewed, and listened to;
personal experiences; and observations.
The AP®
Exam: Free-Response Questions
Cultural Comparison
(Presentational Speaking)
63
► Beginning with the 2016-17 school year, all spoken student audio responses must be
recorded in digital (.mp3) format – cassette tapes will no longer be accepted
► Several options for schools to choose from:
► Computers with microphone/headsets
► Handheld digital recording devices
► Digital language lab or computer lab
► If your school is still using cassette recorders/tapes…
► Work with your AP Coordinator and school/district technology staff to select the
technology option that works best
► Ideally you can also use the chosen technology in your classroom
► No more response tapes or CDs - student audio responses will be submitted to the AP
Program via the Digital Audio Submission (DAS) portal: https://apaudio.ets.org
► For more information
► https://professionals.collegeboard.org/testing/ap/coordinate/prep/language
► https://professionals.collegeboard.org/testing/ap/test-day
AP Exam - Audio Technology Update
SECTION II: Free Response, Part B (Speaking)
• 100% online submission via Digital Audio Submission
(DAS) portal!
• 8,700 schools administering AP World Language & Culture
exams (French, Italian, German & Spanish) and AP Music
Theory uploaded over 230,000 files – up from 15,000 files
(Music Theory only) in 2016
• Feedback very positive. DAS portal considered to be simple
and straightforward to use, online submission much favored
over CD or cassette tape submission.
• Brief service interruption on May 2, resolved within 2 hours,
with schools contacted and no student work lost
• All audio responses now scored online
• 100% digital recording - cassette recording/tapes
eliminated!
• Over 2,000 schools (25%) successfully transitioned from
cassette to digital recording technology
• Schools chose from a variety of digital recording
technologies - handheld digital recorders,
computer/software, or language lab
64
Audio
Recording
and
Submission
Replaced by DAS portal
Response CDs
and cassettes
eliminated
The New Course
& Exam Description
(CED)
66
French
Language and
Culture CED,
2011 - 2019
67
The New
French
Language and
Culture CED
• Course Overview
• 6 Required Themes and Recommended
Contexts
• Course Framework: identifies all skills and
learning objectives
• Unit Guides: suggest ways to organize thematic
instruction to build skills over time and provide
practice with the exam’s task models. These
provide suggestions for sequencing, pacing and
provide exemplar authentic resources with
guidance as to how to use them
• Achievement Level Descriptions describe how
well students perform each of the skills and are
presented in charts
• Instructional Approaches Section: provides
guidance for selecting instructional strategies
and resources to develop skills.
68
What is in the
new CED?
Everything to teach and
assess AP French
Language and Culture has
been gathered into this
document• Course Overview
• Themes and
Recommended Contexts
• Course Framework
• Unit Guides
• Achievement Level
Descriptions
• Instructional
Approaches
• Exam Overview
• Sample Exam Questions
Exam Overview: provides in depth information on all parts of the exam
and shows which skills are assessed in each part and
each task model of the exam.
Sample Exam Questions
• Develop transferable skills by scaffolding them
into an incremental learning progression 
- Course Skills : What skilled language
learners do
- Learning Objectives: Identify what the
student must do to practice and
demonstrate course skills
• Develop communicative and cultural
competencies by focusing on:
• Modes of Communication: application of
skills in multiple real-world
communication scenarios:
- Interpretive (reading and listening)
- Interpersonal (speaking and writing)
- Presentational (speaking and writing)
70
AP Course
Development
What must be considered
when designing an AP
World Language and
Culture course?
Cultural Competencies
Products, practices and perspectives
Themes and Recommended Contexts: overlapping concepts
spiraled throughout the course
72
These dimensions are present in the
cohesive, unified experience that the
resources provide for the entire course.
Course Skills: Represent what skilled
language learners do to communicate and
interact in the target culture.
Learning Objectives: Identify what the
student must do to practice and
demonstrate course skills.
Course Themes: Represent overlapping
content that spirals throughout the course
and is addressed in multiple units
Teaching by Design
AP®
Course Audit
2019-20 School Year
•The 2019-20 AP Course Audit will open later in the
spring than usual,
May 20, 2019.
•Syllabus submissions will not be required in
2019-20 for new teachers of subjects undergoing
course and exam updates. This includes every AP
subject except AP Computer Science Principles,
Research, and Seminar.
•For all other subjects, teachers with previously
authorized courses do not need to submit an AP
Course Audit form and can simply have their courses
renewed by their administrator. New teachers must
submit a Course Audit form
AP Course
Audit
Information for
Consultants
2019-20 School Year
•Teachers who need to submit an AP Course Audit
form must have it approved by their administrator to
enable access to the new resources available in
August 2019.
•The deadline to submit 2019-20 AP Course Audit
forms and any required materials for AP CSP and
Capstone courses will be January 31, 2020.
AP Course
Audit
Information for
Consultants
76
Role
2019-20 Action
Required
2020-21 Action
Required
Existing Teacher:
Most Courses
• Renewal by administrator • Renewal by administrator
Existing Teacher:
World History
• Complete CA Form
attesting to updated
curricular requirements 
• Approved CA Form
transferred
• Submit syllabus for
review
Existing Teacher:
Art & Design, Drawing, Biology,
Human Geo, Env Sci, Eng Lang,
Comp GoPo, Italian
• Complete CA Form
attesting to updated
curricular requirements
• Approved CA Form
transferred
• Submit a new syllabus
based on updated
curricular requirements
New Teacher:
CSP, Research, Seminar 
• Complete CA Form and
submit syllabus for review
• Complete CA Form and
submit syllabus for
review
New Teacher:
All Other Courses
• Complete CA Form
attesting to updated
curricular requirements
• Approved CA Form
transferred
• Submit a new syllabus
based on updated
curricular requirements
77
For the AP Course Audit process, teachers must
submit a syllabus aligned to the curriculum
framework.
►Resources available for the AP Course Audit:
► AP French Language and Culture Course and Exam Description
► Syllabus Development Guide
► Four Sample Syllabi
www.collegeboard.com/html/apcourseaudit/index.ht
ml
► AP course syllabus submission deadline is January 31 of the academic
year in which one begins to teach the course
►Schools’ AP administrators renew approved courses each
AP®
Course Audit Information
78
► Syllabus must demonstrate use of a
diverse range of authentic materials:
► Audio and video, including but not limited to
podcasts, music, film, television
► Print, including but not limited to literature,
newspapers, magazines, maps/charts, tables,
websites
► Activities must target each of the three
modes:
► Interpersonal
► Interpretive
► Presentational
AP®
Course Syllabus
79
► Lessons must include the six themes.
► Instruction must address the six themes. You must
demonstrate how resources and activities are connected to
the themes.
► Themes may be addressed separately or in combination.
► Activities must encourage students to
explore cultural products, practices, and
perspectives.
► Students must have opportunities to understand cultural and
linguistic differences in the French-speaking world.
► Students must have opportunities to compare what they
learn about the target culture(s) with their own culture.
AP®
Course Syllabus
80
http://apcentral.collegeboard.com/apc
/public/courses/teachers_corner/2152.
html
AP Central®
: Teacher Support
Resources
81
AP Central has a wealth of information and
resources to support your instruction:
►Course and Exam Description
►Course Overview
►Frequently Asked Questions
►Online Teacher Community
►Exam Site (includes exam overview and free-response
questions, scoring guidelines, and sample student answers)
►Practice Exam
►Course Planning and Pacing Guides
AP Central®
: Teacher Support
Resources
AP Central &
My AP
Educators who log into AP
Central will have a new
personalized experience:
•AP courses taught
•Dynamic timeline, tasks, and
data
•Easy access to all relevant
tools, including AP Classroom
82
Formative vs.
Summative
Assessment
Summative
assessments are …
•Designed to capture the
accumulation of a
student’s knowledge at
the end of a particular
instructional cycle
•Usually culminating
experiences that only
report out a final “score”
(like the AP Exam)
•Often formal exercises
•Often high-stakes, and
provide little opportunity
for feedback
84
Assessment
Characteristics
The AP Exam is
intentionally designed to
assess a student’s
knowledge and skills at
the end of the AP Course.
Formative assessments
are …
•Designed to be used in
real-time as part of the
instructional cycle
•Include timely feedback
or follow-up instruction
that helps a student learn
and improve
•Either formal or informal
•Provide opportunities to
practice in a low-stakes
way, and provide
feedback to help students
improve
Note: There are several
ways that AP Exam
questions can be used as
formative assessments—i.e.,
as a way to monitor student
learning and provide ongoing
feedback so students can
improve.
85
► On behalf of the Advanced Placement Program®
, thank
you very much for taking the time to learn more about AP®
French Language and Culture.
► We look forward to partnering with you as you build students’
success in your classroom and for the future!
Thank you!
Thank
You!
86
Model: Choosing Authentic Materials to Support Thematic Instruction
• Vidé o : ACTUALITÉ S : Expliquez-nous: la burqa: http://www.elle.fr/Societe/Videos-
Societe/Actu/VIDEO-La-burqa-en-France-paroles-de-musulmans
Evaluation: L’homme et l’Environnement
• Part 3: RTL Podcast: http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique-
7646788772
Evaluation: Les Ressources Naturelles
• Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1
• Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.wideo.fr/video/iLyROoaft3nI.html
Assessment: The Environment in Song
• Part 3: Video for “Respire” by Mickey 3D
http://www.videosurf.com/video/mickey-3-d-n-respire-123864254
Handbook Activities: Audio and Video LINKS
87
• Interpretive Communication, Print and Audio combined, Sé lection numé ro 1, Questions 31-40,
Source numé ro 2
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3
• Interpretive Communication, Print and Audio combined, Sé lection numé ro 2, Questions 41-47,
Source numé ro 2
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 3, Questions 48-52
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 4, Questions 53-57
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_4_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 5, Questions 58-65
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_5_temp.mp3
Practice Exam: Multiple-Choice Audio
88
• Presentational Writing Persuasive Essay, Source numé ro 3
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_A_PersuEssay
_temp.mp3
• Interpersonal Speaking, Conversation
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_Conv_temp.
mp3
• Presentational Speaking, Cultural Comparison
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_CultComp_t
emp.mp3
Practice Exam: Free-Response Audio
89
► Represent a student’s progression along the second
language learning trajectory
► Provide explicit descriptions of student performance
at levels 5, 4, 3, and 2
► Allows for detailed and meaningful reporting of
student performance
Achievement Level Descriptions
107
*
107
*
90
Achievement Level Descriptions:
Categories Within Each Mode
Spoken and Written
Presentational
Communication
Discourse and
Development
Strategies
Language Structures
Writing Conventions
Register
Cultures, Connections,
and Comparisons
Audio, Visual,
and Audiovisual
Interpretive
Communication
Comprehension of
Content
Critical Viewing and
Listening
Vocabulary
Cultures,
Connections,
and Comparisons
Spoken and Written
Interpersonal
Communication
•Interaction
•Strategies
•Opinions
•Language Structures
•Vocabulary
•Register
•Pronunciation
•Cultures,
Connections, and
Comparisons
2020

