Readiness Profile and Course Expectations for American Sign Language I Prerequisite: This course is designed to help the non-signer and/or the beginning signer develop basic skills and knowledge of American Sign Language and Deaf culture. This course is an introduction to basic knowledge of American Sign Language (ASL) and the Deaf culture. Students will develop basic skills in ASL vocabulary and grammar to meet basic communication needs. Emphasis is placed upon acquisition of both comprehension and production skills. In addition to learning the language will focus upon the knowledge of the Deaf community and the development of cultural awareness necessary for communication and interaction. Course Design: This course uses activities and materials from Vista: Signing Naturally Level 1, Units 1-6 and cumulative review, plus teacher-made activities and materials. Intended Outcomes for this Course: Upon completion of this course students will be able to:

• Manage common interactions using basic vocabulary and grammar. • Continue to apply language-learning skills outside the language classroom. • Act with respect and better understanding of Deaf people and ASL, with an appreciation for their

linguistic and cultural diversity. • Exhibit mastery of target language at a novice level.

Students will be expected to spend an average of approximately 30 minutes to an hour outside of the classroom for each class period.

The majority of a student’s grade will be determined by exams, quizzes, class work, homework, expressive and receptive signing skills, and class participation.

Course Content:

• Introductions and basic getting-to know conversations, greets and says goodbye in culturally appropriate manner.

• Exchanging of personal information • Talking about surroundings • Telling where you live • Talking about your family • Telling about activities • Getting Attention • Negotiating the environment Themes, Concepts and Issues:

• Vocabulary • Pronouns • Questions • Verbs • Identity

• Class-related • Environment • Food-related • Directions • Housing • Transportation • Identity • Family members • Other relationships • Possessives • Negation • Time signs • Opinions • ASL expressions

ASL Grammar:

• Yes/no & wh-question formats • Confirming and correcting • Non-manual markers • Real-world orientation • Ordinal numbers and time signs • Noun-verb pairs • Contrastive structure • Personal, possessive and dual pronouns • Negation • Sentence types • Role shifting • Limb classifiers

Readiness Profile and Course Expectations for American Sign Language II Prerequisite: “C” or better in American Sign Language I or Sign Language Proficiency Interview Placement into ASL II. This course is a continuation of American Sign Language I and emphasizes refinement of the fundamental comprehension and production skills covered in ASL I, with the acquisition of additional vocabulary and grammatical structure. It is designed to help build receptive skills, learn to communicate through context, and develop strategies for figuring out meaning and to build upon that foundation. In addition to learning the language, this course will focus upon the knowledge of the Deaf community and the development of cultural awareness necessary for communication and interaction. Course Design: This course uses activities and materials from Vista: Signing Naturally Level 1, Units 7-12 and cumulative review, plus teacher-made activities and materials. Intended Outcomes for this Course: Upon completion of the course, students will be able to:

• Manage common interactions using expanded ASL vocabulary and grammar • Continue to apply language learning skills outside the language classroom • Act with respect and better understanding of Deaf people and ASL with an appreciation for their

linguistic and cultural diversity. • Exhibit mastery of target language at a beginner level.

Students will be expected to spend an average of approximately 30 minutes to an hour outside of the classroom for each class period.

The majority of a student’s grade will be determined by exams, quizzes, class work, homework, expressive and receptive signing skills, and class participation.

Course Content:

• Giving directions • Describing others • Making requests • Talking about family and occupations • Attributing qualities to others • Talking about routines • Handling interruptions and interrupting others • Giving listener feedback • Opening and closing conversations

Themes, Concepts and Issues:

• Directions • Directions within building • Outside environment

• Verbs • Food-related • Politeness • Racial identity • Pronouns • Descriptions • Clothing • Accessories • Numbers & time signs • Spatial verbs • Inflecting verbs • Requests • In the classroom • Negation • Relationship verbs • Pronouns • Occupations • Workplaces • Personal qualities • Animals • Activity verbs • Parts of a building • Comments • ASL expressions

ASL Grammar:

• Topic-comment structure • Spatial referencing • Descriptive and limb classifiers • Contrastive structure • Number forms, multiples and clock • Spatial and inflecting verbs • Role shifting: contrastive and one-character • Money and age numbers • Possessive and dual person pronouns • Listing principle • Above/below perspective • Temporal sequencing • Time signs

