Languages 2005-2006  

chinese | french | latin | spanish  |

Chinese

L400      Chinese I: 

This course is an introduction to standard Chinese (Mandarin). Using the text Communicating in Chinese, students learn the Pinyin Romanization system and use acquired oral language skills in a variety of activities and games. While our focus is primarily on oral proficiency, students learn to read and write basic Chinese characters and to recognize these in context.  At the end of this level, students have acquired the following language skills: asking and answering questions; narrating events; describing likes and dislikes; making short oral presentations in Chinese; engaging in short reading and writing activities. These skills are employed within the framework of familiar contexts such as family, leisure activities, home, and school life.  In the spring, the class studies a Chinese story written with 300 basic characters, The Lady in the Painting (Huar shang de meiren).

L402      Chinese II:

This course is a continuation of Chinese I and focuses on building students’ command of oral communicative structures in more sophisticated contexts.  Using Schaum’s Outlines of Chinese Vocabulary, students increase their active vocabulary on numerous useful topics. In addition, we expand students’ communicative abilities using Exploring in Chinese, the new follow-up to our first year text.  The accompanying DVD contains video-recorded, unrehearsed exchanges between non-native learners of Chinese and native Chinese students and residents in Beijing.  In class and at home, students practice their skills by preparing short videos, completing online exercises, and by engaging in pen-pal letters with high school students in China.  Students are expected to become more proficient in both handwritten as well as word-processed Chinese writing.  Films viewed include The Wedding Banquet (Xiyan) and To Live (Huo zhe). (Prerequisite: C- or better in Chinese I)

L404      Chinese III: 

Using the newly-published intermediate text Xiaoyuan Hanyu (Speaking Chinese on Campus), our focus continues to be on oral proficiency, along with both a review of major Chinese grammatical patterns and more intensified practice of Chinese characters.  Students also begin to write expository essays in Chinese. Class discussion and presentations focus on comparing and contrasting the differences between Western and Eastern values on topics such on holidays, etiquette, concepts of privacy.  At the end of the course, students read traditional Chinese stories rewritten for intermediate level students.  We view films that show the lives of ordinary Chinese in both mainland China and Taiwan, such as Not One Less (Yi ge dou bu neng shao), The Story of Qiu Ju (Qiu Ju da guansi), and Yi Yi. (Prerequisite: C- or better in Chinese II)

L406      Chinese IV: 

This course centers around the text Shifting Tides: Culture in Contemporary China, with supplemental readings from other new publications. Thematic units focus on a wide range of issues current in China, including social changes, legal issues, religious beliefs and the divide between traditional and modern culture. Our goals are to increase students’ range of vocabulary, to progress toward advanced listening and speaking skills, and to develop the skills to read longer essays.  Students write expository essays in Chinese, and engage in debates, presentations and role plays in class. We view a selection of films which illustrate social changes in contemporary Taipei, Hong Kong, Shanghai and Beijing.  Students also view selected episodes of the Chinese TV serial dramas Biele, Wen’gehua (Farewell, Vancouver) and/or A Beijinger in New York (Beijing ren zai Niuyue) to increase their listening comprehension skills and to introduce students to the concerns of Chinese immigrants in North America. (Prerequisite: B- or better in Chinese III)

L408      Chinese V:
This course serves simultaneously to review and solidify students’ knowledge of vocabulary and grammatical structures learned at the intermediate level and to introduce advanced level speaking, reading and comprehension activities.  Using Shi shi guanxin (All Things Considered) as our main text, students will learn vocabulary to prepare them for their own travel or study-abroad in China, and will also learn more about social changes in China.  Students returning from the Beijing program of School Year Abroad or who are already at an advanced level of proficiency will supplement their learning by reading modern Chinese short stories published in the text Advanced Reader of Contemporary Short Stories:  Reflections on Humanity.  (Prerequisite: B- or better in Chinese IV or study at the School Year Abroad program in Beijing)

 

 

French

L100      French I:

Introduction to French language and culture. Working with the Debuts text and accompanying video program, as well as authentic materials, students learn skills and vocabulary needed to begin to communicate effectively in French.   Because oral proficiency is our highest goal, teachers and students use only French in the classroom. Among the skills acquired are: asking and answering questions; describing and comparing people, places and objects; narrating in present and past time; expressing opinions; giving instructions to others. These functions are performed in familiar contexts such as talking about the family, home and school life, leisure activities, or going to a store, restaurant, party, etc. Students compare and contrast American and francophone cultures in each of these situations.

