FRENCH LANGUAGE AND CULTURE
This session is designed for both new and experienced teachers. The session will be presented in French most of the time. It will be delivered online, both synchronously and asynchronously. Participants will participate as a whole group through daily Zoom sessions and will also work individually or with other participants asynchronously. Participants must have access to the internet and use a computer with good audio and camera in quiet surroundings. It might be useful to be able to print some documents used in the training.
Participants will explore in detail the AP French and Culture program and examination and the available resources. Of equal importance, the consultant and participants will share best practices to improve or implement a good vertical articulation throughout their French program. This session will benefit not only AP teachers but all French teachers. All the competences necessary to perform well on the AP exam will be discussed, and successful lesson plans and assessments will be shared. Participants will work collaboratively to create their own lesson plans.
Each of the 4 days– 2 hours of synchronous in morning – 2 hours in afternoon, and 4 hours asynchronous - morning and afternoon, repeated over 4 days. This schedule will provide the 30 hours required by the College Board.
JOUR 1 – matinée
Participants will explore in detail the AP French and Culture program and examination and the available resources. Of equal importance, the consultant and participants will share best practices to improve or implement a good vertical articulation throughout their French program. This session will benefit not only AP teachers but all French teachers. All the competences necessary to perform well on the AP exam will be discussed, and successful lesson plans and assessments will be shared. Participants will work collaboratively to create their own lesson plans.
Each of the 4 days– 2 hours of synchronous in morning – 2 hours in afternoon, and 4 hours asynchronous - morning and afternoon, repeated over 4 days. This schedule will provide the 30 hours required by the College Board.
JOUR 1 – matinée
Synchronous
• Introduction et objectifs de l’atelier
• Organisation et protocole sur Zoom
• Explication du projet final présenté le dernier jour
• Organisation et protocole sur Zoom
• Explication du projet final présenté le dernier jour
Bénéfices du nouveau programme AP – Inclure tous les élèves (Equity and access)
Discussion en groupes (breakout rooms) et ensemble (whole group)
• Situation actuelle du français dans votre école – Importance de l’AP pour le programme
• Témoignages des professeurs AP de notre groupe qui ont déjà enseigné le nouvel AP
• Comment utiliser « LE GRAND CONCOURS » programme, préparation AP
• Survol du nouveau programme AP Langue et Culture et de son examen
• Les six thèmes du cours.
• La partie Q.C.M
• Les 4 réponses libres
• Témoignages des professeurs AP de notre groupe qui ont déjà enseigné le nouvel AP
• Comment utiliser « LE GRAND CONCOURS » programme, préparation AP
• Survol du nouveau programme AP Langue et Culture et de son examen
• Les six thèmes du cours.
• La partie Q.C.M
• Les 4 réponses libres
Asynchronous
Individuellement, réfléchissez aux activités qui dans vos cours de français (1-IV) préparent les élèves pour le programme AP français et culture.
Jour 1 – Après-midi
Synchronous
Discussion break-out rooms et ensemble :
• Interpretive reading»? Dès les petits niveaux
• Presentational and interpersonal writing »? Dès les petits niveaux
• Interpersonal speaking »? Dès les petits niveaux
• Presentational speaking »? Dès les petits niveaux
• Interpretive reading»? Dès les petits niveaux
• Presentational and interpersonal writing »? Dès les petits niveaux
• Interpersonal speaking »? Dès les petits niveaux
• Presentational speaking »? Dès les petits niveaux
Asynchronous
Exploration indépendante: Allez sur le site du Collegeboard ci-dessous. Explorez et demain, venez prêts à discuter :Ce que vous avez aimé et allez utiliser dans votre cours AP, et pourquoi-
https://apcentral.collegeboard.org/pdf/ap-french-language-and-culture-course-and-exam-description.pdf?course=ap-french-language-and-culture
https://apcentral.collegeboard.org/pdf/ap-french-language-and-culture-course-and-exam-description.pdf?course=ap-french-language-and-culture
For 33 years, I taught French at TJHSS, an excellent public high school in FCPS. I retired three years ago. I now enjoy being an assistant professor at Northern Virginia Community College.
I keep working in various other academic fields: I served as a member and co-chair of the College Board AP French Language and Culture development committee and participate every year in the AP French reading as a table leader.
I have been a College Board consultant since 1998 and, each summer, I train French teachers to implement rigorous AP programs in their schools.
Additionally, I chair the National French Contest (Grand Concours) since 2002. This is a secondary national exam that is offered to French students each spring.
I became a National Board-certified teacher in 2002 and renewed my national license in 2012.
I received the Ordre des PALMES ACADEMIQUES in 2001, which is a public award given by the French government for public service of merit.
I co-authored textbooks currently used in many Advanced Placement classrooms:
I keep working in various other academic fields: I served as a member and co-chair of the College Board AP French Language and Culture development committee and participate every year in the AP French reading as a table leader.
I have been a College Board consultant since 1998 and, each summer, I train French teachers to implement rigorous AP programs in their schools.
Additionally, I chair the National French Contest (Grand Concours) since 2002. This is a secondary national exam that is offered to French students each spring.
I became a National Board-certified teacher in 2002 and renewed my national license in 2012.
I received the Ordre des PALMES ACADEMIQUES in 2001, which is a public award given by the French government for public service of merit.
I co-authored textbooks currently used in many Advanced Placement classrooms:
• EMC – T’es Branché?
• Vista Higher Learning – Thèmes.
• Vista Higher Learning – Thèmes.
Genevieve Delfosse
GJDelfosse@fcps.edu
The AP French Language and Culture APSI course is designed to maximize the learner experience, providing relevant AP content and pedagogy through meaningful engagement–all focused on best practices for preparing your AP students for success.
