2. • Understanding the Course and Exam
AP courses focus on building conceptual
understanding and developing transferrable
skills.
• Planning the Course
Helping students develop mastery of the
course skills requires careful planning to
sequence skills in a developmentally
appropriate way so that students master
prerequisite skills before being asked to
complete more complex tasks.
• Teaching the Course
Students need multiple opportunities to practice
skills in order to develop mastery over time.
Certain strategies can help students explicitly
practice those skills.
• Assessing Student Progress and
Understanding
Assessments, instruction, and resources
should be aligned to learning goals and
matched to performance standards
• Becoming a member of the AP Teacher Community
APSI
Key
Takeaways
3. A “One-Stop Shop” for Teachers
Inside the Course and Exam Description (CED)
• About AP
• Implementing Your Course
• About the AP Course
• Curriculum Framework Overview
• Course-Specific Information
• Exam Information
New Additions
• Course-at-a-Glance
• Unit Guides
• Instructional Approaches
5. Downloading the AP French Language CED
https://apcentral.collegeboard.org
Step 1:
Go to AP
Central
Step 2:
Select
Course &
Exam Pages
Step 4:
Select
Course &
Exam
Description
Step 3:
Select AP
French
Language
6. The CED highlights the hallmarks of good
instruction
Teaching for Transfer [Skill]
• Teaching only the content of the course
or only modeling skills will not sufficiently
prepare students for the AP Exam or
sequent courses.
• Students must be provided with explicit
instruction and repeated opportunities to
practice those skills in different contexts
throughout the course.
Teaching for Understanding [Content]
• Instruction should help develop and
reinforce long-term takeaways for
students, not just mastery of a particular
concept or vocabulary definitions.
• Teachers should consider what they want
students to remember five years from
now – what students should understand
vs. know.
7. Front matter gives instructional guidance for
using AP resources and supports
8. AP World Languages
and Culture courses
are Firmly Rooted in
ACTFL Principles
World Readiness Standards for
Learning Languages
Performance Descriptors for
Language Learners
ACTFL Proficiency Guidelines
9. • Communication
o Interpretive Mode
o Interpersonal Mode
o Presentational Mode
• Cultures
• Products
• Practices
• Perspectives
• Connections
• Cultural
• Interdisciplinary
• Comparisons
• Communities
• Taking language beyond the classroom; lifelong learning
World
Readiness
Standards for
Learning
Languages
The 5 “C”s are foundational
to AP World Languages and
Cultures
10. • Are equivalent to intermediate level
college/university courses (3rd/4th semester)
• Are designed for students who learn the language
in the classroom without significant immersive
experiences –”standard students”
• Discourage the study of discreet language
structures over the development of communicative
competencies: emphasize language in the service
of communication
• Incorporate authentic materials into instruction and
assessment
Grounded in ACTFL principles
AP World
Language Courses:
Shared
Characteristics
11. 11
► 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
12. 12
► AP® is generally the capstone course offered
in the fourth or fifth year of an articulated
sequence.
► The course framework can be used to inform
the entire program of instruction from the
beginning to AP.
Course Sequence & Framework
13. 13
The Course 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 Course Framework
14. AP
Question
Bank
Unit
Guides
Personal
Progress
Checks
Progress
Dashboard
14
Unit Guides
Planning guides that outline
content and skills for
commonly-taught units within a
course
Personal Progress Checks
Formative AP questions that
provide students with feedback
on the areas where they need
to focus
AP Question Bank
A library of real AP Exam
questions that teachers can
access which can be used to
create customized practice and
tests
Progress Dashboard
Interactive reports that help
teachers understand student
progress on learning critical
concepts and skills
Resources and Supports
for AP
15. 15
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
2
16. ACTFL Performance Descriptors
Novice Range
Advanced Range
Intermediate
Range
NOVICE
Language limited to
memorized material,
formulaic utterances,
lists, and enumerations
INTERMEDIATE
Can create with
language, ask and
answer simple questions
on familiar topics, and
handle a simple situation
or transaction
ADVANCED
Can narrate and describe in present, past and
future time frame/aspect, and handle a
complication situation or transaction
P
E
R
F
O
R
M
A
N
C
E
E
X
P
E
C
T
A
T
I
O
N
S
20. 20
► 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
21. 21
► 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?
