AP chinese updates

AP Chinese Updates

Cecilia Chang

Williams College

今日主题 AP 中文的课程简介 AP 中文考试及评分 2011 AP 中文测试结果分析 Best Practices: Working with

Authentic Materials

AP Chinese Development Committee

Lea Ekerberg (Co-Chair)

- Sidwell Friends School

Hong-gan Jin (Co-Chair)

- Hamilton College

Cecilia Chang

- Williams College

Jerome Packard

- University of Illinois

Henry Ruan

- Lower East Side Preparatory High School

Xian Wu

- Northview High School

Jianhua Bai (College Board Advisor)- Kenyon College

Richard Chi (Chief Reader)- University of Utah

AP Course and Exam

“… is a collaborative effort between motivated students; dedicated teachers; and committed high schools, colleges and universities.

AP ( 大学预修课程及测试 ): connecting students to college success

经考试取得 AP 课程学分的中学生，可直接获得大学的学分，或抵免大学的外语必修课。

各大学对 AP 学分的认定有不同的标准。

AP and College Success (CB’s 08 Report)

75% high school graduates admitted to higher institutions, but there is a high percentage of dropouts. 50% of them receive remedial courses.

Students who take the AP courses and exams (especially those with a score of 3 or above) more likely to succeed in college/university.

AP 中文的研發及推廣 2004 年八月大学理事会组建 15 人工作组策划 AP 中

文的“蓝图”。 2005年 AP 中文研发小组成立。 2006 年大学理事会在美国各地举办各类培训班。 2006 年春公布 AP 中文课程大纲、教师手册（包括课

程简介、测试样题、课程大纲样本等相关信息）及网上资源（练习手册、网站等）

2006 年秋天在美国中学正式开课。 2007年 5 月首次举行 AP 中文课程统一考试。

AP中文课程

AP 中文即“大学中文预修课程” AP 中文课程与考试是以 21 世纪标准为核心理念与

基本框架。其难度相当于大学第四学期的课程（达到

Intermediate 水平）。取得 AP 课程学分的中学生，可直接获得大学的中文

学分，或抵免大学的外语必修课。各个大学对 AP 学分的认定有不同的标准。

AP 中文課程的指導思想提供學生沉浸在語言與文化中的學習經驗著重三種溝通模式的練習

(interpersonal, interpretive, presentational)

接觸大量真實與地道的語言與文化實料介紹恰當的當代文化主題提高學生語用能力與文化知識來應對生活

中的問題

2007 2008 2009 2010 2011

Chinese3,261

NA4,311+32%

5,100+18%

6,388+25%

7,970+25%

French21,709+1%

20,675-5%

21,0292%

21,357+2%

20,637-3%

German5,397+5%

5,259-3%

5,001-5%

5,389+8%

5,232-3%

Japanese1,667

NA1,538-8%

2,08536%

2,051-2%

2,226+9%

Latin: Vergil

4,929+2%

4,847-2%

4,295-11%

6,523+52%

6,044-7%

Spanish Language

101,1990%

101,5840%

110,723+9%

118,332+7%

122,925+4%

SpanishLiterature

15,321+7%

15,971+4%

16,633+4%

17,136+3%

18,103+6%

Exam Volume Trends

AP Chinese Scoring Guidelines

Task Completion: response to the prompt text typeorganization

Delivery: pace pronunciation Register

Language Control: vocabularygrammatical structures

AP Chinese Scoring Guidelines

Score Definition6 Excellent: Demonstrates excellence

5 Very Good: suggests excellence

4 Good: Demonstrates competence

3 Adequate: Suggests competence

2 Weak: Suggests lack of competence

1 Very Weak: Demonstrates lack of competence

0 Contains nothing that earns credit

Speaking Performance Characteristics: Task Completion

6: Thorough and appropriate response with elaboration and detail; smoothly connected sentences

5: Thorough and appropriate response; may include elaboration and detail; connected sentences

4: Appropriate response; loosely connected sentences

3: Basic but appropriate response; disconnected sentences

2: Appropriate but incomplete response; fragmented sentences

1: Marginal or minimal response; disjointed sentences or isolated words

0: Clearly does not respond to the prompt; not in Chinese; blank

Speaking Performance Characteristics:Delivery

6: Natural pace and intonation, with minimal hesitation or repetition; accurate pronunciation (including tones) with minimal errors; consistent use of register appropriate to situation

5: Smooth pace and intonation, with occasional hesitation and repetition;

occasional errors in pronunciation (including tones); consistent use of register appropriate to situation except for occasional lapses

4: Generally consistent pace and intonation, with intermittent hesitation and repetition; may have several errors in pronunciation (including tones), which do not necessitate special listener effort; may include several lapses in otherwise consistent use of register appropriate to situation

Speaking Performance Characteristics:Delivery (cont.)

