Etant donne que Mardi Gras 2007 arrive bientot, voici l'adresse pour ceux qui
s'interessent a faire montrer des videos du Carnaval de Nice. On appelle ces
defiles les "Corso" ou "Bataille des fleurs." Ce sont les 3eme, 4eme et 5eme
videos sur ce site.
http://www.whebdo.org/211/video/index.php
Pour plus de renseignements sur le Carnaval de Nice, voici un autre lien:
http://www.nicecarnaval.com/carnaval4.html
Il y a aussi un bon site sur le Carnaval de Quebec:
http://www.carnaval.qc.ca/en/index.asp
Bonjour à toutes et à tous,
J'ai trouvé un très bon site Web avec des dessins animés québécois qu'on peut visionner en
classe. Je viens d'utiliser "Le chandail de hockey" avec mes élèves de français IV.
Voici le lien: http://www.nfb.ca/animation/objanim/fr/films/index.php HYPERLINK
"http://www.nfb.ca/animation/objanim/fr/films/index.php"
Amicalement,
Encore une fois, merci Domenick! Deja le site Odeo.com m'avait grandement aide a
communiquer avec mes eleves AP et a corrriger leur production orale basee sur la
lecture d'images. Grace au temps devolu a chaque podcast (60 minutes), je n'avais
plus a me soucier de la lourdeur du fichier, ce qui etait le cas lorsque j'avais recours
a First class.
Merci! Que c'est bizarre, je n'aurais pas clique la que quand j'aurais fini mon
syllabus, ce que n'aurais pas fait, en attendant le wizard. Mais enfin, "C'est pas
sorcier!"
Allison
-----Original Message----From: bhelvig@iolani.org [mailto:bhelvig@iolani.org]
Sent: Fri 2/2/2007 1:07 PM
To: AP French
Subject: re:[ap-french] Syllabus Wizard?
The Syllabus Wizard appears once you have created an account and are ready
to "Submit Syllabus". On that screen, you have two options: add your document
(right-hand side) or access the Syllabus Wizard (left-hand side). You have to
create an account and sign in to access it though.
Bonne chance!
Bret Helvig
Iolani School
Bonjour à toutes et à tous,
J'ai trouvé un très bon site Web avec des dessins animés québécois qu'on peut visionner
en classe. Je viens d'utiliser "Le chandail de hockey" avec mes élèves de français IV.
Voici le lien: http://www.nfb.ca/animation/objanim/fr/films/index.php
Amicalement,
Domenick Chiddo
Has anyone used Suite Francaise by Irene Nemirovsky in
the French Language course yet? Or does anyone who
has read it have any suggestions?
I just read it and was very moved, not only by the two
novels but also by the Preface and the Annexes.
It struck me that the chapters in Tempete de Juin are
largely self-contained descriptions and are not
terribly difficult to read, making it possible to,
perhaps, assign individual students (or groups) only
those chapters that refer to certain characters and
then have them present what is going on with their
characters to the rest of the class.
I'd also being interested in comments by anyone who
has used Verne's Tour du Monde en 80 Jours, or
Ionesco's Cantatrice Chauve or La Lecon.
Re Moliere, much as I enjoy him personally, is it
really good use of students' time to have them wade
through his 17th century poetry? Or am I
overestimating the difficulty? Again, this is the
Language course -- not Literature, and this is my
first year teaching it, so any suggestions would be
welcome.
(Response from the Question Leader for the Speaking Part)
Your counselor or test administrator should read the instructions in the
AP packet regarding "special handling." This type of student would
qualify, and this means that his exam would not be mainstreamed but rather
would come directly to the Question Leader's office. It does not mean
that the responses would be scored in a different way but the speech
sample would have the guarantee of being heard by a a very experienced
reader who knows the difference between a stutter and an incorrect
response.
If for any reason it is not possible for this test to be labeled "special
handling," there is no reason to despair. All of our readers receive
explicit instructions for scoring responses and are asked to refer to
their Table Leader any exam that seems irregular for any reason.
I hope this answer helps.
Ruth Caldwell, QL Speaking Part
> I have a gifted student who will be taking the AP exam this spring. He
> tends to stutter which gets worse when he is nervous. He is not on any
> type of IEP nor is his speech impediment listed as a learning disability.
> Is it possible to have him graded differently? It doesn't seem fair that
> he would be graded the same as a speaker without any impediments. My
> school couselor, who is new to the AP world, (and I am as well) doesn't
> know how to make this happen or if it can happen. Any suggestions would
> be greatly appreciated.
(Response from the Question Leader for the Speaking Part)
Your counselor or test administrator should read the instructions in the
AP packet regarding "special handling." This type of student would
qualify, and this means that his exam would not be mainstreamed but rather
would come directly to the Question Leader's office. It does not mean
that the responses would be scored in a different way but the speech
sample would have the guarantee of being heard by a a very experienced
reader who knows the difference between a stutter and an incorrect
response.
If for any reason it is not possible for this test to be labeled "special
handling," there is no reason to despair. All of our readers receive
explicit instructions for scoring responses and are asked to refer to
their Table Leader any exam that seems irregular for any reason.
I hope this answer helps.
Ruth Caldwell, QL Speaking Part
> I have a gifted student who will be taking the AP exam this spring. He
> tends to stutter which gets worse when he is nervous. He is not on any
> type of IEP nor is his speech impediment listed as a learning disability.
