Content Outline and Competencies:

I. Beginning Reading Skills

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

B. Extract information from materials about familiar topics.

C.  Report details about written texts on learned topics.

II. Beginning Listening Skills

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

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

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

III. Beginning Writing Skills

A. Write on familiar topics using a variety of words, phrases and memorized expressions.

B. Create lists, phrases, and simple paragraphs on familiar topics.

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

D. Write dictated sentences.

IV. Beginning Presentational Skills

A. Produce lists of everyday German vocabulary.

B. Provide basic information about oneself and familiar topics using a variety of words, phrases and memorized expressions.

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

V. Cultural Elements

A. Identify products, practices, basic cultural beliefs and values of German-language cultures.

B. Recognize cultural differences within the German-speaking world, such as differences in family structure or religious practices.

C. Evaluate aspects of German-speaking cultures compared with one’s own culture.

Content Outline and Competencies:

I. Comprehension of German Written Materials

A. Read multi-paragraph texts and identify the main ideas.

B. Respond appropriately in spoken or written form to questions about texts using practiced words, phrases, and sentences.

C. Extract information from materials about familiar topics.

II. Written Expression in German

A. Write strings of related sentences and short paragraphs on learned materials.

B. Recombine learned vocabulary and structures in simple paragraphs.

III.  Comprehension of Spoken German

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

B. Identify actions from brief oral passages.

C. Recognize general ideas from conversations on familiar topics related to daily life.

IV. Oral Expression in German

A. Respond and exchange information in short social interactions in everyday situations by asking and answering simple questions.

B. Make statements about familiar topics.

C. Present about self, using learned vocabulary.

V.  Cultural Elements of German Language Cultures

A. Identify some products, practices, basic cultural beliefs, and values of German-language cultures.

B. Explain the basic geographical information of German-language cultures.

Content Outline and Competencies:

I. Beginning Reading Skills

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

B. Extract information from materials about familiar topics.

C.  Report details about written texts on learned topics.

II. Beginning Listening Skills

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

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

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

III. Beginning Writing Skills

A. Write on familiar topics using a variety of words, phrases, and memorized expressions.

B. Create lists, phrases, and simple paragraphs on familiar topics.

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

D. Write dictated sentences.

IV. Beginning Presentational Skills

A. Produce lists of everyday Spanish vocabulary.

B. Provide basic information about oneself and familiar topics using a variety of words, phrases, and memorized expressions.

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

V. Cultural Elements

A. Identify products, practices, basic cultural beliefs, and values of Spanish-language cultures.

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

C. Evaluate aspects of Spanish-speaking cultures compared with one’s own culture.

Content Outline and Competencies:

I. Comprehension of Spanish Written Materials

A. Read multi-paragraph texts and identify the main ideas.

B. Respond appropriately in spoken or written form to questions about texts using practiced words, phrases and sentences.

C. Extract information from materials about familiar topics.

II. Written Expression in Spanish

A. Write strings of related sentences and short paragraphs on learned material.

B. Recombine learned vocabulary and structures in simple paragraphs.

III.  Comprehension of Spoken Spanish

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

B. Identify actions from brief oral passages.

C. Recognize general ideas from conversations on familiar topics related to daily life.

IV. Oral Expression in Spanish

A. Respond and exchange information in short social interactions in everyday situations by asking and answering simple questions.

B. Make statements about familiar topics.

C. Present about self, using learned vocabulary.

V.  Cultural Elements of Spanish Language Cultures

A. Identify some products, practices, basic cultural beliefs and values of Spanish -language cultures.

B. Explain the basic geographical information of Spanish language cultures.

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. Beginning Reading Skills

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 about familiar topics.

D.  Discuss ideas and views about written text.

II. Beginning Listening Skills

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.

III. Beginning Writing Skills

A. Write on familiar topics using a variety of words, phrases and memorized expressions.

B. Create lists, phrases and simple paragraphs on familiar topics.

IV. Beginning Presentational Skills

A. Produce lists of everyday Spanish vocabulary.

B. Provide basic information about oneself and familiar topics using a variety of words, phrases and memorized expressions.

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

V. Cultural Elements

A. Identify products, practices, basic cultural beliefs and values of French language cultures.

B. Recognize cultural differences within the French -speaking world, such as differences in family structure or religious practices.