Readiness Profile and Course Expectations for American Sign Language III Prerequisite: “C” or better in American Sign Language II This course expands on ASL vocabulary and grammar to develop communicative and interactive competencies in the language and culture of Deaf people. ASL III emphasizes refinement of the fundamental comprehension and production skills covered in ASL II, with the acquisition of additional vocabulary and grammatical structure. In addition to learning the language, this course will focus upon the knowledge of the Deaf community and the development of cultural awareness necessary for communication and interaction. Course Design: This course uses activities and materials from Vista: Signing Naturally Level II, Units 13-17, plus teacher-made activities and materials. Intended Outcomes for this Course: Upon completion of this course, students will be able to:

• Manage more complex interactions using expanded ASL vocabulary and grammar • Continue to apply language learning skills outside the language classroom • Act with respect, knowledge and understanding of Deaf people and ASL with an appreciation for

their linguistic and cultural diversity • Exhibit mastery of the target language at the intermediate level.

Students will be expected to spend an average of approximately 30 minutes to an hour outside of the classroom for each class period. The majority of a student’s grade will be determined by exams, quizzes, class work, homework, expressive and receptive signing skills, and class participation. Course Content:

• Locating things around the house • Complaining, making suggestions and requests • Exchanging personal information: Life Events • Daily situational dialogues

Themes, Concepts and Issues:

• House related • Objects • Quantifiers • Numbers • Ailments • Suggestions • Remedies • Empathize • Time signs: recurring & continuous • Complaints

• Requests • Life events • Nationality signs • Numbers • ASL expressions

ASL Grammar:

• Topic-comment structure • Weak hand as reference point • Descriptive and locative classifiers • Yes/no & wh-questions • Numbers: ordinal, clock, dates and addresses • Recurring & continuous time signs • Relative time • Temporal aspect • Inflecting verbs • Role shifting • Conditional and declarative sentences • When clauses • Phrasing/sequencing events • Contrastive structure • Possessive forms • Non-manual markers • Pronominalization • Subjects and objects • Pluralization • Distributional aspect

Readiness Profile & Course Expectations for French 1 Prerequisite: A desire to learn the language and culture of French speaking countries. Experience has shown that successful French students come to class ready to learn with a positive attitude an open mind as well as a willingness to ask questions, speak, read, write and listen at a novice level. The French I course places an emphasis on correct pronunciation, listening comprehension, vocabulary development, the fundamentals of verb conjugations, and the formation of simple, complete and grammatically correct French sentences. Below are some guidelines for choosing the best course for an individual student. Student Background Students entering FRENCH I should have a command of the following concepts:

• English Grammar: noun, adjective, verb, pronoun, adverb, conjunction, etc.

• English sentence and paragraph structure Students entering FRENCH I should also be able to do the following things: Have the maturity/social skills to speak a language different than English or another native language and accept cultural differences. Students will keep a well-organized notebook, take notes, listen to language tapes, work independently and in groups and make oral French presentations. Listening and speaking are practiced both in class and in the Language Listening Laboratory. Additionally, students do activities and conduct research using the Internet. Workload Expectations In FRENCH I, students will learn concepts such as:

• Greetings, salutations and saying good-bye • Talking about oneself and others • Present Tense verb conjugations • Possessive Adjectives • Nouns and Articles • Introduction of vocabulary in thematic units • Appreciation and understanding of the French-speaking culture in France and some of the other 35

French-speaking nations.

Students will be expected to spend an average of approximately 30 minutes to an hour outside of class on homework for each class period. FRENCH I maintains a pace of approximately 1 unit per month followed by a unit exam. Each semester will have approximately 6 tests and near daily quizzes. A student’s grade will be determined by Exams (40%), quizzes, projects, oral participation in class, writing assignments, and homework. Other indicators of potential success in FRENCH 1 include:

• Success in another foreign language • Willingness to make mistakes and practice in order to learn a new language

Readiness Profile & Course Expectations for French II Prerequisite: Completion of French I with a grade of 70% or higher Experience has shown that successful French students come to class ready to learn with a positive attitude an open mind as well as a willingness to ask questions, speak, read, write and listen at a novice level. The French II course places an emphasis on correct pronunciation, listening comprehension, vocabulary development, the fundamentals of verb conjugations in present and past tense, and the formation of simple, complete and grammatically correct French sentences. Below are some guidelines for choosing the best course for an individual student. Student Background Students entering FRENCH II should have a command of the following concepts:

• Present Tense verb conjugations

(parler) Vous ___ espagnol. (être) Nous ___ américains. (faire) Je ___ mes devoirs.