> Is it possible to have him graded differently? It doesn't seem fair that
> he would be graded the same as a speaker without any impediments. My
> school couselor, who is new to the AP world, (and I am as well) doesn't
> know how to make this happen or if it can happen. Any suggestions would
 be greatly appreciated.
I second all the other responses that you received as that is what I did with my IS
student in AP Lit. An additional thing that really helped my student was that she
created lists of new vocabulary for the poems of each poet, wrote definitions for
the words (which I checked over) and used them in original sentences. I graded
the sentences and also created quizzes based on her lists. These were things
that she could do on her own, but then also provided additional grades. In
addition to this, simply because I think it's important to still have oral grades, I
would ask her to give an oral "explication de texte" raher than writing one.
Lynsey Wollin-Casey
 North Shore Country Day School
I have always had small groups (1 or 2 students) so I rely on explication de texte
or synopsis. I’ll introduce a certain theme e.g. the role/responsibility of the
individual in society and ask for it to be traced through the novel (great for l’Ecole
des femmes, Candide and Pierre et Jean). I treat them like I was treated in
college. They read; I explain, give a them related topic, they write.
Ginnae Stamanis
Give him specific deadlines. Summarize chapters or write a number of questions
for each chapter. Write one essay per novel/play and use the AP grading scale.
Read ALL the poems and analyze one per author. Use the "Wayside Publishing"
La Poésie booklet. It has poems already analyzed as examples. Honestly this is a
lot of ready. I tend to not read "La guerre de Troie" just read the summary and
go over key themes... I haven't been giving quizzes, but with the audit, I'm
having to rethink my program.
C'est difficile quand on a pas un cours spécial de littérature, bonne chance.
Annaïck
Seattle
-----------------From: Roger Thomas [mailto:rthomas@kellerisd.net]
Sent: Thursday, January 18, 2007 5:29 AM
To: AP French
Subject: [ap-french] AP Literature Question
I have one student in an independent study who is attempting the AP French
Literature Exam. He made a 4 on the Language test last year and lived in France
for 6 years. Since this is the first time I have a student attempting this exam, I
need suggestions for both daily and test grades in class. I have 11 students in
the same class (AP French Lang), and they command the vast majority of my
attention. I am looking for a simple way to keep him accountable yet also
prepare him for the rigorous test. Avez-vous de bons conseils?
Merci mille fois!
Roger Thomas
Fossil Ridge HS
AP Central(R)
AP(R) Course Audit Update
January 9, 2007
As scheduled, the AP Course Audit process will officially open
later this January. AP teachers, principals, AP Coordinators,
and district representatives will receive instructions on how
to access the AP Course Audit website and submit materials
during the fourth week in January. Instructions will also
appear on AP Central.
The AP Course Audit provides schools with clear guidelines
on the course content and resources typical of college-level
classes, and helps colleges and universities better interpret
courses marked "AP" on students' transcripts. Schools have
until June 1, 2007 to submit materials as part of the AP Course
Audit. Prior to the opening of the AP Course Audit website,
the College Board encourages AP teachers to review the course
audit information and resources available on AP Central at
http://apcentral.collegeboard.com/courseaudit, which include:
* ANNOTATED SYLLABI & SAMPLES OF EVIDENCE
http://click.collegeboard.com:80/29091108.54057.0.21553
Multiple samples of evidence in each AP subject illustrate
the variety of ways curricular requirements can be met
in a syllabus. Annotated syllabi have been written by AP
teachers who teach in the public or private sector and by
college professors who teach the parallel college-level
course. Collectively, these syllabi illustrate a variety
of ways a course can meet the AP Course Audit curricular
requirements.
* AP COURSE AUDIT WEBSITE DEMO
http://click.collegeboard.com:80/29091108.54057.0.23131
This online demo will help familiarize teachers and
administrators with the website through which teachers
will submit their syllabi.
* COURSE AUDIT MANUAL
http://click.collegeboard.com:80/29091108.54057.0.23132
This manual provides teachers and school administrators
with an overview of the AP Course Audit and includes
the curricular and resource requirements for each
AP course. Schools can also order free copies from
http://apcentral.collegeboard.com/freepubs.
As always, schools develop their own curriculum for courses
labeled "AP." The AP Course Audit simply specifies core elements
colleges and universities expect to see within the curriculum
you develop for college-level AP courses. You will see when
reviewing the AP Course Audit requirements that they do not
in any way constitute a mandated curriculum, and provide schools
with tremendous flexibility in development of curricula for
courses labeled "AP." Courses that meet or exceed these
expectations will be authorized to use the "AP" designation.
The AP Course Audit deliberately does not base its outcomes
on student exam grades, because doing so would put pressure
on teachers to avoid taking risks on students less certain
to succeed in an AP course. Because the AP Course Audit
requirements were established by professors from several
hundred of the nation's top colleges and universities, it is
our hope that even experienced AP teachers with high-performing
students will benefit from the opportunity the AP Course Audit
provides to reflect on their own curriculum and how they are
meeting or, in many cases, exceeding the most recent set of
expectations voiced by college and university faculty.
The College Board recognizes and applauds all the work you do
to provide quality, college-level opportunities to your students.
The AP Course Audit is a means to validate and confirm this
remarkable achievement. For more information on the AP Course
Audit, please visit http://apcentral.collegeboard.com/courseaudit
or email apaudit@collegeboard.org.