Contenu connexe

Tendances

A framework for materials writing
A framework for materials writingA framework for materials writing
A framework for materials writingMohammed Mallah
 
The process of materials writing 2
The process of materials writing 2The process of materials writing 2
The process of materials writing 2nenimusbiroh23
 
Materials For Writing In Efl
Materials For Writing In EflMaterials For Writing In Efl
Materials For Writing In EflCarlos Mayora
 
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
 
Technique of Developing Materials
Technique of Developing MaterialsTechnique of Developing Materials
Technique of Developing MaterialsMusfera Nara Vadia
 
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutUsing & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
 
Teaching writing_ teaching by principles. an interactive approach to language...
Teaching writing_ teaching by principles. an interactive approach to language...Teaching writing_ teaching by principles. an interactive approach to language...
Teaching writing_ teaching by principles. an interactive approach to language...Islamic Azad University, Najafabad Branch
 
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...Theme-based syllabus design: Introducing lesson plans, activities and tasks a...
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...Vasiliki Papaioannou
 
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...Center for Global Education at Asia Society
 
Materials for the specific purpose
Materials for the specific purposeMaterials for the specific purpose
Materials for the specific purposeAprilianty Wid
 
Materials for developing writing skills
Materials for developing writing skillsMaterials for developing writing skills
Materials for developing writing skillsSarah Cruz
 
Apsi l2020 ppt
Apsi l2020 pptApsi l2020 ppt
Apsi l2020 pptEd Weiss
 
“The state of the field effects of program type, personality, and language b...
“The state of the field  effects of program type, personality, and language b...“The state of the field  effects of program type, personality, and language b...
“The state of the field effects of program type, personality, and language b...mmebrady
 
Language arts patterns of practice
Language arts patterns of practiceLanguage arts patterns of practice
Language arts patterns of practicejanyah202belike
 
Sheltered Instruction: Intro to EDU 380
Sheltered Instruction: Intro to EDU 380Sheltered Instruction: Intro to EDU 380
Sheltered Instruction: Intro to EDU 380Jayme Linton
 

Tendances (20)

A framework for materials writing
A framework for materials writingA framework for materials writing
A framework for materials writing
 
The process of materials writing 2
The process of materials writing 2The process of materials writing 2
The process of materials writing 2
 
Materials For Writing In Efl
Materials For Writing In EflMaterials For Writing In Efl
Materials For Writing In Efl
 
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
 
Module 1: Building Academic Language
Module 1: Building Academic LanguageModule 1: Building Academic Language
Module 1: Building Academic Language
 
Materials development
Materials developmentMaterials development
Materials development
 
Technique of Developing Materials
Technique of Developing MaterialsTechnique of Developing Materials
Technique of Developing Materials
 
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutUsing & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
 
Teaching writing_ teaching by principles. an interactive approach to language...
Teaching writing_ teaching by principles. an interactive approach to language...Teaching writing_ teaching by principles. an interactive approach to language...
Teaching writing_ teaching by principles. an interactive approach to language...
 
3 core elements clil
3 core elements clil3 core elements clil
3 core elements clil
 
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...Theme-based syllabus design: Introducing lesson plans, activities and tasks a...
Theme-based syllabus design: Introducing lesson plans, activities and tasks a...
 
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
 
Materials for the specific purpose
Materials for the specific purposeMaterials for the specific purpose
Materials for the specific purpose
 
Materials for developing writing skills
Materials for developing writing skillsMaterials for developing writing skills
Materials for developing writing skills
 
Apsi l2020 ppt
Apsi l2020 pptApsi l2020 ppt
Apsi l2020 ppt
 
Module 2: ELD Standards
Module 2: ELD StandardsModule 2: ELD Standards
Module 2: ELD Standards
 
SIOP Intro
SIOP IntroSIOP Intro
SIOP Intro
 
“The state of the field effects of program type, personality, and language b...
“The state of the field  effects of program type, personality, and language b...“The state of the field  effects of program type, personality, and language b...
“The state of the field effects of program type, personality, and language b...
 
