Transcript Document

AP French Language and Culture
Exam Information
Geneviève Delfosse
TJHSST
What’s new in the new AP Exam?
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Students will be provided contexts for doing exam tasks. They will not
be asked questions that are de-contextualized.
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The listening rejoinders and grammar fill-ins will be eliminated.
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Tasks and source materials will come with advance organizers and time for
previewing.
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Audio sources will be played twice; on average, most audio sources last
1 min. 30 sec. to 2 min. 30 sec.
Cultural knowledge will be assessed throughout the exam, not in a
separate “Culture” section.
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Students will be expected to demonstrate understanding of cultural
information presented in print and audio resources.
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Students will not be asked isolated questions about cultural trivia.
What’s new in the new AP Exam?
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Students will work with a greater variety of authentic materials, both
print and audio, reflecting the linguistic and cultural diversity of the
French-speaking world
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Literary and journalistic texts but also announcements, advertisements,
letters, maps and tables, etc.
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Scripted dialogues but also radio interviews, podcasts, public service
announcements, brief presentations, etc.
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Materials will be reasonably chosen, but will also reflect a range of cultural
perspectives and linguistic features of the French-speaking world
In spoken and written responses, accuracy of content will be
important, as well as linguistic accuracy.
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In most of their spoken and written responses, students will be required to
demonstrate understanding of some type of input.
AP Exam Format
Overall structure of the exam
Overall structure of the exam
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Section I (Interpretive Communication, 50% of total score)
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Multiple-choice: 65 items in 9 sets
(4 reading, 2 listening and reading combined, 3 listening)
Section 2 (Interpersonal and Presentational Communication,
50% of total score)
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Free Response: 4 items
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Interpersonal Writing
Presentational Writing
Interpersonal Speaking
Presentational Speaking
AP Exam Format
Multiple-Choice Section (65 items, 9 sets; 50% of total score)
Section
Reading
Sets
Section 1:
Listening
Interpretive
Communication and Reading
Sets
Listening
Sets
Task Model
Number of
Items
Promotional Material
5
Literary Text
7
Article and Chart
11
Letter
7
Audio Report and Article
10
Conversation and Chart
7
Interview
5
Instructions
5
Presentation
8
4 listen
4 read
2 both
3 listen
3 read
1 both
Sample Advance Organizer (print source)
Introduction
Thème du cours: La famille et la communauté
Dans cette sélection il s’agit d’un conflit entre mère et fille.
Le récit original intitulé « Pour empêcher un mariage » a
été publié en 1955 au Canada par l’écrivaine canadienne
Gabrielle Roy.
Au début du récit, la narratrice et sa mère roulent dans un
train vers le Saskatchewan, pour aller empêcher le
mariage de sa grande sœur.
Multiple Choice Set 1
Promotional Material (Interpretive Reading Set)
Stimulus: A print advertisement or announcement (authentic source,
may be excerpted)
Focus of questions (5):
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Student identifies the purpose of the promotional material or the point of
view or perspective of its author. (1)
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Student identifies a distinguishing feature of the promotional material
(audience, organization or structure). (1)
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Student interprets information in the promotional material that relates to a
cultural product, practice or perspective. (2)
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Student chooses an appropriate greeting, question to pose, or closing for a
hypothetical reply to the promotional material. (1)
Multiple Choice Set 2
Literary Text (Interpretive Reading Set)
Stimulus: An excerpt of a prose literary text (e.g. short story, novel, memoir)
(authentic source)
Focus of questions (7):
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Student chooses an appropriate interpretation in context of a vocabulary
item or idiomatic expression used in the excerpt. (1)
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Student is asked critical reading questions (e.g. infer an implied meaning,
draw a conclusion, identify details that support a main idea, argument or
theme). (2)
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Student chooses an appropriate summary statement of the events
recounted in the text. (1)
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Three “open” items can be factual or interpretive questions about the
literary text. (3)
Multiple Choice Set 3
Article and Chart (Interpretive Reading Combined Set)
Stimuli: (1) A print newspaper or magazine article, opinion column, or
editorial (authentic source, may be excerpted) and (2) a map with text, a
table with data, or a graphic with text on the same topic as the article.