3: Inconsistent pace and intonation, w ith hesitation and repetition that interfere with comprehension; errors in pronunciation (including tones) sometimes necessitate special listener effort; use of register appropriate to situation is inconsistent or includes many errors

2: Labored pace and intonation, with frequent hesitation and repetition; frequent errors in pronunciation (including tones) necessitate constant listener effort; frequent use of register inappropriate to situation

1: Very labored pace and intonation, with constant hesitation and repetition; frequent errors in pronunciation (including tones) necessitate intense listener effort; constant use of register inappropriate to situation

Speaking Performance Characteristics:Language Use

6: Rich and appropriate vocabulary and idioms, with minimal errors; wide range of grammatical structures, with minimal errors

5: Appropriate vocabulary and idioms, with sporadic errors; variety of grammatical structures, with sporadic errors

4: Mostly appropriate vocabulary and idioms, with errors that do not generally obscure meaning; mostly appropriate grammatical structures, with errors that do not generally obscure meaning

Speaking Performance Characteristics:Language Use (cont.)

3: Limited appropriate vocabulary and idioms, with frequent errors that sometimes obscure meaning; intermittent interference from another language;

mostly simple grammatical structures, with frequent errors that sometimes obscure meaning

2: Minimal appropriate vocabulary, with frequent errors that obscure meaning;

repeated interference from another language; limited grammatical structures, with frequent errors that obscure meaning

1: Insufficient, inappropriate vocabulary, with frequent errors that significantly

obscure meaning; constant interference from another language; little or no control of grammatical structures, with frequent errors that significantly obscure meaning

Free Response: Part B SpeakingCONVERSATION

• 6 question; 5 minutes

• Test interpersonal communication

• Participating in conversation by responding appropriately

1.你好！请先谈谈，你为什么有兴趣来帮助我们准备中国文化周的活动？2.在文化周中，我们想组织一次比赛。你觉得什么比赛最有意思？为什么？

3.我们也要安排一次歌舞表演。你认为应该在哪里举办？说说你的理由。4.除了这些以外，你觉得我们还可以组织什么活动？为什么？5.你觉得怎么样才能吸引更多的人来参加文化周的活动？6.你希望来参加这些活动的人对中国文化会有什么新的认识或了解？

Choose ONE Chinese leisure activity (martial arts, Chinese chess, karaoke, table tennis, etc.). In your presentation, describe this leisure activity and explain its significance.

You have four minutes to prepare your presentation.You have two minutes to record your presentation.

Cultural Presentation

Score Distributions

Total Group & Standard Group

“Standard Group of Test Takers” refers to students who generally receive most of their foreign language training in U.S. schools. They did not indicate on their answer sheet that they regularly speak or hear the foreign language of the examination, or that they have lived for one month or more in a country where the language is spoken.

Question Mean Scores StandardDeviation

Points Possible

WRITINGTotal Group

Standard Group

Total Group

Standard Group

PresentationalStory Narration

4.08 3.35 1.19 1.00 6

InterpersonalEmail Response

4.58 3.35 1.47 1.48 6

SPEAKING

InterpersonalConversation

26.41 19.17 6.56 8.21 36

PresentationalCultural

Presentation4.78 3.91 1.18 1.31 6

2011 Grade Distributions

2010, 2011 Story Narration Mean Scores

2010, 2011 Email Response Mean Scores

0

1

2

3

4

5

6

2010 TG 2011 TG 2010 SG 2011 SG

4.58 4.28

3.35

5.06

2010, 2011 Conversations Mean Scores

2010, 2011 Cultural Presentation Mean Scores

4.75

Challenging Areas in 2011 AP Chinese TestCommon Errors

Story Narration:

• The overriding problem was that students gave un-even attention to the four pictures.

• Some students skipped picture #4.


Email Responses:

• Many students missed part of the question: 要做好一個口頭報告，要注意哪些事項？ Some

students didn't elaborate on 为什么你觉得这个题目很好 .