Language arts patterns of practice
Language arts patterns of practiceLanguage arts patterns of practice
Language arts patterns of practice
 
Sheltered Instruction: Intro to EDU 380
Sheltered Instruction: Intro to EDU 380Sheltered Instruction: Intro to EDU 380
Sheltered Instruction: Intro to EDU 380
 

Similaire à Apsi leader ppt

Nectfl 2016
Nectfl 2016Nectfl 2016
Nectfl 2016hhs
 
Planning goals and learning outcomes
Planning goals and learning outcomesPlanning goals and learning outcomes
Planning goals and learning outcomesAsnidewita WieXas
 
Trenton
TrentonTrenton
Trentonhhs
 
Curriculum_Development_in_Language_Teach-trang-2.pdf
Curriculum_Development_in_Language_Teach-trang-2.pdfCurriculum_Development_in_Language_Teach-trang-2.pdf
Curriculum_Development_in_Language_Teach-trang-2.pdfTrngNguynDimNgc
 
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxCurriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
 
Need Analysis in English for Specific Purposes (.pptx
Need Analysis in English for Specific Purposes (.pptxNeed Analysis in English for Specific Purposes (.pptx
Need Analysis in English for Specific Purposes (.pptxKomal Shahedadpuri
 
A lx syllabus 1-2014
A lx syllabus   1-2014A lx syllabus   1-2014
A lx syllabus 1-2014edac4co
 
Assessment in Moroccan high school
Assessment in Moroccan high schoolAssessment in Moroccan high school
Assessment in Moroccan high schoolLAHOUCINE JAAFARI
 
A part i section 1
A  part i  section 1A  part i  section 1
A part i section 1TheklaFall
 
Team A Presentation Templatedraft[1]
Team A Presentation Templatedraft[1]Team A Presentation Templatedraft[1]
Team A Presentation Templatedraft[1]67renat
 
Richmond
RichmondRichmond
Richmondhhs
 
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...eaquals
 
Programa de inglés A01 para educación media
Programa de inglés A01 para educación mediaPrograma de inglés A01 para educación media
Programa de inglés A01 para educación mediaBettyGonzalez49
 
Week 3 class 2 assess 2 - ruth
 Week 3    class 2 assess 2 - ruth Week 3    class 2 assess 2 - ruth
Week 3 class 2 assess 2 - ruthrmcquirter
 
Integration of Skills In English Language Teaching by Ayoub Oubla
Integration of Skills In English Language Teaching by Ayoub OublaIntegration of Skills In English Language Teaching by Ayoub Oubla
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
 
Language teaching in the digital age glord
Language teaching in the digital age glordLanguage teaching in the digital age glord
Language teaching in the digital age glordGillian Lord
 

Similaire à Apsi leader ppt (20)

Supervision of Learning - Literacy
Supervision of Learning - LiteracySupervision of Learning - Literacy
Supervision of Learning - Literacy
 
Nectfl 2016
Nectfl 2016Nectfl 2016
Nectfl 2016
 
Planning goals and learning outcomes
Planning goals and learning outcomesPlanning goals and learning outcomes
Planning goals and learning outcomes
 
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
 
Trenton
TrentonTrenton
Trenton
 
20 may english
20 may english20 may english
20 may english
 
Curriculum_Development_in_Language_Teach-trang-2.pdf
Curriculum_Development_in_Language_Teach-trang-2.pdfCurriculum_Development_in_Language_Teach-trang-2.pdf
Curriculum_Development_in_Language_Teach-trang-2.pdf
 
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxCurriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
 
Need Analysis in English for Specific Purposes (.pptx
Need Analysis in English for Specific Purposes (.pptxNeed Analysis in English for Specific Purposes (.pptx
Need Analysis in English for Specific Purposes (.pptx
 
A lx syllabus 1-2014
A lx syllabus   1-2014A lx syllabus   1-2014
A lx syllabus 1-2014
 
Assessment in Moroccan high school
Assessment in Moroccan high schoolAssessment in Moroccan high school
Assessment in Moroccan high school
 
A part i section 1
A  part i  section 1A  part i  section 1
A part i section 1
 
Team A Presentation Templatedraft[1]
Team A Presentation Templatedraft[1]Team A Presentation Templatedraft[1]
Team A Presentation Templatedraft[1]
 
Richmond
RichmondRichmond
Richmond
 
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
 
Programa de inglés A01 para educación media
Programa de inglés A01 para educación mediaPrograma de inglés A01 para educación media
Programa de inglés A01 para educación media
 
Week 3 class 2 assess 2 - ruth
 Week 3    class 2 assess 2 - ruth Week 3    class 2 assess 2 - ruth
Week 3 class 2 assess 2 - ruth
 
WV NxGs
WV NxGsWV NxGs
WV NxGs
 
Integration of Skills In English Language Teaching by Ayoub Oubla
Integration of Skills In English Language Teaching by Ayoub OublaIntegration of Skills In English Language Teaching by Ayoub Oubla
Integration of Skills In English Language Teaching by Ayoub Oubla
 
Language teaching in the digital age glord
Language teaching in the digital age glordLanguage teaching in the digital age glord
Language teaching in the digital age glord
 

Plus de hhs

Presentation!aa
Presentation!aaPresentation!aa
Presentation!aahhs
 
Presentation1 a
Presentation1 aPresentation1 a
Presentation1 ahhs
 
Interculturality part 2
Interculturality part 2Interculturality part 2
Interculturality part 2hhs
 
Authentic materials 2018 copy ppt
Authentic materials 2018 copy pptAuthentic materials 2018 copy ppt
Authentic materials 2018 copy ppthhs
 
Art of listening
Art of listeningArt of listening
Art of listeninghhs
 
Interpretive nectfl 2017
 Interpretive nectfl 2017 Interpretive nectfl 2017
Interpretive nectfl 2017hhs
 
Culture nectfl 2017
Culture nectfl 2017Culture nectfl 2017
Culture nectfl 2017hhs
 
2015 16 ap french language and culture workshop ppt
2015 16 ap french language and culture workshop ppt2015 16 ap french language and culture workshop ppt
2015 16 ap french language and culture workshop ppthhs
 
Hablemos presentation
Hablemos presentationHablemos presentation
Hablemos presentationhhs
 
Mastering interpretive mode 2
Mastering interpretive mode 2Mastering interpretive mode 2
Mastering interpretive mode 2hhs
 
Free response email
Free response   emailFree response   email
Free response emailhhs
 
Authentic materials2
Authentic materials2Authentic materials2
Authentic materials2hhs
 
Authentic materials
Authentic materialsAuthentic materials
Authentic materialshhs
 
Pre ap - building proficiency
Pre ap - building proficiencyPre ap - building proficiency
Pre ap - building proficiencyhhs
 
Mlapv
MlapvMlapv
Mlapvhhs
 
Apac interpretive
Apac interpretiveApac interpretive
Apac interpretivehhs
 
2012 ew french exam preview
2012 ew french exam preview2012 ew french exam preview
2012 ew french exam previewhhs
 
Radnorppt
RadnorpptRadnorppt
Radnorppthhs
 
Radnorppt
RadnorpptRadnorppt
Radnorppthhs
 
Radnorppt
RadnorpptRadnorppt
Radnorppthhs
 

Plus de hhs (20)

Presentation!aa
Presentation!aaPresentation!aa
Presentation!aa
 
Presentation1 a
Presentation1 aPresentation1 a
Presentation1 a
 
Interculturality part 2
Interculturality part 2Interculturality part 2
Interculturality part 2
 
Authentic materials 2018 copy ppt
Authentic materials 2018 copy pptAuthentic materials 2018 copy ppt
Authentic materials 2018 copy ppt
 
Art of listening
Art of listeningArt of listening
Art of listening
 
Interpretive nectfl 2017
 Interpretive nectfl 2017 Interpretive nectfl 2017
Interpretive nectfl 2017
 
Culture nectfl 2017
Culture nectfl 2017Culture nectfl 2017
Culture nectfl 2017
 
2015 16 ap french language and culture workshop ppt
2015 16 ap french language and culture workshop ppt2015 16 ap french language and culture workshop ppt
2015 16 ap french language and culture workshop ppt
 
Hablemos presentation
Hablemos presentationHablemos presentation
Hablemos presentation
 
Mastering interpretive mode 2
Mastering interpretive mode 2Mastering interpretive mode 2
Mastering interpretive mode 2
 
Free response email
Free response   emailFree response   email
Free response email
 
Authentic materials2
Authentic materials2Authentic materials2
Authentic materials2
 
