Content Outline and Competencies:

Using all four language skills, listening (comprehending), reading,
writing, and speaking, students will recall and use in practical
situations the following concepts:

I. The student will demonstrate mastery of elementary German grammar
   A. Greet, introduce one another, and ask how people are, using three
you’s correctly
   B. Recall and use present, (present) perfect, past perfect and future
tenses in the indicative mood, and imperative mood of all regular and
irregular verbs.  Also use simple past tense of sein
   C. Recall and use cases, correct declensions of the definite and
indefinite articles, which indicates knowing the three genders of nouns,
and nominative, accusative, and dative cases, including the prepositions
that demand those cases
   D. Recall and use the three cases of pronouns and the possessive
adjective with correct endings
   E. Use correct word order for statements, questions, and commands
   F. Use negation and adverbs to add dimension to sentences and
questions
   G. Use modal verbs in present and perfect tenses
   H. Recall and use coordinating conjunctions to make compound sentences
   I. Use would to begin learning about subjunctive mood of verbs

II. The student will demonstrate comprehension and mastery of elementary
German pronunciation
   A. Use correct pronunciation of German sounds, especially those that do
not occur in English
   B. Use alphabet sounds to spell words in German
   C. Carry on short conversations and write short paragraphs on text
material

III. The student will develop and utilize elementary German vocabulary
   A. Use parts of classroom and people in school situations in context
   B. Use expressions for leaving and asking about the weather, time, and
the cost of things, knowing all numbers
   C. Use dates with days of the week and months of the year
   D. Recall and use active vocabulary selected by the instructor from
vocabulary lists, dialogues, and cultural reading selections

IV. The student will demonstrate understanding and appreciation of German
culture
   A. Carry on short conversations and write short paragraphs on cultural
material
   B. Compare aspects of the target language culture with American
culture

Content Outline and Competencies:

Using all four language skills, listening (comprehending), reading,
writing, and speaking, students will memorize and use in practical
situations the following concepts:

I. Mastery of German grammar appropriate to the second semester of study
   A. Recall and use subordinate conjunctions and word order.
   B. Use genitive case for the declension of definite and indefinite
articles and prepositions that demand that case.
   C. Use infinitive constructions.
   D. Use special forms of to.
   E. Recall and use adjective endings in all situations.
   F. Recall and use simple past tense for all verbs in the indicative
mood.
   G. Recall reflexive verbs.
   H. Recall indefinite adjectives and pronouns and adjectival nouns.
   I. Recall and use comparison of adjectives and adverbs.
   J. Recall and use relative pronouns and clauses.
   K. Recall and use da- and wo- compounds.
   L. Recall and use all situations of subjunctive mood of all verbs.
   M. Recall and use all tenses of passive voice of verbs.

II. The student will demonstrate comprehension and mastery of correct
German pronunciation
   A. Refine and practice pronunciation appropriate to the second semester
of study.
   B. Carry on longer conversations and write longer paragraphs on text
material.

III. The student will develop and utilize German vocabulary appropriate to
the second semester of study
   A. Use correct forms of nouns of weight, measurement, and number.
   B. Recall and use and memorize ordinal numbers.
   C. Recall and use all time expression idioms.

IV. The student will demonstrate increased understanding and appreciation
of German culture
   A. Carry on longer conversations and write longer paragraphs on
cultural material.
   B. Compare aspects of the target language culture with American
culture.

Content Outline and Competencies:

I. Foundational Grammatical Structures

A. Identify parts of speech such as subject, object, verb, adverb, pronoun, adjective, preposition.

B. Conjugate verbs in present tense.

C. Match correct form of articles, adjectives to gender and number of nouns.

D. Recognize and reproduce object pronouns.

E. Express location of people, places, and things using prepositions.

II. Comprehension of Spanish-Language Written Materials

A. Identify main points of simple texts dealing with learned material.

B. Respond appropriately in spoken or written form to texts, or to questions about texts.

C.Extract information from materials related to daily life on such topics as food, housing, college classes, class schedules, family members, weather forecasts and simple directions.

III. Comprehension of Spoken Spanish

A. Identify main ideas of simple statements and questions on familiar topics.

B. Respond appropriately to statements, questions and high frequency commands in highly predictable situations.

IV. Written Expression in Spanish

A. Construct sentences and strings of sentences relating to personal information, familiar topics and immediate needs.

B. Supply information on simple forms and documents.

C. Write dictated sentences.

V. Oral Expression in Spanish 

A. Produce lists of everyday vocabulary, such as numbers, days of the week, colors, items of clothing, household furnishings, classroom objects, family members, basic characteristics of people and things.

B. Use common courtesy expressions appropriately.

C. Provide basic information about oneself and one’s daily life at the phrase level.

D. Respond appropriately to simple questions or high-frequency statements.

VI. Cultural Elements of the Spanish – Speaking World

A. Identify linguistic elements that indicate cultural differences, e.g. the formal “you” and the informal “you” (usted and tú).

B. Identify countries where Spanish is spoken.

C. Identify cultural differences within the Spanish-speaking world, such as differences in family structure or religious practices.

D. Compare and contrast aspects of Spanish-speaking cultures with one’s own culture.

Content Outline and Competencies:

I. Mastery of grammatical structures
   A. Construct grammatically correct sentences in the present, past, and
future tenses.
   B. Conjugate verbs in all simple tenses in indicative and subjunctive
moods.
   C. Compare like and unlike qualities and quantities.
   D. Recognize and reproduce double object pronoun combinations.
   E. Give and react to commands, both formal and informal.

II.  Comprehension of written texts
   A. Read multi-paragraph texts with strongly-organized internal
structure (e.g., chronological) and distinguish main ideas.
   B. Abstract contextual information on the most basic level, such as use
of register or purpose of text (reporting/persuading).
   C. Outline or mind-map related elements within a text.

III.  Comprehension of oral discourse
   A. Enumerate and sequence data from brief oral passages.
   B. Comprehend sentence-length utterances and brief series of sentences
in limited number of content areas.
   C. Enumerate actions from brief oral passages.
   D. Sequence a series of five actions.
   E. Abstract general ideas from taped conversations on familiar or
strongly contextualized topics.

IV. Mastery of composition
   A. Write strings of related sentences and short paragraphs on learned
material.
   B. Recombine learned vocabulary and structures in simple sentences.
   C. Write extemporaneously short (8-10 sentences) paragraphs on very
familiar topics.
   D. Translate sentences from English to target language paying attention
to the idea to be expressed rather than word by word.
   E. Record short messages, postcards, and simple notes such as telephone
messages.
   F. Write one page compositions on a directed topic related to text.

V. Mastery of oral discourse
   A. Respond in brief phrases and some sentences to questions about
familiar topics.
   B. Make statements using learned materials expanding occasionally by
simple reconstruction of elements.
   C. Express self using vocabulary limited to basic object and places,
most common kinship terms, and basic necessities.
   D. Give simple directions.
   E. Construct basic statements using the past and future tense.