L102      French II:

Using the second half of the Allons-y! text and audio program, students continue to build on the functions described above with a greater level of fluency, adding variety of structure and vocabulary, and covering a wider range of topics. Added functions are: talking about the future; hypothesizing; expressing opinions, emotions, doubt and necessity. Classes are conducted entirely in French. Students read and discuss short authentic pieces such as poems, stories, news items, as well as view a feature-length film, to broaden their understanding of francophone cultures. (Prerequisite: C- or better in French I.)

L104      French III:

This course builds on skills taught in French II, and emphasizes greater oral and written proficiency in French. Students expand their vocabulary and knowledge of French grammar by engaging in conversations (including role playing and problem-solving), and by exploring and preparing both oral and written reports on various aspects of French and francophone culture, from literature to music, from current affairs to pop culture, from painting to film. Students view at least one French film [recent examples are La Veuve de Saint Pierre and Au revoir, les enfants], and read several works of fiction, which in previous years have included stories by Birago Diop and Guy de Maupassant, and excerpts from a novel by Romain Gary. (Prerequisite: C- or better in French II.) 

L106      French IV:

The main goal of this class is to develop accuracy and style in speaking and writing, and to provide ample opportunity for students to assimilate the grammatical structures to which they have been exposed.  The course utilizes a selection of materials such as: literature, art, music, film, journalism, and audio and video-taped language segments which present topics pertinent to the social, political, and historical realities of the francophone world.  Students use their French in a variety of activities, which include: class discussions, small group conversations, monologues, interviews, role plays, oral reports, written essays, multi-media presentations.  The class studies at least one novel or play, and one feature-length film.  Examples of readings from recent years include excerpts from Chraïbi’s novel Civilisation, ma mère [Morocco] and Laye’s L’Enfant noir [Guinea], Sartre’s play Huis Clos [France], and the film script of Van Dormael’s Toto le héros [Belgium]. (Prerequisite:  B- or better in French III.)

L108      French V:

As the culmination of our French program, this course continues to challenge students to communicate with more accuracy, at a more refined level, and with a greater lexical repertoire.  Using a variety of authentic materials such as plays, short stories, poetry, films, articles from current press or the internet, the class explores in depth topics of historical and cultural interest. There is a heavy emphasis on student leadership in class, and student productions include leading a discussion, acting out a scene, writing a piece that imitates or evolves from the literature, relating the literature to cultural elements of its era or our own, or creating a webpage.  Student interests guide the selection of materials and topics. Recent classes have studied Molière’s L’école des femmes, Méliane’s Vivre Libre [autobiography of a young French woman of Moroccan descent], Duras’ Moderato Cantabile, short stories by Anna Gavalda, and films depicting the effects of French colonialism such as La bataille d’Alger, Chocolat, Outremer, and Indochine.  (Prerequisite:  B- or better in French IV.)

 

Latin

L300      Latin I:

The primary goal of first year Latin is to introduce the structure and style of the Latin language and to begin to develop an appreciation for the Latin culture in its literature, mythology, history, and arts.  The ultimate objective is, in fact, to begin the process by which the student can begin to tackle the logic and design of Latin syntax.  Primary attention will be paid to developing all the skills – grammar and otherwise, but mostly grammar and vocabulary – necessary to begin reading with confidence, precision, and comprehension. 

As such, the fundamental goal of first year Latin is twofold:  (1) to begin to assimilate and concretize the rudimentary elements of Latin syntax and vocabulary and (2) to begin to appreciate the Roman civilization through its language, mythology, culture, and history.

