Preparing to Teach the ap® French Language and Culture Course








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titrePreparing to Teach the ap® French Language and Culture Course
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Preparing to Teach the AP French Language and Culture Course

E. Kurbegov and J. Monk


Preparing to Teach the
AP® French Language and Culture Course


Davara Potel, Solon High School, Solon, Ohio

James Monk, The College Board
Central States 2011 Conference

Indianapolis, Indiana
March 5, 2011

Structure of the AP French Language and Culture Exam (May 2012)

(A complete description of the exam format, including a full set of sample exam questions, can be found in the
AP French Language and Culture Course and Exam Description, published 2/1/11.)

http://media.collegeboard.com/digitalServices/pdf/ap/AP_French_LangCED.pdf
Section I (Interpretive Communication), 50% of exam score

  • Multiple Choice: 65 questions in 9 sets
    (4 reading sets, 2 sets that combine reading and listening, 3 listening sets)


Section 2 (Interpersonal and Presentational Communication), 50% of exam score

  • Free Response: 4 tasks

Interpersonal Writing

    • Students read a message and write a reply in which they respond to questions or requests posed in the message; they also ask for details about something mentioned in the message.

Presentational Writing

    • Students write a persuasive essay on a specific topic. In the essay, they present the viewpoints expressed in a print source and an audio source, and they state and support their own viewpoint on the topic. Students also cite information from a third source (e.g., a chart, map, or table) to support the response.

Interpersonal Speaking

    • Students participate in a simulated conversation (topic and situation are defined) by following an outline of five exchanges (also provided).
      5 responses x 20 seconds each.

Presentational Speaking

    • Students plan and give a two-minute oral presentation on a specific topic related to one of the six course themes. In the presentation, students first use description and narration to talk about their own experiences concerning the topic. Then, students make a comparison to something they’ve learned about the French-speaking world in relation to the topic. There is no source material for this task; students may cite examples from class readings or discussions, personal observations or life experiences, etc.


Qu’est-ce que les élèves doivent apprendre à faire ?


Interpretive Communication

  • identifier le thème et le but d’un texte

  • identifier les idées globales/principales du texte et les détails ou exemples qui servent à les illustrer

  • identifier le point de vue de l’auteur ou de l’une de personnes qui parlent

  • comprendre le langage dans le texte qui décrit des facettes culturelles
    (les « products, practices, perspectives » des Standards
    )

  • comprendre un mot ou une phrase en utilisant le contexte immédiat


Interpersonal Communication

  • employer des formules pour débuter et terminer l’échange

  • réagir de façon appropriée avec des mots ou phrases clés – accord/désaccord, étonnement, féliciter qqn, montrer de la sympathie, etc.

  • maintenir l’échange dans une variété de contextes sociaux avec des mots ou phrases clés : proposer une sortie, accepter ou refuser une invitation, présenter ses excuses, etc.

  • exprimer une opinion et la défendre ou illustrer avec un exemple

  • répondre à toutes les demandes ou questions posées dans l’échange

  • répondre à des questions d’interprétation, de déduction ; tirer une conclusion du texte


Presentational Communication

  • organiser ses commentaires :

    • essai : (organisation en paragraphes distincts) introduction + points de vue des sources avec des exemples cités + point de vue de l’élève avec un ou deux exemples + conclusion

    • exposé oral : introduction + observations à propos de la communauté de l’élève + observations à propos d’une communauté francophone + conclusion

  • choisir des exemples appropriés (pour l’essai : les citer ou résumer dans ses propres mots ; pour l’exposé oral : les décrire dans ses propres mots)

  • employer des mots ou phrases de transition

  • résumer, décrire, expliquer, raconter, comparer, convaincre


Matériel authentique : critères de sélection

  • Qu’est-ce que j’utilise déjà comme matériel authentique (littérature, journalisme, cinéma/télé/radio, musique, peinture/dessin) qui marche bien en classe, que mes élèves aiment bien et que je pourrais réutiliser pour enseigner l’un (ou plusieurs) des six thèmes du nouveau cours ?

  • Dans l’ensemble, est-ce que le matériel dont je me sers pour enseigner le cours AP représente…

    • tous les six thèmes du cours ?

    • une variété de textes écrits et audio(visuels) ? (textes écrits : littérature et journalisme, mais aussi publicités, lettres, cartes, graphiques ou sondages ; textes audio(visuels) : films et musique, mais aussi interviews, podcasts, annonces ou présentations)

    • la diversité culturelle et linguistique du monde francophone ?