Authentic materials
Authentic materialsAuthentic materials
Authentic materials
 
Pre ap - building proficiency
Pre ap - building proficiencyPre ap - building proficiency
Pre ap - building proficiency
 
Mlapv
MlapvMlapv
Mlapv
 
Apac interpretive
Apac interpretiveApac interpretive
Apac interpretive
 
2012 ew french exam preview
2012 ew french exam preview2012 ew french exam preview
2012 ew french exam preview
 
Radnorppt
RadnorpptRadnorppt
Radnorppt
 
Radnorppt
RadnorpptRadnorppt
Radnorppt
 
Radnorppt
RadnorpptRadnorppt
Radnorppt
 

Dernier

Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingTechSoup
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin ClassesCeline George
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxAmanpreet Kaur
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseAnaAcapella
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.pptRamjanShidvankar
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...Poonam Aher Patil
 
Magic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptxMagic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptxdhanalakshmis0310
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfagholdier
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentationcamerronhm
 
PROCESS RECORDING FORMAT.docx
PROCESS      RECORDING        FORMAT.docxPROCESS      RECORDING        FORMAT.docx
PROCESS RECORDING FORMAT.docxPoojaSen20
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxAreebaZafar22
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdfQucHHunhnh
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfPoh-Sun Goh
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docxPoojaSen20
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhikauryashika82
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701bronxfugly43
 

Dernier (20)

Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
Asian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptxAsian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptx
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
Magic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptxMagic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
PROCESS RECORDING FORMAT.docx
PROCESS      RECORDING        FORMAT.docxPROCESS      RECORDING        FORMAT.docx
PROCESS RECORDING FORMAT.docx
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701
 