7
22. 22
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
9
23. 23
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
24. Interpretive Communication (Print and Audio/Audio Visual)
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
Interpersonal Communication (Written and Oral)
Active negotiation of meaning among individuals through
conversation (face-to-face or virtual), or through reading
and writing (e.g., exchange of personal letters, notes, or
emails or participation in written online discussions)
Presentational Communication (Written and Oral)
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
AP World
Language
Courses
Focus on the Modes
of Communication
25. 25
► 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
26. 26
► Spoken Interpersonal Communication
► Written Interpersonal Communication
► Audio, Visual, and Audiovisual Interpretive
Communication
► Written and Print Interpretive Communication
► Spoken Presentational Communication
► Written Presentational Communication
Course Modes
19
27. 27
The Course
Skills
Skill Categories and Skills
Based on the Modes of
Communication
Eight Skill Categories and
underlying skills define what
students do:
• Comprehend Text
• Make Connections
• Interpret Text
• Make Meanings
• Speak to Others
• Write to Others
• Present Orally
• Present in Writing
28. Interpretive
Skills
Skill Categories 1-4 describe
Skills and Learning
Objectives for the
Interpretive Mode of
Communication
• Comprehend Text
• Make Connections
• Interpret Texts
• Make Meanings
CED
pp.19-21
29. Interpersonal
Skills
Skill Categories 5 and 6
define Skills and Learning
Objectives for the
Interpersonal Mode of
Communication
• Speak to Others
• Write to Others
31. The exam does not have a separate culture
section. There are no cultural trivia
questions.
The cultural focus is on:
• Tangible and intangible PRODUCTS
• Patterns of social interactions, PRACTICES
within a culture
• Values, attitudes, and assumptions that
underlie
practices and products through
PERSPECTIVES
Encourage Cultural Awareness
AP World
Language Courses
32. 32
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
33. 33
► How and when do we prepare students for
the challenges of AP French?
► What is a “vertical approach” to curriculum
building?
Equity and Access
24
35. Student understanding of course content and
skills is assessed on the AP Exam
Elements included:
• Exam Overview
• How Student
Learning is Assessed
on the Exam (with
emphasis on course
skills)
• Task Verbs
• Sample Exam
Questions
CED
p. 153-
176
36. A multiple-choice section worth 50% of the total score
Assesses:
interpretive communication (print and audio texts)
A free/constructed response section worth 50% of the total
score
Assesses:
interpersonal written communication
presentational written communication
interpersonal spoken communication
presentational spoken communication
• Latin and Spanish Literature use a similar format, but assess
different skills
Format of AP
World
Language and
Culture Exams
Commonalities among
Chinese, French, German,
Italian, Japanese, and
Spanish Language and
Culture
38. Print Sources – 30 questions total
• Promotional Material
• Literary Text
• Article and Chart
• Letter
Combined Print and Audio Sources –17 questions total
• Audio Report and Article
• Conversation and Chart
Audio sources – 18 questions total
• Interview
• Instructions
• Presentation
• 65 multiple choice
questions divided among
9 sets
• Each set contains 1 or
more sources and
prescriptive types and
numbers of questions.
• Most sources are
authentic materials.
AP World
Language Exams
9 Multiple-Choice Task Models
39. • Email Reply: students read an incoming formal email and then respond to it. They need
to reply in the formal register, provide an appropriate greeting and closing, respond to
two questions, and ask for more information about something mentioned in the email.
Free-Response
Task 1
41. • Argumentative Essay: students write an argumentative essay for a “writing
contest”. In their essay, they need to develop an argument in response to a
prompt in which they clearly state they own perspectives and support their
views with evidence from each of three provided sources; an article, a chart,
table, graph, or infographic, and an audio source.
Free-Response
Task 2
43. • Conversation: Students participate in a conversation with a recorded
interlocutor. They review an outline of conversation and must respond
appropriately as directed in five turns in this conversations. They have 20
seconds for each of their five responses.