VI.  Knowledge of Hispanic cultural products and practices
   A. Demonstrate sensitivity to cultural behaviors and expectations.
   B. Recognize basic geographical information of the Hispanic world.
   C. Explain some cultural constants (e.g., the extended family,
mealtimes) that relate directly to daily life.
   D. Demonstrate appreciation of cultural differences by describing
attitudes towards elders, dating practices, educational philosophy and
business practices.

Content Outline and Competencies:

I. Greetings, Introductions and Common Courtesy Expressions

A. Use greetings at different times of the day.

B. Use common courtesy expressions.

C. Respond to greetings and to simple questions.

D. State name and job title.

E. Identify linguistic elements that indicate cultural differences, e.g. the formal versus the informal “you.”

II. Common Questions and Answers

A. Request personal information such as name and place of origin.

B. Use memorized questions to gather personal information from employees.

C. Use the Spanish alphabet to spell words as required.

D. Count objects from 0-30.

E. Express the time of the day using numbers 1-30.

F. Use the days of the week and the months of the year to express dates.

G. Identify question words, e.g., what, who, when and how many to provide a simple answer.

III. Hotels

A. Acquire vocabulary related to hotel rooms.

B. Describe the state of a hotel room using adjectives.

C. Tell employees to do common tasks in a hotel room.

D. Identify cleaning objects for specific purposes.

E. Describe actions related to hotel work.

1. Usage of personal pronouns

2. Conjugate verbs

IV. Kitchen

A. Recall names of fruits, vegetables, milk products, meats, seafood and bakery items.

1. Usage of adjectives to describe nouns

2. Colors as adjectives

B. Demonstrate comprehension of verbs related to food preparation.

1. Cooking and baking actions

2. Command form of the action verbs related to kitchen procedures

C. Identify utensils and equipment in the kitchen.

D. Create a simple recipe.

1. Measurements

2. Numbers 0-100

3. Actions

V. Restaurant

A. List items found in a restaurant setting.

1. Menu choices

2. Items to set a table

B. Compare quantity and quality of nouns.

C. Use negative and indefinite words to express presence or absence of items or people.

VI. Reading and Listening Comprehension

A. Demonstrate comprehension of simple authentic reading materials, e.g., ads and brochures.

B. Demonstrate aural comprehension of brief conversations and presentations related to topics in the hospitality industry.

VII. Culture

A. Identify Spanish-speaking countries.

B. Identify aspects of Hispanic work cultures.

C. Identify aspects of one's own work culture.

D. Demonstrate an understanding of successful intercultural interactions in the workplace.

Content Outline and Competencies:

I. Speaking French

A. Produce basic information using simple statements, lists and questions on familiar topics such as self, family, preferences, and routine activities.

B. Use common courtesy expressions appropriately.

C. Use verbs to communicate actions in the present, passé composé, and futur proche.

D. Respond appropriately to simple questions or high-frequency responses.

II. Writing French 

A. Construct sentences and strings of sentences relating to personal information and familiar topics.

B.  Write verbs to talk about everyday life experiences in learned tenses- present, passé composé, and futur proche.

C. Provide information about self on simple forms and documents.

D. Write dictated sentences.

III.  Aural Input in French

A. Recognize the main topic dealing with learned material and highly predictable situations.

B. Extract information from aural input related to familiar topics.

C. Respond appropriately in spoken or written form to questions.

IV. Written Comprehension 

A. Identify main ideas of simple statements and questions on familiar topics.

B. Respond appropriately to questions and high frequency commands in highly predictable situations.

C. Respond in spoken or written form to learned topics.

V. Cultural Comparisions

A. Identify linguistic elements that indicate cultural differences, e.g. the formal “you” and the informal “you” (vous and tu).

B. Identify countries where French is used on a map or by listing countries.

C. Compare and contrast aspects of French -speaking cultures with one’s own culture.

Content Outline and Competencies:

I. Speak in French

A. Produce basic information using simple statements, lists and questions on familiar topics such as self, family, preferences, and routine activities

B. Use common courtesy expressions appropriately.

C. Describe familiar topics using learned verb tenses.

II. Write in French

A. Construct simple paragraphs relating to personal information and familiar topics.

B. Use verbs to write about familiar topics in learned tenses using simple paragraphs.

C . Provide information about self on simple forms and documents.

D. Write dictated sentences using learned tenses.

III. Comprehend Aural Input in French

A. Recognize the main topic dealing with learned material and highly predictable situations.

B. Extract information from aural input related to familiar topics.

C. Respond appropriately in spoken or written form to questions.

IV. Comprehend Written French

A. Identify main ideas of simple statements and questions on familiar topics.

B. Respond appropriately to questions and high frequency commands in highly predictable situations.

C. Respond in spoken or written form to learned topics.

V. Comparing Cultures

A. Use linguistic elements that indicate cultural differences, e.g. the formal “you” and the informal “you” (vous and tu).

B. Identify countries where French is used on a map or by listing countries.

C. Compare and contrast aspects of French-speaking cultures with one’s own culture.

VI. Construct grammatically Correct Sentences in the Present, Past and Future Tenses

A. Conjugate verbs in all simple tenses in indicative and subjunctive moods.

B. Compare like and unlike qualities and quantities.

C. Recognize and reproduce double object pronoun combinations.

D. Give and react to commands, both formal and informal.

VII. Read Multi-paragraph Texts with Strongly Organized Internal Structure (e.g., Chronological) and Distinguish Main Ideas

A. Abstract contextual information on the most basic level, such as use of register or purpose of text (reporting/persuading).

B. Outline or mind-map related elements within a text.

VIII. Enumerating and Sequencing Data from Brief Oral Passages

A. Comprehend sentence-length utterances and brief series of sentences in limited number of content areas.

B. Enumerate actions from brief oral passages.

C. Sequence a series of five actions.

D. Abstract general ideas from taped conversations on familiar or strongly contextualized topics.

IX. Write Strings of Related Sentences and Short Paragraphs on Learned Material

A. Recombine learned vocabulary and structures in simple sentences.

B. Write extemporaneously short (8-10 sentences) paragraphs on very familiar topics.

C. Translate sentences from English to target language paying attention to the idea to be expressed rather than word by word.

D. Record short messages, postcards, and simple notes such as telephone messages.

E. Write one page compositions on a directed topic related to text.

X. Respond in Brief Phrases and Some Sentences to Questions about Familiar Topics

A. Make statements using learned materials expanding occasionally be simple reconstruction of elements.

B. Express self using vocabulary limited to basic object and places, most common kinship terms, and basic necessities.

C. Give simple directions.

D. Construct basic statements using the past and future tense.

XI. Sensitivity to Cultural Behaviors and Expectations

A. Recognize basic geographical information of the French speaking countries.

B. Describe some cultural constants (e.g., the extended family, mealtimes) that relate directly to daily life.

C. Demonstrate appreciation of cultural differences by describing attitudes towards elders, dating practices, educational philosophy and business practices.