• Nouns and gender Articles Choose un/une/des for following nouns: ___ fille, ___ stylo, ___ pupitre, ___raquettes

• Basic vocabulary presented in French I Students entering FRENCH II should also be able to do the following things:

• Write a brief paragraph in French on a given topic: Describe your bedroom, what do you like to do

on the weekend, describe your typical school day, describe an outfit or what a person looks like. • Comfortably answer basic questions orally in French.

Workload Expectations In FRENCH II, students will learn concepts such as:

• Expanded vocabulary for talking about home, friends, family, school, entertainment, travel • Correct verb forms in present, passé composé, and imparfait with an emphasis on past tense and an

introduction to future and conditional tenses. • Possessive Adjectives • Object pronouns • Appreciation and understanding of the French-speaking culture in France and some of the other 35

French-speaking nations including a unit of study on Africa. Students will be expected to spend an average of approximately 30 minutes to an hour outside of class on homework for each class period. FRENCH II maintains a pace of approximately 1 unit per month followed by a unit exam. Each semester will have approximately 6 tests and numerous quizzes. A student’s grade will be determined by Exams and quizzes (50%), projects and writing assignments, oral participation in class, and homework, Other indicators of potential success in FRENCH II include:

• Success in another foreign language

• Ability to write basic paragraphs in French • Ability to answer questions in French • Willingness to make mistakes and practice in order to learn a new language

Readiness Profile & Course Expectations for French III Prerequisite: Completion of French II with a grade of 70% or higher The French III course places an emphasis on correct pronunciation, listening comprehension, vocabulary development, the verb conjugations in present, past, future and conditional tenses, and the formation of well thought-out correct French compositions. Below are some guidelines for choosing the best course for an individual student. Student Background Students entering FRENCH III should have a command of the following concepts:

• Present tense verb conjugations (regular and irregular forms) • Regular & Irregular verbs in the Passé Composé (formed both with avoir and être)

(parler) J’___ ___ avec ma sœur. (aller) Nous __ __ au cinéma le week-end dernier. (se laver) Jean-Luc __ ___ les cheveux avec du shampooing.

• Articles (un, une, des, du, de la, des, de l’) • Vocabulary presented in French I and French II

Students entering FRENCH III should also be able to do the following things:

• Write a brief paragraph in French on a given topic: What did you do last weekend, describe the last

movie you saw, what are your plans for the summer, etc.? • Comfortably respond to questions orally in French.

Workload Expectations In FRENCH III, students will learn concepts such as:

• Expanded vocabulary for talking about home, health, friends, family, school, entertainment, travel,

shopping, daily routine • Correct verb forms in present, passé composé, imparfait with an emphasis on past tenses used

together, future and conditional tenses, the subjunctive. • Advanced grammar: Object pronouns, Relative Pronouns, negative forms

In FRENCH III, students will do the following activities:

• Write compositions in French on a variety of topics. • Practice spoken French in the Language Listening Laboratory and at home by recording on an

audiocassette. • Improve reading comprehension of longer, more challenging material, gradually moving towards an

authentic full text in French. • Participate in class discussions in French. • Present skits and dialogues in French. • Conduct Internet activities and cultural research.

Students will be expected to spend an average of approximately 45 minutes to an hour outside of class on homework for each class period, preferably done in shorter daily sessions. FRENCH III, maintains a pace of approximately 1 unit per month including time for reading practice

Each semester will have approximately 5 tests and numerous quizzes. A student’s grade will be determined by Exams and quizzes (50%), projects and writing assignments, homework, oral participation,

Readiness Profile & Course Expectations for French IV Prerequisite: Completion of French III with a grade of 70% or higher The French IV course places an emphasis on correct pronunciation, listening comprehension, vocabulary development, the verb conjugations in present, past, future and conditional tenses, both in the subjunctive and indicative moods and the composition of French essays on a variety of topics requiring critical thinking. Below are some guidelines for choosing the best course for an individual student. Student Background Students entering FRENCH IV should have a command of the following concepts:

• All grammar presented in French III

Students entering FRENCH IV should also be able to do the following things:

• Express in French their thoughts on current events, social and political issues. • Read and discuss authentic texts such as newspaper articles in French

Workload Expectations In FRENCH IV, students will learn concepts such as:

• An expanded study of correct verb forms in present, passé composé, imparfait with an emphasis on

past tenses used together, future and conditional tenses, the subjunctive. • Advanced grammar: All pronouns including object pronouns and relative Pronouns • Negative forms • Advanced vocabulary to prepare students for class discussion and writing assignments.

