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The Art of Teaching Free Response Skills Presented by Lou Baskinger & Ed Weiss APAC 2014 1
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The Art of Teaching
Free Response Skills
Presented byLou Baskinger & Ed Weiss
APAC 2014
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50% of the exam
4 sections with equal weight – 12.5% each
All 3 modes in action Interpretive Interpersonal Presentational
The Free Response Section
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The total time needed to complete the free
response section is approx. 1h30
The email is the first free response task It lasts 15 minutes
The cultural comparison is the final task of the exam It lasts 7 minutes
Free Response Facts
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Testing Conditions Your school Conversations you need to have
Tech director AP coordinator Exam proctor
Free Response Logistics
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The email will be done in the same room as
the multiple choice sections
The cultural comparison is done in an environment where recordings can be done such as a language lab, library or computer lab
Free Response Logistics
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15 minutes of reading and writing
Skill sets that begin in year one
Skills that can be practiced at all levels
A task that has real world applications
The Email
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Interpretive Mode
Reading the email This task should take approx. 3 –
4 minutes
Interpersonal Mode Writing the email
This task will take approx. 10 minutes
Modes of Communication
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Maintains the exchange with a response that is clearly appropriate within the context of the task
Provides required information (e.g., responses to questions, request for details) with frequent elaboration
What the Scoring Guidelines Tell Us
The Task
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Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
Varied and appropriate vocabulary and idiomatic language
Accuracy and variety in grammar, syntax, and usage with few errors
What the Guidelines
Tell Us Language
control
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Mostly consistent use of register appropriate for the situation; control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing), despite occasional errors
Variety of simple and compound sentences, and some complex sentences
What the Guidelines Tell Us
Language control
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Opening salutation
Answer the 1st question
Answer the 2nd question
Ask for information
Closing salutation
The Big 5
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The register is FORMAL despite the fact that
students usually are informal in their emails
Avoid using conventions of speaking Ask questions in a more formal method than “pitch of voice” method
Use a mix of simple and complex sentences
Use a variety of tenses and grammatical structures
The Big Picture
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The email is formal and is not coming from a
friend or family member Because it is task oriented, it will be from
someone proposing an opportunity or an invitation
Examples Join a study abroad group Be a part of an environmental study group Work at a summer camp
The Nature of the Email
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While reading, underline or highlight key
words This will prompt the student to elaborate on
these key ideas
While reading, underline or highlight the questions This will remind the student to answer them
First Job - Reading
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Have students read a variety of
communicative pieces i.e. letters, emails, Q & A
The length of the email is brief and must be read in 2-3 minutes so, have students read a variety of readings at that length
Reading Strategies
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Provide concise replies BUT take the time to
add conventions of politeness Thank you for having contacted me I appreciate receiving your email
Respond to all questions in a complete manner
Demonstrate a sense of organization
Writing Strategies
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When responding to the questions, provide
sufficient details – go beyond the simple “yes” and “no” type answers Elaboration!!!
With only about 10-12 minutes to write, this is an exercise requiring spontaneous (yet organized!) writing
Writing…
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Strategies for each step of the email
Let’s look at the BIG 5
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Remember the register – FORMAL
Open with a “Dear Sir or Madame” (& last name)
-pay attention to spelling of “Dear” (M/F)-Cher vs Chère Distinguido/a-Caro / Gentile Sehr Geehrte
Include an expression of politeness to begin the message
Opening Salutation
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This polite register which follows cultural
conventions addresses the rubrics demand for:
Elaboration Maintaning the exchange Appropriate language Cultural conventions
Opening…
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Examples of opening politeness:
“Thank you for your correspondence”
“I appreciate having received your email”
“I thank you for having sent me this note”
Opening…
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The responses give the student the
opportunity to:
Personalize their email Demonstrate the ability to form compound
and complex sentences Use a variety of appropriate vocabulary Demonstrate language control
Responses to Questions
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There are generally two questions in the
original email to be answered by the student The questions offer the opportunity for
elaboration, certainly beyond “yes” and “no”.
Coming later, a scaffolded example based on…. Example: The email concerns an invitation to
join a student travel group. A question asks if the student is interested in travelling during the summer to study abroad.