Content Outline and Competencies:

I. Speaking and Writing Functive and Stative Sentences in Basic
Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

II. Using Indirect Object and Auxiliary Verbs in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize  appropriate vocabulary
   C. Utilize appropriate sentence patterns

III. Identifying  Specifiers, Numbers, Measures in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

IV. Using Equative Sentences Accurately in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

V. Identifying Money and Prices in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

VI. Using the Changed Status in Basic Chinese in Writing and Speaking:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

VII. Identifying Modification Accurately in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

VIII. Demonstrating Understanding of Location and Existence in Basic
Chinese in Speaking and Writing: 
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

IX. Using Coverbs of Interest - Indefinites and Inclusives in Basic
Chinese in Speaking and Writing:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

X. Recognizing Movement and Direction in Basic Chinese:
   A. Participate in dialogue accurately
   B. Utilize appropriate vocabulary
   C. Utilize appropriate sentence patterns

XI. Chinese Characters 1 - 15 in Basic Chinese:
   A. Using Chinese characters 1 - 15, read and write vocabulary
   B. Using Chinese characters 1- 15, read and write sentences
   C. Using Chinese characters 1- 15, complete exercises
   D. Explain and use the stroke order chart 

Content Outline and Competencies:

I. Recognizing Completed Action - Time
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.
        
II. Using Time Expression Before and After the Verb in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

III. Relative Time - Clock Time in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

IV. Expressing Manners in Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

V. Using Basic Chinese Compound Verbs
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

VI. Using the Ba Construction in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

VII. Using Resultative Compound Verbs in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

VIII. Using Similarity and Comparison in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

IX. Expressing Separation and Distance
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.

X. Using Coverbs of Agent in Basic Chinese
   A. Participate in dialogue accurately.
   B. Utilize appropriate vocabulary.
   C. Utilize appropriate sentence patterns.
 
XI. Chinese Characters 16 - 30 in Basic Chinese
   A. Using Chinese characters 16 - 30, read and write vocabulary.
   B. Using Chinese characters 16 - 30, read and write sentences.
   C. Using Chinese characters 16 - 30, complete exercises.
   D. Explain and use the stroke order chart.

Content Outline and Competencies:

At the end of Elementary Japanese I, students will have met the course
objectives and should have mastered the following specific skills:

I. Students will demonstrate basic ability to read in Japanese.
   A. Recognize the characters of two types of Japanese writings, hiragana
and katakana, and also to read the learned words in both forms.
   B. Read simple text (written in Roman alphabets) dealing with learned
materials and give accurate translation of the Japanese.

II. Listen and understand basic spoken Japanese.
   A. Recognize the sounds of Japanese syllables including some voiceless
vowels after voiceless consonants, silent syllabic consonant (double
consonant), etc. 
   B. Comprehend simple sentences and other covered materials and
comprehend commands frequently used in the classroom.

III. Speak basic Japanese.
   A. Pronounce each syllable in the same length without stress,
especially vowels in sequence and long vowels, and also be able to
pronounce some sounds that are not in English (such as r, tsu at the
beginning of a word, double consonant and others).  [Students’ oral
production will consist primarily of isolated words and short  sentences
of learned material.]
   B. Produce lists of learned vocabulary related to  greetings, school,
hobbies, sports, telling time, food, numbers, weather, seasons, family,
travel, modes of transportation, etc.
   C. Use both the present and the past tense. [The speech level is
limited to polite speech in which verb forms end with -masu and -desu.]

IV. Demonstrate understanding and appreciation of fundamentals of Japanese
culture.
   A. Explain the groupism and the hierarchical relationship between the
speakers in Japanese society and that they are reflected in many aspects
of the Japanese language, in particular in speech level, greetings, the
form of addressing people, the use of honoric (prefix o-), giving and
receiving verbs, etc.
   B. Explain why indirect expressions are considered more polite and 
preferred in Japanese language, especially when expressing one’s desire,
ability, preferences or requests.
   C. Contrast the differences between men’s speech and women’s
speech.

V. Students will demonstrate (orally and in writing) basic mastery of
Japanese grammar.
   A. Conjugate Masu verbs, Copula, Desu and polite form of adjectives
(present,  negative present, past, and negative past tense form and OO
form).
   B. Identify adjective (I-adjective) and adjectival noun
(Na-adjective).
   C. Use relationals (particles): e (direction), o (object), wa (topic,
in negative, contrast), ga (subject), de (location of action), ni
(location of state and indirect object), no (modification of noun), mo
(also, either), to (and, or with), ka (or), ya (and, so on), kara (from)
and kedo (but) and also multiple relationals such as e wa, de mo, etc.
   D. Use imasu and arimasu correctly.

Content Outline and Competencies:

At the end of Elementary  Japanese II, students will have met the
course objectives and should be able to:

I. Demonstrate the ability to read increasingly complex Japanese text:
   A. Read the text written in hiragana, katakana and simple kanji
(Chinese character).  About 100 kanji characters are introduced.
   B. Interpret basic text with strongly organized internal structure
dealing with daily activities such as shopping, phone conversation,
traveling, school,  cooking, etc. 
   C. Comprehend some complex sentences (with plain form verbs and
adjectives as a noun modifier), but not the compound sentences with more
than  the basic types of connectives (e.g. and, but, therefore)

II. Demonstrate the ability to listen and understand increasingly complex
spoken Japanese, reflecting the following criteria:
   A. Simple short sentences of covered material comprehended when spoken
slowly 
   B. Misunderstandings and repetition are still frequent  
   C. Content revolves around self and routine tasks, such as shopping  
   D. Listening primarily is limited to face-to-face conversation

III. Demonstrate the ability to speak increasingly complex Japanese
language.
   A. Produce mostly short sentences, ask simple questions or make
statements using learned material
   B. Recall learned vocabulary of about 900 words, but limited to basic
object and places, most common kinship terms, and basic necessities
   C. Comprehend topics of self, immediate family or friends
   D. Make a polite request, ask permission, describe location of things
and  people, make comparisons, etc.

IV. Demonstrate the ability to write basic Japanese.
   A. Write in hiragana, katakana and kanji combined, however, reading  
Japanese characters, especially kanji characters, is emphasized more than
reproducing it in this course.
   B. Recombine learned vocabulary and structures in simple sentences and
write  short (about 10 sentences)  paragraphs about very familiar topics.
[Frequent errors still persist in using predicate (verb, adjective and
Copula)  forms, Relationals (particles) and vocabulary.]