In FRENCH IV, students will do the following activities:

• Write compositions in French on a variety of topics. • Practice spoken French in the Language Listening Laboratory and at home by recording on an

audiocassette. • Explore a variety of Francophone texts including excerpts from “Le Comte de Monte Crisco” and

“L’Étranger” • Participate in class discussions in French. • Topics discussed in class and explored by students include: current events, social issues such as

women in the workplace, immigration, racism, science and technology, medicine, crime and violence in society.

• Conduct Internet activities and cultural research. Students will be expected to spend an average of approximately 45 minutes to an hour outside of class on homework for each class period, preferably done in shorter daily sessions. FRENCH IV, maintains a pace of approximately 1 unit per month including time for reading practice Each semester will have approximately 4 tests and several quizzes. Exams and quizzes, projects and writing assignments, portfolio, recordings on audiocassette, oral participation in class, will determine a student’s grade,

Other indicators of potential success in FRENCH IV include:

• Success in another foreign language

• High intermediate level of expression both orally and in writing • Strong critical thinking skills and a desire to explore more serious/mature topics in French.

Readiness Profile & Course Expectations for AP French Language Prerequisite: Completion of French III with a grade of 85% or higher or Completion of French IV with a grade of 75% or higher. Motivated students can expect to receive college credit for their knowledge of French either by success on the AP Exam or by the ability to place into intermediate-level college French courses upon entering University. The AP French Language course places an emphasis on clear pronunciation, listening comprehension, vocabulary development, the verb conjugations in present, past, future and conditional tenses, both in the subjunctive and indicative moods and the composition of French essays on a variety of topics requiring critical thinking. Student Background Students entering AP FRENCH LANGUAGE should continue their practice over the summer and have a command of the following concepts:

• All grammar presented in French III • A rich French vocabulary

Students entering AP FRENCH LANGUAGE should also be able to do the following things:

• Express in French their critical comments on a given text. • Read and discuss authentic material in French on a variety of topics at an advanced level.

Workload Expectations In AP FRENCH LANGUAGE, students will learn concepts such as:

• An expanded study of correct verb forms in present, passé composé, imparfait, le plus-que-parfait,

with an emphasis on past tenses used together, future, future antérieur, and conditional tenses (including past conditional), the subjunctive. Also included are literary verb tenses

• Advanced grammar: All pronouns including object pronouns and relative Pronouns • Advanced vocabulary to prepare students for class discussion, reading and writing assignments.

In AP FRENCH LANGUAGE students will do the following activities:

• Write compositions in French on a variety of topics. • Practice spoken French in the Language Listening Laboratory and at home by recording on an audio

cassette. • Explore a variety of Francophone texts & Keep a reading log. • Practice listening comprehension of dialogues in French • Essay topics require critical or analytical thought : « Quel est le rôle de la musique dans votre

vie?” » « Peut-on dire que les progrès dans la technologie ont amélioré la communication ? » Essays will be kept in a portfolio.

Students will be expected to spend an average of approximately 1-2 hours outside of class on homework for each class period, preferably done in shorter daily sessions. AP French Language maintains a demanding pace. Each semester will have approximately 4 tests and several quizzes. A student’s grade will be determined by Exams and quizzes, projects and numerous writing assignments, portfolio, recordings on audio cassette, oral participation in class,

Other indicators of potential success in AP FRENCH LANGUAGE include:

• Critical thinking skills and maturity of thought and attitude • Ability to express oneself in French at an advanced level.

Readiness Profile & Course Expectations for AP French Literature Prerequisite: Completion of French IV with a grade of 70% or higher. Normally completion of AP French Language is required. Motivated students can expect to receive college credit for their knowledge of French either by success on the AP Exam or by the ability to place into intermediate-level college French courses upon entering University. Student Background Students entering AP FRENCH LITERATURE should do a first reading over the summer of the full-length literary works as chosen by the College Board for the coming schoolyear. They should also have a command of the following concepts:

• All grammar presented in French III and AP Language • A rich French vocabulary • Strong ability in Reading comprehension in French • Intermediate knowledge of French history/social issues & art.

