The document outlines the goals and format of the AP French Language and Culture exam, which aims to evaluate students' proficiency in the three modes of communication (interpersonal, interpretive, presentational) through multiple choice questions and free response essays and conversations that are based on authentic French-language materials and assess cultural understanding.
This document discusses various topics related to population and demography, including:
1. It defines key population terms like population size, demography, census, and crude birth and death rates.
2. It provides data on population sizes and growth rates for some Caribbean countries. Factors that influence birth and death rates are also examined.
3. The document explores population characteristics like density, distribution, and age/sex structure through charts and diagrams. Concepts like dependency ratio and over/underpopulation are also introduced.
This document outlines the agenda and content for a presentation on finding and using authentic materials for French AP Language and Culture courses. The presentation covers the changes to the AP exam, identifying resource needs, using technology to share resources, and finding authentic materials. It provides examples of audio and written sources that could be used, and challenges of finding appropriate materials, integrating them into the curriculum, and providing student access. It also presents ways to interact with students using technology, including videos, presentations, collaborative tools, and iPad apps.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
The school received 430 trees from the Woodland Trust that will be planted this week to attract wildlife. Students from various grades will help plant the trees in designated areas. Trees are important as they produce oxygen, clean the air and soil, provide shade and cooling, and serve as habitat for animals. Throughout the week, students will participate in activities like planting friendship trees, adding messages to the trees, designing posters about caring for the trees, and creating a leaf tree mural about qualities of friendship. Their work will be used in a future assembly about the tree planting and friendship.
This document discusses various topics related to population and demography, including:
1. It defines key population terms like population size, demography, census, and crude birth and death rates.
2. It provides data on population sizes and growth rates for some Caribbean countries. Factors that influence birth and death rates are also examined.
3. The document explores population characteristics like density, distribution, and age/sex structure through charts and diagrams. Concepts like dependency ratio and over/underpopulation are also introduced.
This document outlines the agenda and content for a presentation on finding and using authentic materials for French AP Language and Culture courses. The presentation covers the changes to the AP exam, identifying resource needs, using technology to share resources, and finding authentic materials. It provides examples of audio and written sources that could be used, and challenges of finding appropriate materials, integrating them into the curriculum, and providing student access. It also presents ways to interact with students using technology, including videos, presentations, collaborative tools, and iPad apps.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
The school received 430 trees from the Woodland Trust that will be planted this week to attract wildlife. Students from various grades will help plant the trees in designated areas. Trees are important as they produce oxygen, clean the air and soil, provide shade and cooling, and serve as habitat for animals. Throughout the week, students will participate in activities like planting friendship trees, adding messages to the trees, designing posters about caring for the trees, and creating a leaf tree mural about qualities of friendship. Their work will be used in a future assembly about the tree planting and friendship.
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2015 16 ap french language and culture workshop ppthhs
This document provides an overview of the AP French Language and Culture course and exam. Some key points:
- The course aims to enhance students' ability to communicate in French through the three modes of communication: interpersonal, interpretive, and presentational. It also seeks to engage students in cultural connections.
- The exam consists of multiple choice and free response questions that assess students' proficiency in the three communication modes through a variety of authentic print and audio materials.
- The free response section includes an email reply assessing interpersonal communication and a persuasive essay assessing presentational communication. Students must demonstrate comprehension of provided sources and clearly express and defend their own viewpoint.
By the end of this lesson you will be able to:
Learn the subject pronouns.
Conjugate the verb avoir in the present tense.
Form the negation with the verb avoir in the present tense
Formulate questions using the verb avoir
Identify idiomatic expressions that use the verb avoir
The document summarizes key revisions being made to the Advanced Placement (AP) French Language and Culture exam.
The revisions include using a greater variety of authentic materials from the French-speaking world in both print and audio formats. Students will be provided contexts and advance organizers for exam tasks and materials. Cultural knowledge will be assessed throughout the exam rather than in a separate section.
The exam format will have two major sections - one focusing on interpretive communication through multiple choice questions assessing print and audio sources, and one focusing on interpersonal and presentational communication through free response questions involving writing, speaking, listening, and reading skills.
This document provides an overview and agenda for a presentation on listening skills and questioning at different language levels. It discusses the importance of listening, challenges of listening at various levels, and examples of listening resources. It outlines the ACTFL Can Do statements for listening at the Novice, Intermediate and Advanced levels. It also provides examples of scaffolding techniques and resources that can be used to develop listening skills at each level.
The document provides information about revisions to the AP French Language and Culture exam. It discusses that students will work with a greater variety of authentic materials from the French-speaking world, including both print and audio materials. It notes the materials will reflect the linguistic and cultural diversity of the French-speaking world. It also emphasizes that students should encounter these types of authentic materials before the exam. The document then gives details about new types of multiple choice questions that will be included on the exam and the timing of the multiple choice sections.
