AP® Spanish Language and Culture Course and Exam

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1 AP® Spanish Language and Culture Course and Exam
This presentation is meant to provide you with an overview of the AP Spanish Language Course and Exam AP® Spanish Language and Culture Course and Exam

2 AP® Spanish Language and Culture . . .
Aligns with the National Standards Reflects best practices at the college level Supports awarding of college credit and placement Prepares students for success in subsequent college/university courses

3 Goals of AP® Spanish Language and Culture
Enhance student performance in the three modes of communication: Interpersonal Interpretive Presentational Engage students in making cultural connections Provide students with opportunities to further develop their language skills The course has a thematic approach. The course includes a focus on culture as described in the Standards: cultural products, practices, and perspectives. The focus of the course is on integrated content/skills and the development of students’ proficiencies in the three modes of communication as defined by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive and Presentational. The course includes a emphasis on culture as described by the Standards. Culture is to be embedded throughout the course with a focus on products, practices and perspectives.

4 Course Sequence & Curriculum Framework
AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence. The curriculum framework can be used to inform the entire program of instruction from the beginning to AP. Click to add notes.

5 The Curriculum Framework
The Curriculum Framework provides information on… How to develop students’ proficiencies in each of the three modes of communication Expected levels of performance for each learning objective How to design thematic instruction How to unify instruction in classes that have students with combined levels Developing activities that focus on same theme and mode Differentiating instruction The Curriculum Framework can serve to inform an entire program of study in Spanish from the beginning level through AP.

6 Scope of the Course The AP® Spanish Language and Culture course:
Integrates language, content and culture Helps students “function in the language” rather than “learn language function” Promotes fluency and accuracy in language use, recognizing the importance of language structures, but placing priority on communication Remind participants that grammar and language structures should be taught in how they serve communication.

7 Focus on Communication
The course is designed around an overarching premise: When communicating, AP® world language students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). The “overarching premise” of the Curriculum Framework is based on the “5 C’s defined by the Standards for Foreign Language Learning in the 21st Century.

8 The Three Modes of Communication
Interpersonal Communication Active negotiation of meaning among individuals through conversation (face-to-face or telephonic); or through reading and writing (e.g., exchange of personal letters, notes, or s or participation in written online discussions) Interpretive Communication No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television, and speeches Presentational Communication Creation of spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® Spanish Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.

9 Learning Objectives Spoken Interpersonal Communication
Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication At the core of the AP Spanish Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).

10 Performance Guidelines
Pre-Advanced Novice Intermediate Student performance in the course is described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is described relative to performance guidelines established by the profession, colleges and universities can better grasp how a score of 3, 4, or 5 is relevant, and place students appropriately by proficiency. AP Course

11 Achievement Level Descriptions (ALDs)
Represent a student’s progression along the second language learning trajectory Provide explicit descriptions of student performance at levels 5, 4, 3 and 2 Allows for detailed and meaningful reporting of student performance ALDs articulate the expected performance levels students demonstrate in each mode of communication in each of the six learning objectives. ALDs are global descriptions of performance. They are not exam rubrics as exam rubrics describe performance on spestcific tasks. However ALDs can inform the types of tasks you give your students, and provide the basis for developing rubrics for those specific tasks. The ALDs do not necessarily predict what a student’s score will be on the AP exam, but should be used as indicators of performance and to inform teachers about students’ instructional needs. A “1” is anything below a two. There is a broad range of low performance. You can see the full ALDs for each learning objective in the Course and Exam Description.

12 Achievement Level Descriptions: Categories Within Each Mode
Spoken and Written Interpersonal Communication Interaction Strategies Opinions Language structures Vocabulary Register Pronunciation Cultures, connections and comparisons Audio, Visual and Audiovisual Interpretive Communication Comprehension of content Critical viewing and listening Vocabulary Cultures, connections, and comparisons Spoken and Written Presentational Communication Discourse and development Strategies Language structures Writing conventions Register Cultures, connections and comparisons ALDS are divided into categories that describe different aspects of each Primary Learning Objective area. For example, the ALD for Spoken Interpersonal Communication describes students’ ability to interact (maintain and close conversations using culturally appropriate expressions and gestures), their capacity for stating and supporting opinions, and their comprehension and use of a variety of vocabulary. “Cultures, connections and comparisons” is a thread through the ALDs. Students must demonstrate that they understand various elements of culture and interdisciplinary connections being described in source material. For example, if a student is reading or listening to a text that includes a description of a cultural festival or something similar, the student should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.