Students entering AP FRENCH LITERATURE should also be able to do the following things:

• Express in French their comments on a given text • Read and discuss authentic material in French on a variety of topics at an advanced level.

Workload Expectations In AP FRENCH LITERATURE, students will learn concepts such as:

• Works from 5 centuries of Francophone literature, from the 1500s through early 20th century. • Authors include: Voltaire, Baudelaire, Molière, Maupassant, but not limited to French authors. • Texts chosen by the College Board include poetry, novels and plays from various literary schools. • Advanced vocabulary to prepare students for readings, class discussion and writing assignments.

In AP FRENCH LITERATURE students will do the following activities:

• Conduct socio-cultural research on Francophone authors • Keep a reading log • Critical analysis of literary texts • Actively participate in class discussions • Write essays on literary analysis using pertinent literary terminology

Students will be expected to spend an average of approximately 1-1.5 hours outside of class on homework for each class period, preferably done in shorter daily sessions. AP FRENCH LITERATURE maintains a demanding pace. A student’s grade will be determined by exams and quizzes, projects and writing assignments, reading log, oral participation in class,

Other indicators of potential success in AP FRENCH LITERATURE include:

• Critical thinking skills and maturity of thought and attitude • Ability to express ones self in French at an advanced level. • Self-discipline and maturity. The ability to work independently and as a team member.

• A genuine commitment to developing one’s proficiency in French

Readiness Profile & Course Expectations for SPANISH I Prerequisite: A desire to learn the language and culture of Spanish speaking countries. Experience has shown that successful Spanish students come to class ready to learn with a positive attitude and a willingness to ask questions, speak, read, write and listen at a novice level. The Spanish I course places an emphasis on correct pronunciation, listening comprehension, vocabulary development, learning the fundamentals of verb conjugations, the formation of simple, complete and grammatically correct Spanish sentences. Below are some guidelines for choosing the best course for an individual student. Student Background Students entering SPANISH I should have a command of the following concepts:

• English Grammar: noun, adjective, verb, pronoun, adverb, conjunction, etc.

• English sentence and paragraph structure Students entering SPANISH I should also be able to do the following things: Have the maturity/social skills and be willing to speak a language different than English or another native language and accept cultural differences without ridicule. Students will keep a well-organized notebook, take notes, listen to language tapes, work in groups and make oral Spanish presentations. Workload Expectations In SPANISH I, students will learn concepts such as:

• Greetings, salutations and saying good-bye • Talking about oneself and others • Present Tense conjugations • Possessive and Demonstrative Adjectives and Pronouns • Nouns and Articles • Introduction of vocabulary in thematic units • Appreciation and understanding of the Latin culture in the Americas and Spain

Students will be expected to spend an average of approximately 30 minutes to an hour outside of class on homework for each class period. SPANISH I maintains a pace of approximately three class periods per lesson and 9 class sessions per unit. Each semester will have approximately three unit tests and nine quizzes. The majority of a student’s grade will be determined by exams, projects, quizzes, class work, and homework and oral participation. Test Scores Other indicators of potential success in SPANISH I include test scores near or above the following values:

• COMPOSITE SCORE if course was previously taken SPANISH I

Recommendation Profile for Course: Spanish II PREREQUISITE

• “C” or higher in Spanish I COURSE GENERAL DESCRIPTION

This course is a beginning level course and should be attempted after a full year of Spanish I has been successfully completed. In this course students review some skills from Spanish I and acquire new skills in the areas of grammar, vocabulary, reading, writing, comprehension and culture. The cultural components are those mostly, but not limited to, Hispanic cultures in the United States and in South America. The foundational grammar concepts that will be emphasized in this class will foster success in the intermediate courses.

STUDENT BACKGROUND Grammar

• Subject pronouns • Definite and indefinite articles • Noun, adjective agreement • Present tense verb conjugation • Expressions with tener • “Ir a . . .” • Possessive adjectives

Vocabulary Topics (these are only some examples)

• Numbers, dates, time • Greetings and expressions of politeness • Seasons and weather

• Family, friends and home • Food and meals

Oral Skills (these are only some samples)

• Express greetings • Express polite comments

• Tell the time and date • Describe family

Writing Skills

• Student needs to be able to write a beginning level paragraph accurately in the present tense using the skills and knowledge acquired in Spanish I.