An overview of the structure and content of the thematically organized AP French Language and Culture exam will be provided. Relevant materials and specific instructional techniques for teaching the curriculum will be presented, discussed, and evaluated.
Participants will explore the new AP resources that will help them plan/focus instruction and provide them with feedback throughout the year for areas where individual students need additional focus: unit guides, personal progress checks, and the AP question bank.
Participants will develop materials for use in the extensive practice by reviewing the rubrics and the achievement level descriptors that are used by the AP readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam.
Considerable time will be devoted to reviewing and interpreting assessment performance from the June 2022 exam’s student samples. Information about the required AP syllabus will be shared by presenters and participating AP teachers.
Throughout the week, participants will gain deeper insight in the following key takeaways: Understanding the Course, Teaching the Course, Assessing Student Progress, and Planning the Course.
An overview of the structure and content of the thematically organized AP French Language and Culture exam will be provided. Relevant materials and specific instructional techniques for teaching the curriculum will be presented, discussed, and evaluated.
Participants will explore the new AP resources that will help them plan/focus instruction and provide them with feedback throughout the year for areas where individual students need additional focus: unit guides, personal progress checks, and the AP question bank.
Participants will develop materials for use in the extensive practice by reviewing the rubrics and the achievement level descriptors that are used by the AP readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam.
Considerable time will be devoted to reviewing and interpreting assessment performance from the June 2022 exam’s student samples. Information about the required AP syllabus will be shared by presenters and participating AP teachers.
Throughout the week, participants will gain deeper insight in the following key takeaways: Understanding the Course, Teaching the Course, Assessing Student Progress, and Planning the Course.
JOUR 2 – matinée
Synchronous
• Breakout rooms : dans les groupes séparés, compte-rendu de l’exploration du CED
• Partage en groupe.
• Breakout rooms and as a group: Quel matériel utiliser pour le programme AP.
• https://apstudents.collegeboard.org/courses/ap-french-language-and-culture
• Autres ressources disponibles : Vista THÈMES, Ladd, Barron’s, APprenons, T’es Branché
• Partage en groupe.
• Breakout rooms and as a group: Quel matériel utiliser pour le programme AP.
• https://apstudents.collegeboard.org/courses/ap-french-language-and-culture
• Autres ressources disponibles : Vista THÈMES, Ladd, Barron’s, APprenons, T’es Branché
Asynchronous Explore the AP classroom
Exploration et compte-rendu au groupe
Jour 2 – après-midi
Synchronous
Le programme AP Langue et culture en details – Powerpoint -Interpretive Reading in the AP program and on the exam. QCM parties A et B
• Discussion de la lecture et écoute en programme pre-AP
• Ressources et documents authentiques
• Comment améliorer la performance des élèves?
Modèle de leçon : Les Défis de la planète – Chanson Respire.
• Lecture
• écoute
• vocabulaire
• grammaire
• Remue-méninges pour partager des idées de plans de leçons
On discute « Projet final ». Plan de leçon sur 2 ou 3 jours qui incorpore au moins quatre des six compétences requises dans le programme AP. Listening, reading, writing presentational or interpersonal, speaking, interpersonal and presentational.
• It might include songs, grammar activities, whatever will engage students.
• We will present last day of workshop, probably in afternoon.
• You will work with 2 or 3 colleagues: exchange now contact information
Asynchronous
• Pour les nouveaux professeurs : Passez la section A et B de l’examen de 2012
• Explorez les ressources de AP classroom pour la lecture et l’écoute
• Commencez à travailler sur votre plan de leçon avec quelques collègues.
Jour 3 – matinée
Synchronous
On partage les impressions de l’examen partie QCM.
En détails, explication des 4 tâches libres
TÂCHE 1 - LE COURRIEL - Interpersonal writing
• Explication de la tâche - Powerpoint
• Ressources
• Modèles
Breakout rooms : Pratique avec des Courriels donnés aux examens 2018 et 2019*. Corrections de 3 courriels par les participants et discussion en groupe.
TÂCHE 2 - L’ESSAI ARGUMENTATIF– Presentational writing - Powerpoint et discussion
• Explication de la tâche
• Ressources
• Modèles
• Discussions des notes.
• Comment améliorer la performance des élèves
• Articulation verticale : l’écrit dans les classes pré-AP – la grammaire ?
• Partage des « bonnes stratégies »
Asynchronous: On travaille sur le projet final qui va être présenté jour 4 – après midi
Jour 3 – après-midi
Synchronous
TÂCHE 3 - LA CONVERSATION DIRIGÉE - Interpersonal speaking
· Explication de la tâche -Powerpoint
· Modèles et Pratique avec les conversations de AP central.
· Stratégies pour améliorer la performance des élèves AP à l’oral
· Articulation verticale : on commence dès Français I
· Echange de « bonnes pratiques » pour la communication interpersonnelle
Breakout rooms : Participants notent 3 conversations dirigées. On partage la notation
Asynchronous Participants finalisent leur « projet – plan de leçon »
Jour 4 - matinée
Synchronous
Tâche 4 – La comparaison Culturelle - Presentational speaking
• Explication de la tâche
• Ressources
• Modèles
• Pratique avec les sujets donnés précédemment.
Breakout rooms : participants pratiquent la Comparaison culturelle
Prononciation et les stratégies pour améliorer
• Transcription des évaluations orales
• Les chansons et les poèmes
Asynchronous: Exploration du Syllabus et des ressources sur AP central (new teachers only).
Jour 4 – après-midi only Synchronous
• Recommendations pour Le syllabus : « course requirements = CRs », ressources disponibles.
• Présentations des groupes et leur « Plan de leçon »
• Évaluations en ligne
• Comment télécharger les ressources de l’atelier.