Sincerely,
AP Program
It seems to me that this section is more about vocab. words rather than
tense.
Kris Scott
-----Original Message----From: Mary Blain [mailto:mary.blain@uticak12.org]
Sent: Sunday, December 31, 2006 10:40 PM
To: AP French
Subject: [ap-french] Picture sequences
In practicing the picture sequences with your students, do you encourage
the students to use past tense i.e. passe compose vs imparfait or is it
acceptable to use the present tense? In the past I have encouraged my
students to use the past tense, however I have recently listened to some
student audio samples which received a 5 and were recounted entirely in
the present tense. Qu'en pensez-vous?
====
Course related websites:
http://apcentral.collegeboard.com/frenchlang
Voici le lien a mon site
http://www.prep.fairfield.edu/atschool/FacultyWebSites/ccarrington/index.htm
Connie Carrington
Cecile Nedellec <cnedellec@san.rr.com> wrote:
Bonsoir a tous et a toutes,
Je vais commencer un programme de AP francais literature l'annee prochaine a mon
lycee. Malheureusement je n'ai pas de collegues dans le coin qui ont enseigne ce
programme. Je me demandais si quelques-uns d'entre vous pourraient m'envoyer une
copie de leur syllabus et des choses qui ont bien marche dans leur classe. Je dois
preparer tout le programme pour l'audit.
Tout marchait si bien?jusqu'a ce qu'on me refuse le download ou
telechargement pour les puristes, simplement car je suis mac user. Et fiere
de l'etre. Mais ils n'en ont que faire.
Cat, Michigan
>
> Sarah,
>
> The site Starzik (http://www.starzik.com) allows you
> to download individual French songs from anywhere in
> the world.
>
> Bonne chance!
> Denise
>
Merci, Kam!
On 12/4/06, Kam O'Horo <koho@shorecrest.org> wrote:
Some of the drawings from previous AP language exams in any language are
excellent. The Spanish and German have worked well for me. See the link below.
http://apcentral.collegeboard.com/apc/members/exam/exam_questions/index.html
If your students have access to a computer lab, I suggest they try the following sites:
1) Clhoe in Paris http://www.ur.se/ur/sok/frameset_web.html?/chloe/index.html It is
interactive, has audio and is a detective / journalist type story in several chapters.
2) les textes integrales de Maupassant se trouvent ici: http://maupassant.free.fr/
3) Un site audio-video litterature
http://www3.unileon.es/dp/dfm/flenet/culturecours.htm has many soources to many
authors, notamment Ionesco
4) "La Cantatrice chauve" read by Ionesco http://www.ubu.com/sound/ionesco.html this
is a rare recording.
Bien a vous
Chers collègues,
J'ai le plaisir d'inviter tous vos étudiants à participer à la publication d'un
magazine littéraire annuel qui sortira en mai 06.
Je m'appelle Isabelle Picalause et enseigne le français à Campbell Hall, North
Hollywood, CA. Un de mes collègues du département d'anglais qui est aussi l'
écrivain Glen Hirshberg a fondé "Surrounded", un magazine littéraire national
destiné aux étudiants lycéens et entièrement géré par un comité d'étudiants.
Cette année, ce comité vient d'accepter ma proposition d'inclure des textes
créatifs écrits en langue française par des étudiants. Il n'y aura probablement
qu'un seul texte sélectionné cette année. Le texte ne doit pas être long, poème
ou prose et peut être accompagné d'illustrations (originales). Tout texte doit être
soumis au comité avant la fin janvier. Pour plus de précision, vous pouvez
consulter le site du magazine: http://www.surroundedmag.com/. Vous pouvez
bien entendu aussi me contacter à mon adresse ci-dessous.
Bien cordialement,
Isabelle Picalause
picalai@campbelhall.org
Chers collègues,
J'ai le plaisir d'inviter tous vos étudiants à participer à la publication d'un
magazine littéraire annuel qui sortira en mai 06.
Je m'appelle Isabelle Picalause et enseigne le français à Campbell Hall, North
Hollywood, CA. Un de mes collègues du département d'anglais qui est aussi l'
écrivain Glen Hirshberg a fondé "Surrounded", un magazine littéraire national
destiné aux étudiants lycéens et entièrement géré par un comité d'étudiants.
Cette année, ce comité vient d'accepter ma proposition d'inclure des textes
créatifs écrits en langue française par des étudiants. Il n'y aura probablement
qu'un seul texte sélectionné cette année. Le texte ne doit pas être long, poème
ou prose et peut être accompagné d'illustrations (originales). Tout texte doit être
soumis au comité avant la fin janvier. Pour plus de précision, vous pouvez
consulter le site du magazine: http://www.surroundedmag.com/. Vous pouvez
bien entendu aussi me contacter à mon adresse ci-dessous.
Bien cordialement,
Isabelle Picalause
picalai@campbelhall.org
"AP French" <ap-french@lyris.collegeboard.com> writes:
>I am in process of creating a thematic unit about La Musique Francaise.
>The essential question of the unit is "How are social and political
>issues reflected in music of an era?". Does anyone have any suggestions
>for "must include" artists such as Edith Piaf, Johnny Holliday, McSolaar,
>etc.? I intend on doing a lot of literay and historical anaylsis with
>this unit.
