1. Jamie Vega Norcross High School

2. You will make an oral presentation on a specific topic to your class. You will have 4 minutes to read the presentation 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/French/German)-speaking world with which you are familiar. You should demonstrate your cultural features of the (Spanish/French/German)-speaking world. You should also organize your presentation clearly.

3. What is the importance of family for the individuals of your community?

4.  How easy / hard was that for you?  How easy / hard would that be for your students?  Can you modify this to work with lower levels? Can students in level 1 do a similar activity?

5. The exam assesses cultural knowledge throughout, and not in a separate "culture" section. Students are not asked isolated questions about cultural trivia; rather, they are expected to demonstrate understanding of cultural information presented in print and audio texts. The best way to prepare students for this aspect of the exam is to use a variety of authentic materials during instruction and assessment. This will ensure that you continue to build and evaluate students' understanding of cultural products, practices, and perspectives.

9. Economic Issues Environmental Issues Philosophical Thought and Religion Population and Demographics Social Welfare Social Conscience What environmental, political, and social issues pose challenges to societies throughout the world? What are the origins of those issues? What are possible solutions to those challenges?

10. Access to Technology Effects of Technology on Self and Society Health Care and Medicine Innovations Natural Phenomena Science and Ethics How do developments in science and technology affect our lives? What factors have driven innovation and discovery in the fields of science and technology What role does ethics play in scientific advancement?

11. Education and Careers Entertainment Travel and Leisure Lifestyles Relationships Social Customs and Values Volunteerism How do societies and individuals define quality of life? How is contemporary life influenced by cultural products, practices, and perspectives? What are the challenges of contemporary life?

12. Alienation and Assimilation Heroes and Historical Figures National and Ethnic Identities Personal Beliefs Personal Interests Self-Image How are aspects of identity expressed in various situations? How do language and culture influence identity? How does one’s identity develop over time?

13. Customs and Values Education Communities Family Structure Global Citizenship Human Geography Social Networking What constitutes a family in different societies? How do individuals contribute to the well-being of communities? How do the roles that families and communities assume differ in societies around the world?

14. Architecture Defining Beauty Defining Creativity Fashion and Design Language and Literature Visual and Performing Arts How are perceptions of beauty and creativity established? How do ideals of beauty and aesthetics influence daily life? How do the arts both challenge and reflect cultural perspectives?

27.  Read and respond to a formal email.

28.  Read, analyze a graph, listen  Write a persuasive essay

29.  Respond to a recorded conversation 5 times, 20 seconds each  Let’s listen to an example

30.  Just what you did at the beginning of the session!  Students must be well versed in cultural knowledge in all 6 themes and “recommended” contexts in order to be successful.

31. You will make an oral presentation on a specific topic to your class. You will have 4 minutes to read the presentation 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/French/German)-speaking world with which you are familiar. You should demonstrate your cultural features of the (Spanish/French/German)-speaking world. You should also organize your presentation clearly.

33. You tube video: http://www.youtube.com/watch?v=2ZFr6DkBScU Student task during video: Compare / contrast organizer:  T-chart  Top hat  Venn Diagram  Y-organizer

36.  ¿Cómo llegan ustedes a la escuela?

38. Costa Rica

41. La guagua

42. lunes: 7:00-9:10física 9:10-9:50orientación 10:30-11:30cívica 11:30-12:10el almuerzo 12:10-1:30francés 1:40-2:30matemáticas 2:20-3:40español martes: 7:00-7:40estudios sociales 7:40-8:30música 8:40-9:10artes plásticas 9:10-9:50biología 10:10-11:30química miércoles: 7:00-9:10psicología 9:10-9:50religión 10:10-11:30educación física 11:30-12:10el almuerzo 12:10-12:50guía 12:50-2:20estudios sociales jueves: 7:00-8:20estudios sociales 8:30-9:50biología 10:10-11:30matemáticas 11:30-12:10el almuerzo 12:10-3:40dibujo técnico (la arquitectura) viernes: 7:00-9:10francés 9:10-9:50 química 10:10-11:30matemáticas 11:30-12:10el almuerzo 12:10-2:20español

43.  Turn to a partner and summarize the main similarities and differences of schools in the US and Latin American countries.  Just tell them how to say “different than” and “similar to.”

44.  Conversational speaking  Cultural comparison  Listening comprehension  Writing  Visual interpretation

47. Ask the following questions, one at a time. First, give the students 15 seconds to answer in TL with a partner and then quickly verify answer with the whole class.  How many people are on a team in soccer? Football?  How many periods are in a soccer game? Football?  How many minutes total are in a soccer game? Football?  What happens if there is a tie in soccer? Football?  Which sport do you prefer to watch on TV? Why?  Have you ever seen a live soccer game? Football game? If so, where, when and who played?

48. Overview of the world cup More questions: Who watched the world cup? What can we compare the World Cup of soccer with in football?

50. El fútbol americano: http://www.youtube.com/watch?v=qmhi4IHSVVw Resumen de la Copa Mundial 2010: http://www.youtube.com/watch?v=5HbYjF0ad-E Los locutores: http://www.youtube.com/watch?v=9MXOYC- EkFs&feature=related Los aficionados: http://www.youtube.com/watch?v=Ip0tb5hQqE4

51. SONGS!!!  Waka waka http://www.youtube.com/watch?v=nm5KDssdr90  Wave your flag http://www.youtube.com/watch?v=YXUr4rh2LRE

56.  Multiple choice, free response  Basic comprehension questions, type of reading, intent, audience, visual interpretation questions.

57.  Compare with Christmas  Read a letter from one of the 3 kings  Write a letter to the 3 kings (or 1 and use the Ud. form!)

65.  Look at song “fuiste tú” WS in packet  http://www.youtube.com/watch?v=I9cCPQV Pv8o http://www.youtube.com/watch?v=I9cCPQV Pv8o

66.  You can use the SAME authentic resources for a level 1 class that you would for a level 4 class and just ask different questions / provide different scaffolding. (ie, lower levels = factual questions directly from resource / upper level = interpretation, intent, more in depth comprehension)

67.  90% target language (Comprehensible input!!!)  Pair share (spontaneous speaking)  Personal Questions and Answers  Classroom “chat.” (What did you do over the weekend? What are you going to do…?)  Compare / contrast culture  Find authentic graphs / create graphs with your class  Cloze activities with songs, followed with comprehension questions  Write formal letters as a formative or summative assessment  Commercials / videos from you tube (have them pick out cultural elements or words they understand)  Authentic readings with multiple choice questions  Expression of the day/week/month

68.  What do I ALREADY do in my classroom that helps build the skills needed for the listening and reading section of the AP test?  What do I already do that I could MODIFY to better prepare the students?  What can I ADD?