V. Demonstrate increased understanding and appreciation of Japanese
culture: 
   A. Demonstrate the proper speech level used between the speakers
depending on their relationship.
   B. Explain the basic geographical information of Japan and some
cultural constants  (e.g. traditional theater, such as kabuki, seasonal
customs and holidays such as New Year's Day, Girl's and Boy's Day, Flower
Viewing, etc., shopping, transportation system, Japanese food) that relate
directly to daily life.

VI. Demonstrate (orally and in writing) increased mastery of Japanese
grammar, including:
   A. Conjugate TE form, Plain form (Dictionary form, Plain Negative [NAI]
 form, Plain Perfect Tense [TA] form, Plain Negative Perfect Tense
[Nakatta] form) and BA (Provisional) form verbs.
   B. Identify adjectives of KU form and Provisional form. [Reproduction
of these forms in less accurate.]
   C. Identify Relationals, however frequent errors occur in their use.
   D. Comprehend  noun modifiers ranging from simple adjective or
adjectival  noun modifier to complex sentences with plain form of
Predicate (verb, adjective or noun followed by a Copula).
   E. Make simple comparisons.
   F. Conjugate verbs and use Plain form verbs, TE form and Ba
(provisional) form  in learned patterns such as:
      1. TE form: Verb-te  kudasai, Verb-te mimasu, Verb-te mo ii desu,
Verb-te wa ikemasen
      2. Dictionary (Plain Affirmative Imperfect Tense) form: Dictionary
Verb + hazu desu /tsumori desu /koto ga dekimasu
      3. NAI (Plain Negative) form: Verb-nai + hazu desu /tsumori desu /de
kudasai/Verb-nakute mo ii desu  /wa ikemasen/Verb-nakeraba narimasen/
      4. TA (Plain Perfect Tense) form: Verb-ta + hazu desu /koto ga
arimasu / hoo ga ii desu
   G. Conjugate Adjective into KU form and BA form (-kereba)
   H. Identify BA form of Copula "desu" (-nara)
   I. Use Relationals correctly: de 1) totalizing 2) "within" 3) "among",
kara (reason), keredo/keredomo "but",  "although", made 1] "until" 2] "as
far as",  made ni "by", mo "even", ni  1] "into", 2] "at", 3] "to"
(direction), 4] for  (purpose) 5] goal, no (for subject in the noun
modifier), o "through", dake    "only", hodo "as much as" and yori
"than".

Content Outline and Competencies:

I. Fluency in everyday conversational situations in Japanese

A. Ask and answer questions on topics concerned with daily life at the elementary level.

B. Utilize the correct expressions of courtesy.

C. Use culturally appropriate speech style to express suggestions and desire.

II. Standard Japanese pronunciation

A. Transform Anglicized sounds into a closer approximation of Japanese sounds.

B. Identify and reproduce correct intonation for statements, questions, and explanations in Japanese.

III. Fundamental grammatical structure

A. Perform brief narrations in class using studied grammar.

B. Produce recorded narrations using studied grammar.

IV. Listening comprehension

A. Extract information from aural input related to familiar topics.

B. Answer questions about content.

C. Ask questions for clarification in Japanese.

V. Mastery of oral expression

A. Perform extemporaneously in a guided conversation in Japanese by asking and answering questions at the elementary level.

B. Connect conversational topics using learned phrases.

C. Narrate and describe using learned tenses.

D. Paraphrase and rephrase in Japanese.

VI. Self-expression in Japanese

A. Use circumlocution to handle unknown vocabulary or structures.

B. Paraphrase to increase understanding and avoid English.

VII. Cultural comparisons

A. Compare and contrast the Japanese culture to one’s own culture.

B. Identify linguistic elements that indicate cultural differences.

Content Outline and Competencies:

I. Complex Japanese text with an intermediate level of reading
comprehension
   A. Read text written with more frequent usage of Kanji (Chinese)
characters. 
   B. Read simple text written in both polite speech and casual speech
dealing with basic personal and social situations such as traveling. 
   C. Comprehend some complex sentences of quotation, hearsay, report,
opinion, etc., and some compound sentences with “~toki” (when ~), “~
mae” (before ~), “ ~ ato” (after ~),  “~node” (since ~), etc. 
 
II. Increasingly complex spoken Japanese comprehension
   A. Comprehend simple sentences in face-to-face conversation spoken at
slower than normal speed.  
   B. Comprehend casual speech used among family members and peers and
recognize the difference between male and female speech.
   C. Present one short prepared speech.
   D. Produce short sentences. 
   E. Quote, report, state judgments, and make explanatory statements.

III. Increasingly complex written Japanese text
   A. Write short (about 5 – 10  sentences) paragraphs using very
familiar topics such as daily routine, family and personal experience.
   B. Quote, report and state opinions and judgments.

IV. Mastery of Japanese grammar (orally and verbally) at the intermediate
level
   A. Identify a list of plain form verbs, adjectives and copula verbs in
the complex and compound sentences.
   B. Use proper form of predicate (verb, adjective and copula verb) in
complex and compound sentences.
   C. Identify and use transitive and intransitive verbs.
   D. Use Te form verbs in patterns such as: verb (-te) iru (on-going
actions and repeated actions), verb (-te) miru, verb (-te) oku and verb
(-te) aru.
   E. Identify particles and use them correctly.

V. Increased understanding and appreciation of Japanese culture
   A. Comprehend further the human relationship in Japanese society
through greater variety of speech levels.
   B. Explain basic information about Japan’s climate, geography,
transportation, traveling, banks, family structure, economy and employment
practices, etc.

Content Outline and Competencies:

I. Complex Japanese text with an intermediate/advanced level of
comprehension
   A. Read  text written with more frequent usage of Kanji (Chinese)
characters.
   B. Read about 400 kanji characters including 150 new characters.
   C. Read simple text written in honorific style and humble style speech
as well as ordinary polite speech and casual speech. 

II. Comprehending increasingly complex spoken Japanese
   A. Comprehend simple sentences in face to face conversation spoken at
slower than normal speed. 
   B. Comprehend honorific style speech in formal situations.
   C. Produce slightly longer sentences using topics such as self,
immediate family or friends.
   D. Express presupposition, desire, giving and receiving favors,
honorific expressions, humble expressions, regret, conjecture, etc. 

III. Writing increasingly complex Japanese text
   A. Write increasingly complex sentences.
   B. Write longer (about 12 – 15 sentences) paragraphs using very
familiar topics such as daily routine, family and personal experience
   C. Present one short prepared speech.

IV. Mastery (orally and verbally) of Japanese grammar at the high -
intermediate level
   A. Identify BA form predicate, causative form verb, passive form verb
and causative passive form verb
   B. Use Te form verb in learned patterns such as: verb (te) kara, verb
(-te) hoshii, verb (-te) ageru/kureru/morau and verb (-te) shimau.
   C. Identify and use honorific and humble expressions. 
   D. Identify and use compound sentences using conjunctions such as “ ~
to” and “~noni”.
   E. Identify and use compound verbs and compound adjectives.
   F. Identify particles and use them correctly.  