13 Course Themes Global Challenges/Los desafíos mundiales
Science and Technology/La ciencia y la tecnología Contemporary Life/La vida contemporánea Personal and Public Identities/Las identidades personales y públicas Families and Communities/Las familias y las comunidades Beauty and Aesthetics/La belleza y la estética Course content is structured around specific themes to promote exploration of the language in context and develop understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students’ understanding of culture. They cover very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap and that they are not meant to be taught in isolation) AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each. Themes give students opportunities to achieve the goals defined by the overarching premise by integrating language in a variety of contexts

14 Recommended Contexts Each theme includes a number of recommended contexts to serve as ways to explore the themes Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future perspectives as appropriate. Teachers should assume complete flexibility in resource selection and instructional exploration of the six themes. The recommended contexts are not intended as prescriptive or required, but rather they serve as suggestions for addressing the themes. Each of the six themes includes six to seven recommended contexts that are meant provide possible ways to explore the themes. These contexts are not meant to be prescriptive and are not required, but can provide a point of departure for exploring a theme. All recommended contexts are provided in the Course and Exam Description, but teachers are free to devise their own contexts or sub-themes that will help their students investigate some aspect of each of the themes.

15 Essential Questions Essential Questions…
One way to design instruction with the themes is to identify overarching essential questions Essential Questions… can guide investigations, learning activities, and performance assessments are designed to spark curiosity and engage students in real-life, problem-solving tasks; they are open-ended questions that do not have one correct answer allow students to investigate and express different views on real world issues, make connections to other disciplines, and compare aspects of the target culture(s) to their own lend themselves well to interdisciplinary inquiry, asking students to apply skills and perspectives across content areas Essential Questions are meant to serve as the drivers of inquiry during the study of a thematic unit. Several are offered in the Course and Exam Description for each theme, but they are not prescriptive. Teachers are free to formulate their own original essential questions to serve as the basis for their thematic units of study. Essential questions drive inquiry and exploration, and may also serve as questions that guide the summative assessment of a unit.

16 Themes, Recommended Contexts, and Overarching Essential Questions
Tema: Los desafíos mundiales Los temas económicos Los temas del medio ambiente El pensamiento filosófico y la religión La población y la demografía El bienestar social La conciencia social Overarching Essential Questions: What environmental, political, and social issues pose challenges to societies throughout the world? / ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? What are the origins of those issues? / ¿Cuáles son los orígenes de esos desafíos? What are possible solutions to those challenges? / ¿Cuáles son algunas posibles soluciones a esos desafíos? On this slide you can see the recommended contexts listed in the Curriculum Framework for the theme Global Challenges. Take a moment to review them now. The curriculum framework similarly lists recommended contexts for each of the other five themes.

17 Obviamente, en mi clase, los estudiantes necesitan más tiempo.
¿Listos para hacer la actividad mis alumnos hicieron los días antes del examen AP? Se puede usar estas preguntas claves para practicar la comunicación interpersonal o la comunicación presentacional. Con un compañero, tienen un minuto para preguntarse las siguientes preguntas. Después, un/una estudiante tendrá que contestar una de las preguntas presentando su repuesta a la clase. Obviamente, en mi clase, los estudiantes necesitan más tiempo.

18 Tema 1: Las identidades personales y públicas
Preguntas: ¿Cómo se expresan los distintos aspectos de la identidad en diversas situaciones? ¿Cómo influyen la lengua y la cultura en la identidad de una persona? ¿Cómo se desarrolla la identidad de una persona a lo largo del tiempo?

19 Tema 2: La vida contemporánea
Preguntas: ¿Cómo definen los individuos y las sociedades su propia calidad de vida? ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea? ¿Cuáles son los desafíos de la vida contemporánea?

20 Tema 3: Las familias y las comunidades
Preguntas: ¿Cómo se define la familia en distintas sociedades? ¿Cómo contribuyen los individuos al bienestar de las comunidades? ¿Cuáles son las diferencias en los papeles que asumen las comunidades en las diferentes sociedades del mundo?

21 Tema 4: La belleza y la estética
Preguntas: ¿Cómo se establecen las percepciones de la belleza y la creatividad? ¿Cómo influyen los ideales de la belleza y la estética en la vida cotidiana? ¿Cómo las artes desafían y reflejan las perspectivas culturales?

22 Tema 5: La ciencia y la tecnología
Preguntas: ¿Qué impacto tienen el desarrollo científico y tecnológico en nuestras vidas? ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología? ¿Qué papel cumple la ética en los avances científicos?

