Your SlideShare is downloading. ×
Free response   email
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Free response email


Published on

world language AP skills

world language AP skills

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Presented by Lou Baskinger & Ed Weiss APAC 2014 1
  • 2.   50% of the exam  4 sections with equal weight – 12.5% each  All 3 modes in action  Interpretive  Interpersonal  Presentational The Free Response Section 2
  • 3.   The total time needed to complete the free response section is approx. 1h30  The email is the first free response task  It lasts 15 minutes  The cultural comparison is the final task of the exam  It lasts 7 minutes Free Response Facts 3
  • 4.   Testing Conditions  Your school  Conversations you need to have  Tech director  AP coordinator  Exam proctor Free Response Logistics 4
  • 5.   The email will be done in the same room as the multiple choice sections  The cultural comparison is done in an environment where recordings can be done such as a language lab, library or computer lab Free Response Logistics 5
  • 6.   15 minutes of reading and writing  Skill sets that begin in year one  Skills that can be practiced at all levels  A task that has real world applications The Email 6
  • 7.   Interpretive Mode Reading the email This task should take approx. 3 – 4 minutes  Interpersonal Mode Writing the email This task will take approx. 10 minutes Modes of Communication 7
  • 8.  Maintains the exchange with a response that is clearly appropriate within the context of the task  Provides required information (e.g., responses to questions, request for details) with frequent elaboration What the Scoring Guidelines Tell Us The Task 8
  • 9.  Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility  Varied and appropriate vocabulary and idiomatic language  Accuracy and variety in grammar, syntax, and usage with few errors What the Guidelines Tell Us Language control 9
  • 10.  Mostly consistent use of register appropriate for the situation; control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing), despite occasional errors  Variety of simple and compound sentences, and some complex sentences What the Guidelines Tell Us Language control 10
  • 11.   Opening salutation  Answer the 1st question  Answer the 2nd question  Ask for information  Closing salutation The Big 5 11
  • 12.   The register is FORMAL despite the fact that students usually are informal in their emails  Avoid using conventions of speaking  Ask questions in a more formal method than “pitch of voice” method  Use a mix of simple and complex sentences  Use a variety of tenses and grammatical structures The Big Picture 12
  • 13.   The email is formal and is not coming from a friend or family member  Because it is task oriented, it will be from someone proposing an opportunity or an invitation  Examples  Join a study abroad group  Be a part of an environmental study group  Work at a summer camp The Nature of the Email 13
  • 14.   While reading, underline or highlight key words  This will prompt the student to elaborate on these key ideas  While reading, underline or highlight the questions  This will remind the student to answer them First Job - Reading 14
  • 15.   Have students read a variety of communicative pieces i.e. letters, emails, Q & A  The length of the email is brief and must be read in 2-3 minutes so, have students read a variety of readings at that length Reading Strategies 15
  • 16.   Provide concise replies BUT take the time to add conventions of politeness  Thank you for having contacted me  I appreciate receiving your email  Respond to all questions in a complete manner  Demonstrate a sense of organization Writing Strategies 16
  • 17.   When responding to the questions, provide sufficient details – go beyond the simple “yes” and “no” type answers  Elaboration!!!  With only about 10-12 minutes to write, this is an exercise requiring spontaneous (yet organized!) writing Writing… 17
  • 18.  Strategies for each step of the email 18 Let’s look at the BIG 5
  • 19.   Remember the register – FORMAL Open with a “Dear Sir or Madame” (& last name) -pay attention to spelling of “Dear” (M/F) -Cher vs Chère Distinguido/a -Caro / Gentile Sehr Geehrte  Include an expression of politeness to begin the message Opening Salutation 19
  • 20.   This polite register which follows cultural conventions addresses the rubrics demand for:  Elaboration  Maintaning the exchange  Appropriate language  Cultural conventions Opening… 20
  • 21.   Examples of opening politeness:  “Thank you for your correspondence”  “I appreciate having received your email”  “I thank you for having sent me this note” Opening… 21
  • 22.   The responses give the student the opportunity to:  Personalize their email  Demonstrate the ability to form compound and complex sentences  Use a variety of appropriate vocabulary  Demonstrate language control Responses to Questions 22
