AP® French Language and CultureCourse and Exam

Presented by Ed Weiss

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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

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► 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

• The course has a thematic approach.

• The course includes a focus on culture as described in the Standards: cultural products, practices, and perspectives.

Goals of AP® French Language and Culture

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► AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence.

► The curriculum framework can be used to inform the entire program of instruction from the beginning to AP.

Course Sequence & Curriculum Framework

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The Curriculum 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 Curriculum Framework

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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

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Performance Guidelines

AP® CourseIntermediate

Pre-AdvancedNovice

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Course Themes

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► 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

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► 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?

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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

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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

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► 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

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► Spoken Interpersonal Communication

► Written Interpersonal Communication

► Audio, Visual, and Audiovisual Interpretive Communication

► Written and Print Interpretive Communication

► Spoken Presentational Communication

► Written Presentational Communication

Learning Objectives

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► 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

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Achievement Level Descriptions: Categories Within Each Mode

Spoken and Written Presentational Communication

Discourse and DevelopmentStrategiesLanguage StructuresWriting ConventionsRegisterCultures, Connections, and Comparisons

Audio, Visual, and Audiovisual Interpretive Communication

Comprehension of ContentCritical Viewing and ListeningVocabularyCultures, Connections, and Comparisons

Spoken and WrittenInterpersonal Communication

•Interaction•Strategies•Opinions•Language Structures•Vocabulary•Register•Pronunciation•Cultures, Connections, and Comparisons

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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

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► How and when do we prepare students for the challenges of AP French?

► What is a “vertical approach” to curriculum building?

Equity and Access

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AP® French Language and Culture Exam

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AP® French Language and Culture Exam

Exam Format – Multiple Choice

Free Response Format

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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

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► 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

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► 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

Timing

Print texts- 40 minutes to read 4 selections and answer 30 questions

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

Timing

Print & 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 questions

Timing

Audio

• 1 minute to read intro / scan questions

• Listen

• 1 minute to start questions

• Listen again

• Answer questions – 15 seconds x # of questions

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SAMPLE: Print SourceIntroduction 

Thème 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.

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SAMPLE: Audio Source

Introduction 

Thème 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

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Révision du premier jour 1. 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?

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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.

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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

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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 CommunicationUse appropriate formulas for starting and concluding the

exchangeReact 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 opinionReply to all questions and requests in the exchange

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Directions (in English and French, printed side-by-side):

You will write a persuasive 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 persuasive 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 Persuasive Essay (Presentational Writing)

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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 Persuasive Essay (Presentational Writing)

Free-Response Questions: Presentational Mode

The Essay What do students need to be able to do?

Presentational CommunicationOrganize 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

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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)

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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)

AP® Course Audit

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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.html

► 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 year.

AP® Course Audit Information

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►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

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►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

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http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2152.html

AP Central®: Teacher Support Resources

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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

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AP Vertical Teams® Guide

and Workshop

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 Workshop support available for the following topics:

► Interpersonal Communication

► Interpretive Communication

► Presentational Communication

Pre-AP® World Languages and Cultures Workshops

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► 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!

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Model: Choosing Authentic Materials to Support Thematic Instruction

• Vidéo : ACTUALITÉS : 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

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• Interpretive Communication, Print and Audio combined, Sélection numéro 1, Questions 31-40, Source numéro 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, Sélection numéro 2, Questions 41-47, Source numéro 2

http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3

• Interpretive Communication, Audio Texts, Sélection numéro 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, Sélection numéro 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, Sélection numéro 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

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• Presentational Writing Persuasive Essay, Source numéro 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_temp.mp3

Practice Exam: Free-Response Audio