Focus of questions (11):
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Student chooses an appropriate interpretation in context of a vocabulary item or idiomatic
expression used in the article. (1)
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Student identifies a distinguishing feature of the article (audience, organization or structure). (1)
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Student identifies the point of view or perspective of the author of the article. (1)
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Student interprets information in the article that relates to another discipline. (1)
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Two to four “open” items can be factual or interpretive questions about the article. (2-4)
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Two to four “open” items can be factual or interpretive questions about the information in the
chart. (2-4)
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Student chooses an appropriate interpretation of how the information in the chart relates to the
information in the article. (1)
Multiple Choice Set 4
Letter (Interpretive Reading Set)
Stimulus: A formal letter (from a business, organization, university, etc.) created for
the exam (not authentic)
Focus of questions (7):
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Student identifies the purpose of the letter or the point of view or perspective of its
author. (1)
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Student chooses an appropriate interpretation in context of a vocabulary item or
idiomatic expression used in the letter. (1)
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Student interprets information in the letter that relates to a cultural product, practice
or perspective. (1)
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Student chooses an appropriate greeting or partial reply to the letter; or
student identifies a question from a previous letter that is answered in the stimulus.
(1)
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Three “open” items can be factual or interpretive questions about the letter. (3)
Multiple Choice Set 5
Audio Report and Article (Interpretive Listening and Reading Combined Set)
Stimuli: (1) An audio interview, report, commentary, public service announcement (authentic source, may
be excerpted) and (2) a print news article, magazine feature, opinion column, editorial (authentic source,
may be excerpted).
Focus of questions (10):
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Student identifies the purpose of the print article or the point of view or perspective of its author. (1)
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Student chooses an appropriate interpretation in context of a vocabulary item or idiomatic expression
used in the print article. (1)
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Student is asked a critical reading question about the print article (infer an implied meaning, draw a
conclusion, identify details that support a main idea, argument, or theme). (1)
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Student interprets relevant information from another discipline in the print article. (1)
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Student is asked a critical listening question about the audio report (infer an implied meaning, draw a
conclusion, identify details that support a main idea, argument or theme). (1)
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Student interprets relevant information from another discipline in the audio report. (1)
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Two “open” items can be factual or interpretive questions about the audio report. (2)
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Student is asked questions that require the use of information in both stimuli. (2)
Multiple Choice Set 6
Conversation and Chart (Interpretive Listening and Reading Combined Set)
Stimuli: (1) A conversation created for the exam (not authentic, source has one male and one female voice) and
(2) a map with text, a table with data, or a graphic with text (authentic source) on the same topic as the
conversation.
Focus of questions (7):
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Student demonstrates understanding of the interpersonal nature of the conversation (e.g. Which statement by
the woman is an example of her contradicting the man’s opinion on the topic?) (1)
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Student chooses an appropriate interpretation in context of a vocabulary item or idiomatic expression used in
the conversation. (1)
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Student interprets information in the conversation that describes a cultural product or practice, or that
conveys a cultural perspective. (1)
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Student chooses an appropriate interpretation in context of a vocabulary item or idiomatic expression used in
the chart. (1)
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Student interprets information in the chart that describes a cultural product or practice, or that conveys a
cultural perspective. (1)
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Student is asked an interpretive question about the chart (e.g. identify a way in which the chart conveys
meaning; infer an implied meaning or draw a conclusion based on the chart). (1)
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One “open” item can be a factual or interpretive question about either the conversation or the chart (1).
Multiple Choice Set 7
Interview (Interpretive Listening Set)
Stimulus: An audio interview from a radio program or podcast (authentic
source, may be excerpted).