• Too many typos: 因该（应该） , 应为（因为） , 清除（清楚） , 将一将（讲一讲） , 专悲（准备） , 先（选） , 在建（再见） , 提（题） , 那些（哪些） .

• Unclear or illogical progression of ideas.


Conversation:

• Leaving out important detail information, such as not pointing out a clear location for the 歌舞表演地點 .

• Being confused about the difference between two words, such as “比賽 competition” and “表演 performance.”

• Having difficulty defining 文化周 “ Culture Week” and mentioned as activities for the Culture Week "you can travel to China and visit Beijing, Great Wall and ..." and "you can go and visit Tibet..."


Cultural Presentation:

• Not enough elaborations, missing out on details or important aspect, such as ‘significance’.

• Language interference from English: ‘good time’/好時間 ; wrong word order—e.g., “唱歌在那裏跟你的家人 .

• Insufficient vocabulary was a major concern.

Challenging Areas in 2011 AP Chinese Test Recommendations for Better Performance

• Read the instructions carefully and make sure all aspects of the

questions were addressed.

• Pay equal attention to the information presented by the

pictures.

• Address the content directly.

• Do not inject irrelevant information into the descriptions.

• Write a coherent story encompassing all the information

depicted by the pictures.

Challenging Areas in 2011 AP Chinese Test Recommendations for Better Performance

• Practice using different words and expressions that have

similar meanings.

• Guide the students to practice organizing

information coherently and logically using

discourse devices.

• Work on listening comprehension.

• Work on accuracy of pronunciation.

AP 最新資訊之網址

http://apcentral.collegeboard.com/chinese Resources on AP Central Professional Development

Best Practices: Working with Authentic Materials

Lea EkebergSidwell Friends School

Authentic Materials in the AP Course Materials: Teachers “also make use of level-

appropriate authentic materials designed for native speakers, including newspapers, fiction and nonfiction books, plays, poetry, films, and Chinese educational system textbooks .”

Assessment: “Sample reading assessments include timed reading tests with selected-response questions that assess students’ ability to understand the main points of lengthy texts adapted from authentic sources.”

*From the AP Chinese Language and Culture Course Description

Two Scaffolding Techniques for Authentic Materials

Create a story to pre-teach key vocabulary and structures from a song, text, or video《改变自己》王力宏《听妈妈的话》周杰伦

Create an embedded reading f0r a lengthy text《淘气包马小跳系列》

改变差别大有不同画龙点睛

烦情绪大声尖叫

发型镜子小气十分

Choosing Key Terms from 《该变自己》

发型fàxíng

发型fàxíng

发型fàxíng

发型fàxíng

烦fán

镜子jìngzi

情绪不好qíngxù bù

hǎo

改变发型gǎibiàn fàxíng

理发店lǐfàdià

n

$$小气

xiǎoqì

理发lǐfà

十分紧张shífēn jǐnzhāng

烦fán

镜子jìngzi

情绪不好qíngxù bù

hǎo

RAWRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

RRR!!!!!!

大声尖叫dàshēng jiānjiào

剪刀jiǎndāo

有很大的差别！yǒu hěn dà de chābié!

大有不同！dà yǒu bùtóng!

是画龙点睛！shì

huàlóngdiǎnjīng!

Embedded Readings

An embedded reading is a series of versions of one reading. The versions are of increasing difficulty, designed to prepare students to comprehend the final version.

Embedded readings were co-created by two TPRS teachers: Spanish teacher Laurie Clarcq (http://blog.heartsforteaching.com/) and Russian teacher Michele Whaley http://mjtprs.wordpress.com/).

Creating an Embedded Reading

Embedded readings can be created from top to bottom, or bottom to top.

The first reading is a very basic outline. It should be easily comprehensible to everyone.

Each succeeding version has more detailed information, but also contains all previous versions in it.

The previous versions make the final version comprehensible to all.

The success of the embedded reading depends on comprehensibility.

