Chinese • French • Japanese • Spanish

Chinese

Chinese I
Chinese I will introduce Mandarin Chinese to students who have no or very little background in the language. The course is a basic introduction to Chinese language and culture. Students will learn the Chinese phonetic system (pin yin) and Chinese characters. We introduce basic vocabulary and basic linguistic skills including self-introduction, greetings, directions, who and how questions, time, locations, dates and numbers, what questions, and expressions. By the end of the term, the students will carry out basic face-to-face conversations, and will write more than 300 characters. In addition to verbal skills, reading, writing, and listening comprehension are also emphasized. Two major projects focusing on Chinese culture will be assigned.

Chinese II
Chinese II continues to develop the language skills learned in Chinese I. Students will be able to explain cause and effect, compare and contrast ideas and objects, and participate in simple discussions on a wide variety of topics, such as personal care and entertainment, clothes shopping, sports, and recreation. More new characters and vocabulary, as well as new grammar patterns, will be introduced allowing students to develop more sophisticated structures. By the end of the course, students are able to read, understand simple stories written in the “spoken style,” and write a short letter or story.

Chinese III
In Chinese III, students will study grammar and strengthen their abilities to express opinions, intentions, and desires. Students will practice conversational skills on topics such as hobbies, travel, culture, social activities, the environment, and education. Characters are introduced to strengthen vocabularies and to develop more sophisticated reading and writing skills. In addition to a textbook, newspapers, films, videos, authentic Chinese short stories, and other materials give practical application to the acquired language and to broaden the students’ lexicons. For mid-term and final assessments, students will write and perform a play in Chinese. With the exception of grammatical explanations, Chinese will be the official language of the classroom. Students will write longer and more complex essays.

Chinese IV
In Chinese IV, students learn more grammar and concepts that allow them to communicate accurately in various social and cultural contexts. New Chinese characters and vocabulary are continually introduced to increase skills to read authentic Chinese materials. Students also focus on reading short stories and paragraphs from novels and start to build translation skills. We will focus on increasing conversational skills, building vocabulary that is not covered in the textbook, and developing skills of exchanging one’s opinions and critical thoughts. We frequently discuss current issues from the newspaper and TV news. Video or culturally authentic materials and literature tie in with the theme of each chapter. This year’s proficiency goal is intermediate-mid-to-high.

French

French I
The course gives students the ability to function adequately in French as they develop reading, writing, listening, and speaking skills. Students acquire basic vocabulary and grammatical structures, including present, past, and future tenses. The course is conducted in French, with English explanations if necessary, particularly with respect to grammar. The students are introduced to the everyday lives of French speakers, as well as the countries of the French-speaking world. The class makes ample use of videos, conversation skits, magazines, newspaper articles, TV clips, games, PowerPoint presentations, and guest speakers. Cultural knowledge, which incorporates the concepts of global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development, values, and perceptions, is an integral part of the curriculum. Students are evaluated on the the basis of skill development, effort, and cultural awareness.

French II
French II involves continued work on acquiring grammatical structures and vocabulary as well as developing greater competence in speaking, listening, reading, and writing. The text, Latitudes 2, promotes a massive review of basic vocabulary and structures, while introducing students to the richness and diversity of the Francophone world. Students understand and interpret written and spoken language on a variety of topics. Students engage in conversations, provide and obtain information, express feelings, and exchange opinions.

French III
The main goal in French III is to increase students’ overall language proficiency—their ability to hear, speak, read, and write French with ease and confidence. The course is conducted in French, and most materials used are authentic. During the year students build their vocabulary through extensive reading. Grammatical structures are reviewed and explored further, and students are encouraged to use all major tenses and moods, and to use relative and object pronouns, especially in their writing. They achieve fluency in all four skills through telling numerous stories, discussing literary readings, viewing TV clips and full-length movies without subtitles, and creating a magazine that collects the articles they have written throughout the year. They also explore sustainability issues and end the year with a cultural research on provinces of France.