Responses to Questions
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THIS IS THE MOST FORGOTTEN ITEM OF ALL
THE FIVE TASKS THAT STUDENT MUST PERFORM!!!
The omission of this one item can result in the difference of a point on this task
Remember the register - FORMAL
Request for Information
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Examples
Would you be able to send me a detailed brochure about your program? The question would be asked in a FORMAL
manner You would not use the “voice intonation”
method Vous pourriez m’envoyer une brochure? Pourriez-vous m’envoyer une brochure? Est-ce que vous pourriez m’envoyer une
brochure?
Request for Information
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There are any number of appropriate closing
salutations for the email – these formal email closings tend to be shorter than those used in letters
Cordially Sincerely
Closing Salutation
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To demonstrate varied, appropriate and
idiomatic language as well a control of cultural conventions, these expressions can add to the quality of the email:
Thank you in advance I am looking forward to your answer Pending a favorable response I thank you for having contacted me
Helpful Expressions
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Email reading and writing can begin in level
one
Preparing students for the Email
Dear French 1 student,This week we have a test.There is a help session today after school.Would you like to come?Cordially,Monsieur Bib
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Opening salutation
Answering questions
Closing salutations
The concept of formal vs. informal communication
Skills acquired in level 1
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Level 2 Email Prep
Dear Central Hgh Student,The teachers and administrators of Central High want our school to be number one in the area. Please answer the following questions:1) In which sports or activities did you participate
this year?2) What new activities would you like at CHS?Thank you for your cooperation,Mister Javert, principal
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The ability to express oneself in present and
past tenses
The capacity to express preferences
Skills acquired at level 2
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Students in a level 2, 3 or 4 class are asked if
they would like to participate in a study abroad program for three weeks in the summer
Yes I would like to participate I would like to participate in the study abroad
program I am interested in participating in your three
week study abroad program. I love travel.
Question answering skills scaffolded
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I am quite interested in your three week study
abroad program. I have traveled a lot with my family and love learning about other cultures, especially the food and fashion.
The idea of taking part in a three week study abroad program fascinates me! Having already traveled to nine different countries with both my parents and youth groups, I have a passion for expanding my horizons through exposure to new cultures.
Question answering skills scaffolded
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Like all skills on the AP exam, student
exposure begins on day one of level one The email is an activity that is easily
adaptable to all levels Spontaneous writing is a skill that will be
fostered across our curriculum Your students can reach a high level of
proficiency with the email early in the AP course
In summary…
The Cultural Comparison
Presentational Speaking
Effective treatment of topic within the context
of the task
Clearly compares the student’s own community with the target culture, including supporting details and relevant examples
Demonstrates understanding of the target culture, (despite a few minor inaccuracies)
What the Scoring Guidelines Tell Us
The Task
The What?
These three dimensions/descriptors of the Presentational Scoring Guidelines are the…Gate Keeper
The Task – El Umbral
Organized presentation; effective use of
transitional elements or cohesive devices
Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
Varied and appropriate vocabulary and idiomatic language
What the Scoring Guidelines Tell Us
Language control
Accuracy and variety in grammar, syntax, and usage
with few errors
Mostly consistent use of register appropriate for this presentation
Pronunciation, intonation and pacing make the responses comprehensible; errors do not impede comprehensibility
Clarification or self-correction (if present) improves comprehensibility
What the Scoring Guidelines Tell Us
Language control
The How?