Creating an Embedded Reading

Version 1 Version 2 Version 3 Version 4

Sample Embedded Reading Version 1

花木兰想买苹果。她去市场。她买了十个包子。


有一天，花木兰很饿，所以她想买苹果。她和功夫熊猫一起去超级市场。功夫熊猫看见包子。花木兰就买了十个包子。


有一天，花木兰很饿，所以她想买苹果。她给她的好朋友功夫熊猫打电话。功夫熊猫

也想去。中午十二点，花木兰和功夫熊猫一起走路去

超级市场。找到苹果以前，功夫熊猫看见包子，说他想

先买。他拿了十个，然后发现他的钱不够。花木兰就给他的朋友买了十个包子。

Extract Version 1

星期六的早上，马小跳说：“今天我是爸爸，你是儿子！”

马天笑先生马上说：“爸爸，你儿子饿了！”

马小跳去做早饭。

Extract Version 2

星期六的早上，马小跳还在床上，马天笑先生就来叫他起来做作业。

马小跳说：“今天我是爸爸，你是儿子！”马天笑先生马上说：“爸爸，你儿子饿了！”“爸爸”马小跳起了床，问“儿子”马天笑先

生想吃什么？“鸡蛋和面包片。”马小跳去做早饭。

Extract Version 3

星期六的早上，马小跳还在床上，马天笑先生就来叫他起来做作业。

马小跳都不打开眼睛：“今天我是爸爸，你是儿子！”

马天笑先生马上改口叫马小跳“爸爸”。

“爸爸，你儿子肚子饿了，你管不管？”

“爸爸”马小跳起了床，问“儿子”马天笑先生想吃什么？

“牛奶，鸡蛋，火腿肠，黄瓜片，面包片。”

“爸爸”马小跳听着就觉得烦。他说：“你吃这么多，能不能少吃一点？”

“儿子”马天笑先生说，“你怕麻烦，就不让你儿子吃饱肚子吗？”

这样的爸爸一定是个狠心的坏爸爸。马小跳可不想做狠心的坏爸爸，他去做早饭。

Extract Version 4

星期六的早上，马小跳还赖在床上，马天笑先生就来掀他的被子。

“马小跳，快起来做作业！”

马小跳眼睛都不睁：“今天我是爸爸，你是儿子，哪有儿子管老子的？”

马天笑先生马上改口叫马小跳“爸爸”。

“爸爸，你儿子肚子饿了，你管不管？”

“爸爸”马小跳翻身起床，虽然他还想再睡一会儿，可当爸爸的总不能让儿子饿肚子吧？

“爸爸”马小跳起了床，一边打哈欠，一边问“儿子”马天笑先生想吃什么？

“牛奶，鸡蛋，火腿肠，黄瓜片，面包片。”“儿子”马天笑先生不厌其烦，“鸡蛋要煎得嫩嫩的。”

“爸爸”马小跳听着就觉得烦。他说：“你吃这么多，能不能少吃一点？”

“一样也不能少吃。”“儿子”马天笑先生说，“难道你怕麻烦，就不让你儿子吃饱肚子吗？”

如果怕麻烦就不让儿子吃饱肚子，这样的爸爸一定是个狠心的坏爸爸。马小跳可不想做狠心的坏爸爸，他给马天笑先生倒上一杯牛奶，把面包片放进烤面包的机器里，开始有两片烤煳了，后来的两片烤得正是火候，接着又切火腿肠，又切黄瓜。

Choosing Authentic Materials Difficulty – choose materials where the

difficulty level is a little above that of your strongest students.

INTEREST – choose materials that are COMPELLING to your students.

Sources for Authentic Materials Songs

对面的女孩、朋友、三年二班、听妈妈的话、改变自己、宝贝、没时间、老鼠爱大米、 Super Girl、 Super Star

Chinese children’s literature 淘气包马小跳、郑渊洁童话

American children’s literature The Berenstein Bears, Curious George, Goodnight Moon

Chinese blogs http://www.westchinastory.com/

On-line advice http://zhidao.baidu.com/

TV series 快乐汉语

Sources for Supplementary Reading Materials

www.chinesestoriesplatform.com Chinese Text Sampler http://www-

personal.umich.edu/~dporter/sampler/sampler.html#fps

Chinese Voices http://www.clavisinica.com/voices.html

Read Chinese! http://readchinese.nflc.org/ The Chinese Reading World

http://faculty.virginia.edu/cll/chinese_reading/

THE END.

謝謝！Cecilia Chang: [email protected] Ekeberg: [email protected]

Session Evaluation FormConference: NCLCDate: 4/14/12Session Title: AP Chinese UpdatesPresenters: Cecilia Chang and Lea Ekeberg

AP chinese updates

Education

Transcript of AP chinese updates