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

Content Outline and Competencies:

I. Comprehension of French Written Materials

A. Read multi-paragraph texts and identify the main ideas.

B. Respond appropriately in spoken or written form to questions about texts using practiced words, phrases, and sentences.

C. Extract information from materials about familiar topics.

II. Written Expression in French

A. Write strings of related sentences and short paragraphs on learned material.

B. Recombine learned vocabulary and structures in simple paragraphs.

III. Comprehension of Spoken French

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

B. Identify actions from brief oral passages.

C. Recognize general ideas from conversations on familiar topics related to daily life.

IV. Oral Expression in French

A. Respond and exchange information in short social interactions in everyday situations by asking and answering simple questions.

B. Make statements about familiar topics.

C. Present about self, using learned vocabulary.

V. Cultural Elements of French Language Cultures

A. Identify some products, practices, basic cultural beliefs, and values of French-language cultures.

B. Explain the basic geographical information of French-language cultures.

Content Outline and Competencies:

I. Beginning Reading Skills

A. Identify topics and basic information using memorized or familiar phrases in formal and informational texts.

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

C.  Discuss ideas and views about written text.

II. Beginning Listening Skills

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

B. Understand statements, questions, and high frequency commands in highly predictable situations.

III. Beginning Writing Skills

A. Write on familiar topics using simple structure patterns used in everyday situations.

B.  Use basic rules to write single words and phrases

IV. Beginning Presentational Skills

A. Request information using memorized and practiced words and sentences.

B. Provide basic information about oneself and familiar topics using a variety of words, phrases, and memorized expressions.

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

V. Cultural Elements

A. Identify products, practices, basic cultural beliefs and values of the Chinese culture.

B. Recognize cultural differences within China, such as differences in everyday behavior, family structure or religious practices.

C. Compare and contrast aspects of the Chinese culture with one’s own culture.

Content Outline and Competencies:

I. Beginning Reading Skills

A. Identify structure patterns in the language.

B. Extract the general topic and some basic information in some everyday contexts.

C. Recognize practiced or memorized words, phrases, and sentence patterns in written texts.

II. Beginning Listening Skills

A. Comprehend utterances on familiar topics, using a variety of practiced or memorized words, phrases, sentences, and questions.

B. Identify general ideas from spoken Chinese.

III. Written Expression in Chinese/Beginning Writing Skills

A. Write on familiar topics using a variety of words, phrases, and memorized expressions.

B. Create lists, phrases, and simple paragraphs on familiar topics.

IV. Beginning Presentational Skills

A. Respond to spontaneous spoken conversations on some familiar topics, using a variety of practiced or memorized words, phrases, sentences, and questions.

B. Make statements using learned vocabulary and sentences.

C. Respond appropriately to simple questions using practiced or memorized words, phrases, sentences, and questions.

V. Cultural Elements of Chinese Language Cultures

A. Identify some practices of the Chinese culture.

B. Demonstrate cultural appropriateness when communicating.

C. Compare and contrast aspects of one’s own culture with aspects of China.

Content Outline and Competencies:

I. Foundational Grammatical Structures

A. Recognize the characters of two types of Japanese writings (hiragana and katakana).

B. Conjugate verbs in polite present and past.

C. Express location of people, places, and things using particles.

D. Demonstrate basic action of people related to daily life.

 II. Comprehension of Japanese 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.

III. Comprehension of Spoken Japanese

A. Recognize the sounds of Japanese syllables.

B. Respond to simple statements and questions on familiar topics.

C. Comprehend simple sentences and commands frequently used in classroom.

IV. Written Expression in Japanese

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

B. Write dictated sentences.

V. Oral Expression in Japanese

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 Japan

A. Identify linguistic elements that indicate cultural differences, e.g. the polite speech.

B. Identify cultural differences between one’s own culture and Japan.

Content Outline and Competencies:

I. Fundamental Grammatical Structures

A. Construct grammatically correct sentences using learned grammatical structure.

B. Comprehend some complex sentences with plain form verbs and adjectives as a noun modifier.

C. Recognize and reproduce basic sentences with strongly organized internal structure dealing with daily activities.

II. Comprehension of Japanese Written Materials

A. Read multi-paragraph texts with strongly-organized internal structure (e.g., chronological) and distinguish main ideas.