Je vous recommande vivement Francis Cabrel; ses chansons parlent de
l'environment "L'arbre doit tombé", les sans abris "Mme X", pour ne nommer
que quelques sujets. Aussi, le group "Autour de Lucie", avec leur chanson
"Le salon", et Corneille, avec toutes ses belles chansons qui parlent de
ce qui s'est passé au Ruanda, à lui aussi bien qu' aux autres.
Mes élèves les adorent et apprécient toujours!
Bonne chance,
I have enjoyed using the Interlude Culturel 4 ("Vive la musique!") from
Discovering French Rouge as a support for a week-long music unit. I think its
breadth helps keep the unit balanced: Lully, Carmen, Piaf, Baker, Brel, through
the popularity of World Music (including rap, rai, Afro-pop, zouk, etc.)
Are you also planning to look at other francophone music (Cajun, Zydeco,
Canadian)?
The students always enjoy the ye-ye singers, especially Hardy--Tous les
garçons.
If you're planning to go back a ways, may I suggest a CD: Serge Kerval
"Chansons - Révolutions ou L'Esprit de 1789". It has 25 songs (including La
Marseillaise, La Carmagnle, Cadet Rousselle, Il pleut bergère, La Révolte de
Petignat) from the revolutionary period, as well as Boris Vian's Le Déserteur from
1954.
If you want to unite literature and music, there's a nice "Montant chante Prévert"
CD out there. As is the case for the previous one, I don't know how readily
available it is.
Once again, you might be interested in visiting the TV5 site. Go to the music
menu and see what's availble. I don't know how useful it will be.
Feel free to contact me personally for more discussion if you're interested.
libergel@msdmail.net
Lynette Liberge
Martinsville, IN
Off the top of my head, I can think of :
Jacques Brel's LES TAUREAUX and Antoine's POURQUOI LES CANONS, both
60's anti-war songs.
Georges Brassens, Maxine Le Forestier (sp?) and Serge Gainsborogh should
offer much social commentary.
Bonne Chance,
Eliza Rowe
I am in process of creating a thematic unit about La Musique Francaise. The
essential question of the unit is "How are social and political issues reflected in
music of an era?". Does anyone have any suggestions for "must include" artists
such as Edith Piaf, Johnny Holliday, McSolaar, etc.? I intend on doing a lot of
literay and historical anaylsis with this unit.
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/
49324.html
-----Original Message----From: Debra Staffiere [mailto:pdstaf@yahoo.com]
Sent: Saturday, November 11, 2006 5:45 PM
To: AP French
Subject: Re:[ap-french] syllabus in French or Eng?
After spending half a day of professional development thinking about
the AP course audit, I realize that I have never heard anyone say
whether the syllabi need to be written in English or French. Does
anyone know?
A couple of weeks ago a group member sent a link to an article on
how to prepare students for the speaking portion of the exam. Does
anyone still have that link? I read it and forwarded it to my school
email and was unable to open the attachment and now I don't have
the original.
Hi Debbie,
I attended a conference in September where we received sample
syllabi for AP French Language approved by the College Board. Both
French and English are used in the syllabi; English seems to be used
primarily to introduce the course description while French is used for
actual planning / activities.
These samples are available online at:
http://apcentral.collegeboard.com/apc/members/courses/syllabi/index
.html
Chers collègues,
Voici quelques sites web que j’ai utilisé pour enseigner « L’Enfant Noir » et «
Pierre et Jean ».
L’Enfant Noir :
http://www.kirjasto.sci.fi/laye.htm
http://vitellus.ifrance.com/noir.htm
http://rmmla.wsu.edu/ereview/56.1/articles/weagel.asp
http://www.sonoma.edu/users/t/toczyski/camaralaye/clayeeleves.html
http://www.sonoma.edu/users/t/toczyski/camaralaye/clayeresume.html
Pierre et Jean :
http://www.classicreader.com/booktoc.php/sid.1/bookid.1540/
http://www.chez.com/bacfrancais/pierre-et-jean.html
http://www.geocities.com/odautrey/
http://www.ac-rennes.fr/pedagogie/lettres/new/natur/natpj.htm
http://www3.ac-clermont.fr/pedago/lettres/sequences/pierre&jean2.htm
AP CENTRAL(R) NEWSLETTER
AP(R) FRENCH LANGUAGE AND FRENCH LITERATURE
NO. 7, NOVEMBER 8, 2006
http://apcentral.collegeboard.com/frenchlang
http://apcentral.collegeboard.com/frenchlit
HIGHLIGHTS:
* About This Newsletter
* The AP Course Audit
* 2006 AP French Exam Materials
* Proposals Needed for 2007 AP Conference
* 2006-07 AP and Pre-AP(R) Professional Development
* New Reading List for 2008 Literature Exam
* Become an Exam Reader for AP French
ABOUT THIS NEWSLETTER
AP Central(R) periodically sends newsletters to members who have
elected to receive information about recent developments in AP
French Language or AP French Literature. (To unsubscribe or select
other course newsletters to receive, see the instructions at the
bottom of this newsletter.)