23 Tema 6: Los desafíos mundiales
Preguntas: ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? ¿Cuáles son los orígenes de esos desafíos? ¿Cuáles son algunas posibles soluciones a esos desafíos?

24 AP Spanish Language and Culture Exam

25 AP® Spanish Language and Culture Exam
The AP Spanish Language and Culture Exam lasts approximately 3 hours. In the chart on this slide, you can see the types of questions that appear in each section of the AP Spanish Language and Culture exam. You can also see the number of questions in each section, the weight and the time allotted.

26 The AP® Exam: Contexts and Audio Sources
Students are provided contexts for doing exam tasks Advance Organizers The audio sources for the multiple choice sections are played twice The audio source for free response task #2 (the persuasive essay) is played twice Typically all audio sources last from 1 minute 30 seconds—2 minutes 30 seconds; no longer than 3 minutes The audio prompts for free response task #3 (the simulated conversation) are played once Students are given contexts for each exam task, that is, information about what they are about to read/listen to/interpret. This information appears in Advance Organizers that are standardized across the exam to give the same type of information throughout. We’ll show you some Advance Organizers in few moments. The audio sources for the multiple choice sections and for free response question two (persuasive essay) are played twice. The interpersonal speaking prompts in the simulated conversation are each played once.

27 The AP® Exam: Authentic Materials
Students work with a variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the Spanish-speaking world. Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. Materials are reasonably chosen, but also reflect a range of cultural perspectives and linguistic features. Content is always about something in the Spanish speaking world. Students will not, for example, read a standard news account of an American political happening in Spanish. The material must highlight something happening in the Spanish-speaking world. It is very important to include authentic print and audio texts for instruction and assessment throughout the course that represent the cultural and linguistic diversity of Spanish speakers.

28 The AP® Exam: Advance Organizers Print Source Tasks and source materials come with advance organizers and time for previewing. SAMPLE: Print Source Introducción Tema curricular: Los desafíos mundiales Este texto trata del envejecimiento de la población europea. El artículo original fue publicado el 25 de febrero de en Inglaterra por el periodista Inder Bugarin. This is an example of an Advance Organizer for a print source. Ask: What information is given here? (It gives the theme and a short introductory paragraph that describes the material—text type, time and place of publication —and the excerpt content). Emphasize that Advance Organizers are meant to activate students’ prior knowledge and to connect what they are about to read or hear to one of the six course themes.

29 The AP® Exam: Advance Organizers Print Source
SAMPLE: Audio Source Introducción Tema curricular: La ciencia y la tecnología Esta grabación trata del Primer Simposio de Bioluminiscencia en Vieques. El reportaje fue publicado el 20 de enero de 2011 en Puerto Rico por el programa Sea Grant. Son entrevistadas Lirio Márquez, la coordinadora del simposio, la senadora Norma Burgos, la senadora Marita Santiago y Ruperto Chaparro, el director de Sea Grant. La grabación dura aproximadamente tres minutos. This is an example of an Advance Organizer for an audio source. Important to note that it tells students the length of the selection so they will have an idea of how long they will be listening.

30 The AP® Exam: Multiple-Choice Items
Mix of factual and interpretive questions Vocabulary in context Purpose of the text, point of view of speaker/writer Audience of the text Inferences and conclusions Questions of “cultural” or “interdisciplinary” nature that ask students to show understanding of information contained in the text

31 The AP® Exam: Free-Response Questions
In spoken and written responses, accuracy of content, as well as linguistic accuracy, will be important. In most of the spoken and written responses, students are required to demonstrate understanding of some type of input.

32 The AP® Exam: Free-Response Questions E-mail Reply (Interpersonal Writing)
Directions (in English and Spanish, printed side-by-side): You will write a reply to an 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 message (i.e., from a business, organization, university) presented as an 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. Student must read and understand the prompt, and then write an appropriate response. Students should be reminded that they need to provide ALL the information that is requested in the and need to remember to ask for more information as specified in the .

33 The AP® Exam: Free-Response Questions Persuasive Essay (Presentational Writing)
Directions (in English and Spanish, printed side-by-side): You will write a persuasive essay to submit to a Spanish-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 materials. First, you will have 6 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. Such an item allows for a range of performance. High performing students are able to make a point and substantiate it by integrating information from all three sources. Emphasize that the three sources present different points of view, but not necessarily opposing points of view.