  • 23.   There are generally two questions in the original email to be answered by the student  The questions offer the opportunity for elaboration, certainly beyond “yes” and “no”.  Coming later, a scaffolded example based on….  Example: The email concerns an invitation to join a student travel group. A question asks if the student is interested in travelling during the summer to study abroad. Responses to Questions 23
  • 24.   THIS IS THE MOST FORGOTTEN ITEM OF ALL THE FIVE TASKS THAT STUDENT MUST PERFORM!!!  The omission of this one item can result in the difference of a point on this task  Remember the register - FORMAL Request for Information 24
  • 25.   Examples  Would you be able to send me a detailed brochure about your program?  The question would be asked in a FORMAL manner  You would not use the “voice intonation” method  Vous pourriez m’envoyer une brochure?  Pourriez-vous m’envoyer une brochure?  Est-ce que vous pourriez m’envoyer une brochure? Request for Information 25
  • 26.   There are any number of appropriate closing salutations for the email – these formal email closings tend to be shorter than those used in letters  Cordially  Sincerely Closing Salutation 26
  • 27.   To demonstrate varied, appropriate and idiomatic language as well a control of cultural conventions, these expressions can add to the quality of the email:  Thank you in advance  I am looking forward to your answer  Pending a favorable response  I thank you for having contacted me Helpful Expressions 27
  • 28.   Email reading and writing can begin in level one Preparing students for the Email Dear French 1 student, This week we have a test. There is a help session today after school. Would you like to come? Cordially, Monsieur Bib 28
  • 29.   Opening salutation  Answering questions  Closing salutations  The concept of formal vs. informal communication Skills acquired in level 1 29
  • 30.  Level 2 Email Prep Dear Central Hgh Student, The teachers and administrators of Central High want our school to be number one in the area. Please answer the following questions: 1) In which sports or activities did you participate this year? 2) What new activities would you like at CHS? Thank you for your cooperation, Mister Javert, principal 30
  • 31.   The ability to express oneself in present and past tenses  The capacity to express preferences Skills acquired at level 2 31
  • 32.   Students in a level 2, 3 or 4 class are asked if they would like to participate in a study abroad program for three weeks in the summer  Yes  I would like to participate  I would like to participate in the study abroad program  I am interested in participating in your three week study abroad program. I love travel. Question answering skills scaffolded 32
  • 33.   I am quite interested in your three week study abroad program. I have traveled a lot with my family and love learning about other cultures, especially the food and fashion.  The idea of taking part in a three week study abroad program fascinates me! Having already traveled to nine different countries with both my parents and youth groups, I have a passion for expanding my horizons through exposure to new cultures. Question answering skills scaffolded 33
  • 34.   Like all skills on the AP exam, student exposure begins on day one of level one  The email is an activity that is easily adaptable to all levels  Spontaneous writing is a skill that will be fostered across our curriculum  Your students can reach a high level of proficiency with the email early in the AP course In summary… 34
  • 35.  The Cultural Comparison Presentational Speaking
  • 36.   Effective treatment of topic within the context of the task  Clearly compares the student’s own community with the target culture, including supporting details and relevant examples  Demonstrates understanding of the target culture, (despite a few minor inaccuracies) What the Scoring Guidelines Tell Us The Task
  • 37.  The What? These three dimensions/descriptors of the Presentational Scoring Guidelines are the…Gate Keeper The Task – El Umbral
  • 38.   Organized presentation; effective use of transitional elements or cohesive devices  Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility  Varied and appropriate vocabulary and idiomatic language What the Scoring Guidelines Tell Us Language control
  • 39.   Accuracy and variety in grammar, syntax, and usage with few errors  Mostly consistent use of register appropriate for this presentation  Pronunciation, intonation and pacing make the responses comprehensible; errors do not impede comprehensibility  Clarification or self-correction (if present) improves comprehensibility What the Scoring Guidelines Tell Us Language control
  • 40.  The How? These dimensions/descriptors of the Presentational Scoring Guidelines score the language performance El Lenguaje
  • 41.   7 minutes  1 minute to read directions  4 minutes to read theme of the presentation and to prepare it  2 minutes to record the presentation The Cultural Comparison
  • 42.   Skill sets that begin in year one  Skills that can be practiced at all levels  A task that has real world applications The Cultural Comparison
  • 43.   Interpretive Mode Reading the theme and relating it to what the student has experienced throughout his/her years of study  Presentational Mode An informative formal presentation that compares with detail two cultures Modes of Communication