French IV
French IV involves further study of grammatical structures, verb tenses, and increased vocabulary through short audio narrations, as well as a rich selection of articles, opinion polls and statistics. Designed to build the comprehension and verbal expression of the students, this informative course explores geography, history, and economics through the lens of current events. Students are expected to participate verbally on a daily basis.

French V (honors level)
French V polishes students’ speaking, reading, and writing skills as they explore Francophone literature, philosophy, and current events. The class uses authentic French materials: novels, magazine articles, television programs, the Francophone press, and full-length movies. As students engage in literary discussion, debate, or simple daily conversation, and as they write creative and expository papers, they are encouraged to put aside their own cultural vision of life in order to interpret what they see or read through another culture’s set of values. They deepen their understanding of grammar to develop greater sophistication in their oral and written expression. In the spring, students view, discuss, and write reviews on movies, read a novel of their choice, and write a literary analysis that they present to the class.

French Hip-Hop (Global Online Academy; spring semester)
This course will focus on France's evolving multicultural identity and its struggle to blend the principles of the Old France with the plurality of the New France. It will also explore France's conflicted attitude toward American culture. Students will study hip-hop both as an art form (verbal, visual, musical) and as a social force expressing the values of a misunderstood generation emerging from the suburbs and trying to find its place in society. After a brief overview of the current social, political, and religious climate in France, students will react to a variety of hip-hop artists and their approach to their situation. Students will work as journalists and select an area of focus for their research. They will then write their own articles, raise questions, start debates, and post comments on blogs. Students will also explore their own identity through original work in French, including hip-hop songs, poems, stories, slam, and videos. Prerequisite: At least three years of high-school French. Note: This online elective course cannot be used to meet Catlin Gabel's language requirements.

Japanese

New students who wish to study Japanese must place into Japanese IV or above. The 2012-13 Global Online Academy Japanese course is open to all students, but does not count toward Catlin Gabel's language requirements.

Japanese IV
In the fourth year, classes are conducted almost entirely in Japanese. Topics include health, clothing and fashion, location, and landmarks. Students continue to develop skills to improve their proficiency. They will express their opinions and share their knowledge through debates. Honorific, humble, and casual speech is practiced in a variety of conversations. Students write essays and make informative speeches and a short Japanese movie. Students are expected to attain proficiency at the ACTFL (American Council on the Teaching of Foreign Languages) intermediate-low level at the end of the course.

Japanese V (honors level)
This honors-level course is designed to continue building students’ proficiency in speaking, listening, reading, and writing the Japanese language. They are expected to use the language in a culturally appropriate manner. Practice for authentic pronunciation and both humble and polite forms of speech are stressed. Kanji is also emphasized for this college-level course. Topics include gift exchange, travel, and Japanese business. Students make a storybook and film in Japanese, and they perform for other Japanese classes. Many activities are done with students of our sister school, Gifu Kita, in Japan. Students are expected to attain proficiency at the ACTFL (American Council on the Teaching of Foreign Languages) novice-high level at the end of this course.

Japanese Language Through Culture (Global Online Academy; fall semester)
This course is a unique combination of Japanese culture and language, weaving cultural comparison with the study of beginning Japanese language and grammar. While examining various cultural topics such as literature, art, lifestyle, and economy, students will learn the basics of the Japanese writing system along with basic vocabulary (limited to nouns and adjectives). Students will learn Japanese by examining different cultural topics every two weeks. Vocabulary is limited in order to cover broad grammar concepts. The balance of this course will be 60% language and 40% on culture, and does not require prior knowledge of Japanese. Note: This online elective course cannot be used to meet Catlin Gabel's language requirements.

Spanish

Spanish I
In level one the oral, writing, reading, and cultural aspects of beginning Spanish are fundamental. Students are encouraged to engage in spontaneous and practical conversation using the present and near future tenses. At the same time, they learn to write simple, grammatically accurate phrases in an environment stressing cooperation, creativity, and familiarity with the culture. Students hear and employ a gradually increasing amount of Spanish in class. We incorporate tapes, videos, games, slides, and guest speakers are incorporated into the main curriculum.

