Apac interpretive
- 1. French Language and Culture Understanding the Interpretive Mode Presented by Ed Weiss
- 5. Key Revisions to the AP® Exam 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. 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 will be reasonably chosen, but will also reflect a range of cultural perspectives and linguistic features. It is extremely important that the day of the AP Exam not be the first time that students encounter print or audio texts that represent the French-speaking world outside of France. ‹23›
- 6. Guidelines for Selecting Resources • Interest • Appropriate linguistic level • Authenticity • Age level appropriate • Connect to AP theme • Able to differentiate? • Integration of other modes • Integration of culture • Variety • Technology • Involving students in process 6
- 7. Key Revisions to the AP Exam New types of Multiple Choice items For texts that are interpersonal in nature (letters, interviews, promotional pieces): What would an appropriate reply to X be?How does what X says/writes relate to what something Y has said/written? (agreement, contradiction, support, elaboration) For texts that are presentational in nature (brief lectures or presentations, print narratives): How does the speaker/author organize the text? What would be an appropriate summary statement of the text? For combined sets: How does information in the print text relate to information in the audio text? (general/specific, point/counterpoint)
- 8. Multiple-Choice Questions Interpretive Communication • 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 a “cultural” or “interdisciplinary” nature that ask students to show understanding of information in the print or audio resources
- 9. Exam Format – Multiple Choice
- 10. Timing • Print texts- 40 minutes to read 4 selections and answer 30 questions • Print & Audio – first set – 4 minutes to read print text – 2 minutes to read intro / scan questions – Listen to audio – I minutes to start answers – Listen again – then 15 seconds x # of questions
- 11. Timing • Print & Audio – second set – 1 minute to look at chart – 1 minute to read intro to audio / scan questions – Listen to audio – 1 minute to start questions – Listen again – Answer questions – 15 seconds x # of questions
- 12. Timing • Audio – 1 minute to read intro / scan questions – Listen – 1 minute to start questions – Listen again – Answer questions – 15 seconds x # of questions
- 13. AP® World Language and Culture Courses Achievement Level Descriptions •Represent a student’s progression along the second language learning trajectory •Provide explicit descriptions of student performance at 5, 4, 3 and 2 •Will allow for more detailed and meaningful reporting of student performance ‹15›
- 14. AP® World Language and Culture Courses Achievement Level Descriptions: Spoken Interpersonal Communication • Interaction • Strategies • Opinions • Language structures • Vocabulary • Register • Pronunciation • Cultures, connections and comparisons Written Presentational Communication Discourse and development Strategies Language structures Writing conventions Register Cultures, connections and comparisons Audio, Visual, Audiovisual & Print Interpretive Communication Comprehension of content Critical viewing, listening & reading Vocabulary Cultures, connections and comparisons ‹16›
- 17. 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
- 19. Putting it Together • Activity 1 • Students watch a video report about violations of food safety standards; then they role-play a press conference given by those alleged to be responsible. (Theme: Global Challenges) 19
- 20. Putting it Together • Activity 2 • Students describe and then compare several individuals profiled on a mock Facebook page. (Theme: Personal and Public Identities) 20
- 21. Putting it Together • Activity 3 • Students listen to a news report about public education policies in another country and respond to true/false questions, providing information from the report to support their answers. (Theme: Contemporary Life) 21
- 23. Victor Hugo- La Peine de Mort
- 24. Reading / Listening site • http://www.lafrancebis.com
- 27. Skill Building in Context: Reading • It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristanniansgristerlate large amounts of fevon and then bracter it to qualseltraxoline. Traxoline may well be one of our most lukizedsnezlaus in the future because of our zionterlescelidge. 1. What is traxoline? Where is traxolinemontilled? 2. How is traxolinequaselled? 3. Why is it important to know about traxoline? 4. How might an advanced organizer have assisted your understanding? 27
- 30. Ed’s Website • Google “Ed Weiss Haverford”
Editor's Notes
- #4: Content will always be about something in the French speaking world. Students would 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 extremely important that the day of the exam not be the first time that students encounter print or audio texts that represent the linguistic and cultural diversity of French speakers.
- #6: ALDS are divided into categories that describe different aspects of each 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 a student is reading or listening to a text that includes a description of a cultural festival or something similar, the student should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.