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
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
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!!!
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
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?
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
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
This presentation is meant to provide you with an overview of the AP French Language and Culture course and exam.
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.
Click to add notes.
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.
Click to add notes.
The Curriculum Framework can serve to inform an entire program of study in French from the beginning level through AP.
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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.
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.
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.
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.
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.
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.
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.
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).
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?
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)
Share out answers and discuss. Correct any misunderstandings.
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.
Click to add notes.
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
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.
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.
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.
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.
Click to add notes.
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.)
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.
Click to add notes.
Have participants identify the skills and LOs that students need to demonstrate on the email reply task.
Student must read and understand the prompt, and then write an appropriate email response.
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
Such an item allows for a range of performance. High-performing students are able to make a point and substantiate it.
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.
Have participants identify the skills and learning objectives that students need to demonstrate on the conversation task.
The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
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.
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Include in the following APSI decks:
AP French Language & Culture
AP German Language & Culture
AP Italian Language & Culture
AP Spanish Language & Culture
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.
Share the course development
Remind participants of the following Key Takeaway: “AP courses focus on building conceptual understanding and developing transferrable skills.”
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.
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.
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.
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.
Check the site regularly for updates.
5 min
Thank you for taking the time to learn about the AP French Language and Culture course and its exam.
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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.
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.