The document provides an overview of the AP French Language and Culture summer institute presented by Ed Weiss. It discusses the course framework and exam, focusing on developing students' mastery of skills through careful planning and multiple practice opportunities. It also outlines the goals of emphasizing the three communication modes of interpretive, interpersonal, and presentational. The course uses a thematic approach organized around six themes to integrate language, content, and culture.
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key revisions to the Advanced Placement (AP) French exam, including using a greater variety of authentic materials from the French-speaking world, both print and audio. The exam will include new types of multiple choice questions focusing on interpreting interpersonal and presentational texts. It emphasizes the importance of selecting resources that can differentiate students, are integrated with other communication modes and culture, involve students, and connect to AP themes.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
- The document introduces new online teaching modules created by the College Board to support world language teachers.
- There are 10 modules on a variety of topics like developing listening, reading, speaking and writing skills, maintaining student motivation, and building effective world language programs.
- The modules are free, easy to access, and range from 45-60 minutes long. They provide strategies and resources to help teachers build success for their students.
This document provides an agenda and overview for a curriculum study meeting for the Upper Merion World Language Department. The agenda includes discussing trends in world language teaching, an overview of a world language program, integrating authentic materials, connecting with students, and having hands-on time to work on individual curriculum visions. It also outlines the key elements of the proposed curriculum framework, including the 5Cs model (communication, cultures, connections, comparisons, communities), six themes for instruction, recommended contexts or sub-themes, essential questions, the three modes of communication (interpersonal, interpretive, presentational), six learning objectives, and the three aspects of culture (products, practices, perspectives).
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam rather than in a separate section, and revising the structure and question types in both the multiple choice and free response sections.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.
AEI Summer Institute - Creating Language Learnersnbteacher
Atlantic Education International
Summer Institute 2015
Creating Language Learners
by Colleen Meagher-Allen, Geoff North, and Erica Thomas
July 2015
Fredericton, New Brunswick, Canada
This document provides an overview of the AP French Language and Culture course and exam. It discusses key aspects of the course including its goals of developing students' language skills across three communication modes: interpersonal, interpretive, and presentational. It also engages students in making cultural connections. The exam format and scoring is explained, noting it assesses students' interpretive, interpersonal, and presentational communication skills through multiple choice and free response questions. Changes for the 2019-2020 exam are highlighted, focusing cultural knowledge assessment throughout the exam. Authentic materials used aim to reflect the linguistic and cultural diversity of the French-speaking world.
The document summarizes the L'Hôtel Saint Merry hotel in Paris, France. It provides 7 image links of amenities at the hotel, including free Wi-Fi, linen cleaning services, bathroom amenities, an indoor pool and sauna, a gym, and a safe deposit box. The summary concludes with a bibliography citing the 7 image links.
2015 16 ap french language and culture workshop ppthhs
This document provides an overview of the AP French Language and Culture course and exam. Some key points:
- The course aims to enhance students' ability to communicate in French through the three modes of communication: interpersonal, interpretive, and presentational. It also seeks to engage students in cultural connections.
- The exam consists of multiple choice and free response questions that assess students' proficiency in the three communication modes through a variety of authentic print and audio materials.
- The free response section includes an email reply assessing interpersonal communication and a persuasive essay assessing presentational communication. Students must demonstrate comprehension of provided sources and clearly express and defend their own viewpoint.
By the end of this lesson you will be able to:
Learn the subject pronouns.
Conjugate the verb avoir in the present tense.
Form the negation with the verb avoir in the present tense
Formulate questions using the verb avoir
Identify idiomatic expressions that use the verb avoir
The document summarizes key revisions being made to the Advanced Placement (AP) French Language and Culture exam.
The revisions include using a greater variety of authentic materials from the French-speaking world in both print and audio formats. Students will be provided contexts and advance organizers for exam tasks and materials. Cultural knowledge will be assessed throughout the exam rather than in a separate section.
The exam format will have two major sections - one focusing on interpretive communication through multiple choice questions assessing print and audio sources, and one focusing on interpersonal and presentational communication through free response questions involving writing, speaking, listening, and reading skills.
This document provides an overview and agenda for a presentation on listening skills and questioning at different language levels. It discusses the importance of listening, challenges of listening at various levels, and examples of listening resources. It outlines the ACTFL Can Do statements for listening at the Novice, Intermediate and Advanced levels. It also provides examples of scaffolding techniques and resources that can be used to develop listening skills at each level.