V. Understanding and appreciation of Japanese culture
   A. Comprehend more varieties of speech levels including honorific style
speech and casual speech.       
   B. Identify the human relations in various situations where the
specific style speech is used.
   C. Comprehend the expressions of giving and receiving favors and
Japanese gift giving customs.
   D. Explain basic information about Japanese transportation systems,
employment practice, neighborhood relations, natural disasters,
environmental issues and crimes.

Content Outline and Competencies:

I. Fluency in everyday conversational situations in Japanese

A. Ask and answer questions on topics concerned with daily life at the intermediate level.

B. Utilize the correct expressions of courtesy.

C. Use culturally appropriate speech style to express opinions.

II. Standard Japanese pronunciation

A. Transform Anglicized sounds into closer approximation of Japanese sounds.

B. Identify and reproduce correct intonation for statements, questions, and explanations in Japanese.

III. Fundamental grammatical structure

A. Perform longer narrations in class using studied grammar.

B. Produce recorded narrations using studied grammar

IV. Listening comprehension

A. Extract detailed information from aural input related to familiar topics.

B. Answer questions about content.

C. Ask questions for clarification in Japanese.

V. Mastery of oral expression

A. Perform extemporaneously in a guided conversation in Japanese by asking and answering questions at the intermediate level.

B. Connect conversational topics using learned phrases.

C. Narrate and describe using learned tenses and speech styles.

D. Paraphrase and rephrase in Japanese.

VI. Self-expression in Japanese

A. Use circumlocution to handle unknown vocabulary or structures.

B. Paraphrase to increase understanding and avoid English.

VII. Cultural comparisons

A. Compare and contrast the Japanese culture to one’s own culture.

B. Identify linguistic elements that indicate cultural differences.

Content Outline and Competencies:

At the end of Intermediate Chinese I, students will have met the
course objectives and should have mastered the following skills:

I. Reading complex Chinese text with an intermediate level of
comprehension, including:
   A. Texts with more difficult sentences.
   B. Texts written in both narrative and conversational style.
   C. Complex sentences of quotation, proverb and sayings.

II. Utilizing increasingly complex spoken Chinese, by:
   A. Translating simple sentences of covered material but not yet
comprehending the sentences spoken at normal speed.
   B. Presenting two short prepared speeches based on daily life.
   C. Producing mostly short sentences of learned material.
   D. Describing a story according to the picture given.
   E. Quoting, reporting and stating one’s judgement; making explanatory
statements.

III. Writing increasingly complex Chinese composition, including: 
   A. Short (about 10-15 sentences) paragraphs using very familiar topics
such as daily routine, family and personal experience.
   B. Statements of opinions and judgements.
 
IV. Demonstrating mastery of Chinese grammar at the low/mid-Intermediate
level by identifying and using the following constructs accurately in
speaking and writing:
   A. The time-measure complement.
   B. The aspect particle “Guo,” indicating experience as well as the
action-measure complement.
   C. Subjectless sentences.      
   D. Sentences which imply the continuous aspect of an action.
   E. “Bi” and “gen...yi yang” to express comparison.
   F. “Dao,”  “zai” and “zhu” used as the resultative
complement.
   G. Proper Predicate form in complex and compound sentences.
   H. Compound verbs and compound adjectives.
   I. Intransitive verbs.

V. Demonstrating increased understanding and appreciation of Chinese
culture, including:
   A. Human relationships in Chinese society through more variety of
speech levels introduced in the text.
   B. Basic historical information about Chinese character and customs.

Content Outline and Competencies:

At the end of Intermediate Chinese II, students will have met the
course objectives and should have mastered the following skills:

I. Reading complex Chinese text with an intermediate/advanced level of
comprehension, including:
   A. Texts with more difficult sentences.
   B. Texts written in both narrative and conversational style.
   C. Complex sentences of quotation, proverb and sayings.

II. Utilizing increasingly complex spoken Chinese by:
   A. Translating simple sentences of covered material but not yet
comprehending the sentences spoken at normal speed.  (Content still
revolves around self and daily life.  Listening primarily is limited to
face to face conversation.)
   B. Analyzing formal and informal speeches used on different occasions
and among different people. 
   C. Presenting two short prepared speeches.  (Able to speak slightly
longer sentences of learned material.  Topics are still based on daily
life.)
   D. Describing a story according to the picture given.
   E. Expressing wish, intention, giving and receiving favors.           


III. Writing increasingly complex Chinese composition, including: 
   A. Short (about 12-20 sentences) paragraphs using very familiar topics
such as daily routine, family and personal experience.
   B. Quotes, reports, opinions and judgements in written paragraphs.
 
IV. Demonstrating mastery of Chinese grammar at the mid/high-intermediate
level by identifying and using the following constructs accurately in
speaking and writing:
   A. The simple directional complement.
   B. Repetition of adjectives.  
   C. The construction “yao...shi...jiu...”
   D. The potential complement.                                  
   E. The complex directional complement.        
   F. The constructions “buhi...ma?” and “you...you.”
   G. “Ba” sentences. 
   H. The construction “chu le...yi wai.. .”
   I. Notional passive sentences.
   J. Interrogative pronouns of general denotation.

Content Outline and Competencies:

Using all four language skills, listening (comprehending), reading,
writing, and speaking, students will:

I. Refine German Pronunciation
   A. Use language daily – conversations, tapes, and listening
   B. Practice especially those sounds that occur in German and not
English

II. Review and Use Correctly the Following Grammar Concepts
   A. All tenses of verbs in the indicative mood
   B. Imperative mood verbs
   C. All conjunctions, cases, and word order
   D. All prepositions and case endings
   E. Three major tests and a final to test learning knowledge

III. Read Essays and Short Stories and Discuss and Write About the Major
Concepts
   A. Readings from KALEIDOSKOP
   B. Handouts of extra fiction readings
   C. Vocabulary quizzes
   D. Six assigned compositions
   E. Extemporaneous conversations from text exercises
   F. Discussions of readings

IV. Maintain Longer Conversations About any Topics Studied and Current
Events
   A. Six assigned conversations over themes/topics
   B. Extemporaneous conversations over day’s topics
   C. Conversations over current events

V. Write multi-paragraph essays about topics studied and current events
   A. In-class writings about fiction and non-fiction readings
   B. In-class responses to current events we read

VI. Discuss and write about cultural aspects studied in this semester
   A. Oral discussions about cultural aspects – pro and con
   B. Short, written opinions about cultural aspects

Content Outline and Competencies:

Using all four language skills, listening (comprehending), reading,
writing, and speaking, students will:

I. Refine German pronunciation to approximate fluency as much as
possible
   A. More speaking in class and groups
   B. Oral exams
   C. Approximate fluency of those sounds especially specific to German

