AP French Language and Culture Exam Information

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AP French Language and CultureExam Information

• Geneviève Delfosse
• TJHSST

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Whats new in the new 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.
• 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.
• Students will be expected to demonstrate
  understanding of cultural information presented
  in print and audio resources.
• Students will not be asked isolated questions
  about cultural trivia.

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Whats new in the new 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 and
  tables, etc.
• Scripted dialogues but also radio interviews,
  podcasts, public service announcements, brief
  presentations, etc.
• 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.
• In most of their spoken and written responses,
  students will be required to demonstrate
  understanding of some type of input.

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AP Exam FormatOverall structure of the exam

• Overall structure of the exam
• Section I (Interpretive Communication, 50 of
  total score)
• 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)
• Free Response 4 items
• Interpersonal Writing
• Presentational Writing
• Interpersonal Speaking
• Presentational Speaking

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AP Exam FormatMultiple-Choice Section (65 items,
9 sets 50 of total score)
Section Task Model Number of Items
Section 1 Interpretive Communication Reading Sets Promotional Material 5
Section 1 Interpretive Communication Reading Sets Literary Text 7
Section 1 Interpretive Communication Reading Sets Article and Chart 11
Section 1 Interpretive Communication Reading Sets Letter 7
Section 1 Interpretive Communication Listening and Reading Sets Audio Report and Article 10 4 listen
Section 1 Interpretive Communication Listening and Reading Sets Audio Report and Article 10 4 read
Section 1 Interpretive Communication Listening and Reading Sets Audio Report and Article 10 2 both
Section 1 Interpretive Communication Listening and Reading Sets Conversation and Chart 7 3 listen
Section 1 Interpretive Communication Listening and Reading Sets Conversation and Chart 7 3 read
Section 1 Interpretive Communication Listening and Reading Sets Conversation and Chart 7 1 both
Section 1 Interpretive Communication Listening Sets Interview 5
Section 1 Interpretive Communication Listening Sets Instructions 5
Section 1 Interpretive Communication Listening Sets Presentation 8
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Sample Advance Organizer (print source)

• Introduction 
• Thème du cours La famille et la communauté 
• Dans cette sélection il sagit dun conflit entre
  mère et fille. Le récit original intitulé  Pour
  empêcher un mariage  a été publié en 1955 au
  Canada par lécrivaine 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.

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Multiple Choice Set 1Promotional Material
(Interpretive Reading Set)

• Stimulus A print advertisement or announcement
  (authentic source, may be excerpted)
• Focus of questions (5)
• Student identifies the purpose of the promotional
  material or the point of view or perspective of
  its author. (1)
• Student identifies a distinguishing feature of
  the promotional material (audience, organization
  or structure). (1)
• Student interprets information in the promotional
  material that relates to a cultural product,
  practice or perspective. (2)
• Student chooses an appropriate greeting, question
  to pose, or closing for a hypothetical reply to
  the promotional material. (1)

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Multiple Choice Set 2Literary Text (Interpretive
Reading Set)

• Stimulus An excerpt of a prose literary text
  (e.g. short story, novel, memoir) (authentic
  source)
• Focus of questions (7)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the excerpt. (1)
• 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)
• Student chooses an appropriate summary statement
  of the events recounted in the text. (1)
• Three open items can be factual or interpretive
  questions about the literary text. (3)

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Multiple Choice Set 3Article 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)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the article. (1)
• Student identifies a distinguishing feature of
  the article (audience, organization or
  structure). (1)
• Student identifies the point of view or
  perspective of the author of the article. (1)
• Student interprets information in the article
  that relates to another discipline. (1)
• Two to four open items can be factual or
  interpretive questions about the article. (2-4)
• Two to four open items can be factual or
  interpretive questions about the information in
  the chart. (2-4)
• Student chooses an appropriate interpretation of
  how the information in the chart relates to the
  information in the article. (1)

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Multiple Choice Set 4Letter (Interpretive
Reading Set)