Apsi leader ppt

  • 1. AP® French Language and Culture Course and Exam Presented by Ed Weiss
  • 2. • Understanding the Course and Exam AP courses focus on building conceptual understanding and developing transferrable skills. • Planning the Course Helping students develop mastery of the course skills requires careful planning to sequence skills in a developmentally appropriate way so that students master prerequisite skills before being asked to complete more complex tasks. • Teaching the Course Students need multiple opportunities to practice skills in order to develop mastery over time. Certain strategies can help students explicitly practice those skills. • Assessing Student Progress and Understanding Assessments, instruction, and resources should be aligned to learning goals and matched to performance standards • Becoming a member of the AP Teacher APSI Key Takeaways
  • 3. 3 AP® French Language and Culture . . . ► Aligns with the National Standards ► Reflects best practices at the college level ► Supports awarding of college credit and placement ► Prepares students for success in subsequent college/university courses
  • 4. 4 ► Enhance students’ ability to focus on the three modes of communication: ► Interpersonal ► Interpretive ► Presentational ► Engage students in making cultural connections ► Provide students with opportunities to further develop their language skills Goals of AP® French Language and Culture
  • 5. 5 ► AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence. ► The course framework can be used to inform the entire program of instruction from the beginning to AP. Course Sequence & Framework
  • 6. 6 The Course Framework provides information on… ►How to develop students’ proficiencies in each of the three modes of communication ►Expected levels of performance for each learning objective ►How to design thematic instruction ►How to unify instruction in classes that have students with combined levels ►Developing activities that focus on same theme and mode ►Differentiating instruction The Course Framework
  • 7. AP Question Bank Unit Guides Personal Progress Checks Progress Dashboard 7 Unit Guides Planning guides that outline content and skills for commonly-taught units within a course Personal Progress Checks Formative AP questions that provide students with feedback on the areas where they need to focus AP Question Bank A library of real AP Exam questions that teachers can access which can be used to create customized practice and tests Progress Dashboard Interactive reports that help teachers understand student progress on learning critical concepts and skills Resources and Supports for AP
  • 8. 8 The AP® French Language and Culture course: ►Integrates language, content, and culture ►Helps students “function in the language” rather than “learn language function” ►Promotes fluency and accuracy in language use, recognizing the importance of language structures, but placing priority on communication Scope of the Course 22
  • 11. 11 ► Each theme includes a number of recommended contexts to serve as ways to explore the themes ► Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future perspectives as appropriate. ► Teachers should assume complete flexibility in resource selection and instructional exploration of the six themes. ► The recommended contexts are not intended as prescriptive or required, but rather they serve as suggestions for addressing the themes. Recommended Contexts
  • 12. 12 ► Recommended Contexts: ► Diversity Issues / La tolérance ► Economic Issues / L’économie ► Environmental Issues / L’environnement ► Health Issues / La santé ► Human Rights / Les droits de l’être humain ► Nutrition and Food Safety / L’alimentation ► Peace and War / La paix et la guerre ► What are possible solutions to those challenges? Themes, Recommended Contexts, and Overarching Essential Questions Theme: Global Challenges / Les défis mondiaux ► Overarching Essential Questions: ► What environmental, political, and social issues pose challenges to societies . throughout the world? ► What are the origins of those issues? ► What are possible solutions to those challenges? 77
  • 13. 13 One way to design instruction with the themes is to identify overarching essential questions Essential Questions… ►can guide investigations, learning activities, and performance assessments ►are designed to spark curiosity and engage students in real-life, problem-solving tasks; they are open-ended questions that do not have one correct answer ►allow students to investigate and express different views on real world issues, make connections to other disciplines, and compare aspects of the target culture(s) to their own ►lend themselves well to interdisciplinary inquiry, asking students to apply skills and perspectives across content areas Essential Questions 99
  • 14. 14 The course is designed around an overarching premise: When communicating, AP® world language students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). Focus on Communication
  • 15. 15 ► Interpersonal Communication ► Active negotiation of meaning among individuals through conversation (face-to-face or telephonic), or through reading and writing (e.g., exchange of personal letters, notes, or emails or participation in written online discussions) ► Interpretive Communication ► No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television, and speeches ► Presentational Communication ► Creation of spoken or written communication prepared for an audience and rehearsed, revised, or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning The Three Modes of Communication
  • 16. 16 ► Spoken Interpersonal Communication ► Written Interpersonal Communication ► Audio, Visual, and Audiovisual Interpretive Communication ► Written and Print Interpretive Communication ► Spoken Presentational Communication ► Written Presentational Communication Course Modes 1919
  • 17. 17 The Course Skills Skill Categories and Skills Based on the Modes of Communication Eight Skill Categories and underlying skills define what students do: •Comprehend Text •Make Connections •Interpret Text •Make Meanings •Speak to Others •Write to Others •Present Orally •Present in Writing
  • 18. Checkpoint 1 What mode of communication do Skill Categories 1-4 primarily represent? Checkpoint 2 What is the relationship between the skills categories and the skills? Checkpoint 4 What mode of communication do Skill Categories 5-6 primarily represent? Checkpoint 6 What mode of communicatio n do Skill Categories 7- 8 primarily represent? Checkpoint 3 What is the relationship between the skills and the learning objectives? Checkpoint 7 There are some learning objectives that are labels as ‘not assessed on the exam.’ Why do you think those learning objectives received that designation? Checkpoint 5 What do you notice about some of the learning objectives that are within the same skill group? Checkpoint 8 How is the Interpretive Mode portrayed differently in this new course framework compared to the current CED?? Checkpoint 9 Skills 5-8 indicate a FRQ task type. How does that task type align with the skills that fall under them? Checkpoint 10 How can this skill chart be helpful in unit and course planning?
  • 19. Checkpoint 1 What mode of communication do Skill Categories 1-4 primarily represent? Checkpoint 2 What is the relationship between the skills categories and the skills? Checkpoint 4 What mode of communicatio n do Skill Categories 5- 6 primarily represent? Checkpoi nt 6 What mode of communic ation do Skill Categories 7-8 primarily represent? Checkpoint 3 What is the relationship between the skills and the learning objectives? Checkpoint 7 There are some learning objectives that are labels as ‘not assessed on the exam.’ Why do you think those learning objectives received that designation? Checkpoint 5 What do you notice about some of the learning objectives that are within the same skill group? Checkpoint 8 How is the Interpretive Mode portrayed differently in this new course framework compared to the current CED? Checkpoint 9 Skills 5-8 indicate a FRQ task type. How does that task type align with the skills that fall under them? Checkpoint 10 How can this skill chart be helpful in unit and course planning? Checkpoint 1:The interpretive mode is primarily represented. These are the skills that will be assessed on the MCQ section of the AP Exam Checkpoint 2:The skill categories provide an overarching description of the types of skills. The skills represent what language learners do to communicate and interact with the target culture Checkpoi nt3: The learning objectives identify the what the student must do to practice and demonstra te course skills Checkpoint 4: Skills that are measured within the interpersonal mode are primarily represented. Checkpoint 5: In some instances the learning objectives become more challenging within the skill groups. Checkpoint 6: Skills that are measured within the presentation al mode are primarily represented. Checkpoint 8: Answers: Interpretive Reading and Interpretive Listening are presented together—not separately. Checkpoint 10 Answers will vary. Checkpoint 7: These learning objectives are not directly assessed on the exam, but students need to be successful in this learning objective to achieve other, more complex learning objectives. Therefore, these learning objectives should be taught in the classroom. Checkpoint 9: The FRQ task types align to a mode and type of communication (ex: interpersonal written) that aligns to the skills and learning objectives.
  • 20. 20 Culture: Products, Practices & Perspectives Cultural Products Products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions) Practices Patterns of social interactions Perspectives Values, attitudes, and assumptions that underlie both practices and products
  • 21. 21 ► How and when do we prepare students for the challenges of AP French? ► What is a “vertical approach” to curriculum building? Equity and Access 2424
  • 22. AP® French Language and Culture Exam
  • 23. Section I: Multiple Choice (50% of exam score) • 65 questions divided into 9 sets (stimuli and questions) (95 minutes) • 4 possible responses (A, B, C, D) • Part A- 30 questions • Interpretive Communication: Print Texts • Part B- 35 questions • Interpretive Communication: Print and Audio Texts (combined) • Interpretive Communication: Audio Texts 23 Exam Overview The exam will always follow specific criteria regarding the number of items in certain categories.
  • 24. Section II: Free Response (50% of exam score) 4 Tasks Part A — Written Tasks; ~70 minutes Interpersonal Writing: Email Reply (1 prompt; 15 minutes) Presentational Writing: Argumentative Essay (1 prompt; ~ 55 minutes total: 15 minutes to review materials plus 40 minutes to write) Part B — Spoken Responses; ~ 18 minutes Interpersonal Speaking: Conversation (5 prompts; 20 seconds for each response) Presentational Speaking: Cultural Comparison (1 prompt; 4 minutes to prepare, 2 minutes to respond)
  • 25. • FRQ 2: Persuasive Essay is changing its name to Argumentative Essay to align better with expectations for this task. The task model directions have been aligned to expectations in the scoring guidelines.  The expectations for this task have not changed, nor have the types of sources that are provided. The scoring guidelines have not changed except for the name of the task. • FRQ 4: Cultural Comparison will be reworded to get students to focus more on the target culture. Students will be asked to compare an aspect of culture in a French-speaking community with which they are familiar to the same cultural aspect in their own OR another community.  Students may still begin their presentations with either the target language community or their own/other as they have been able to do in the past. 25 2019-2020 AP World Language and Culture Exams- Free-Response Changes Changes approved across French, German, Italian, and Spanish Language • FRQ 2: Persuasive Essay changing to Argumentative Essay • FRQ 4: Cultural Comparison: new wording to focus more on the target culture