II. Recall, review and use the following grammar concepts
   A. Adjective endings
   B. Relative pronouns and clauses
   C. Reflexive verbs
   D. General subjunctive mood of verbs
   E. Passive voice of verbs
   F. Infinitive phrases
   G. Demonstrate orally and in written work
   H. Review other basic fundamentals mentioned in previous competencies

III. Read essays and short stories, and discuss and write about the major
concepts/themes
   A. Use, practice, and test vocabulary and themes
   B. Oral discussion of major themes and concepts in target language

IV. Maintain longer, more detailed conversations about any topics studied
and current events
   A. 5 assigned conversations about topics/themes
   B. Extemporaneous conversations over daily topics
   C. Oral exams to demonstrate proficiency

V. Write multi-paragraph essays about topics studied and current events
   A. 5 longer written pieces about topics/themes studies
   B. Extemporaneous writing from exercises in texts
   C. Demonstrate skills in written exams

VI. Discuss and write about cultural aspects studied during the semester
   A. Oral discussion of varying topics each year
   B. Extemporaneous written pieces of cultural daily topics
   C. Assigned opinion papers
   D. Demonstrate understanding on oral and written exams

Content Outline and Competencies:

(for the Fall Semester)

I. Students will be able to carry on simple conversations about their
families and the weather and will be able to choose, try on, and purchase
clothing.
   A. Develop vocabulary related to the family
   B. Use the genitive case to describe family relationships
   C. Use a German weather map
   D. Convert temperature in Celsius to Fahrenheit
   E. Speak and write about clothing, sizes, and colors
   F. Use role play to select, try on, and buy clothing

II. Students will be able to use services provided in an airport and a gas
station in a German-speaking country.
   A. Describe the various services offered at an airport
   B. Make, confirm, and change airline reservations
   C. Read car rental ads and brochures
   D. Use role play to make and change car rental reservations
   E. Use vocabulary and expressions given, to buy gas and describe minor
car problems

III. Students will be able to cope with common health-related problems
while traveling in a German-speaking country.
   A. Describe various minor health difficulties that may arise while
traveling
   B. Make a doctor’s appointment and describe symptoms
   C. Using selected medication directions written in German, determine
what various medications are for, how they should be taken, and what side
effects there might be (in English).

IV. Students demonstrate the skills necessary to enjoy cultural
opportunities in German-speaking cities.
   A. Discuss common sights in a tourist city and why one would visit
them
   B. Discuss cultural events, such as movies, opera, theater, concerts
   C. Use newspaper ads to determine what activities are available in a
city
   D. Use role play to check availability, prices, and types of tickets
   E. Use the vocabulary and expressions given to ask and understand
directions

V. Students will be able to conduct a city tour
   A. Apply the knowledge from IV above to prepare and present a tour of
the German-speaking city of their choice, describing the city, its
attractions, and its history. 

Content Outline & Competencies: (for Spring semester)

I. Students will be able to select a dwelling that suits their needs in a
German-speaking country.
   A.  Describe the types of housing in German-speaking countries
   B. Describe the rooms and articles of furniture in houses/apartments
   C. Describe the function of various rooms in the house
   D. Read advertisements for various types of housing
   E. Select housing appropriate for individuals described

II. Students will be able to shop, use the services of a post office, and
ask and understand directions in a German-speaking city.
   A. Describe stores found in a typical city and what my be purchased
there
   B. Plan a city with all appropriate stores and institutions
   C. Using vocabulary and structures learned, shop in an open market or
small store
   D. Describe the activities carried on in a post office in a
German-speaking country
   E. Using text, handouts, and manuscripts from videos shown, present
dialogs on buying stamps, receiving packages, and sending faxes from a
post office
   F. Using a city map and vocabulary and expressions from the text and
handouts, give and follow directions, written and oral
   G. Describe what can be bought/what service is provided at a particular
store, what one would typically say in the establishment, and how one would
ask directions to the establishment

III. Students will be able to reserve a table, order and pay for food, and
handle common problems associated with dining in a German-speaking area.
   A. Describe favorite restaurants/cafes
   B. Use menus and text to discuss differences in eating here and in
Europe
   C. Use role play to reserve tables and order and pay for meals
   D. Use dialogs to handle problems associated with dining.

IV. Students will be able to find lodging in a German-speaking area.
   A. Discuss traveling in general and places to spend the night
   B. Compare and contrast hotels and prices
   C. Using handouts given and special needs assigned, determine what
hotel best fits the needs of an individual
   D. Using role play and the manuscript of video shown, reserve a room
through a tourist bureau or directly with a hotel

V. Students will be able to read a train schedule, ask for information on
train travel, and reserve seats on trains in a German speaking area.
   A. Describe experiences of train travel
   B. Describe the types of trains found in German-speaking countries
   C. Using a real train schedule, chose among types of trains and various
services and classes
   D. Using role play, make inquiries, buy a ticket and make a seat
reservation on a train

Content Outline and Competencies:

I.  Mastery of grammatical structures
   A. Refine basic grammatical structures learned in first year.
   B. Recognize the different elements of more complicated structures,
especially within a given context.
   C. Determine the use of subjunctive as opposed to indicative.
   D. Show increased control of object pronouns, good recognition, and
fair usage.
   E. Use idiomatic expressions of high frequency.

II.  Comprehension of written texts
   A. Read essays and/or short narratives and extrapolate information of
some detail.
   B. Comprehend simple connected texts dealing with basic personal and
social situations.
   C. Answer comprehension questions in complete sentences.
   D. Distinguish main ideas and information from the less complicated
essays or narratives.
   E. Identify details relating to who, what, when, where and why of
factual narratives.

III.  Comprehension of oral discourse
   A. Participate in extended discourse for which topic and vocabulary
have been reviewed in advance.
   B. Comprehend simple sentence-length utterances in most tenses.
   C. Identify the mood of a listening passage getting the main idea and
basic supporting detail.

IV. Mastery of composition
   A. Write multi-paragraph compositions on familiar topics or assigned
material.
   B. Create statements and questions appropriately to meet practical
needs and some limited social demands.
   C. Effectively control basic constructions as well as present tense,
and at least one other tense correctly to complete directed assignment.
   D. Start note taking in the target language.
   E. Write about topics grounded in personal experience in strings of
sentences.
   F. Increase ability to transcribe dictation accurately.

V. Mastery of oral discourse
   A. Initiate and respond to questions and maintain a limited
conversation.
   B. Handle successfully basic interactive social or task-oriented
situations (e.g., introducing self, order meal, making purchases) on
primarily a sentence level.
   C. Enumerate themes or topics without having to discuss them.
   D. Use preterit tense to narrate mainly through strings of sentences
rather than connected narration.
 