THE AP COURSE AUDIT
The AP Course Audit provides schools with clear guidelines for
each course's curricular and resource requirements. Schools
wishing to use the "AP" designation on 2007-08 courses must
participate in the AP Course Audit. Consult the following items
on AP Central as you prepare to participate in the AP Course Audit.
o AP Course Audit PowerPoint(R) presentation: Download this
presentation for information about the purpose and process of
the AP Course Audit.
o District-designed AP Course Audit activities: These articles
describe how to prepare for the AP Course Audit by organizing
syllabi-creation and review sessions.
o Syllabus self-evaluation checklist: This checklist enables
teachers to evaluate their syllabi prior to submission to ensure
that all required elements are included.
o Annotated sample syllabi: Multiple sample syllabi for each AP
course illustrate a variety of ways to meet the curricular
requirements.
o Free online presentations on the AP Course Audit process:
November 30 and December 14 -- The live, interactive presentation
on November 30 will provide attendees with an overview of both
the AP Course Audit process and the resources available to help
teachers prepare materials for submission. (This information was
presented at a previous event, which has been archived and is
available for viewing at any time.) The December 14 presentation,
also live and interactive, will feature a walk-through of the AP
Course Audit Web site demonstration, a feature described in
more detail below. These online presentations are free and open
to all education professionals.
o AP Course Audit Web site demonstration (available December 2006):
This demonstration provides an overview of the online tool and
step-by-step, graphic directions for using it to submit syllabi.
For full details, visit the links below.
* AP Course Audit Information
http://click.collegeboard.com:80/29091108.51782.0.21165
* Resources for Teachers and Administrators
http://click.collegeboard.com:80/29091108.51782.0.21553
* French Language Course Requirements
http://click.collegeboard.com:80/29091108.51782.0.22177
* French Literature Course Requirements
http://click.collegeboard.com:80/29091108.51782.0.22178
2006 AP FRENCH EXAM MATERIALS
All materials related to the 2006 AP French Language and Literature
Exams are now posted on AP Central, including the exams' freeresponse questions, sample student responses, scoring commentary,
scoring guidelines, scoring statistics, and Student Performance
Q&As. These documents join an extensive archive of exam information
from past years.
* The AP French Language Exam
http://click.collegeboard.com:80/29091108.51782.0.22179
* The AP French Literature Exam
http://click.collegeboard.com:80/29091108.51782.0.22180
PROPOSALS NEEDED FOR 2007 AP CONFERENCE
The 2007 AP Annual Conference will be held from July 11 through
July 15 at the Venetian hotel in Las Vegas.
This conference is the centerpiece of the AP Program's professional
development efforts. Each year, more than 2,500 AP professionals
attend, taking advantage of relevant and engaging sessions for
teachers of all AP courses, including French language and
literature. The conference also offers sessions in Pre-AP(R)
strategies. To learn about registration, scheduling, and other
aspects of this event, visit the "AP Annual Conference 2007" page
linked below.
To participate in the AP Annual Conference as a session presenter,
please submit a proposal related to teaching AP French Language
and/or AP French Literature. Visit the page linked below to
download and complete the application form, titled "AP Annual
Conference 2007: Call for Proposals." (Although the form indicates
that the deadline for proposals has passed, the AP Program still
needs sessions for certain courses.) All instructions for sending
a proposal are provided in the form. For additional information
about the submission and selection process, choose the link below.
* AP Annual Conference 2007
http://click.collegeboard.com:80/29091108.51782.0.20891
2006-07 AP AND PRE-AP(R) PROFESSIONAL DEVELOPMENT
The College Board holds IACET-certified professional development
workshops across the United States and abroad. Led by experienced
teachers endorsed by the College Board, these workshops help
participants:
o Meet their states' professional development requirements
o Focus on effective classroom strategies and analysis of student
work
o Prepare all students to be college-ready and to succeed in AP
courses
At every AP French workshop held by the College Board, each
participant receives a copy of the relevant course's Exam
Resources and Program Information, a book that contains the 2006
exam's free-response questions, scoring guidelines, sample student
responses, scoring commentary, and score legend, as well as excerpts
from the Course Description and the most recent Released Exam.
Experienced teachers attending an AP French workshop also get a
book focused on a specific instructional theme. At AP French
Language workshops during the current school year, that book is
Special Focus: Writing Skills; starting in January 2007 at AP
French Literature workshops, the book will be Special Focus: L’
analyse poétique.
Through the articles in Special Focus: Writing Skills, AP French
Language teachers will learn techniques designed to engage
students in the composition process and help them become more
articulate in French, both on paper and in person. Special Focus:
L'analyse poétique uses selections from the AP French Literature
reading list to demonstrate methods for strengthening students'
understanding of and writing about poetry. Both of the Special
Focus books include classroom-ready activities, and the authors
of each collection are all experienced French instructors at the
secondary or college level.
To find a workshop in your area that covers AP French Language,
AP French Literature, or related Pre-AP strategies, go to the
Institutes and Workshops search page. To bring a workshop to your
school or district, contact your local College Board regional
office. (To identify your region and find the office's contact
information, visit the Regional Offices page linked below.)
* Institutes and Workshops
http://click.collegeboard.com:80/29091108.51782.0.7612
* Regional Offices
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NEW READING LIST FOR 2008 LITERATURE EXAM
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Hi,
†
I am thinking about ways to use wikis for my AP class and would like get some ideas. (A
wiki is a web page that can edited by anyone.)† I started a wiki to share ideas about using
wikis for education:
†
http://wikistorm.wikispaces.com/UsingWikis
†
To add to the list of ideas, click on "Edit this page," type in whatever you want, then click
"Save." It's really easy to use.
†
--Domenick Chiddo
†
†
Here is a wonderful article about teaching the picture sequences.
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/
49324.html
†
There IS a specific minimum length! Thanks for clarifying this, James!