• Stimulus A formal letter (from a business,
  organization, university, etc.) created for the
  exam (not authentic)
• Focus of questions (7)
• Student identifies the purpose of the letter or
  the point of view or perspective of its author.
  (1)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the letter. (1)
• Student interprets information in the letter that
  relates to a cultural product, practice or
  perspective. (1)
• 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)
• Three open items can be factual or interpretive
  questions about the letter. (3)

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Multiple Choice Set 5Audio 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)
• Student identifies the purpose of the print
  article or the point of view or perspective of
  its author. (1)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the print article. (1)
• 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)
• Student interprets relevant information from
  another discipline in the print article. (1)
• 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)
• Student interprets relevant information from
  another discipline in the audio report. (1)
• Two open items can be factual or interpretive
  questions about the audio report. (2)
• Student is asked questions that require the use
  of information in both stimuli. (2)

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Multiple Choice Set 6Conversation 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)
• Student demonstrates understanding of the
  interpersonal nature of the conversation (e.g.
  Which statement by the woman is an example of her
  contradicting the mans opinion on the topic?)
  (1)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the conversation. (1)
• Student interprets information in the
  conversation that describes a cultural product or
  practice, or that conveys a cultural perspective.
  (1)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the chart. (1)
• Student interprets information in the chart that
  describes a cultural product or practice, or that
  conveys a cultural perspective. (1)
• 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)
• One open item can be a factual or interpretive
  question about either the conversation or the
  chart (1).

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Multiple Choice Set 7Interview (Interpretive
Listening Set)

• Stimulus An audio interview from a radio program
  or podcast (authentic source, may be excerpted).
• Focus of questions (5)
• 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)
• Student identifies the point of view of either
  the interviewer or the interviewee. (1)
• 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)
• Two open items can be factual or interpretive
  questions about the content of the interview. (2)

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Multiple Choice Set 8Instructions (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)
• Student identifies the purpose of the selection
  or point of view of the speaker(s). (1)
• Student is asked to identify distinguishing
  features of the selection (audience, source or
  format). (2)
• Two open items can be factual or interpretive
  questions about the selection. (2)

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Multiple Choice Set 9Presentation (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)
• Student identifies an outline that summarizes the
  presentations main points. (1)
• 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)
• Student identifies the point of view of the
  presenter. (1)
• Student chooses an appropriate interpretation in
  context of a vocabulary item or idiomatic
  expression used in the presentation. (1)
• Student interprets information in the
  presentation that relates to a cultural product,
  practice or perspective. (1)
• Student interprets information in the
  presentation that relates to another discipline.
  (1)
• Two open items can be factual or interpretive
  questions about the presentation. (2)

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AP Exam FormatFree 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
Section 2B Presentational Writing Presentational Writing based on Reading and Listening Persuasive Essay
Section 2C Interpersonal Speaking Interpersonal Speaking and Listening Conversation
Section 2D Presentational Speaking Presentational Speaking Cultural Comparison
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Free Response Item 1E-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.

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Free Response Item 2Persuasive 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.

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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
  doesnt 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).

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Free Response Item 3Conversation (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)

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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 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.
  (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 French-speaking world about which
  theyve learned something or have some personal
  experience (using comparison). Students are
  encouraged to cite examples from materials
  theyve read, viewed, and listened to, personal
  experiences and observations.

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Free Response Item 4 (cont.) Cultural Comparison
(Presentational Speaking)

• (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 dune région dun
  monde francophone que vous connaissez. Dans votre
  exposé, vous pouvez faire référence à ce que vous
  avez étudié, vécu, observé, etc.
• (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 dune région dun
  monde francophone que vous connaissez. Dans votre
  exposé, vous pouvez faire référence à ce que vous
  avez étudié, vécu, observé, etc.
• (La vie contemporaine) Quelle est lattitude des
  gens de votre communauté en ce qui concerne
  limportance des études supérieures ? Comparez
  vos observations des communautés où vous avez
  vécu avec vos observations dune région dun
  monde francophone que vous connaissez. Dans votre
  exposé, vous pouvez faire référence à ce que vous
  avez étudié, vécu, observé, etc.