  • 27. Exam Format – Multiple Choice
  • 29. What’s new in the AP Exam? Students will be provided contexts for doing exam tasks. They will not be asked questions that are de- contextualized. • The listening rejoinders and grammar fill-ins will be eliminated. • Tasks and source materials will come with advance organizers and time for previewing the questions. • Audio sources will be played twice. On average, the audio sources are 2 – 2 ½ minutes long; no audio source will be longer than 3 minutes.
  • 30. What’s new in the AP Exam? Cultural knowledge will be assessed throughout the exam, not in a separate “Culture” section. •Students will be expected to demonstrate understanding of cultural information •presented in print and audio texts. •Students will not be asked isolated questions about cultural trivia.
  • 31. 31 Students work with a variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French-speaking world. ►Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. ►Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. ►Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. ►Materials are reasonably chosen, but also reflect a range of cultural perspectives and linguistic features. The AP® Exam: Authentic Materials 1010
  • 32. 32 ► Students are provided contexts for doing exam tasks ► Advance Organizers ► The audio sources for the multiple choice sections are played twice ► The audio source for free response task #2 (the persuasive essay) is played twice ► Typically all audio sources last from 1 minute 30 seconds—2 minutes 30 seconds; no longer than 3 minutes ► The audio prompts for free response task #3 (the simulated conversation) are played once The AP® Exam: Contexts and Audio Sources
  • 33. 33 AP Exam: Multiple- Choice Questions What skills do students need to demonstrate for these task models? 9 Task Models = 9 sets/65 questions on the AP Exam Promotional Material Literary Text Article and Chart Letter Audio Report and Article Conversation and Chart Interview Instructions Presentation
  • 34. 34 ► Mix of factual and interpretive questions ► Vocabulary in context ► Purpose of the text, point of view of speaker/writer ► Audience of the text ► Inferences and conclusions ► Questions of “cultural” or “interdisciplinary” nature that ask students to show an understanding of information contained in the text The AP® Exam: Multiple-Choice Items
  • 35. Multiple Choice Timing – part 1 Print texts- 40 minutes Read 4 selections Answer sets of questions (approx. 30) Let’s do an example!
  • 36. 36 SAMPLE: Print Source Introduction Thè me du cours: Les défis mondiaux Dans cette sélection il s’agit d’un match de hockey. La publicité originale a été publiée le 16 février 2010 au Canada par Jour de la Terre Québec, situé à Montréal. Cet organisme réalise des activités éducatives et culturelles pour la protection de l’environnement. The AP® Exam: Advance Organizers Print Source Tasks and source materials come with Advance Organizers and time for previewing. 145/6145/6
  • 37. Multiple Choice Timing – part 2 Print & Audio – first set • 4 minutes to read print text • 2 minutes to read intro / scan questions • Listen to audio • 1 minute to start answers • Listen again – then 15 seconds x # of questions
  • 38. Print and Audio Questions • 4 minutes to read the print source • 2 minutes to read the introduction to the audio • Audio is then played twice 162
  • 39. Timing Print (chart) & Audio – second set • 1 minute to look at chart • 1 minute to read intro to audio / scan questions • Listen to audio • 1 minute to start questions • Listen again • Answer questions – 15 seconds x # of p.168p.168
  • 40. Timing of Multiple-Choice Questions with Audio 1. Preview time (generally, 1 min.) to read the advance organizer and skim the questions 2. Audio – first playing 3. Students get 1 minute to start answering questions 4. Audio – second playing 5. Students get 15 sec. x number of questions to finish answering questions
  • 41. 41 SAMPLE: Audio Source Introduction Thè me du cours : La quête de soi Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean- Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie. The AP® Exam: Advance Organizers Audio Source 173173
  • 42. 42 ►Let’s take a look at what we have covered so far!! Ré flé chissons!!!
  • 43. 43
  • 44. Révision du premier jour1. What are the three modes of communication? 2. The College Board believes that all students willing to accept the challenge should be allowed into your AP French Language and Culture class. 3. The Interpretive Mode is separate from Interpersonal and Presentational modes. 4. The Free-Response section of the exam is equal in percentage to the Multiple Choice section of the exam. 5. The interpretive mode is not found in the multiple- choice sections of the exam. 6. How many learning objectives are there? 7. Why did the College Board decide to change the French AP exam?
  • 45. 45 8. Gloal Challenges, Personal and Public Identities and Beauty and Aesthetics are three of the six themes. What themes are missing? 9. Recommended contexts are the same as sub-themes. 10. Spoken and Written Presentational communication is one-way communication that requires interpretation. Révision
  • 46. Révision 11.Audio Visuals such as pictures, charts and maps require Interpretive communication. 12. The AP French Language and Culture course is design around the four C’s of the ACTFL guidelines. 13. The three “p’s” of culture refer to people, practices and product. 14. The College Board recommends to only have one essential question for each unit of instruction. 15. The best approach to unit planning is backward design. 16. Authentic materials are essential to unit design.
  • 47. 47 In spoken and written responses, accuracy of content, as well as linguistic accuracy, will be important. In most of the spoken and written responses, students are required to demonstrate understanding of some type of input. The AP® Exam: Free-Response Questions
  • 48. 48 You will write a reply to an email message. You have 15 minutes to read the message and write your reply. In your reply, you should:  •Include a greeting and a closing •Respond to all the questions and requests in the message •Ask for more details about something mentioned in the message •Use formal form of address Free-Response Question 1: Email Reply
  • 49. 49 Directions (in English and French, printed side-by-side): You will write a reply to an email message.You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Stimulus: A formal email message (i.e., from a business, organization, university) presented as an email message window contains a greeting and a closing; contains a request for clarification, elaboration, or explanation by the student; contains two questions that cannot be answered yes/no. The AP Exam: Free-Response Questions Email Reply (Interpersonal Writing)
  • 50. Free-Response Questions: Interpersonal Mode The Email What do students need to be able to do? Interpersonal Communication Use appropriate formulas for starting and concluding the exchange React appropriately with key words and phrases (e.g., to show agreement/disagreement, surprise, sympathy) Maintain exchanges in various social situations (e.g., by accepting or refusing an invitation, apologizing, congratulating someone) State and support an opinion Reply to all questions and requests in the exchange
  • 51. The Email Task – 15 minutes total It’s your turn to respondto the 2019 Email question 51
  • 52.
  • 53. 53 You will write an argumentative essay to submit to a French writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, you should:  •Present the sources’ different viewpoints on the topic •Clearly indicate your own viewpoint and defend it thoroughly •Use information from all of the sources to support your essay •Identify sources appropriately •Organize your essay into clear paragraphs Free-Response Question 2: Argumentative Essay
  • 54. 54 Directions (in English and French, printed side-by- side): You will write an argumentative essay to submit to a French- language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. The AP® Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
  • 55. 55 Stimuli: (1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart, or a table that presents information on the topic — this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) The AP Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
  • 56. Free-Response Questions: Presentational Mode The Essay What do students need to be able to do? Presentational Communication Organize their comments and observations: • Presentational Writing: organization in clear paragraphs (introduction, body of essay with examples, conclusion) • Presentational Speaking: introduction, observations with examples, conclusion Choose appropriate examples and cite/describe/explain them in their own words Use transition words and phrases to facilitate the reader’s/listener’s understanding Use a variety of communication functions: summarize, describe, explain, narrate, compare, persuade
  • 57. Presentational Writing The task is constructed so that the print source and the audio source present clearly distinct viewpoints. Time management: Students have the printed material in front of them the whole time. • Print sources: For the first 6 minutes, scan the article and chart, and underline examples to use in the essay. • Audio sources: Take notes! The audio is played twice, but students must take notes in order to be able to pull an example or two to use in the essay. • Possible plan for writing time: 40 min. = 5 min. to outline, 35 min. to write
  • 58. 58 You will participate in a conversation. •You will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. •Afterward, the conversation will begin, following the outline. •Each time it is your turn to speak, you will have 20 seconds to record your response. •Participate in the conversation as fully and appropriately as possible. Free-Response Question 3: Conversation
  • 59. 59 Directions (in English followed by French): You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Then the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible. Stimulus: Outline of a conversation in French that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye). The AP Exam: Free-Response Questions Conversation (Interpersonal Speaking)
  • 60. 60 You will make a presentation on a specific topic to your class. You will have 4 minutes to read the presentation topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation,   •Compare a French speaking community with which you are familiar to your own or another community. •Demonstrate your understanding of cultural features of this French speaking community. •Organize your presentation clearly. Free-Response Question 4: Cultural Comparison Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
  • 61. Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte les gens de cette communauté francophone à la façon dont il affecte les gens de votre communauté ou sinon d’une autre communauté. Dans votre exposé, vous pouvez faire référence à ce que vous avez étudié, vécu, observé, etc..
  • 62. 62 Directions (in English followed by French): You will make an oral presentation to your class on a specific topic.You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the French-speaking world with which you are familiar.You should demonstrate your understanding of cultural features of the French- speaking world.You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the French- speaking world about which they have learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed, and listened to; personal experiences; and observations. The AP® Exam: Free-Response Questions Cultural Comparison (Presentational Speaking)