Free-Response
Task 3
45. • Cultural Comparison: Students are asked to compare a cultural aspect of a target
language community to that in their own or another community. They have 4 minutes to
read the prompt and prepare their presentation and then have 2 minutes to present.
Free-Response
Task 4
47. AP World Language and Culture Scoring
Guidelines
• Stable scoring guidelines exist for each Free Response Task and are used for French, German, Italian, and Spanish Language
and Culture
• Scoring guidelines for each task are applied holistically using a 5-point scale:
• Strong performance (5)
• Good performance(4)
• Fair performance (3)
• Weak performance (2)
• Poor performance (1)
• Unacceptable performance (0)
• Students earn a score based on the preponderance of the evidence provided, so it is not necessary to have every bullet point
present in a sample.
• Students are rewarded for what they produce and do not lose points for individual errors.
• A strong essay (5) does not have to be perfect and may contain minor spelling and/or grammar errors.
CED
pp. 169-
175
48. • FRQ 2: Persuasive Essay is changing its name to
Argumentative Essay to align better with
expectations for this task. The task model directions
have been aligned to expectations in the scoring
guidelines.
The expectations for this task have not changed, nor
have the types of sources that are provided. The
scoring guidelines have not changed except for the
name of the task.
• FRQ 4: Cultural Comparison will be reworded to get
students to focus more on the target culture. Students
will be asked to compare an aspect of culture in a
French-speaking community with which they are
familiar to the same cultural aspect in their own OR
another community.
Students may still begin their presentations with either
the target language community or their own/other as
they have been able to do in the past.
48
2019-2020
AP World
Language and
Culture Exams-
Free-Response
Changes
Changes approved across
French, German, Italian, and
Spanish Language
• FRQ 2: Persuasive Essay
changing to Argumentative
Essay
• FRQ 4: Cultural
Comparison: new wording
to focus more on the target
culture
52. What’s new in the 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.
53. What’s new in the 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.
54. 54
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
10
55. 55
► 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
56. 56
► 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
57. Multiple Choice Timing – part 1
Print texts- 40 minutes
Read 4 selections
Answer sets of questions (approx. 30)
Let’s do an example!
58. 58
SAMPLE: Print Source
Introduction
Thème du cours: Les défis mondiaux
Dans cette sélection il s’agit d’un match de hockey. La
publicité originale a été publiée le 16 février 2010 au
Canada par Jour de la Terre Québec, situé à Montréal. Cet
organisme réalise des activités éducatives et culturelles
pour la protection de l’environnement.
The AP® Exam: Advance Organizers
Print Source
Tasks and source materials come with Advance
Organizers and time for previewing.
145/6
59. Multiple Choice Timing – part 2
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
60. 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
61. Timing
Print (chart) & 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
p.168
62. 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
63. 63
SAMPLE: Audio Source
Introduction
Thème du cours : La quête de soi
Vous aurez d’abord 1 minute pour lire l’introduction et parcourir
les questions. Dans cette sélection il s’ agit des commentaires
sur la politique libanaise faits par l’ écrivain de renom Jean-
Marie Gustave Le Clézio. L’interview originale intitulée Le
salon livre francophone de Beyrouth a été publiée le 1
novembre 2009 en France par Diane Galliot, journaliste pour
Radio France Internationale. Jean-Marie Gustave Le Clézio a
gagné le prix Nobel de littérature en 2008. La sélection dure à
peu près deux minutes et demie.
The AP® Exam: Advance Organizers
Audio Source
173
64. 64
►Let’s take a look at
what we have covered
so far!!
Réfléchissons!!!
66. Révision du premier jour
1. What are the three modes of communication?
2. The College Board believes that all students willing to
accept the challenge should be allowed into your AP
French Language and Culture class.
3. The Interpretive Mode is separate from Interpersonal
and Presentational modes.
4. The Free-Response section of the exam is equal in
percentage to the Multiple Choice section of the exam.
5. The interpretive mode is not found in the multiple-
choice sections of the exam.
6. How many learning objectives are there?
7. Why did the College Board decide to change the
French AP exam?
67. 67
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
68. 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.