Some examples of integrated-skills assessments

  • Interpersonal Writing: Engage in an “e-pal” exchange with students in a French-speaking school, or with other students in advanced French class in the US; read an email or brief letter and write an appropriate reply (combine reading and writing)

  • Interpersonal Speaking: Engage in in-class conversations (face-to-face, telephone) or debates; engage in unrehearsed role-plays or skits (combine listening and speaking)

  • Presentational Writing: Write a summary of a print piece (an article, a letter to the editor, a literary excerpt) that presents an opinion on a particular issue, and then write your own opinions on the issue (combine writing and reading); write a summary of an audio piece (a radio show, a podcast, a public service announcement) on a particular topic, and then write your own opinions on the issue (combine listening and writing)

  • Presentational Speaking: Create an oral presentation about cultural tradition (e.g., a holiday, a rite of passage) that compares the student’s culture/community/family experiences to an area of the French-speaking world that the student knows something about; in the presentation, cite examples from readings or films/programs viewed, class discussions, personal observations, life experiences (combine speaking with other skills)

  • Interpretive Reading and Listening (combined): Read a print text and listen to an audio text (view an audiovisual text) on the same topic, and then identify what information/opinions they have in common, and where they differ (combine reading and listening/viewing).

Basic Information on the AP Course Audit for 2011-12
All AP French teachers will need to do a new Course Audit for the 2011-12 academic year.
February 2011

  • Publication of the new AP French Language and Culture Course and Exam Description

http://media.collegeboard.com/digitalServices/pdf/ap/AP_French_LangCED.pdf

  • Publication of a Syllabus Development Guide and 4 sample syllabi for the new course on the AP Course Audit website

http://www.collegeboard.com/html/apcourseaudit/courses/french.html
March 2011 – January 31, 2012

  • New course syllabi to be submitted through the AP Course Audit website for authorization


What will teachers need to show in their course syllabus for AP French Language and Culture?

  • Use of authentic materials in class:

    • Video and Audio: Film, television, podcasts, music

    • Print: Literature, newspapers, magazines, maps/charts/tables

  • Activities that target each of the three modes of communciation:

    • Interpersonal: Spontaneous, direct communication (student-led class discussions, debates, unrehearsed role plays; e-pals, letter writing…
      but not memorized dialogues and skits [= Presentational])

    • Interpretive: Activities in which students demonstrate 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…activities should have a defined audience and register.

  • Inclusion of the six themes from the Curriculum Framework:

    • Indicate how your authentic materials represent the themes.

    • The themes may be addressed separately or in combination.

  • Activities that encourage students to demonstrate comprehension of cultural perspectives and make cultural and linguistic comparisons:

    • Based on news broadcasts, films, literary readings, music, works of art, architecture, etc., what cultural and linguistic differences within the French-speaking world can students, learn about, comment on, etc.?

    • Based on what they learn about the French-speaking world, what comparisons can they make to their own lives (the languages they speak, the communities in which they’ve lived or traveled)?



French Podcasts – February 2011
Try these podcasts with your current French 4 students! First, here is the track list of podcasts that I included on the audio CD (handout):


  1. Tout comprendre (France Info) / « Le rôle des grands-parents » / La famille et la communauté

  2. C’est notre planète (RTL) / « Et si vous jardiniez avec votre iPhone ? » / : La science et la technologie

  3. Tout comprendre (France Info) / « Avoir un beau sourire » / L’esthétique

  4. Initiative France Info (France Info) / « La location d’étudiants…» / La vie contemporaine

  5. Mode d’emploi (RTBF [Belgique]) / « Les gestes qui sauvent… » / Les défis mondiaux

  6. Initiative France Info (France Info) / « Le portage de livres à domicile » / La famille et la communauté

  7. *Le fait de la semaine (France Bleu) / « Les jeunes et les jeux vidéo » / La vie contemporaine

*This is the audio source for the sample Persuasive Essay that I prepared for you (handout).
These podcasts come from the Radio Canada program “L’après-midi porte conseil” – they’re good examples of comprehensible Canadian French speakers discussing accessible topics.
These audio samples are long (6 to 10 min.), so you may wish to do only the first couple of minutes with your students, to see how it goes.
18 févr. 2011, « Techniques anti-stress aux résultats immédiats » / La vie contemporaine

http://www.radio-canada.ca/audio-video/pop.shtml#urlMedia=http://www.radio-canada.ca/Medianet/2011/CBF/LapresmidiPorteConseil201102181305_3.asx
4 févr. 2011, « Comment accepter la critique ? » / La quête de soi

http://www.radio-canada.ca/audio-video/pop.shtml#urlMedia=http://www.radio-canada.ca/Medianet/2011/CBF/LapresmidiPorteConseil201102041305_3.asx
1er févr. 2011, « La malbouffe favorise la dépression » / Les défis mondiaux
http://www.radio-canada.ca/audio-video/pop.shtml#urlMedia=http://www.radio-canada.ca/Medianet/2011/CBF/LapresmidiPorteConseil201102011305_2.asx
1er févr. 2011, « Pour un courriel efficace » / La science et la technologie

http://www.radio-canada.ca/audio-video/pop.shtml#urlMedia=http://www.radio-canada.ca/Medianet/2011/CBF/LapresmidiPorteConseil201102011305_3.asx



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