The document provides information about revisions to the AP French Language and Culture exam. It discusses that students will work with a greater variety of authentic materials from the French-speaking world, including both print and audio materials. It notes the materials will reflect the linguistic and cultural diversity of the French-speaking world. It also emphasizes that students should encounter these types of authentic materials before the exam. The document then gives details about new types of multiple choice questions that will be included on the exam and the timing of the multiple choice sections.
The document provides an overview of the AP French Language and Culture summer institute presented by Ed Weiss. It discusses the course framework and exam, focusing on developing students' mastery of skills through careful planning and multiple practice opportunities. It also outlines the goals of emphasizing the three communication modes of interpretive, interpersonal, and presentational. The course uses a thematic approach organized around six themes to integrate language, content, and culture.
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key revisions to the Advanced Placement (AP) French exam, including using a greater variety of authentic materials from the French-speaking world, both print and audio. The exam will include new types of multiple choice questions focusing on interpreting interpersonal and presentational texts. It emphasizes the importance of selecting resources that can differentiate students, are integrated with other communication modes and culture, involve students, and connect to AP themes.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
- The document introduces new online teaching modules created by the College Board to support world language teachers.
- There are 10 modules on a variety of topics like developing listening, reading, speaking and writing skills, maintaining student motivation, and building effective world language programs.
- The modules are free, easy to access, and range from 45-60 minutes long. They provide strategies and resources to help teachers build success for their students.
This document provides an agenda and overview for a curriculum study meeting for the Upper Merion World Language Department. The agenda includes discussing trends in world language teaching, an overview of a world language program, integrating authentic materials, connecting with students, and having hands-on time to work on individual curriculum visions. It also outlines the key elements of the proposed curriculum framework, including the 5Cs model (communication, cultures, connections, comparisons, communities), six themes for instruction, recommended contexts or sub-themes, essential questions, the three modes of communication (interpersonal, interpretive, presentational), six learning objectives, and the three aspects of culture (products, practices, perspectives).
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam rather than in a separate section, and revising the structure and question types in both the multiple choice and free response sections.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.
AEI Summer Institute - Creating Language Learnersnbteacher
Atlantic Education International
Summer Institute 2015
Creating Language Learners
by Colleen Meagher-Allen, Geoff North, and Erica Thomas
July 2015
Fredericton, New Brunswick, Canada
This document provides an overview of the AP French Language and Culture course and exam. It discusses key aspects of the course including its goals of developing students' language skills across three communication modes: interpersonal, interpretive, and presentational. It also engages students in making cultural connections. The exam format and scoring is explained, noting it assesses students' interpretive, interpersonal, and presentational communication skills through multiple choice and free response questions. Changes for the 2019-2020 exam are highlighted, focusing cultural knowledge assessment throughout the exam. Authentic materials used aim to reflect the linguistic and cultural diversity of the French-speaking world.
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xsrSQg
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2. 2
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
3. 3
► 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
4. 4
► 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
5. 5
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
6. 6
The AP®
French Language and
Culture course:
►Integrates language, content, and
culture
►Helps students “function in the
language” rather than “learn
language function”
►Promotes fluency and accuracy in
language use, recognizing the
importance of language structures,
but placing priority on communication
Scope of the Course
22
9. 9
► 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
10. 10
► 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?
11. 11
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
66
12. 12
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
13. 13
► 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
14. 14
► 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
1919
15. 15
► 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
112112
16. 16
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
17. 17
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
18. 18
► 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. 23
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
24. 24
► 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
25. 25
► 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
26. 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
27. 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
28. Timing
Audio
• 1 minute to read intro / scan questions
• Listen
• 1 minute to start questions
• Listen again
• Answer questions – 15 seconds x # of questions
29. 29
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.
146146
30. 30
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
32. 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?
33. 33
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
34. 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.
35. 35
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
36. 36
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)
37. 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
38. 38
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)
39. 39
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)
40. 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
41. 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
42. 42
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)
43. 43
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)
45. 45
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
year.
AP®
Course Audit Information
46. 46
► 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
47. 47
► 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
49. 49
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
51. 51
Workshop support available for the
following topics:
► Interpersonal Communication
► Interpretive Communication
► Presentational Communication
Pre-AP®
World Languages and Cultures
Workshops
52. 52
► 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!
53. 53
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
This presentation is meant to provide you with an overview of the AP French Language and Culture course and exam.
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.
Click to add notes.
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).
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.
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.
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.
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.
Student must read and understand the prompt, and then write an appropriate email response.
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.
The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
Click to add notes.
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.
You can search for the workshop on AP Central under Institutes and Workshop. You will receive the guide when you attend the workshop.
The AP Vertical Teams Guide can be purchased at the CollegeBoard store.
Workshop information can be found on AP Central under the Institutes and Workshops button.
Thank you for taking the time to learn about the AP French Language and Culture course and its exam.