See you next year :)
Genevieve
-----Original Message----From: James Day [mailto:DayJ@gwm.sc.edu]
Sent: Miércoles, 18 de Octubre de 2006 06:39 p.m.
To: AP French
Subject: Re: [ap-french] Length of AP French language essays
Bonjour,
>>>I am wondering if there is a certain length that I should suggest to
my students to aim for on the composition part of the AP test. They are
asking how much they should try to write, so I showed them the examples
available on the AP Central site, but did not find anything specific in
the rubric as to length. Does anyone have any suggestions about this?
--Domenick Chiddo
I participated in the scoring of AP French language essays for several
years and the issue of length came up on a regular basis.
The scoring guidelines (available at
http://apcentral.collegeboard.com/apc/public/repository/_ap06_frenchlang_sg.pdf
; see the bottom of the page )
specify: "As a general rule, essays containing no more than one page of
normal-sized handwriting will not receive a score higher than 5 (out of
the possible 9 for this exercise)."
So an outstanding essay that is no longer than one page gets 5 out of
9, while a medium-quality essay of that length might get only 3 out of
9.
A longer writing sample gives the scorer more information on which to
base the score; scorers are therefore not encouraged to "give the
benefit of the doubt" to short essays.
Recourse to needless repetition, of course, is not a good way to
achieve acceptable length!
In my experience, strong essays that reached 1 1/2 to 2 pages were
eligible for top scores.
By the way, teachers who have 3 years of experience teaching AP French
might want to consider applying to be a "Reader." Future readings will
be held in Louisville, KY. ETS will pay for your travel, room, and
board, and will provide a salary that will make your creditors happy...
The reading is in early June and lasts a week.
http://apcentral.collegeboard.com/apc/public/teachers/opportunities/4137.html
Je viens de trouver le lien ci-dessous; c'est fabuleux!
http://www.educalire.net/accueil.htm
>>>Cette annee j'ai des eleves qui viennent d'Allemagne et qui me disent que,
d'apres leurs profs en Allemagne, le
verbe s'asseoir a deux formes pour la premiere personne singuliere du present:
je m'assieds et je m'asseois. Est-ce vrai?
>>>Yes that is definitely correct - both of these spellings and I have seen them
but I don't know where. I will look and get back to you if I find them.
Bonjour,
Voici un truc utile pour se renseigner sur des questions d'usage.
Tout le monde sait que le moteur de recherche Google est utile pour chercher
des sites sur un thème donné--voyages, santé, chiens, "rencontres", etc.
Mais on peut utiliser Google aussi comme un immense dictionnaire d'usage. Il
suffit de faire une recherche sur une séquence de mots tapés "entre guillemets".
Si je tape "que je m'assois" (n'oubliez pas les "...") dans la boîte de recherche
Google, le merveilleux programme indique... 48100 pages Web où l'on trouve
cette séquence de mots. Et si je tape "que je m'assieds", le résultat est de...
14000 sites.
Si je tape tout simplement "je m'assieds" (sans "que"), le résultat est de 43600
pages Web, alors que "je m'assois" donne 63900 résultats. On pourrait imaginer
d'autres séquences, d'autres contextes, avec l'une ou l'autre forme de ce verbe.
Faut-il conclure que "je m'assois" l'emporte sur "je m'assieds" (qui est en tout cas
parfaitement acceptable)?
PS: Si Google est un vaste dictionnaire d'usage, il ne s'agit pas forcément du
"bon usage". Dans bon nombre de sites où l'on trouve "que je m'assois", la
personne qui s'exprime aurait dû écrire "que je m'assoie" (puisque le contexte
exige le subjonctif) ou vice versa (on a écrit "assoie" mais le contexte exige
l'indicatif).
A nice handy tool to have in your bookmarks is the dictionary provided by
>TV5. You find on one user-friendly page the following: a "conjugator", a
>monolingual dictionary, a dictionary of synonyms, and a 2-way bilingual
>dictionary. The definitions are hyper-linked, meaning that you can click on
>any word in the definition to open a new dictionary page. My students love
>it and use it a lot!
>
>Go to: http://dictionnaire.tv5.org/
>
>Guy Vandenbroucke
>
>-----Original Message---->From: Sara Deveaux [mailto:sarad@westminster-school.org]
>Sent: Thursday, September 07, 2006 6:06 AM
>To: AP French
>Subject: Re: [ap-french] rubrics
>
>Does anyone know of an on-line dictionary and/or encyclopedia for French?
>Our library has one (Grolier) for Spanish but does not know of one for
>French. I am also looking for feedback on software (Rosetta Stone?
>Système-D?) that other people have used and find useful. We use Mac
>computers.
>
ure, Rita; the web page is at http://dachid.people.wm.edu/599/599.htm
Let me know if you have any questions about it. Once I have my AP students
podcasting, I will share the addresses of their sites so that you can see what we are doing.
--Domenick Chiddo
Rita Davis <RDavis@AgnesIrwin.org> wrote:
Hi Domenick,
I’m wondering if we can have access to your web page. I’m just switching over
from using tapes...to trying the podcasts, and I’d be very interested in getting
some more input.
Thanks for considering...
Rita
ure, Rita; the web page is at http://dachid.people.wm.edu/599/599.htm
Let me know if you have any questions about it. Once I have my AP students
podcasting, I will share the addresses of their sites so that you can see what we are doing.