These dimensions/descriptors of the Presentational Scoring Guidelines score the language performance
El Lenguaje
7 minutes
1 minute to read directions 4 minutes to read theme of the
presentation and to prepare it
2 minutes to record the presentation
The Cultural Comparison
Skill sets that begin in year one
Skills that can be practiced at all levels
A task that has real world applications
The Cultural Comparison
Interpretive Mode
Reading the theme and relating it to what the student has experienced throughout his/her years of study
Presentational Mode
An informative formal presentation that compares with detail two cultures
Modes of Communication
Introduction – Topic of the presentation
Information of the World Language-speaking culture
Information of the student’s own culture
Comparison of the two cultures with detail
Conclusion – Bringing the presentation to closure*
The Big 5
The register is FORMAL
Information that is accurate and detailed
Similarities and Differences emphasized
The Big Picture
Organized with effective use of transitional
elements or cohesive devises
Fully understandable
Ease and clarity of expression
Varied and appropriate vocabulary and idiomatic language
The Big Picture
Así comoIgual queDe la misma maneraSemejanteEn cambioAl contrarioA diferencia deSin embargoSino
Transitional Elements
Accuracy and variety in grammar, syntax and usage
Consistent use of register appropriate presentational mode
Pronunciation, intonation and pacing - comprehensibility
Clarification or self-correction improves comprehensibility
The Big Picture
A formal presentation which explains a product, practice or perspective of a world-language speaking culture and clearly compares this product, practice or perspective to one of the student’s community
The Nature of the Cultural Comparison
Products - the things people make and use. The can be
tangible (item of clothing, an artesian work, a monument) o intangible (laws, education system)
Practices - The actions of a people. The manners of
celebrating holidays, special events but also can be daily practices… the way in which the members of a culture great each other, learn, work or interact on a daily basis
Perspectives - The things that indication how the people
of a culture see the world, what their values are, what they believe, the relation between the humans and nature, their attitudes about life and death, religious beliefs, the concept of family and friends, the value of work.
Products, Practices, Perspectives
Read the prompt, underline key words
Be sure to focus on the intent of the question
Think product, practice, and/or perspective
First Job - Reading
Provide an introductory statement…
Inform the audience what you will be presenting
Provide information of the target language culture
Compare this information with your own community
Define your community!
Organization Strategies
Presentational Speaking is no different than Presentational
Writing
It is not merely Uds. – It is formal in tone – conventions of formality
in organization and phrasing
Speaking…
Address the audience
Inform them of the topic
Inform them of the focus on comparison of cultures
Opening Statement
If time allows, bring the presentation to closure…restate what you have accomplished in your presentation.
Closing
… quisiera comparar…… una semejanza entre esto y mi comunidad es…… lo que hay en común en las dos comunidades…… un nexo entre las dos culturas… otra semejanza… en ambas culturas / comunidades… se puede concluir que…
Helpful Expressions for Organization
A look at level 1
Scaffolding the Cultural Comparison
Conocer and Saber
to know and to knowHay
there is, there areAcabar de
to have justMe gusta – to likeDibujar – to draw
Skills acquired in level 1
Avancemos 1 – McDougal Littell
Murals of MexicoIntroduce Frida Kahlo
¿Qué opinión tiene tu comunidad del arte? ¿Hay un artista o una artista en tu comunidad que
conoces? ¿Qué pinta o dibuja? ¿Por qué te gusta su arte?
Por ejemplo
Preterite and Imperfect Tenses
Irregular Conjugation of Ir
Demonstratives
Skills acquired in level 2
Avancemos 2 – McDougal Littell
Copa Mundial
¿Participabas en un deportes? ¿Fuiste a un partido profesional de un deporte? ¿Qué opinión tiene tu comunidad sobre los deportes? ¿Son importantes… por qué sí o por qué no? Compara la copa mundial y The Super Bowl ¿Cómo es La Copa Mundial como March Madness?
Por ejemplo
Open Ended…
Use the AP Question Format
- Fashion the question to the unit that you are presenting in class
Level 3
Nuestra comunidad
The “Anchor” Unit
Create and distribute graphic organizers for the
task
Keep these graphic organizers as a log of information
Teach transitional devices… start with basic words and develop them into more sophisticated phrases
Practice often… starting at the beginning of the course
Critique presentations pointing out good efforts
During the year…
CULTURAL COMPARISONS
Tema de la presentación: _________________________________________________________________ 5 Producto 5 Práctica 5 Perspectiva
País(es): _______________________________________________________________________________
Puntos que discutir: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mi comunidad:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
An example…
Contact informationLou Baskinger – [email protected]
Ed Weiss – [email protected]
The entire presentation can be viewed at Eds site:
Simply Google “Ed Weiss”
The last link on Ed’s site is titled “A-PAC”