34 The AP® Exam: Free-Response Questions Persuasive Essay (Presentational Writing)
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 doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) This assessment is highly structured. One print and one audio piece will present different viewpoints. The third piece of authentic material provides additional, support information (for example, a chart or graphic providing data). The audio is played twice. Students are encouraged to take notes while listening. Their notes will not be scored.

35 The AP® Exam: Free-Response Questions Conversation (Interpersonal Speaking)
Directions (in English followed by Spanish): 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. Then, 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 Spanish 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). The printed direction lines provided for the student are very specific, not simply “Answer the question.” Students are instructed as to what they need to communicate; for example: “respond positively and get more information” or “decline the invitation and offer another suggestion”.

36 The AP® Exam: Free-Response Questions Cultural Comparison (Presentational Speaking)
Directions (in English followed by Spanish): You will make an oral presentation to your class on a specific topic. You will have 4 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 Spanish-speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the Spanish- speaking world. You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. 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 Spanish-speaking world about which they’ve learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed and listened to; personal experiences; and observations. As in all of the free response questions, the course theme that the question connects to is provided so that students can make a connection between this task and something they studied in the course. Please remind students that they need to respond specifically to the PROMPT for this task, and not to respond in a general way to the provided COURSE THEME.

37 Cómo calificaron el examen de 2014
AP Score Panelists’ Multiple-Choice Recommendations (out of 65 points possible) 5 52 4 43 3 32 2 25

38 Panelists’ Recommendations (out of 20 points possible)
AP Score Panelists’ Recommendations (out of 20 points possible) AP Teachers’ Recommendations (out of 20 points possible) 5 17 4 14.5 --- 3 11 2 5.5

39 Selección múltiple=65 puntos Respuestas libres=65 puntos (n X 3
Selección múltiple=65 puntos Respuestas libres=65 puntos (n X 3.25) Puntaje total=130 puntos AP Score Multiple-Choice Points Required (out of 65) Free-Response Points Required Total Weighted Points Required (out of 130) Raw (out of 20) Weighted (out of 65) 5 51.5 17 55.25 107 4 42.85 14.5 47.13 90 3 32.05 11 35.75 68 2 24.85 5.5 17.88 43 1

40 AP Spanish Language and Culture Distribution of 2014 Student Scores
The Standard Group El grupo estándar AP Score Total Points Required AP Spanish Language and Culture Distribution of 2014 Student Scores 5 18.5% 4 90-106 33.2% 3 68-89 32.9% 2 43-67 12.6% 1 0-42 2.8%

41 Total Weighted Points Required AP Spanish 2014 AP French 2012
Una comparación Total Weighted Points Required AP Spanish 2014 AP French 2012 AP German 2012 AP Italian 2012 AP 5 107 105 106 104 AP4 90 88 87 85 AP3 68 65 66 AP2 43 42 46 Score Distributions for the Standard Group AP5 18.52 12.7 12.2 10.9 33.22 25.4 24.6 23.2 32.91 35.6 33.1 34.4 12.57 20.3 20.1 23.4 AP1 2.79 6.0 10.0 8.1

42 Recomendaciones For the new AP Spanish Language and Culture exam (as for all of the redesigned AP World Language and Culture exams), the recommendation is that students who receive a 5 be placed into the 5th semester, students who receive a 4 be placed into the 4th semester, students who receive a 3 be placed into the 3rd semester, etc.  The standard setting panel was very firm in the standard they set for a score of 3. They felt the exam was highly rigorous and challenging, and that students who met the standard for a 3 did merit placement into a 3rd semester Spanish course.--Marcia  B. Arndt, Director, AP World Languages and Cultures

43 The AP Course Audit is a means to ensure that all AP courses meet the curricular requirements necessary to be approved and designated as an AP course. To participate in the Course Audit, teachers must submit their syllabus to the College Board for review by college/university faculty. Once a course is approved through the Course Audit process, it is then an authorized AP course and can be labeled as such. It will be listed in the online AP Course Audit ledger. AP Course Audit

44 AP® Course Audit Information
For the course audit process, teachers must submit a syllabus aligned to the curriculum framework. Resources available for Course Audit: AP® Spanish Language and Culture Course and Exam Description Syllabus Development Guide Four Sample Syllabi AP course syllabus submission deadline is January 31 of the academic year in which one begins to teach the course Schools’ AP administrators renew approved courses each year. To successfully complete the requirements of the Course Audit, teachers may create and submit their own original syllabus that meets the curricular requirements as specified in the syllabus development guide for AP Spanish Language and Culture. Teachers may also choose to select one of the four sample syllabi from those offered at the Course Audit site that best describes the way they plan to teach their course and submit that syllabus to the Course Audit. It is very important to include ALL the mandated curricular requirements in order for your syllabus to be approved! One of the most important requirements is to clearly state that your course is offered in the target language; Spanish. Teachers have a long window of time to develop and submit their syllabus. The Course Audit process opens in March of the academic year before the course is offered and closes on Jan 31 of the academic year in which the course is first offered.