--Domenick Chiddo
Rita Davis <RDavis@AgnesIrwin.org> wrote:
Hi Domenick,
I’m wondering if we can have access to your web page. I’m just switching over
from using tapes...to trying the podcasts, and I’d be very interested in getting
some more input.
Thanks for considering...
Rita
A great grammar program is Etudiant, by eStudent (www.estudent.ca). I
met the creator at the Northeast conference this past spring. I just
ordered a copy of the software for myself and I think it's well worth
its price (about $85). There is also software intended for the teacher
(Professeur), which allows you to create quizzes and worksheets in a
matter of minutes. It's a bit pricier (about $495), but if your school
has the money, it seems to be an invaluable resource for French
teachers. The company also offers the same software products in
Spanish. Also, there is a break in price per copy when you buy multiple
copies.
Katherine Stine
-----Original Message----From: Kathy [mailto:kgrugan@beld.net]
Sent: Tuesday, September 05, 2006 8:37 PM
To: AP French
Subject: [ap-french] request for software recommendations
My school is in the process of significantly upgrading computers and the
focus for this academic year will be to incorporate technology into our
curriculum. We have some money to invest in software but I do not want
to order programs based solely on catalog descriptions. I am hoping that
some of you can recommend programs that you have used and liked. I am
looking for programs that students can use to review grammar (at all
levels) as well as programs for cultural enrichment that the students
might find "fun". I appreciate any help that you can give. Good luck
to all as we start another school year!!
I write in English as the accents do not translate well by some servers. Please excuse.
I just used the DVD's mentioned below in my FR IV class. The series, "C'est pas sorcier"
is fantastic! The DVD's do not provide sub-titles for the hearing challenged. The
episodes last 30 minutes and on the DVD there is an extra 8 tp 10 question quiz on the
important ideas for each of the 4 episodes per CD.
There is an easy way to be able to play European standard DVD's and VCR tapes. One
just needs a multi country/system player. I purchased mine in an American PX in
Belgium. The price is just a bit higher than an average US price. So, make friends with a
soldier.
I call to your attention to a film called, Vercingetorix". It is not the best, but, it is worth it
for a history class taught in French.
Attention Attention ! ! Video clips can be rented on the Internet from ARTE. It is ARTE
VOD.
http://www.artevod.com/home.do;jsessionid=BADAA23B5440083BA1A2B7D9378DB6
EB
There are all sorts of videos: from culture to art to history that have previously aired on
TV , ARTE. They rent for 1$ to 5$. (5 minute clips to 1 hour clips)
The site must be explored well to find the treasures that we would like to show our
students: How did people eat in Roman times; during the renaissance, etc;
http://www.artevod.com/programDetails.do;jsessionid=33666A531592C43ED6A808921
8417B89?emissionId=1387 I got to this under "Themes" and then" history". "Le dessous
des cartes" is perfect 10 minutes clips explaining historic details; Look for Haiti parts 1
and 2.
The US film "Prisonners of Time" takes place in the US and France and works with the
DVD "C'est pas sorcier" : Chateaux forts.
The French film "Arsene Lupin" goes great with the stories of the same personnage (end
of 19h century). It is very "Wild, wild, wild, west" in it's look and action.
TV 5 has a series of 2 minutes clips on culture, words, expressions and grammar!!. Great
for use in class and free! http://www.tv5.org/TV5Site/lf/merci_professeur.php?id=2591
TV 5 has many videos for free or rent.
Hi everyone,
If anyone is interested, I recently made a website about how to use computer
applications for student-centered activities in language classes. The applications are all
available for free on the internet, and I am planning to use them in my AP French class
this year.
My favorite site is Odeo studio, which allows students to record audio to make an
electronic portfolio of their speaking work. I talk about how to use Odeo in the
Podcasting section of the web site.
Here is the address:
dachid.people.wm.edu/599/599.htm
I'll try to put it in the links section of the Yahoo Group site as well.
--Domenick Chiddo
Je vois qu'il y a beaucoup de demandes de syllabus mais pas beaucoup
d'offres!!!
Si vous voulez voir mon syllabus pour les neuf premieres semaines de cours,
il se trouve sur le site www.schoolnotes.com. Il faut indiquer le code
postal de mon ecole (75039) et ensuite, vous pouvez cliquer sur mon nom
Ryder, Sabrina AP French.
C'est seulement la deuxieme annee que j'enseigne la classe AP donc je ne
suis pas encore experte en la matiere, mais tous mes eleves ont reussi
l'examen l'annee derniere (deux 3, trois 4 et deux 5). J'ai vraiment de la
chance car j'enseigne dans une ecole ou les eleves sont en general
excellents dans la plupart des matieres. Mes classes sont petites donc les
eleves ont l'occasion de participer beaucoup. Toutes les activites que je
fais pendant l'annee sont basees sur le modele de l'examen et c'est
peut-etre ca qui marche bien.
Sabrina Ryder
The North Hills School
Irving, Texas
don't know if this has been broached yet...
It is possible to ask ETS to perform a "handscore" of her multiply guess
part of the exam for a fee, I think $25. If it is discovered that it is
human error (i.e. she skipped a line and so the whole scan-tron is off)
she will get credit. Ask your AP coordinator for details...
I proposed this to a student of mine, last year when he got a 2, and we
were expecting at least a 3. He never followed through...