Focus of questions (5):
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Student identifies an appropriate question for the interviewer to ask; or
student identifies a quote from the interviewee that supports his or her main
argument or opinion in the interview. (1)
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Student identifies the point of view of either the interviewer or the
interviewee. (1)
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Student is asked a critical listening question about the interview (infer an
implied meaning, draw a conclusion, identify details that support a main
argument or theme.) (1)
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Two “open” items can be factual or interpretive questions about the content of
the interview. (2)
Multiple Choice Set 8
Instructions (Interpretive Listening Set)
Stimulus: An audio commentary (explanation of how to perform a task,
description of how to use a product, advice on how to accomplish a goal)
from a radio program or podcast. (authentic source, may be excerpted)
Focus of questions (5):
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Student identifies the purpose of the selection or point of view of the
speaker(s). (1)
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Student is asked to identify distinguishing features of the selection
(audience, source or format). (2)
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Two “open” items can be factual or interpretive questions about the
selection. (2)
Multiple Choice Set 9
Presentation (Interpretive Listening Set)
Stimulus: A brief lecture by a professor, a presentation by a museum docent, a talk given by
a tour guide (may be authentic audio or an authentic print text that is recorded).
Focus of questions (8):
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Student identifies an outline that summarizes the presentation’s main points. (1)
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Student relates an example cited in the presentation to a main idea, argument, or theme of
the presenter (e.g. The presentation includes a citation of another source in relation to which
of the following points?). (1)
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Student identifies the point of view of the presenter. (1)
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Student chooses an appropriate interpretation in context of a vocabulary item or idiomatic
expression used in the presentation. (1)
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Student interprets information in the presentation that relates to a cultural product, practice
or perspective. (1)
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Student interprets information in the presentation that relates to another discipline. (1)
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Two “open” items can be factual or interpretive questions about the presentation. (2)
AP Exam Format
Free Response Section (4 items, 50% of total score)
Section and Part
Mode
Integration of
Skills
Task Model
Section 2A:
Interpersonal Writing
Interpersonal
Writing based
on Reading
E-mail Reply
Writing based
Section 2B:
Presentational on Reading
Presentational Writing
Persuasive Essay
and Listening
Section 2C:
Interpersonal
Speaking
Interpersonal
Section 2D:
Presentational
Speaking
Presentational Speaking
Speaking and
Listening
Conversation
Cultural Comparison
Free Response Item 1
E-mail Reply (Interpersonal Writing)
Directions (in English and French, printed side-by-side):
You will write a reply to an e-mail 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 e-mail message (i.e. from a business, organization,
university) presented as an e-mail 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.
Free Response Item 2
Persuasive Essay (Presentational Writing)
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
material. First, you will have 7 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.
Free Response Item 2 (cont.)
Persuasive Essay (Presentational Writing) (cont.)
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 the topic that is different from the
opinion in the print source (authentic source, may be
excerpted).
Free Response Item 3
Conversation (Interpersonal Speaking)
Directions (in English and French, spoken consecutively):
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. 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.
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)
Free Response Item 4
Cultural Comparison (Presentational Speaking)
Directions (in English and French, spoken consecutively):
You will make an oral presentation to your class on a specific topic. You will
have 3 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 Frenchspeaking 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. (See samples on next slide.)
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 Frenchspeaking world about which they’ve 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.
Free Response Item 4 (cont.)
Cultural Comparison (Presentational Speaking)
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(La science et la technologie) Comment est-ce que les progrès dans le domaine
de la technologie ont touché la vie des gens de votre communauté ? Comparez
vos observations des communautés où vous avez vécu avec vos observations
d’une région d’un monde francophone que vous connaissez. Dans votre exposé,
vous pouvez faire référence à ce que vous avez étudié, vécu, observé, etc.
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(La famille et la communauté) Quel est le rôle de la diversité culturelle dans
votre communauté ? Comparez vos observations des communautés où vous avez
vécu avec vos observations d’une région d’un monde francophone que vous
connaissez. Dans votre exposé, vous pouvez faire référence à ce que vous avez
étudié, vécu, observé, etc.
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(La vie contemporaine) Quelle est l’attitude des gens de votre communauté en
ce qui concerne l’importance des études supérieures ? Comparez vos
observations des communautés où vous avez vécu avec vos observations d’une
région d’un monde francophone que vous connaissez. Dans votre exposé, vous
pouvez faire référence à ce que vous avez étudié, vécu, observé, etc.