  • 63. 63 ► Beginning with the 2016-17 school year, all spoken student audio responses must be recorded in digital (.mp3) format – cassette tapes will no longer be accepted ► Several options for schools to choose from: ► Computers with microphone/headsets ► Handheld digital recording devices ► Digital language lab or computer lab ► If your school is still using cassette recorders/tapes… ► Work with your AP Coordinator and school/district technology staff to select the technology option that works best ► Ideally you can also use the chosen technology in your classroom ► No more response tapes or CDs - student audio responses will be submitted to the AP Program via the Digital Audio Submission (DAS) portal: https://apaudio.ets.org ► For more information ► https://professionals.collegeboard.org/testing/ap/coordinate/prep/language ► https://professionals.collegeboard.org/testing/ap/test-day AP Exam - Audio Technology Update SECTION II: Free Response, Part B (Speaking)
  • 64. • 100% online submission via Digital Audio Submission (DAS) portal! • 8,700 schools administering AP World Language & Culture exams (French, Italian, German & Spanish) and AP Music Theory uploaded over 230,000 files – up from 15,000 files (Music Theory only) in 2016 • Feedback very positive. DAS portal considered to be simple and straightforward to use, online submission much favored over CD or cassette tape submission. • Brief service interruption on May 2, resolved within 2 hours, with schools contacted and no student work lost • All audio responses now scored online • 100% digital recording - cassette recording/tapes eliminated! • Over 2,000 schools (25%) successfully transitioned from cassette to digital recording technology • Schools chose from a variety of digital recording technologies - handheld digital recorders, computer/software, or language lab 64 Audio Recording and Submission Replaced by DAS portal Response CDs and cassettes eliminated
  • 65. The New Course & Exam Description (CED)
  • 68. • Course Overview • 6 Required Themes and Recommended Contexts • Course Framework: identifies all skills and learning objectives • Unit Guides: suggest ways to organize thematic instruction to build skills over time and provide practice with the exam’s task models. These provide suggestions for sequencing, pacing and provide exemplar authentic resources with guidance as to how to use them • Achievement Level Descriptions describe how well students perform each of the skills and are presented in charts • Instructional Approaches Section: provides guidance for selecting instructional strategies and resources to develop skills. 68 What is in the new CED? Everything to teach and assess AP French Language and Culture has been gathered into this document• Course Overview • Themes and Recommended Contexts • Course Framework • Unit Guides • Achievement Level Descriptions • Instructional Approaches • Exam Overview • Sample Exam Questions
  • 69. Exam Overview: provides in depth information on all parts of the exam and shows which skills are assessed in each part and each task model of the exam. Sample Exam Questions
  • 70. • Develop transferable skills by scaffolding them into an incremental learning progression  - Course Skills : What skilled language learners do - Learning Objectives: Identify what the student must do to practice and demonstrate course skills • Develop communicative and cultural competencies by focusing on: • Modes of Communication: application of skills in multiple real-world communication scenarios: - Interpretive (reading and listening) - Interpersonal (speaking and writing) - Presentational (speaking and writing) 70 AP Course Development What must be considered when designing an AP World Language and Culture course?
  • 71. Cultural Competencies Products, practices and perspectives Themes and Recommended Contexts: overlapping concepts spiraled throughout the course
  • 72. 72 These dimensions are present in the cohesive, unified experience that the resources provide for the entire course. Course Skills: Represent what skilled language learners do to communicate and interact in the target culture. Learning Objectives: Identify what the student must do to practice and demonstrate course skills. Course Themes: Represent overlapping content that spirals throughout the course and is addressed in multiple units Teaching by Design
  • 74. 2019-20 School Year •The 2019-20 AP Course Audit will open later in the spring than usual, May 20, 2019. •Syllabus submissions will not be required in 2019-20 for new teachers of subjects undergoing course and exam updates. This includes every AP subject except AP Computer Science Principles, Research, and Seminar. •For all other subjects, teachers with previously authorized courses do not need to submit an AP Course Audit form and can simply have their courses renewed by their administrator. New teachers must submit a Course Audit form AP Course Audit Information for Consultants
  • 75. 2019-20 School Year •Teachers who need to submit an AP Course Audit form must have it approved by their administrator to enable access to the new resources available in August 2019. •The deadline to submit 2019-20 AP Course Audit forms and any required materials for AP CSP and Capstone courses will be January 31, 2020. AP Course Audit Information for Consultants
  • 76. 76 Role 2019-20 Action Required 2020-21 Action Required Existing Teacher: Most Courses • Renewal by administrator • Renewal by administrator Existing Teacher: World History • Complete CA Form attesting to updated curricular requirements  • Approved CA Form transferred • Submit syllabus for review Existing Teacher: Art & Design, Drawing, Biology, Human Geo, Env Sci, Eng Lang, Comp GoPo, Italian • Complete CA Form attesting to updated curricular requirements • Approved CA Form transferred • Submit a new syllabus based on updated curricular requirements New Teacher: CSP, Research, Seminar  • Complete CA Form and submit syllabus for review • Complete CA Form and submit syllabus for review New Teacher: All Other Courses • Complete CA Form attesting to updated curricular requirements • Approved CA Form transferred • Submit a new syllabus based on updated curricular requirements
  • 77. 77 For the AP Course Audit process, teachers must submit a syllabus aligned to the curriculum framework. ►Resources available for the AP Course Audit: ► AP French Language and Culture Course and Exam Description ► Syllabus Development Guide ► Four Sample Syllabi www.collegeboard.com/html/apcourseaudit/index.ht ml ► AP course syllabus submission deadline is January 31 of the academic year in which one begins to teach the course ►Schools’ AP administrators renew approved courses each AP® Course Audit Information
  • 78. 78 ► Syllabus must demonstrate use of a diverse range of authentic materials: ► Audio and video, including but not limited to podcasts, music, film, television ► Print, including but not limited to literature, newspapers, magazines, maps/charts, tables, websites ► Activities must target each of the three modes: ► Interpersonal ► Interpretive ► Presentational AP® Course Syllabus
  • 79. 79 ► Lessons must include the six themes. ► Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes. ► Themes may be addressed separately or in combination. ► Activities must encourage students to explore cultural products, practices, and perspectives. ► Students must have opportunities to understand cultural and linguistic differences in the French-speaking world. ► Students must have opportunities to compare what they learn about the target culture(s) with their own culture. AP® Course Syllabus
  • 81. 81 AP Central has a wealth of information and resources to support your instruction: ►Course and Exam Description ►Course Overview ►Frequently Asked Questions ►Online Teacher Community ►Exam Site (includes exam overview and free-response questions, scoring guidelines, and sample student answers) ►Practice Exam ►Course Planning and Pacing Guides AP Central® : Teacher Support Resources
  • 82. AP Central & My AP Educators who log into AP Central will have a new personalized experience: •AP courses taught •Dynamic timeline, tasks, and data •Easy access to all relevant tools, including AP Classroom 82
  • 84. Summative assessments are … •Designed to capture the accumulation of a student’s knowledge at the end of a particular instructional cycle •Usually culminating experiences that only report out a final “score” (like the AP Exam) •Often formal exercises •Often high-stakes, and provide little opportunity for feedback 84 Assessment Characteristics The AP Exam is intentionally designed to assess a student’s knowledge and skills at the end of the AP Course. Formative assessments are … •Designed to be used in real-time as part of the instructional cycle •Include timely feedback or follow-up instruction that helps a student learn and improve •Either formal or informal •Provide opportunities to practice in a low-stakes way, and provide feedback to help students improve Note: There are several ways that AP Exam questions can be used as formative assessments—i.e., as a way to monitor student learning and provide ongoing feedback so students can improve.
  • 85. 85 ► On behalf of the Advanced Placement Program® , thank you very much for taking the time to learn more about AP® French Language and Culture. ► We look forward to partnering with you as you build students’ success in your classroom and for the future! Thank you! Thank You!
  • 86. 86 Model: Choosing Authentic Materials to Support Thematic Instruction • Vidé o : ACTUALITÉ S : Expliquez-nous: la burqa: http://www.elle.fr/Societe/Videos- Societe/Actu/VIDEO-La-burqa-en-France-paroles-de-musulmans Evaluation: L’homme et l’Environnement • Part 3: RTL Podcast: http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique- 7646788772 Evaluation: Les Ressources Naturelles • Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1 • Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.wideo.fr/video/iLyROoaft3nI.html Assessment: The Environment in Song • Part 3: Video for “Respire” by Mickey 3D http://www.videosurf.com/video/mickey-3-d-n-respire-123864254 Handbook Activities: Audio and Video LINKS
  • 87. 87 • Interpretive Communication, Print and Audio combined, Sé lection numé ro 1, Questions 31-40, Source numé ro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3 • Interpretive Communication, Print and Audio combined, Sé lection numé ro 2, Questions 41-47, Source numé ro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3 • Interpretive Communication, Audio Texts, Sé lection numé ro 3, Questions 48-52 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3 • Interpretive Communication, Audio Texts, Sé lection numé ro 4, Questions 53-57 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_4_temp.mp3 • Interpretive Communication, Audio Texts, Sé lection numé ro 5, Questions 58-65 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_5_temp.mp3 Practice Exam: Multiple-Choice Audio
  • 88. 88 • Presentational Writing Persuasive Essay, Source numé ro 3 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_A_PersuEssay _temp.mp3 • Interpersonal Speaking, Conversation http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_Conv_temp. mp3 • Presentational Speaking, Cultural Comparison http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_CultComp_t emp.mp3 Practice Exam: Free-Response Audio
  • 89. 89 ► Represent a student’s progression along the second language learning trajectory ► Provide explicit descriptions of student performance at levels 5, 4, 3, and 2 ► Allows for detailed and meaningful reporting of student performance Achievement Level Descriptions 107 * 107 *
  • 90. 90 Achievement Level Descriptions: Categories Within Each Mode Spoken and Written Presentational Communication Discourse and Development Strategies Language Structures Writing Conventions Register Cultures, Connections, and Comparisons Audio, Visual, and Audiovisual Interpretive Communication Comprehension of Content Critical Viewing and Listening Vocabulary Cultures, Connections, and Comparisons Spoken and Written Interpersonal Communication •Interaction •Strategies •Opinions •Language Structures •Vocabulary •Register •Pronunciation •Cultures, Connections, and Comparisons 2020