45 AP® Course Syllabus Syllabus must demonstrate use of a diverse range of authentic materials: Audio and video, including but not limited to: podcasts, music, film, television Print, including but not limited to: literature, newspapers, magazines, maps/charts, tables, websites Activities must target each of the three modes: Interpersonal Interpretive Presentational Interpersonal: Spontaneous, direct communication, such as student-led class discussions, debates, unrehearsed role plays; s with e-pals, letter writing. Not memorized dialogues and skits (such tasks fall under the heading of presentational communication). Interpretive: Demonstration of understanding of a variety of authentic materials (comprehension questions, summaries, reports, citing examples from source materials that would support an argument). Presentational: Oral presentations, PowerPoints, posters, essays, etc. Activities should have a defined audience. ‹29›

46 AP® Course Syllabus Lessons must include the six themes.
Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes. Themes may be addressed separately or in combination Activities must encourage students to explore cultural products, practices and perspectives. Students must have opportunities to understand cultural and linguistic differences in the Spanish-speaking world. Students must have opportunities to compare what they learn about the target culture(s) with their own culture.

47 AP Central®: Teacher Support Resources
/public/courses/teachers_corner/2152. html To locate teacher support materials and resources go to the Spanish Language and Culture course home page on AP Central. This is the full link, but a quick internet search of AP Spanish Language and Culture can lead you to this page.

48 AP Central®: Teacher Support Resources
AP Central has a wealth of information and resources to support your instruction: Course and Exam Description Course Overview Frequently Asked Questions Online Teacher Community Exam Site (includes exam overview and free response questions, scoring guidelines and student sample answers) Practice Exam (available at the Course Audit site) Four Course Planning and Pacing Guides Webcast: Developing Thematic Units Check the site regularly for updates.

49 AP Vertical Teams® Guide and Workshop
Build an AP Vertical Team or strengthen an existing one. Align world language and culture curricula vertically across grade levels. Implement a thematic approach to instruction using standards-based strategies for curriculum development. Transfer new strategies to classroom practice. You can search for the workshop on AP Central under Institutes and Workshop. You will receive the guide when you attend the workshop. The AP Vertical Teams Guide can be purchased at the CollegeBoard store.

50 Pre-AP ® World Languages and Cultures workshops
 Workshop support available for the following topics: Interpersonal Communication Interpretive Communication Presentational Communication Workshop information can be found on AP Central under the Institutes and Workshops button.

51 Thank you! On behalf of the Advanced Placement Program®, thank you very much for taking the time to learn more about AP® Spanish Language and Culture. We look forward to partnering with you as you build students’ success in your classroom and for the future! Thank you for taking the time to learn about the AP Spanish Language and Culture Course and its exam. Thank You!

52 Handbook Activities: Audio and Video LINKS
Model: Choosing Authentic Materials to Support Thematic Instruction Audio only: Migración de mariposas monarca afectada por cambio climático (0:06–1:25) Formative Assessment Model: Focus on Spoken Presentational Communication Video: Tapear en Granada: Formative Assessment: Focus on Written and Spoken Interpersonal Communication Video: El yerbatero por Juanes Formative Assessment: Focus on Interpretive Communication (Print and Audio Texts) Video: Día internacional de la mujer Video: No la han dejado gobernar por ser mujer: Unit Model Two-part video Por Siempre joven — I Parte: Por Siempre joven — II Part: Podcast

53 Course and Exam Description Sample Items: Audio
Section I: Part B Multiple-Choice – Interpretive Communication – Print and Audio Texts Selección número 1: Fuente número 2 Selección número 2: Fuente número 2 Section I: Part B Multiple-Choice – Interpretive Communication –Audio Texts Selección número 3 Selección número 4 Selección número 5 Section II: Free-Response Question – Presentational Writing – Persuasive Essay Fuente número 3 Section II: Free-Response Question – Interpersonal Speaking –Conversation Script Section II: Free-Response Question – Presentational Speaking – Cultural Comparison