apsi

1. AP®
French Language and Culture
Course and Exam
Presented by Ed Weiss

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

7. 7
Performance Guidelines
AP®
Course
Intermediate
Pre-
AdvancedNovice
55

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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

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?

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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
66

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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
1919

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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
112112

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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

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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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19. AP®
French Language and Culture Exam

20. 20
AP®
French Language and
Culture Exam

21. Exam Format – Multiple Choice

22. Free Response Format

23. What’s new in the new AP Exam?
Students will be provided contexts for doing exam tasks.
They will not be asked questions that are de-
contextualized.
• The listening rejoinders and grammar fill-ins will be
eliminated.
• Tasks and source materials will come with advance
organizers and time for previewing the questions.
• Audio sources will be played twice. On average, the
audio sources are 2 – 2 ½ minutes long; no audio
source will be longer than 3 minutes.

24. What’s new in the new AP Exam?
Cultural knowledge will be assessed
throughout the exam, not in a separate
“Culture” section.
•Students will be expected to demonstrate
understanding of cultural information
•presented in print and audio texts.
•Students will not be asked isolated
questions about cultural trivia.

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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

28. 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

29. 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

30. 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 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

32. Print and Audio Questions
• 4 minutes to read the print source
• 2 minutes to read the introduction to the audio
• Audio is then played twice
162

33. Timing of Multiple-Choice Questions with Audio
1. Preview time (generally, 1 min.) to read the
advance organizer and skim the questions
2. Audio – first playing
3. Students get 1 minute to start answering
questions
4. Audio – second playing
5. Students get 15 sec. x number of questions to
finish answering questions

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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

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►Let’s take a look at
what we have
covered so far!!
Ré flé chissons!!!

36. 36

37. 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?

38. 38
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

39. 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)

42. 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

43. 43
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)

45. 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

46. 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

47. 47
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)

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► Beginning with the 2016-17 school year, all spoken student audio responses must be
recorded in digital (.mp3) format – cassette tapes will no longer be accepted
► Several options for schools to choose from:
► Computers with microphone/headsets
► Handheld digital recording devices
► Digital language lab or computer lab
► If your school is still using cassette recorders/tapes…
► Work with your AP Coordinator and school/district technology staff to select the
technology option that works best
► Ideally you can also use the chosen technology in your classroom
► No more response tapes or CDs - student audio responses will be submitted to the AP
Program via the Digital Audio Submission (DAS) portal: https://apaudio.ets.org
► For more information
► https://professionals.collegeboard.org/testing/ap/coordinate/prep/language
► https://professionals.collegeboard.org/testing/ap/test-day
AP Exam - Audio Technology Update
SECTION II: Free Response, Part B (Speaking)

50. 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.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

52. 52
► 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

53. 53
► 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

54. 54
http://apcentral.collegeboard.com/apc
/public/courses/teachers_corner/2152.
html
AP Central®
: Teacher Support
Resources

55. 55
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

57. 57
Workshop support available for the
following topics:
► Interpersonal Communication
► Interpretive Communication
► Presentational Communication
Pre-AP®
World Languages and Cultures
Workshops

58. 58
► 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!

59. 59
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

60. 60
• Interpretive Communication, Print and Audio combined, Sé lection numé ro 1, Questions 31-40,
Source numé ro 2
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3
• Interpretive Communication, Print and Audio combined, Sé lection numé ro 2, Questions 41-47,
Source numé ro 2
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 3, Questions 48-52
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 4, Questions 53-57
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_4_temp.mp3
• Interpretive Communication, Audio Texts, Sé lection numé ro 5, Questions 58-65
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_5_temp.mp3
Practice Exam: Multiple-Choice Audio

61. 61
• Presentational Writing Persuasive Essay, Source numé ro 3
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_A_PersuEssay
_temp.mp3
• Interpersonal Speaking, Conversation
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_Conv_temp.
mp3
• Presentational Speaking, Cultural Comparison
http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_CultComp_t
emp.mp3
Practice Exam: Free-Response Audio