Ginnae
-----Original Message----From: Karen Girondel [mailto:girondel@rcn.com]
Sent: Monday, August 07, 2006 9:48 AM
To: AP French
Subject: [ap-french] AP Lit scoring
I was very disappointed with the scores of my AP Fr Lit kids this year.
While my class was much better than last year's, I had fewer students
score a 5. In addition, one of my best students received a score of 1 !!
Both she and I were shocked and I'm wondering if there might be a way in
which a score can be reviewed or at least double-checked? Does anyone
know if there is any recourse to find out if she made a mistake filling
out the bubbles or if she simply bombed the exam. She came out of the
exam feeling quite confident, her French is really good and she is a
good writer!
Je vois qu'il y a beaucoup de demandes de syllabus mais pas beaucoup
d'offres!!!
Si vous voulez voir mon syllabus pour les neuf premieres semaines de cours,
il se trouve sur le site www.schoolnotes.com. Il faut indiquer le code
postal de mon ecole (75039) et ensuite, vous pouvez cliquer sur mon nom
Ryder, Sabrina AP French.
C'est seulement la deuxieme annee que j'enseigne la classe AP donc je ne
suis pas encore experte en la matiere, mais tous mes eleves ont reussi
l'examen l'annee derniere (deux 3, trois 4 et deux 5). J'ai vraiment de la
chance car j'enseigne dans une ecole ou les eleves sont en general
excellents dans la plupart des matieres. Mes classes sont petites donc les
eleves ont l'occasion de participer beaucoup. Toutes les activites que je
fais pendant l'annee sont basees sur le modele de l'examen et c'est
peut-etre ca qui marche bien.
Sabrina Ryder
The North Hills School
Irving, Texas
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Bonjour,
As an AP Reader with many years of experience scoring the exams, I can
confirm that the statement below corresponds to current policy for scoring the
picture sequences:
"It's all a matter of balance. The AP would prefer a good answer in the present
than a poor one in the past."
The French scoring guidelines differ with the opinion of at least one Spanish
teacher, who wrote:
"And every picture sequence tells a story in the past. So, I tell students, this is a
preterit versus imperfect activity." Go to
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/49324.
html
My communicative instincts, contrary to those of our Spanish teaching colleague,
are that as we work through the picture sequence, we are witnessing and
narrating a story that is unfolding in the present. The past tenses might very well
come up, but they should not be obligatory.
For example, if I were to respond in my native English to the picture sequence
used in the 2006 AP French exam, I might say:
(see
http://apcentral.collegeboard.com/apc/public/repository/_ap06_frq_frenchlang_51
618.pdf)
"A student IS at his graduation ceremony and RECEIVES his high school
diploma. He probably ENJOYS a pleasant summer after that, then he SHOWS
up for the beginning of college. He IMAGINES all the good times he WILL HAVE
[examples...]. But a bit later he HAS a reality check in the bookstore. He probably
HADN'T IMAGINED that he WOULD HAVE TO BUY so many books. He GOES
back to his room and LOOKS worried as he THINKS about all the work HE'S
GOING TO HAVE TO DO."
This sounds idiomatic and appropriate for the pictorial context. The present tense
dominates, but other tenses come up when needed. I wouldn't hesitate to give
my response the top grade of 5!
In addition, if you think about it, a lot of our students would have trouble getting
the French right for “receives,” “enjoys a pleasant summer,” “shows up,” “hadn’t
imagined,” “looks worried,” etc. (We won’t even talk about “graduation
ceremony”*). A student who can put my English response into French with only a
few mistakes is at a high level.
In short, students doing this exercise should not feel that they have to find places
to use the past tenses. (For that matter, which is more impressive: “il s’aperçoit
qu’il doit acheter beaucoup de livres” or “il a acheté beaucoup de livres”?) The
appropriateness is what counts, along with accuracy.
Here's what it takes to get a 5 (maximum score) on the speaking sequence:
--> Response demonstrates very good or superior communicative skills
- A well-developed and appropriate answer characterized by the correct use of a
variety of syntactic structures
- Broad use of vocabulary
- Sustained presentation and connection of ideas
- Easily comprehensible pronunciation
- Approaches or reaches a high level of fluency (ease of expression)
http://apcentral.collegeboard.com/apc/public/repository/_ap06_frenchlang_sg.pdf
>>> the last exam released says that students are mostly graded for their use of
vocabulary in this question.
This is true, especially to the extent that “vocabulary” is appropriate, structurally
correct, and natural-sounding.
>>>J'ai toujours encourage les plus habiles a utiliser le passe et les
vraiment forts a glisser un petit present lorsque qu'un element general
permet l'emploi du present. Maintenant, il est evidemment tres 'puzzling'
(je ne trouve pas le mot en francais, pardon) de savoir qu'une bonne note
peut etre acquise par le simple emploi du present.
Hum !
> In practicing the picture sequences with your students, do you encourage the
> students to use past tense i.e. passe compose vs imparfait or is it acceptable
> to use the present tense? In the past I have encouraged my students to use
> the past tense, however I have recently listened to some student audio
samples
> which received a 5 and were recounted entirely in the present tense. Qu'en
> pensez-vous?
My question is: since the picture sequence is a somewhat artificial exercise, do
you have your students practice in their native language before trying it in
French?
Bien cordialement,
James Day
AP French Chief Reader
U. of South Carolina
====
Course related websites:
http://apcentral.collegeboard.com/frenchlang
http://apcentral.collegeboard.com/frenchlit
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