COURSE CONTENT

• In Spanish II students will continue foundational skills and knowledge in Spanish. Grammar

• Present tense, present progressive tense

• Reflexives verbs and stem-changing verbs

• Past tenses, preterit and imperfect • Demonstrative adjectives

• Direct object pronouns • Comparatives and superlatives • Expressions with “estar” and “tener” • Commands

Vocabulary Topics (some examples) • Animals • Body Parts

• Clothing • Food

• Nationalities • Adjectives Oral Communication

• Ask questions, with and without interrogatives

• Express emotions • Express basic needs • Give basic commands

• Describe at a basic level in present and past tenses

• Tell what happened in the past • Comprehension instructions in Spanish • Comprehend short stories, conversations

and other natural language at a basic level Written Skills

• Write sentences and full paragraphs with 80% accuracy • Use grammar and vocabulary skills to write on various topics • Express opinions in writing • Write letters • Be able to write in the past and present tense

Reading Skills • Understand acquired vocabulary and sentence structure • Recognize cognates • Infer the meanings of words and the main idea through context clues • Answer comprehension questions regarding the reading • Read authentic materials such as magazines, newspapers, song lyrics, etc.

WORKLOAD EXPECTATIONS In and out of class students will . . .

• Study out of class, preparing for quizzes • Practice grammar concepts • Prepare flashcards to aid in acquiring new vocabulary • Watch Spanish language television in and outside of class • Write paragraphs on various topics • Participate orally • Illustrate concepts • Participate in group activities • Listen to music and other audio sources

ASSESSMENTS • Writing assignments • Comprehension assignments • Television reports • Projects, group and individual • Skits & interviews • Class participation • Homework

Recommendation Profile for Course: SPANISH III Prerequisites: “C” or higher in: Spanish II SPANISH III. Course general description: This course is the first intermediate level in Spanish. In this level students review and learn new grammar, verb tenses, vocabulary and develop oral and written communication skills in the Spanish language. They also develop a basic understanding and appreciation for the Hispanic culture in USA and Latin America. Student background: Students entering this level will demonstrate an 80 % or greater mastery of the Following: Grammar structure: Knowledge and communicative use of basic Infinitive Tenses: (Present, Preterit, Future, Imperfect, Present Perfect and Commands). Correct use of articles, adjectives and demonstratives and possessive pronouns. Students will be able to formulate correct and meaningful sentences in the affirmative, negative and interrogative forms. Vocabulary topics: The house, the city, the family, school settings, clothing, colors and numbers. Oral Skills: Students will be able to understand and communicate basic sentences such as: requests, desires, comparisons, emotions, command and describe actions in the present past and future. Written skills: Students will be able to write at the sentence level with 80 % accuracy. Students should be able to write short expository paragraphs. Reading skills: Students will be able to understand simple two/three paragraph expository texts and also able to answer content based comprehension questions.

SPANISH III . Course Content . General description In this level students will learn Intermediate Language Skills such as: Grammar : Present Tense Subjunctive, Conditional, Distinction between the use of Preterit and Imperfect , Passive Voice, Use of Direct and Indirect object pronouns, Comparisons and Superlatives and the use of Interrogative and Negative expressions and Prepositions. Vocabulary topics : A sample : Countries and nationalities, personal care and routines, personality descriptions, giving directions , professions, at the doctor’s office, travel , human rights. Reading Comprehension : Students will be able to read authentic texts , mainly of expository nature, apply strategies to extract general, specific and detailed information from these texts. Students will also be exposed to newspaper articles and instruction guides and brochures. Written composition : Students will be able to write paragraphs with 80 % accuracy They will also begin to write short essays in Spanish ( 3-5 paragraph structure). Oral communication: Students will be able to understand the instruction of this class in Spanish . Teacher use of the target language will be 80-100% towards the end of this course. Students will be able to express orally with 80% accuracy commands, instructions, emotions, will, desires, events in the past, including description of people and actions, anticipate future events and possibilities. Workload expectations:

• Students are expected to spend at least an average of one hour outside the class on homework and review of notes and book content for each class period.

• The students have to complete at least 2 Cultural Experiences. • Students are expected to participate actively in class and contribute to the group. • Students are expected to work efficiently in individual, pair and group work.

Assessment: Assessment on this course measures what students know and are able to do ( competence and performance) . Students’ progress in listening, speaking, reading and writing are based on :

• Tests and Quizzes • Homework • Projects and written compositions • Oral participation/ class participation

Note: Test and quizzes will be at least 40 % of the student’s total grade.