  • 44.   Introduction – Topic of the presentation  Information of the World Language-speaking culture  Information of the student’s own culture  Comparison of the two cultures with detail  Conclusion – Bringing the presentation to closure* The Big 5
  • 45.   The register is FORMAL  Information that is accurate and detailed  Similarities and Differences emphasized The Big Picture
  • 46.   Organized with effective use of transitional elements or cohesive devises  Fully understandable  Ease and clarity of expression  Varied and appropriate vocabulary and idiomatic language The Big Picture
  • 47.  Así como Igual que De la misma manera Semejante En cambio Al contrario A diferencia de Sin embargo Sino Transitional Elements
  • 48.   Accuracy and variety in grammar, syntax and usage  Consistent use of register appropriate presentational mode  Pronunciation, intonation and pacing - comprehensibility  Clarification or self-correction improves comprehensibility The Big Picture
  • 49.  A formal presentation which explains a product, practice or perspective of a world-language speaking culture and clearly compares this product, practice or perspective to one of the student’s community The Nature of the Cultural Comparison
  • 50.   Products - the things people make and use. The can be tangible (item of clothing, an artesian work, a monument) o intangible (laws, education system)  Practices - The actions of a people. The manners of celebrating holidays, special events but also can be daily practices… the way in which the members of a culture great each other, learn, work or interact on a daily basis  Perspectives - The things that indication how the people of a culture see the world, what their values are, what they believe, the relation between the humans and nature, their attitudes about life and death, religious beliefs, the concept of family and friends, the value of work. Products, Practices, Perspectives
  • 51.  Read the prompt, underline key words Be sure to focus on the intent of the question Think product, practice, and/or perspective First Job - Reading
  • 52.   Provide an introductory statement… Inform the audience what you will be presenting  Provide information of the target language culture  Compare this information with your own community Define your community! Organization Strategies
  • 53.  Presentational Speaking is no different than Presentational Writing It is not merely Uds. – It is formal in tone – conventions of formality in organization and phrasing Speaking…
  • 54.   Address the audience  Inform them of the topic  Inform them of the focus on comparison of cultures Opening Statement
  • 55.  If time allows, bring the presentation to closure… restate what you have accomplished in your presentation. Closing
  • 56.  … quisiera comparar… … una semejanza entre esto y mi comunidad es… … lo que hay en común en las dos comunidades… … un nexo entre las dos culturas … otra semejanza … en ambas culturas / comunidades … se puede concluir que… Helpful Expressions for Organization
  • 57.  A look at level 1 Scaffolding the Cultural Comparison
  • 58.  Conocer and Saber to know and to know Hay there is, there are Acabar de to have just Me gusta – to like Dibujar – to draw Skills acquired in level 1
  • 59.  Avancemos 1 – McDougal Littell Murals of Mexico Introduce Frida Kahlo  ¿Qué opinión tiene tu comunidad del arte?  ¿Hay un artista o una artista en tu comunidad que conoces?  ¿Qué pinta o dibuja?  ¿Por qué te gusta su arte? Por ejemplo
  • 60.  Preterite and Imperfect Tenses Irregular Conjugation of Ir Demonstratives Skills acquired in level 2
  • 61.  Avancemos 2 – McDougal Littell Copa Mundial  ¿Participabas en un deportes?  ¿Fuiste a un partido profesional de un deporte?  ¿Qué opinión tiene tu comunidad sobre los deportes?  ¿Son importantes… por qué sí o por qué no?  Compara la copa mundial y The Super Bowl  ¿Cómo es La Copa Mundial como March Madness? Por ejemplo
  • 62.  Open Ended… Use the AP Question Format - Fashion the question to the unit that you are presenting in class Level 3
  • 63.  Nuestra comunidad The “Anchor” Unit
  • 64.   Create and distribute graphic organizers for the task  Keep these graphic organizers as a log of information  Teach transitional devices… start with basic words and develop them into more sophisticated phrases  Practice often… starting at the beginning of the course  Critique presentations pointing out good efforts During the year…
  • 65. CULTURAL COMPARISONS Tema de la presentación: _________________________________________________________________ 5 Producto 5 Práctica 5 Perspectiva País(es): ___________________________________________________________________________ ____ Puntos que discutir: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Mi comunidad: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ An example…
  • 66. Contact information Lou Baskinger – Ed Weiss – The entire presentation can be viewed at Eds site: Simply Google “Ed Weiss” The last link on Ed’s site is titled “APAC”