Notes de l'éditeur

  1. This presentation is meant to provide you with an overview of the AP French Language and Culture course and exam.
  2. These Key Takeaways are equivalent to the “lessons” you want your participants to learn during their experience with you in an APSI or workshop. These represent the essential concepts they should take with them upon completion.
  3. Click to add notes.
  4. The focus of the course is on integrated content/skills and the development of students’ proficiencies in the three modes of communication as defined by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive, and Presentational. The course includes a focus on culture as described by the Standards.
  5. Click to add notes.
  6. The Curriculum Framework can serve to inform an entire program of study in French from the beginning level through AP.
  7. Click to add notes.
  8. Student performance in the course is described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is described relative to performance guidelines established by the profession, colleges and universities can comprehend how a score of 3, 4, or 5 is relevant, and then place students appropriately by proficiency.
  9. Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students’ understanding of culture. They cover very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
  10. Each of the six themes includes six to seven recommended contexts that are meant provide possible ways to explore the themes. These contexts are not meant to be prescriptive and are not required, but can provide a point of departure for exploring a theme. All recommended contexts are provided in the Course and Exam Description, but teachers are free to devise their own contexts or sub-themes that will help their students investigate some aspect of each of the themes.
  11. Here is an example of one of the six required course themes, Global Challenges, with its recommended contexts and some possible essential questions to motivate students and stimulate their curiosity about exploring this theme.
  12. Essential Questions are meant to serve as the drivers of inquiry during the study of a thematic unit. Several are offered in the Course and Exam Description for each theme, but they are not prescriptive. Teachers are free to formulate their own original essential questions to serve as the basis for their thematic units of study. Essential questions drive inquiry and exploration, and may also serve as questions that guide the summative assessment of a unit.
  13. The “overarching premise” of the curriculum framework is based on the five Cs, defined by the Standards for Foreign Language Learning in the 21st Century.
  14. The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
  15. At the core of the AP® French Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
  16. Turn to the skills in the CED. Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Acclimate participants to the skills. Have them look across the skill categories and the skills so they can familiarize themselves with the format. Before doing a deep dive, tell participants that will go on a treasure hunt through the skills. What do you notice about the skills categories? How are the modes of communication reflected across the skills? Is there anything “new” or unexpected in these skills?
  17. Printed map is included in the supplement. Participants can write their responses directly on the map or on the provided supplement page. This activity should be done individually (20 minutes) Participants then share at their table for (5 minutes)
  18. Share out answers and discuss. Correct any misunderstandings.
  19. Students must be familiar with cultural “products, practices, and perspectives.” Let’s look at what we mean by “products, practices, and perspectives.” Cultural products refer to both those products that are tangible (e.g., tools, books, music) and that are intangible (e.g., laws, conventions, institutions); Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes, and assumptions that underlie both practices and products. The exam does not have a separate culture section. There are no cultural trivia questions. Themes give students an opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
  20. Click to add notes.
  21. The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
  22. In the chart on this slide, you can see the types of questions that appear in each section of the AP French Language and Culture exam. You can also see the number of questions in each section, the weight, and the time allotted.
  23. Content is always about something in the French-speaking world. Students will not, for example, read a standard news account of an American political happening in French. The material must highlight something happening in the French-speaking world. It is very important to include authentic print and audio texts for instruction and assessment throughout the course that represent the cultural and linguistic diversity of French speakers.
  24. Students are given contexts for each exam task, that is, information about what they are about to read/listen to/interpret. This information appears in Advance Organizers that are standardized across the exam to give the same type of information throughout. We’ll show you some Advance Organizers in few moments. The audio sources for the multiple choice sections and for free response question two (persuasive essay) are played twice. The interpersonal speaking prompts in the simulated conversation are each played once.
  25. Go through the sample MCQ exam tasks in the CED. Help participants see how the skills align to the interpretive mode of communication, skill categories, and LOs that fall under them. Explain how these skills are not taught in isolation. Often a question measures more than one skill or LO. Tell participants that the skills associated with each task model are presented in the CED in the Exam Overview Section on pages 155-156.
  26. Click to add notes.
  27. This is an example of an Advance Organizer for a print source. Ask: What information is given here? (It gives the theme and a short introductory paragraph that describes the material — text type, time, and place of publication — and the excerpt content.)
  28. This is an example of an Advance Organizer for an audio source. It is important to note that it tells students the length of the selection.
  29. Click to add notes.
  30. Have participants identify the skills and LOs that students need to demonstrate on the email reply task.
  31. Student must read and understand the prompt, and then write an appropriate email response.
  32. Have participants identify the skills and LOs that students need to demonstrate on the Argumentative Essay task. The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
  33. Such an item allows for a range of performance. High-performing students are able to make a point and substantiate it.
  34. This assessment is highly structured. One print and one audio piece will present different viewpoints. The third piece of authentic material provides additional support information (for example, a chart or graphic providing data). The audio is played twice.
  35. Have participants identify the skills and learning objectives that students need to demonstrate on the conversation task.
  36. The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
  37. Have participants identify the skills and LOs that students need to demonstrate on the Cultural Comparison task. Review the prompt with its updated wording for 2020 and beyond.
  38. Click to add notes.
  39. Include in the following APSI decks: AP French Language & Culture AP German Language & Culture AP Italian Language & Culture AP Spanish Language & Culture
  40. Discuss when this CED was developed and what the current iteration included: Course overview, themes and recommended contexts, learning objectives tied to the modes of communication, ALDs, full practice exam, answer key and scoring guidelines.
  41. Share the course development
  42. Remind participants of the following Key Takeaway: “AP courses focus on building conceptual understanding and developing transferrable skills.”
  43. The AP Course Audit is a means to ensure that all AP courses meet the curricular requirements necessary to be approved and designated as an AP course. To participate in the Course Audit, teachers must submit their syllabus to the College Board for review by college/university faculty. Once a course is approved through the Course Audit process, it is then an authorized AP course and can be labeled as such. It will be listed in the online AP Course Audit ledger.
  44. To successfully complete the requirements of the Course Audit, teachers may create and submit their own original syllabus that meets the curricular requirements as specified in the syllabus development guide for AP French Language and Culture. Teachers may also choose to select one of the four sample syllabi from those offered at the Course Audit site that best describes the way they plan to teach their course and submit that syllabus to the Course Audit. It is very important to include ALL the mandated curricular requirements in order for your syllabus to be approved! One of the most important requirements is to clearly state that your course is offered in the target language; French. Teachers have a long window of time to develop and submit their syllabus. The Course Audit process opens in March of the academic year before the course is offered and closes on Jan 31 of the academic year in which the course is first offered.
  45. Interpersonal: Spontaneous, direct communication, such as student-led class discussions, debates, unrehearsed role plays; emails with ePals, and letter writing. Not memorized dialogues and skits (such tasks fall under the heading of Presentational Communication). Interpretive: Demonstration of understanding of a variety of authentic materials (comprehension questions, summaries, reports, citing examples from source materials that would support an argument). Presentational: Oral presentations, PowerPoints, posters, essays, etc. Activities should have a defined audience.
  46. To locate teacher support materials and resources go to the AP® French Language and Culture Home Page on AP Central. This is the full link, but a quick Internet search of AP French Language and Culture can lead you to this page.
  47. Check the site regularly for updates.
  48. 5 min
  49. Thank you for taking the time to learn about the AP French Language and Culture course and its exam.
  50. Click to add notes.
  51. Click to add notes.
  52. Click to add notes.
  53. ALDs articulate the expected performance levels that students demonstrate in each mode of communication. ALDs are global descriptions of performance. They are not exam rubrics. Exam rubrics are for specific tasks. However, ALDs can inform the types of tasks you give your students, and provide the basis for rubrics for those specific tasks. A “1” is anything below a two. Broad range of low performance. You can see the ALDs in the AP® Course and Exam Description.
  54. ALDS are divided into categories that describe different aspects of each primary learning objective area. For example, the ALD for Spoken Interpersonal Communication describes students’ ability to interact (maintain and close conversations using culturally appropriate expressions and gestures), their capacity for stating and supporting opinions, and their comprehension and use of a variety of vocabulary. “Cultures, Connections, and Comparisons” is a thread through the ALDs. Students must demonstrate that they understand various elements of culture and interdisciplinary connections being described in source material. For example, if students are reading or listening to a text that includes a description of a cultural festival or something similar, they should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.