B. Read and recognize the meaning of kanji characters (approximately 100 characters).

III. Comprehension of Spoken Japanese

A. Identify and sequence data from brief oral passages.

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

C. Identify actions from brief oral passages.

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

IV. Written Expression in Japanese

A. Write strings of related sentences and short paragraphs on learned familiar topics.

B. Recombine learned vocabulary and structures in simple sentences.

C. Write extemporaneously short 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.

V. Oral Expression in Japanese

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. Construct a polite request, ask permission, describe location of things

VI. Cultural Elements of Japanese Language Cultures

A. Demonstrate sensitivity to cultural behaviors and expectations.

B. Demonstrate the proper speech level used between the speakers depending on their relationship.

C. Explain the basic geographical information of Japan and some cultural constants that relate directly to daily life such as New Year’s Day.

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. Written Expression in Japanese

A.  Create statements and formulate questions based on familiar material.

B. Recombine learned vocabulary and structures to form sentences with basic word order.

C. Write on topics related to everyday situations in a generally organized way.

D. Narrate about events and experiences in both the past and non-past tense.

II. Comprehension of Japanese Written Materials

A. Read multi-paragraph texts dealing with a limited number of personal and social needs.

B. Read and recognize internal structure (e.g., chronological) and distinguish main ideas in a text.

C. Understand the essential information from a brochure, ad, product information, a feature story, and simple questionnaires in a magazine or website.

III.  Comprehension of Spoken Japanese

A. Understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts.

B. Comprehend details of what is said in a conversation related to familiar topics.

C. Understand messages on a variety of topics related to everyday life, events, and personal interests.

IV. Oral Expression in Japanese

A. Present information about self, family, and friends.

B. Respond in straightforward social situations to a limited number of uncomplicated communicative tasks.

C. Make statements and requests on topics related to basic personal information.

V.  Cultural Elements of Japan

A. Identify products, practices, basic cultural beliefs, and values of the Japanese culture.

B. Demonstrate sensitivity to cultural behaviors and expectations.

C. Compare and contrast aspects of the Japanese culture with one’s own culture.

Content Outline and Competencies:

I. Written Expression in Japanese

A. Write short paragraphs about school, community events, and personal experiences.

B. Recombine learned vocabulary and structures to form a collection of discrete sentences and questions.

C. Write a short report about a topic learned or researched such as current event and cultural customs.

II. Comprehension of Japanese Written Materials

A. Understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge.

B. Recognize key words, detecting the main idea, identifying supporting details, noting organizational features,

C. Develop skills for guessing meaning from context, identifying logical inferences.

D. Derive meaning from connected texts in a variety of topics.

III.  Comprehension of Spoken Japanese

A. Construct meaning from oral messages expressed in various sentence constructions.

B. Restate details of what is said in a conversation related to familiar topics.

C. Identify the main idea and key information in short straightforward conversations.

D. Identify the order of key events from a story read aloud to report the main actions in the story.

IV. Oral Expression in Japanese

A. Present information about self, family, friends, and community topics.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in social situations.

C. Make statements and requests on topics related to personal, student life, work, and community issues.

D. Form basic questions on topics necessary for survival in Japan.

V.  Cultural Elements of Japan

A. Investigate products and practices to understand cultural perspectives.

B. Use appropriate learned behaviors and avoid major social blunders.

C. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

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:

I. Written Expression in German

A. Create statements and formulate questions based on familiar material.

B. Recombine learned vocabulary and structures to form sentences with basic word order.

C. Write on topics related to school, work, and community in a generally organized way.

D. Narrate about events and experiences in the past.

II.  Comprehension of German Written Materials

A. Read multi-paragraph texts dealing with a limited number of personal and social needs.

B. Read and recognize internal structure (e.g., chronological) and distinguish main ideas in a text.

C. Understand the essential information from a brochure, ad, product information, a feature story, and simple questionnaires in a magazine or website.

III. Comprehension of Spoken German

A. Understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts.

B. Comprehend details of what is said in a conversation related to familiar topics.

C. Understand messages on a variety of topics related to everyday life, events, and personal interests.

IV. Oral Expression in German

A. Present information about self, family, and friends.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations.

C. Make statements and requests on topics related to basic personal information.

D. Form basic questions on predictable topics necessary for survival in the target-language culture.

V.  Cultural Elements of the German Speaking World

A. Compare between products and practices to understand perspectives.

B. Recognize significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

Content Outline and Competencies:

I. Written Expression in German

A. Write short paragraphs about school and community events and personal experiences, often across various time frames. 

B. Recombine learned vocabulary and structures to form a collection of discrete sentences and questions.

C. Write a short report about a topic learned or researched such as artwork, song, current event or generate a statement for a job application.