VI. Knowledge of Hispanic cultural products and practices
   A. Show awareness of cultural differences as expressed in written
texts.
   B. Perceive sense levels within language, e.g., magazine article vs.
short story, although only on the most superficial level.
   C. Distinguish typical traits within text related to life styles among
the peoples where the target language is spoken.
   D. Handle the formal and informal “you” with more confidence and
use it to identify textual relationships.
   E. Recognize some adages and idiomatic phrases and their register.

Content Outline and Competencies:

I.  Mastery of grammatical structures
   A. Manipulate basic structures to create with language.
   B. Discriminate among tenses and self-correct.
   C. Conjugate verbs in all tenses in the indicative mode and most tenses
in the subjunctive mode.
   D. Increase accuracy using tense sequences in more complex structures.

II. Comprehension of written texts
   A. Conceptualize similarities and differences between texts that
incorporate some degree of narrative complexity. Discuss the ideas
presented in an expository text.
   B. Read consistently with full understanding simple connected text
dealing with basic personal and social needs about which they have
personal interest and/or knowledge.
   C. Abstract main ideas and information from texts at the next higher
level featuring description and narration.
   D. Answer comprehension questions on assigned essays or short stories.
   E. Summarize and/or explain the most important elements of the
narrative.

III. Comprehension of oral discourse
   A. Follow extended discourse for which topic and vocabulary have been
reviewed in advance. This skill is similar to that taught in Intermediate
I, but with increased comprehension.
   B. Comprehend sentence-length utterances which consist of
re-combinations of learned elements in a limited number of content areas
supported by the situational context.
   C. Listen to identify the purpose of the conversation.

IV. Mastery of composition
   A. Write multi-page compositions on assigned material.
   B. Create short, simple letters which content involves personal
preferences, daily routine, everyday events, and other topics grounded in
personal experience.
   C. Express present time and at least one other time frame of aspect
consistently, e.g., past, habitual imperfective.
   D. Show evidence of control of the syntax of noncomplex sentences.

V. Mastery of oral discourse
   A. Use the language to create sentences, ask and answer questions and
correct errors.
   B. Handle successfully a variety of uncomplicated, basic and
communicative tasks and social situations.
   C. Talk simply about self and family members.
   D. Ask and answer questions and participate in simple conversations on
topics beyond the most immediate needs, e.g., personal history and leisure
time activities.
   E. Increase utterance length, although speech may continue to be
characterized by frequent long pauses.
   F. Incorporate some basic conversational strategies to respond to
conversation partners.
 
VI. Knowledge of Hispanic cultural products and practices
   A. Detect cultural differences as expressed in written texts.
   B. Distinguish typical traits within text related to life styles among
the peoples where the target language is spoken.
   C. Comprehend ways people act in a manner consistent with the structure
of their own culturally conditioned system, or frame of reference as shown
in reading passages and/or films.
   D. Develop ways to resolve conflicts through simulation based on
experience for cross-cultural understanding.
   E. Identify some adages and idiomatic phrases and their register.

Content Outline and Competencies:

I. Fluency in everyday conversational situations in Spanish
   A. Ask and answer questions on topics concerned with daily life.
   B. Utilize correctly the correct register (tú vs. Ud.) and expressions
of courtesy.

II. Good standard pronunciation in Spanish sounds
   A. Transform, via taped or video-taped practice, Anglicized vowels and
consonants into closer approximation of Spanish phonemes.
   B. Identify and reproduce correct intonation for statements, questions,
and explanations.

III. Mastery of vocabulary presented in class
   A. Write topical vocabulary on brief quizzes.
   B. Use topical vocabulary in original sentences.

IV. Mastery of fundamental grammatical structures crucial to
self-expression
   A. Perform brief narrations in class and in video or audio-taped
conversations.
   B. Use the subjunctive appropriately to persuade or demand service.
   C. Weave appropriate interjections into spoken text with the purposes
of playing for time, expressing interest, expressing emotion, or
requesting restatement.

V. Listening comprehension
   A. Summarize in English a short dialogue in Spanish.
   B. Answer questions on content of taped dialogue.
   C. Ask questions for clarification in live interview situation.

VI. Mastery of oral expression
   A. Perform extemporaneously a guided conversation in Spanish.
   B. Connect conversational topics via set phrases.
   C. Narrate and describe in all tenses.
   D. Elaborate and restate if asked.
   E. Participate fully in a dialogue by asking and answering questions,
and encouraging through interjections further speech.

VII. Self-expression through circumlocutions and paraphrasing
   A. Use circumlocutions or paraphrases to handle unknown vocabulary or
structures.
   B. Paraphrase a noun, adjective, or verb sufficiently so that it may be
identified correctly by a group.

VIII. Knowledge of U.S. government / culture / customs vis à vis those of
Spanish speaking countries
   A. Present and defend an opinion with respect to political beliefs or
cultural norms.
   B. Incorporate at least three justifications or examples for the belief
presented.
   C. Use correct subjunctive structure (belief vs. non-belief) to express
an opinion.

Content Outline and Competencies:

I. Refining Basic Grammatical Structures Learned in First Year French
   A. Recognize the different elements of more complicated structures,
especially within a given context
   B. Contrast the use of subjunctive as opposed to indicative
   C. Show increased control of object pronouns, good recognition, and
fair usage
   D. Use idiomatic expressions of high frequency

II. Reading Essays and/or Short Narratives and Extrapolating Information
   A. Comprehend simple connected texts dealing with basic personal and
social situations
   B. Answer comprehension questions in complete sentences
   C. Distinguish main ideas and information from the less complicated
essays or narratives
   D. Identify details relating to who, what, when, where and why of
factual narratives

III. Extended Discourse of Familiar Topic and Vocabulary
   A. Comprehend simple sentence-length utterances in most tenses
   B. Identify the mood of  a listening passage describing the main idea
and basic supporting detail

IV. Writing Multi-paragraph Compositions on Familiar Topics or Assigned
Material
   A. Create statements and questions appropriately to meet practical
needs and some limited social demands
   B. Show good control of basic constructions as well as present tense,
and at least one other tense correctly to complete directed assignment
   C. Start note taking in the target language
   D. Write about topics grounded on personal experience.  (Writing tends
to be string of sentences as opposed to truly connected discourse)
   E. Increase ability to transcribe dictation accurately

V. Questions and Limited Conversation
   A. Handle successfully basic interactive social or task-oriented
situations (e.g., introducing self, order meal, making purchases) on
primarily a sentence level
   B. Enumerate themes or topics without having to discuss them
   C. Use preterit tense to narrate mainly through strings of sentences
rather than connected narration

VI. Cultural Differences as Expressed in Written Texts
   A. Perceive sense levels within language, e.g., magazine article vs.
short story, although only on the most superficial level
   B. Distinguish typical traits within text related to life styles among
the peoples where the target language is spoken
   C. Handle the formal and informal “you” with more confidence and
use it to identify textual relationships
   D. Recognize some adages and idiomatic phrases and their register

