SEE AP TEST FORMAT SUBPAGE FOR THE TIME LIMITS AND PERCENTAGES FOR EACH SECTION OF THE TEST. ==>
ONLINE STOPWATCH TO USE TO PRACTICE YOUR SPEAKING
*Visita estos sitios para obtener más práctica para el examen de AP Language.
-1/3 of a point for each incorrect answer on both the reading and listening sections
It is more detrimental to give a wrong answer than to leave it blank. Students are marked off -1/3 of a point for every wrong answer. If they skip the question, they just are not penalized. However, if they can rule out even one wrong answer choice they should try to answer the question. They DO have to acquire points, so they shouldn’t leave very many blank.
Listen carefully to your teacher and to others who are fluent in the language who speak at different speeds and with different accents. Tune in to foreign TV and radio programs whenever possible, and use recorded material such as DVDs and CDs. Even better, try to attend undubbed foreign films in commercial theaters.
1. During the short dialog section, read the answers and guess what the answer will be. Many times you can guess right about 90% of the time even without seeing the questions, and it makes your listening more active. Listening is usually rather passive, but this makes you think more.
“The questions in the multiple-choice section are scored by computer, and a correction factor is used to compensate for random guessing (one-third of a point is subtracted for each incorrect answer).”
2. During the longer sections, read the question as you listen, and answer as you go. If you can read the questions fast-fast-fast before the narration starts, you have an idea of what vocabulary you should listen for.
Many students feel natural inhibitions and hesitations in speaking, but try not to worry about how others may perceive you if you make a mistake. It is only with continued practice that you will begin to speak with facility. Therefore, participate in debates, discussions, dialogues, and skits as much as you can. In addition, practice in a language laboratory gives you the opportunity to compare your speech with that of a model speaker.
Lista de muletillas. Cuando tenemos una conversacion hay veces que necesitamos hacer una pausa para poder pensar o aclarar una idea. Las siguientes muletillas son utiles en estas situaciones:
O sea—————I mean….
A ver—————Let’s see….
Este—————-Can be used like “Umm”
Quiero decir que—–I would like to say….
Es que————–It’s that….
Así que————-So, therefore
Vamos————–Let’s go/Let’s begin
…y tal————–…and such
Y eso—————“and stuff like that”
Y bueno————and well
No me digas——–Literally “don’t tell me” used to express the idea “get out of here”
No es cierto——–That’s not true
Sabes lo que quiero decir? —Do you know what I mean?
¡Manos a la obra!—-Hands ready for the job! Let’s get started!
Vamos a pensar en esto.—–Let’s think about this.
Mi opinión es que…—My opinion es that…
Formal speaking – mention the auditive source first then go back and forth…. use graphic organizers, do tons of practice, contrast with differences and similarities. The majority of those that get a 5 use all of the time allotted. If you use less than 1 minute, you lose a point from the grade that you would receive. If you are talking when the 2 minutes ends, you are not penalized. The grade is based upon what was said in the 2 minutes. Be sure to incorporate well the 2 resources into what you say.
Informal speaking… practice, practice, practice.
You should read a wide variety of materials, such as literary prose, essays, poems, dramatic works, dialogues, cartoons, advertisements, book reviews, and journalistic material, including editorials.
When you read, look out for the grammatical cues of the text, such as verb tenses, and pay attention to factual information in the text (understanding who, what, when, where, why, and how).
Of all the language skills, writing is considered by many teachers and students to be the most sophisticated. Unlike listening and speaking—which may be facilitated by having another person present—writing is usually practiced alone on subjects you have already discussed, heard, or read about. Because writing can be revised numerous times—and therefore progressively improved—in your classroom writing you may be expected to exercise greater accuracy, precision, and clarity than in oral performance.
Formal writing 300 words minimum... has to include all three sources and make sure you synthesize and don’t plagiarize. Quotes can only be embedded if they enhance. It’s better NOT to directly quote but rather to tell about what the author said. (Copying the author’s words does NOT show how YOU can write)
– You answer the prompt question with your own opinion
– You use information from the other sources IN YOUR OWN WORDS but cite your source to SUPPORT whatever your opinion is related to the original question.
It’s a good habit to put in parenthesis (fuente 1) when using info from one of the sources to avoid plagiarism. (Do not waste time quoting exact words. Show YOUR Spanish ability.)
THIS IS A MESSAGE FROM A PERSON WHO GRADED THIS PART OF THE AP EXAM:
“Integrate all three sources using your OWN words. You will only receive credit for your own words and not even ONE point for recycling the question and/or pasting in actual “lifted” material from the written sources. No matter how cleverly you use transitional phrases to glue the “borrowed” bits together, you won’t have enough of your own words and synthesis to earn points.”
“At the reading of AP exams, the readers are trained to read and reread the sources so that they will be ready to notice such plagiarism in the essays they evaluate. They spend time highlighting the most-likely-to-be-lifted phrases, and the readers are pros at recognizing such subtle tricks.”
“The formal presentational writing is actually given 3 grades (each part of the rubric–task completion, topic development, and language use) and then averaged into one… Although language use is certainly important (and can pull a grade down) ,the areas of task completion and topic development tend to outweigh the language use.”