II. Comprehension of German Written Materials

A. Understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge.

B. Recognize key words, detecting the main idea, identifying supporting details, noting organizational features,

C. Develop skills for guessing meaning from context, identifying logical inferences.

D. Identify the author’s perspective and cultural norms.

E. Derive meaning from connected texts in a variety of topics.

III. Comprehension of Spoken German

A. Construct meaning from oral messages expressed in various time frames.

B. Restate details of what is said in a conversation related to familiar topics.

C. Identify the main idea and key information in short straightforward conversations.

D. Identify the order of key events from a story read aloud to report the main actions in the story.

IV. Oral Expression in German

A. Present information about self, family, friends, and community topics in various time frames.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in social situations.

C. Make statements and requests on topics related to personal, student life, work and community and global issues.

D. Form basic questions on topics necessary for survival in the Spanish culture.

V. Cultural Elements of the German Speaking World

A. Investigate products and practices to understand cultural perspectives.

B. Interpret and give examples of significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school,

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.  Written Expression in Spanish

A. Create statements and formulate questions based on familiar material.

B. Recombine learned vocabulary and structures to form sentences with basic word order.

C. Write on topics related to school, work, and community in a generally organized way.

D. Narrate about events and experiences in the past.

II. Comprehension of Spanish Written Materials

A. Read multi-paragraph texts dealing with a limited number of personal and social needs.

B. Read and recognize internal structure (e.g., chronological) and distinguish main ideas in a text.

C. Understand the essential information from a brochure, ad, product information, a feature story, and simple questionnaires in a magazine or website.

III. Comprehension of Spoken Spanish

A. Understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts.

B. Comprehend details of what is said in a conversation related to familiar topics.

C. Understand messages on a variety of topics related to everyday life, events, and personal interests.

IV. Oral Expression in Spanish

A. Present information about self, family, and friends.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations.

C. Make statements and requests on topics related to basic personal information.

D. Form basic questions on predictable topics necessary for survival in the target-language culture.

V. Cultural Elements of the Spanish-Speaking World

A. Compare between products and practices to understand perspectives.

B. Recognize significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

Content Outline and Competencies:

I. Written Expression in Spanish

A. Write short paragraphs about school and community events and personal experiences, often across various time frames.

B. Recombine learned vocabulary and structures to form a collection of discrete sentences and questions.

C. Write a short report about a topic learned or researched such as artwork, song, current event or generate a statement for a job application.

II. Comprehension of Spanish Written Materials

A. Understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge.

B. Recognize key words, detecting the main idea, identifying supporting details, noting organizational features.

C. Develop skills for guessing meaning from context, identifying logical inferences.

D. Identify the author’s perspective and cultural norms.

E. Derive meaning from connected texts in a variety of topics.

III. Comprehension of Spoken Spanish

A. Construct meaning from oral messages expressed in various time frames.

B. Restate details of what is said in a conversation related to familiar topics.

C. Identify the main idea and key information in short straightforward conversations.

D. Identify the order of key events from a story read aloud to report the main actions in the story.

IV. Oral Expression in Spanish

A. Present information about self, family, friends, and community topics in various time frames.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in social situations.

C. Make statements and requests on topics related to personal, student life, work and community and global issues.

D. Form basic questions on topics necessary for survival in the Spanish culture.

V. Cultural Elements of the Spanish-Speaking World

A. Investigate products and practices to understand cultural perspectives.

B. Interpret and give examples of significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school,  work, or play, and show interest in basic cultural similarities and differences.

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. Written Expression in French

A. Create statements and formulate questions based on familiar material.

B. Recombine learned vocabulary and structures to form sentences with basic word order.

C. Write on topics related to school, work, and community in a generally organized way.

D. Narrate about events and experiences in the past.

II. Comprehension of French Written Materials

A. Read multi-paragraph texts dealing with a limited number of personal and social needs.

B. Read and recognize internal structure (e.g., chronological) and distinguish main ideas in a text.

C. Understand the essential information from a brochure, ad, product information, a feature story, and simple questionnaires in a magazine or website.