69. 69
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
70. 70
You will write a reply to an email message. You have 15 minutes to read the
message and write your reply.
In your reply, you should:
•Include a greeting and a closing
•Respond to all the questions and requests in the message
•Ask for more details about something mentioned in the message
•Use formal form of address
Free-Response Question 1: Email
Reply
71. 71
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)
72. 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
73. The Email Task – 15 minutes total
It’s your turn to respond to
the 2019 Email question
73
74.
75. 75
You will write an argumentative essay to submit to a French writing contest. The essay topic
is based on three accompanying sources, which present different viewpoints on the topic and
include both print and audio material. 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 argumentative essay, you should:
•Present the sources’ different viewpoints on the topic
•Clearly indicate your own viewpoint and defend it thoroughly
•Use information from all of the sources to support your essay
•Identify sources appropriately
•Organize your essay into clear paragraphs
Free-Response Question 2:
Argumentative Essay
76. 76
Directions (in English and French, printed side-by-side):
You will write an argumentative 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 argumentative 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
Argumentative Essay
(Presentational Writing)
77. 77
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
Argumentative Essay (Presentational
Writing)
78. 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
79. 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
80. 80
You will participate in a conversation.
• You will have 1 minute to read a preview of the conversation, including an outline of each
turn in the conversation.
• Afterward, the conversation will begin, following the outline.
• Each time it is your turn to speak, you will have 20 seconds to record your response.
• Participate in the conversation as fully and appropriately as possible.
Free-Response Question 3:
Conversation
81. 81
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)
82. 82
You will make a presentation on a specific topic to your class. You will have 4 minutes to read
the presentation topic and prepare your presentation. Then you will have 2 minutes to record
your presentation.
In your presentation,
•Compare a French speaking community with which you are familiar to your own or
another community.
•Demonstrate your understanding of cultural features of this French speaking community.
•Organize your presentation clearly.
Free-Response Question 4:
Cultural Comparison
Comment est-ce que l’aménagement de la ville
(ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une
communauté francophone que
vous connaissez ? Comparez la façon dont
l’aménagement de la ville affecte
83. Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une communauté francophone que
vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
les gens de cette communauté francophone à la façon dont il affecte les gens
de votre communauté ou sinon d’une autre communauté.
Dans votre exposé, vous pouvez faire référence à ce que vous avez
étudié, vécu, observé, etc..
84. 84
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)
85. 85
► 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)
86. • 100% online submission via Digital Audio Submission
(DAS) portal!
• 8,700 schools administering AP World Language & Culture
exams (French, Italian, German & Spanish) and AP Music
Theory uploaded over 230,000 files – up from 15,000 files
(Music Theory only) in 2016
• Feedback very positive. DAS portal considered to be simple
and straightforward to use, online submission much favored
over CD or cassette tape submission.
• Brief service interruption on May 2, resolved within 2 hours,
with schools contacted and no student work lost
• All audio responses now scored online
• 100% digital recording - cassette recording/tapes
eliminated!
• Over 2,000 schools (25%) successfully transitioned from
cassette to digital recording technology
• Schools chose from a variety of digital recording
technologies - handheld digital recorders, computer/software,
or language lab
86
Audio
Recording
and
Submission
Replaced by DAS portal
Response CDs
and cassettes
eliminated
90. • Course Overview
• 6 Required Themes and Recommended
Contexts
• Course Framework: identifies all skills and
learning objectives
• Unit Guides: suggest ways to organize thematic
instruction to build skills over time and provide
practice with the exam’s task models. These
provide suggestions for sequencing, pacing and
provide exemplar authentic resources with
guidance as to how to use them
• Achievement Level Descriptions describe how
well students perform each of the skills and are
presented in charts
• Instructional Approaches Section: provides
guidance for selecting instructional strategies
and resources to develop skills.
90
What is in the
new CED?
Everything to teach and
assess AP French Language
and Culture has been
gathered into this document
• Course Overview
• Themes and
Recommended Contexts
• Course Framework
• Unit Guides
• Achievement Level
Descriptions
• Instructional Approaches
• Exam Overview
• Sample Exam Questions
91. Exam Overview: provides in depth information on all parts of the exam
and shows which skills are assessed in each part and
each task model of the exam.