Content Outline and Competencies:

I. Manipulating Basic Structures to Improve Discrimination Among
Tenses 
   A. Conjugate verbs in all tenses in the indicative mode and most tenses
in the subjunctive mode
   B. Increase accuracy of using tense sequences in more complex
structures

II. Conceptualize Similarities and Differences between Texts That
Incorporate Some Degree of Narrative Complexity.  Discuss the Ideas
Presented in An Expository Text.
   A. Read consistently with full comprehension simple connected text
dealing with basic personal and social needs about which they have
personal interest and/or knowledge
   B. Abstract main ideas and information from texts at the next higher
level featuring description and narration
   C. Answer comprehension questions on assigned essays or short stories
   D. Summarize and/or explain the most important elements of the
narrative

III. Extended discourse of Familiar Topic and Vocabulary
   A. Comprehend sentence-length utterances which consist of
recombinations of learned elements in a limited number of content areas
supported by the situational context
   B. Listen to identify the purpose of the conversation

IV. Writing Multi-page Compositions on Assigned Material
   A. Create short, simple letters which content involves personal
preferences, daily routine, everyday events, and other topics grounded in
personal experience
   B. Express present time and at least one other time frame of aspect
consistently, e.g., past, habitual imperfective
   C. Show evidence of control of the syntax of noncomplex sentences
 

V. Use the language to create sentences, ask and answer questions and
correct errors
   A. Handle successfully a variety of uncomplicated, basic and
communicative tasks and social situations
   B. Talk simply about self and family members
   C. Ask and answer questions and participate in simple conversations on
topics beyond the most immediate needs, e.g., personal history and leisure
time activities
   D. Increase utterance length, although speech may continue to be
characterized by frequent long pauses
   E. Incorporate some basic conversational strategies to respond to
conversation partners
 

VI. Cultural Differences Expressed in Written Texts
   A. Distinguish typical traits within text related to life styles among
the peoples where the target language is spoken
   B. Explain ways people act in manners consistent with the structure of
their own culturally conditioned system, or frame of reference as shown in
reading passages and/or films
   C. Demonstrate resolving conflicts through simulation based on
experience for cross-cultural understanding
   D. Recognize some adages and idiomatic phrases and their register

Content Outline and Competencies:

I. Handle everyday conversational situations in French fluently
   A. Ask and answer questions on topics concerned with daily life.
   B. Utilize correctly the correct register and expressions of courtesy.

II. Achieve a good standard pronunciation in French sounds
   A. Transform, via taped or video-taped practice, anglicized vowels and
consonants into closer approximation of French phonemes.
   B. Identify and reproduce correct intonation for statements, questions,
and explanations.

III. Master vocabulary presented in class  
   A. Write topical vocabulary on brief quizzes
   B. Use topical vocabulary in original sentences

IV. Master fundamental grammatical structures crucial to self-expression
   A. Perform brief narrations in class and in video- or audio-taped
conversations
   B. Use the subjunctive appropriately to persuade or demand service
   C. Weave appropriate interjections into spoken text with the purposes
of playing for time, expressing interest, expressing emotion, or
requesting restatement

V. Understand a short dialogue in French
   A. Answer questions on content of taped dialogue
   B. Ask questions for clarification in live interview situation

VI. Perform extemporaneously a guided conversation in French
   A. Connect conversational topics via set phrases
   B. Narrate and describe in all tenses
   C. Elaborate and restate if asked
   D. Participate fully in a dialogue by asking and answering questions,
and encouraging through interjections further speech

VII. Use circumlocutions or paraphrases to handle unknown vocabulary or
structures
   A. Paraphrase a noun, adjective, or verb sufficiently so that it may be
identified correctly by a group

VIII. Discuss U.S. government / culture / customs vis a vis those of
French speaking countries
   A. Present and defend an opinion with respect to political beliefs or
cultural norms
   B. Incorporate at least three justifications or examples for the belief
presented
   C. Use correct subjunctive structure (belief vs. non-belief) to express
an opinion

Content Outline and Competencies:

I. Develop Proficiency in Non-Verbal Communication
   A. Communicate the context of a message partly through eye contact,
facial expressions, body language and ASL.

II. Improve ASL Verbal Communication
   A. Read and receive intermediate ASL signs.
   B. Express and send intermediate ASL signs.

III. Talk About Family and Occupations Using ASL
   A. Explain relationships, ask/tell how long and how old.
   B. Use possessive pronouns, wh - questions, list principal ranking
family members and dual personal pronouns.
   C. Practice age numbers and numbers 67-98 in ASL.

IV. Compare Qualities Among People and Things
   A. Discuss opinions and disagreements between people and ideas using
one-character role shifting.
   B. Contrast people and ideas in ASL.

V. Talk about Routines
   A. Solve time conflicts, telling what time and using temporal
sequencing, time signs: frequency, clock numbers and when-questions in
ASL.

VI. Complain, Make Suggestions and Requests
   A. Complain about others, make suggestions, make requests, ask for
permission, express concern, decline and explain why, agree with
condition, agree with shortcomings and ask for clarification.
   B. Use recurring time signs, continuous time signs, temporal aspects:
recurring and continuous, inflecting verbs, role shifting, conditional
sentences and clock numbers.

Content Outline and Competencies:

I. Spelling and Accent Rules for the Spanish Language

A. Recognize when to add an accent to a word and when the accent is unnecessary.

B. Differentiate between spelling words with a b or v, z or s and other spelling rules.

C. Recognize the silent h rule.

D. Recognize the ll and rr rule in Spanish.

II. Standard Spanish Grammar Rules

A. Conjugate verbs in the present and past indicative tenses as well as the present and past subjunctive mood.

B. Produce indirect, direct and reflexive object pronouns rules.

C. Match adjectives to gender and number of nouns.

III. Grammatically Correct Paragraphs

A. Summarize readings using organized written paragraphs.

B. Write organized compositions over an assigned topic using the currently studied grammar.

C. Utilize learned grammar in all writing assignments.

IV. Spoken Spanish

A. Use standard Spanish grammar and pronunciation in the classroom.

B. Use studied grammar and vocabulary from each chapter in daily interaction in class.

C. Avoid Spanglish and English usage in the classroom.

D. Discuss assigned texts in Spanish.

V. Cultures of Spanish-Speaking Countries

A. Apply the formal "you" and the informal "you" rules of usage.

B. Contrast cultural differences that exist in many countries of the Spanish world to that of the United States and other countries.

C. Identify countries where cultural differences can cause misunderstandings.

D. Identify major cultural differences according to the countries where they are practiced.

VI. Use Standard Spanish Vocabulary

A. Use vocabulary lists presented in each chapter.

B. Compare and learn the differences and variations in vocabulary used in countries of the Spanish-speaking world.