world language AP skills

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 – lgbaskin@aol.com
Ed Weiss – edweiss@comcast.net
The entire presentation can be viewed at Eds site:
Simply Google “Ed Weiss”
The last link on Ed’s site is titled “APAC”