Sample Exam Questions
92. • Develop transferable skills by scaffolding them
into an incremental learning progression
- Course Skills : What skilled language
learners do
- Learning Objectives: Identify what the
student must do to practice and
demonstrate course skills
• Develop communicative and cultural
competencies by focusing on:
• Modes of Communication: application of
skills in multiple real-world communication
scenarios:
- Interpretive (reading and listening)
- Interpersonal (speaking and writing)
- Presentational (speaking and writing)
92
AP Course
Development
What must be considered
when designing an AP World
Language and Culture
course?
94. 94
These dimensions are present in the
cohesive, unified experience that the
resources provide for the entire course.
Course Skills: Represent what skilled
language learners do to communicate and
interact in the target culture.
Learning Objectives: Identify what the
student must do to practice and
demonstrate course skills.
Course Themes: Represent overlapping
content that spirals throughout the course
and is addressed in multiple units
Teaching by Design
96. 2019-20 School Year
• The 2019-20 AP Course Audit will open later in the
spring than usual,
May 20, 2019.
• Syllabus submissions will not be required in 2019-
20 for new teachers of subjects undergoing course
and exam updates. This includes every AP subject
except AP Computer Science Principles, Research,
and Seminar.
• For all other subjects, teachers with previously
authorized courses do not need to submit an AP
Course Audit form and can simply have their courses
renewed by their administrator. New teachers must
submit a Course Audit form
AP Course
Audit
Information for Consultants
97. 2019-20 School Year
• Teachers who need to submit an AP Course
Audit form must have it approved by their
administrator to enable access to the new
resources available in August 2019.
• The deadline to submit 2019-20 AP Course
Audit forms and any required materials for AP
CSP and Capstone courses will be January 31,
2020.
AP Course
Audit
Information for Consultants
98. 98
Role 2019-20 Action Required 2020-21 Action Required
Existing Teacher:
Most Courses
• Renewal by administrator • Renewal by administrator
Existing Teacher:
World History
• Complete CA Form
attesting to updated
curricular requirements
• Approved CA Form
transferred
• Submit syllabus for
review
Existing Teacher:
Art & Design, Drawing, Biology,
Human Geo, Env Sci, Eng Lang,
Comp GoPo, Italian
• Complete CA Form
attesting to updated
curricular requirements
• Approved CA Form
transferred
• Submit a new syllabus
based on updated
curricular requirements
New Teacher:
CSP, Research, Seminar
• Complete CA Form and
submit syllabus for review
• Complete CA Form and
submit syllabus for
review
New Teacher:
All Other Courses
• Complete CA Form
attesting to updated
curricular requirements
• Approved CA Form
transferred
• Submit a new syllabus
based on updated
curricular requirements
99. 99
For the AP Course Audit process, teachers must submit a
syllabus aligned to the curriculum framework.
►Resources available for the AP Course Audit:
► AP French Language and Culture Course and Exam Description
► Syllabus Development Guide
► Four Sample Syllabi
www.collegeboard.com/html/apcourseaudit/index.html
► AP course syllabus submission deadline is January 31 of the academic
year in which one begins to teach the course
►Schools’ AP administrators renew approved courses each
year.
AP® Course Audit Information
100. 100
►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
101. 101
►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
103. 103
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
104. AP Central &
My AP
Educators who log into AP
Central will have a new
personalized experience:
• AP courses taught
• Dynamic timeline, tasks,
and data
• Easy access to all relevant
tools, including AP
Classroom
104
106. Summative
assessments are …
•Designed to capture the
accumulation of a
student’s knowledge at
the end of a particular
instructional cycle
•Usually culminating
experiences that only
report out a final “score”
(like the AP Exam)
•Often formal exercises
•Often high-stakes, and
provide little opportunity
for feedback
106
Assessment
Characteristics
The AP Exam is intentionally
designed to assess a
student’s knowledge and
skills at the end of the AP
Course.