III. Comprehension of Spoken French

A. Understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts.

B. Comprehend details of what is said in a conversation related to familiar topics.

C. Understand messages on a variety of topics related to everyday life, events, and personal interests.

IV. Oral Expression in French

A. Present information about self, family, and friends.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations.

C. Make statements and requests on topics related to basic personal information.

D. Form basic questions on predictable topics necessary for survival in the target-language culture.

V. Cultural Elements of the French Speaking World

A. Compare between products and practices to understand perspectives.

B. Recognize significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

Content Outline and Competencies:

I. Written Expression in French

A. Write short paragraphs about school and community events and personal experiences, often across various time frames.

B. Recombine learned vocabulary and structures to form a collection of discrete sentences and questions.

C. Write a short report about a topic learned or researched such as artwork, song, current event or generate a statement for a job application.

II. Comprehension of French Written Materials

A. Understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge.

B. Recognize key words, detecting the main idea, identifying supporting details, noting organizational features.

C. Develop skills for guessing meaning from context, identifying logical inferences.

D. Identify the author’s perspective and cultural norms.

E. Derive meaning from connected texts in a variety of topics.

III. Comprehension of Spoken French

A. Construct meaning from oral messages expressed in various time frames.

B. Restate details of what is said in a conversation related to familiar topics.

C. Identify the main idea and key information in short straightforward conversations.

D. Identify the order of key events from a story read aloud to report the main actions in the story.

IV. Oral Expression in French

A. Present information about self, family, friends, and community topics in various time frames.

B. Respond in a limited number of uncomplicated communicative tasks by creating with the language in social situations.

C. Make statements and requests on topics related to personal, student life, work and community and global issues.

D. Form basic questions on topics necessary for survival in the Spanish culture.

V. Cultural Elements of the French Speaking World

A. Investigate products and practices to understand cultural perspectives.

B. Interpret and give examples of significant differences in behaviors that exist among cultures.

C. Use appropriate learned behaviors and avoid major social blunders.

D. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities and differences.

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. Demonstrate Proficiency in Non Verbal Communication
   A. Communicate the context of a message through appropriate eye contact, facial expressions, body language and ASL
II. Demonstrate Intermediate ASL Verbal Communication Skills
   A. Read and receive intermediate ASL signs and grammar
   B. Express and send intermediate ASL signs and grammar
III. Demonstrate Proficiency in Manual/Physical Coordination
   A. Communicate the context of a message using manual and physical coordination in ASL
IV. Demonstrate Receptive and Expressive Competencies in ASL Conversation
at the Low/Mid Intermediate Level
   A. Complain, make suggestions and requests
      1. Complain about others, make suggestions, make requests, ask for permission, express concern, decline and explain why, agree with
condition, agree with shortcoming and ask for clarification
      2. Use recurring time signs, continuous time signs, temporal aspects: recurring and continuous, inflecting verbs, role shifting, conditional sentences and clock numbers
   B. Talk about the weekends
      1. Ask about the weekend, describe weekend activities, express opinions/feelings
      2. Tell about disrupted plans, temporal sequencing, time signs with
durative aspect
      3. Use element classifiers
   C. Exchange personal information
      1. Ask/tell when, tell about life events (when clauses, phrasing for sequencing events)
      2. Ask nationality of name, narrate family immigration and history, correct and elaborate
      3. Use possessive forms, descriptive and locative classifiers, numbers, dates and addresses
   D. Locate things around the house
      1. Give reason and make request, ask where, give specific location, correct and confirm information, open conversations
      2. Use topic-comment structure, weak hand as reference, locative classifiers, yes/no questions, wh-questions
   E. Describe and identify objects
      1. Ask what a word means, give definition, describe object
      2. Use descriptive classifiers (for shapes, patterns and textures), instrument classifiers, weak hand as reference, topic-comment structure, non-manual markers and money numbers.
   F. Practice producing and receiving numbers
      1. From 120 – 1,000
      2. Ordinal: 101-109
      3. Multiples of 100 to 1,000

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.

Content Outline and Competencies:

The course outline will vary by language and topic.