Spanish II
After a brief review of the basic verbs and vocabulary learned in level one, students continue formal study of the language and learn several new tenses and grammatical structures that allow them to communicate in an intermediate level of proficiency. A varied methodology is used along with technology and multimedia, acquainting students with a variety of resources and authentic materials. Different media such as TV, videos, the internet, guest speakers, and readings introduce the culture.

Spanish III
Level three involves further study of grammatical structures and verb tenses, the acquisition of additional vocabulary and idiomatic expressions, and the development of a solid oral proficiency at the intermediate-high level. Students focus on mastering the skill of narrating past, present, and future events with a particular emphasis on the ability to manipulate the various past tenses, plus the conditional and the subjunctive. Classes are conducted entirely in Spanish, and students are expected to participate verbally every day. A varied methodology, along with technology and multimedia, introduces students to a variety of resources and authentic materials.

Spanish IV
The level four course involves further study of grammatical structures and verb tenses, the acquisition of vocabulary and idiomatic expressions, and the development of a sound oral and written proficiency at the intermediate-high level. Students continue the study of Spanish grammar and verb tenses: past tenses (preterit, imperfect, and present perfect), the imperative, the future, and the subjunctive. The class is conducted primarily in Spanish (the exception being some grammatical explanations), and students are expected to participate verbally on a daily basis. Students read from an anthology, as well as a selection of works (short stories, poems, song lyrics, and a novel) by authors representative of the Spanish-speaking world.

Spanish V: Survey of Modern Hispanic Literature and Hispanic Presence in Oregon (honors level)
For the last several years, this advanced course has provided students with a one-semester survey of contemporary Hispanic literature and a one-semester focus on the history and use of Spanish in Oregon. This year, however, students will participate in a year-long integrated course that offers advanced reading, writing, grammar, and service in our local Hispanic community. Students will explore literary works by authors such as Rodolfo Usigli, Horacio Quiroga, Laura Esquivel, José Martí, Isabel Allende, Wendy Guerra, Yoss, Laura Esquivel, and Ramón J. Sénder. Students will write several analytical and expository essays, in addition to being given many writing opportunities in both academic and nonacademic formats. Building oral fluency is an important course objective, so all students are expected to participate daily in discussions. The course provides a solid grammatical review, which will be especially helpful for those students who plan to take the SAT and AP exams in Spanish. Over the course of the year, we will also explore the history and use of Spanish in Oregon. This topic will often take us beyond the traditional boundaries of the classroom. A service-learning component will be integrated into the curriculum, and students will be expected to spend time in the local Hispanic community. While a variety of topics and themes will be encountered this year, the following will be explored in depth: immigration, gender, youth, and social justice. Prerequisite: Instructor approval.

Spanish VI: Advanced Literature and Film (honors level)
Spanish VI focuses on a selection of contemporary Hispanic literature and six movies that relate to the readings thematically. Students are expected to participate in the discussion and write comparative and analytical essays on the works studied. In addition, students will be exposed to a variety of speaking activities, learn a considerable amount of new vocabulary and idiomatic expressions, explore cultural topics, and discuss contemporary issues as they occur in the Hispanic world. Students will have the opportunity to review familiar grammatical structures and verb tenses, and to explore new advanced topics.

The Hispanic Experience (Global Online Academy; fall semester)
According to the 2010 Census, there are now more than 50 million documented Hispanics living in the United States, of whom more than 28 million are Spanish-speakers, and there are more than 400 million Spanish speakers worldwide. What does it mean to be Hispanic or Latino in 2012? Why do some identify as "Hispanic," while others feel that "Latino" is a more suitable term? Is there a common Hispanic experience, or are there as many different experiences as there are Hispanics/Latinos? What is the Hispanic experience like on a local, national, and international level? How are Hispanics/Latinos viewed, perceived, and treated locally and globally? Students in this hands-on, seminar-style course will explore the answers to these essential questions by researching the Hispanic make-up of their home cities, states, and countries. Co-requisite: Spanish III or above. Note: This online elective course cannot be used to meet Catlin Gabel's language requirements.