Formative assessments
are …
•Designed to be used in
real-time as part of the
instructional cycle
•Include timely feedback
or follow-up instruction
that helps a student learn
and improve
•Either formal or informal
•Provide opportunities to
practice in a low-stakes
way, and provide
feedback to help students
improve
Note: There are several
ways that AP Exam
questions can be used as
formative assessments—i.e.,
as a way to monitor student
learning and provide ongoing
feedback so students can
improve.
107. 107
► 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!
108. 108
Model: Choosing Authentic Materials to Support Thematic Instruction
• Vidéo : ACTUALITÉS : Expliquez-nous: la burqa: http://www.elle.fr/Societe/Videos-Societe/Actu/VIDEO-
La-burqa-en-France-paroles-de-musulmans
Evaluation: L’homme et l’Environnement
• Part 3: RTL Podcast: http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique-
7646788772
Evaluation: Les Ressources Naturelles
• Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1
• Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.wideo.fr/video/iLyROoaft3nI.html
Assessment: The Environment in Song
• Part 3: Video for “Respire” by Mickey 3D
http://www.videosurf.com/video/mickey-3-d-n-respire-123864254
Handbook Activities: Audio and Video LINKS
111. 111
► 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
10
7*
112. 112
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
20
Notas del editor
These Key Takeaways are equivalent to the “lessons” you want your participants to learn during their experience with you in an APSI or workshop. These represent the essential concepts they should take with them upon completion.
Talk about the current thinking with the updated CEDs and required elements of the APSIs.
These skills define what students should be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
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 six required 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.
Ask the question: What does the graphic imply? (Implies that themes overlap).
AP teachers must explore each of these themes, but have broad flexibility in how they do so.
The AP Program provides a suggested curriculum through 6 recommended units of instruction with authentic resources in the Course and Exam Description. These units demonstrate how to create and overlap thematic instruction.
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 are foundational to the course and are assessed on the exam.
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).
Turn to the skills in the CED. Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam.
Acclimate participants to the skills.
Have them look across the skill categories and the skills so they can familiarize themselves with the format. Before doing a deep dive, tell participants that will go on a treasure hunt through the skills.
What do you notice about the skills categories?
How are the modes of communication reflected across the skills?
Is there anything “new” or unexpected in these skills?
This appears on page 19 of the CED.
Page 20 of the CED
Page 21 of CED.
“Products, practices and perspectives.”
Cultural products, refer to both those products that are tangible (e.g., tools, books, music) and 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.
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.
Highlight FRQ in more detail, then move on to the next slide on MCQs.
The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay.
Characteristics of a Persuasive Essay:
It defines a problem or an issue
It takes a position on the problem or issue
It proposes possible solutions
It includes a call for action; it urges/encourages the audience to take action
Characteristics of an Argumentative Essay:
It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral.
It includes reasoning and evidence to support the argument
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.
Have participants identify the skills and LOs that students need to demonstrate on the email reply task.
Student must read and understand the prompt, and then write an appropriate email response.
Have participants identify the skills and LOs that students need to demonstrate on the Argumentative Essay task.
The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay.
Characteristics of a Persuasive Essay:
It defines a problem or an issue
It takes a position on the problem or issue
It proposes possible solutions
It includes a call for action; it urges/encourages the audience to take action
Characteristics of an Argumentative Essay:
It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral.
It includes reasoning and evidence to support the argument
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.
Have participants identify the skills and learning objectives that students need to demonstrate on the conversation task.
The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
Have participants identify the skills and LOs that students need to demonstrate on the Cultural Comparison task. Review the prompt with its updated wording for 2020 and beyond.
Click to add notes.
Include in the following APSI decks:
AP French Language & Culture
AP German Language & Culture
AP Italian Language & Culture
AP Spanish Language & Culture
Discuss when this CED was developed and what the current iteration included:
Course overview, themes and recommended contexts, learning objectives tied to the modes of communication, ALDs, full practice exam, answer key and scoring guidelines.
Share the course development
Remind participants of the following Key Takeaway: “AP courses focus on building conceptual understanding and developing transferrable skills.”
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.
5 min
Thank you for taking the time to learn about the AP French Language and Culture course and its exam.
Click to add notes.
Click to add notes.
Click to add notes.
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.