Another comment from a person who has graded the AP exams:
“The students will receive a zero or a 1 if all they’ve included of their own words are a few transitional phrases. They will not have completed the task, nor will they have developed the topic, nor have synthesized to answer the question. The mechanics of the essay will not be their own, either. Some students, (too many these past few years) recycle the question or the opening & closing paragraphs in the written texts in their own introductions and conclusions, and the body of their essays is primarily composed of sentences and phrases lifted directly from the texts…with no citation or credit given . This is not writing an essay, and when one adds up the little bits of the students’ own words, the product earns a very low score. An unfinished essay, albeit very well written, would only earn a lower score from the “task completion” portion of the rubric, as the student might not have included all three sources in their synthesis. I know this is a very difficult task, but too many students have been splicing the sources together and then presenting them as their own work.”
Informal writing... 100 words minimum…. It better be perfect… register, grammar, subjunctive, modismos etc. 60 isn’t enough…
Register – consistency of register. Students need to stay in the “tú” form if they chose to start in the tú form. (They must be consistent with their pronouns, etc.)
Circumlocution is the key. Several years ago, a student wrote “una mujer con un bebé en su estomago”. Obviously, he didn’t know or forgot “embarazada”, but he got his point across without resorting to English.
Citing sources for AP exam – formal writing and speaking:
Using “fuente 1,2,3” is sufficient. However, it’s better to vary things (and show how much Spanish you know in 200 words). For example, “según la primera fuente”, “como nos relata la fuente auditiva”, “en la segunda fuente, “TÍTULO”, explica que…”, “la primera fuente impresa muestra que…” As for not knowing a word, avoid using English. Students should imagine their reader/listener is a Spanish speaker who doesn’t know English. Students should make reference to each source AT LEAST one time, but it is highly suggested they use them more than that. As long as the student mentions the source by the content, it is not necessary to say, “En la primera fuente”, etc.
Hay muchas maneras de citar las fuentes:
Como (nos) dice/comenta/relata/ indica/muestra la primera (segunda, tercera) fuente
Según la primera (segunda, tercera) fuente (according to the first source)
Según la grabación (according to the recording)
Según la fuente auditiva… (according to the auditory source)
Según la primera (segunda) fuente escrita. (according to the first written source)
La primera (segunda, tercera) fuente dice que
Según la fuente de ECOS, BBC Mundo, etc….
Como dice el autor del artículo escrito….
Otros verbos en lugar de decir: afirmar, informar, comunicar, explicar, expresar, indicar, escribir, reportar.
Otros verbos en lugar de pensar: investigar, analizar, difundir (to disseminate, spread, diffuse, publish), puntualizar (to finish, draw up, bring to a point), insistir, sostener (sustain, support), opinar
Frases para conectar la información de la fuente a la tesis:
Esto demuestra que, Lo anterior nos indica que, Es por eso que, Debido a lo anterior, Ya que, Como (porque), Esto ejemplifica, Por ejemplo, Lo anterior es un ejemplo de
(lo anterior= the aforementioned, what was previously mentioned/stated)
Grammar Practice sites for AP Exam
The present tense: tutorial
Verb chart: the present tense
The present tense: practice
Vocabulary: La moda
ser vs estar
El vocabulario: el hogar
El vocabulario: la comida
el participio pasado
El vocabulario: la salud (parte 1)
El vocabulario: el ocio
el ocio: definitions – matching
los géneros del cine
el imperfecto del subjuntivo
Sequence of tenses
Expresiones para las conversaciones simuladas
La secuencia de los tiempos
Present subjunctive exercises
Exercises about a variety of grammatical topics
PRACTICE SITES FOR LISTENING –
See the TV and radio sites in the margin to the right –>
Notes in Spanish Advanced:
BBC GCSE Bitesize – Spanish
Ventana a mi comunidad
Las voces de las mujeres
Spanish Language Television Broadcasts
Lang Media Spanish in Spain
Ejercicios de español
General Tips for Exam Day
When composing an essay, organize your thoughts and make a brief outline first. (Organizational notes will not be scored.) The final essay should have a clear focus, logical development, appropriate details, and supporting materials that reinforce and enhance the ideas in the essay.
When recording answers in the speaking section, speak as extensively and appropriately as you can within the allotted time.
What to Bring
* Several sharpened No. 2 pencils (with erasers) for all multiple-choice answer sheets.
* Black or dark-blue ballpoint pens for free-response questions in most exams.
* Your school code. (If you are a homeschooled student, you will be given a code at the time of the exam.)
* A watch (in case your exam room does not have a clock that you can see easily).
* Your social security number for identification purposes. (If you provide it, the number will appear on your AP Grade Reports.)
* An AP-authorized calculator if you’re taking an AP Calculus AB, Calculus BC, Chemistry, Physics, or Statistics Exam.
* A ruler or straightedge if you’re taking an AP Physics Exam.
* A photo I.D. if you do not attend the school where you are taking the exam.
What Not to Bring
* Books, compasses, correction fluid, dictionaries, highlighters, or notes.
* Rulers and straightedges (except as noted above).
* Scratch paper (notes can be made on portions of the exam booklets).
* Typewriting equipment, computers (except as noted for students with disabilities), or calculators (except as noted above).
* Watches that beep or have an alarm.
* Portable listening or recording devices — even with headphones — or photographic equipment.
* Beepers, cellular phones, MP3 players, or personal digital assistants (PDAs).
* Clothing (t-shirts, for example) with subject-related information.