L302      Latin II:

The primary goal of second year Latin is to expedite the process by which the student can be weaned off the reading of contrived, manufactured Latin and can be expected to read authentic Latin prose of the late Roman republic.  The ultimate objective is, in fact, to begin reading short passages of authentic Latin literature.  Primary attention will be paid to developing all the skills – grammar and otherwise, but mostly grammar and vocabulary – necessary to read with confidence, precision, and comprehension. 

As such, the fundamental goal of second year Latin is twofold:  (1) to consolidate and concretize all the material introduced and covered in first year Latin and (2) to introduce and strengthen all the material -- grammatical and vocabulary and, to a lesser extent, cultural – needed to read short Latin stories.

(Prerequisite: C- or better in Latin I.)

L304      Latin III:

The primary goal of the third year is to develop students who can read Latin prose with precision, comprehension, and nuance.  Beginning with a comprehensive review of the second year material, the third year student will learn all the grammatical forms and constructions and many of the literary terms and concepts necessary for reading all Latin literature.  The ultimate goal is to read substantial Latin prose and poetry, but the larger goal is to develop and finally to solidify all the skills needed to be lifelong readers of the Latin language.  After the third year, the Latin student will be prepared to take the College Board SAT II subject test in Latin and to begin study on the Advanced Placement level, should he choose to do so.

The fundamental  goal of the third year, then, is twofold: (1) to achieve mastery over all the material introduced and covered in the first and second years of study and (2) to learn and then to apply all the material – grammatical, vocabulary, and literary – requisite for becoming able, functional readers of the Latin language. (Prerequisite: C- or better in Latin II.)

L306    Latin IV:

The primary goal of Advanced Latin is to begin reading, analyzing, and interpreting Latin literature with depth, precision, nuance, and sophistication.  The course focuses on one or two authors in depth, allowing students not only to explore specific literary genres, but also to survey the socio-political climates from which they sprung.  Students are expected to read with fluency, to write with clarity, and to think with acuity and sensitivity.

This year the course will focus on the Aeneid of Virgil.  In other years, the course will focus on the poetry of Catullus and Ovid.  Students who opt to take Advanced Latin may do so in consecutive years, as the course material will alternate each year.  (Prerequisite: B- or better in Latin III.)

L308     Latin V:

This course offers an in-depth exploration of Classical Civilization by utilizing varied modes of inquiry.  As the culmination of study in the Latin program, the fifth year course continues to challenge students to read with more precision and fluency, to interpret with significant nuance and subtlety, and to reflect upon broader themes in their study of the Greek and Roman world.  The class will explore a variety of primary sources such as poems (of all genres), historical monographs, Latin inscriptions, epistles, and epigrams in order to investigate topics of socio-cultural and historical interest.  Student interest will determine the direction and shape of course.  Topics to be covered for 2005-6:  Art and Architecture in the Roman city, Ancient Greek, Roman Theater, and Satire.  (Prerequisite: B- or better in Latin IV.)

 

 

Spanish

L500      Spanish I:

Introduction to Spanish language and culture. Using the ¿Sabias que...? text and related on-line materials, as well as authentic materials, students acquire the skills needed to begin to communicate effectively in Spanish. At this level students learn to perform the following functions: ask and answer questions, narrate and describe in present time, and begin to express their own original thoughts in Spanish. These functions are performed in familiar contexts such as: family, leisure activities, home and school life. Students can also converse at a basic level about situations such as going to the doctor, store, restaurant, etc. In addition, students are introduced to the structures and vocabulary needed to narrate in past time, express opinions, talk about preferences, likes and dislikes, compare and contrast. Film: Mi Familia.

L502      Spanish II:

Using the Puntos de Partida text, CD-ROM, audio program, and other authentic materials, students learn to perform the same functions acquired in Spanish I with a greater level of fluency and covering a wider range of topics. Students at this level deepen and expand their grasp of the language structures and vocabulary needed to narrate and describe in past time. Students are also introduced to structures and vocabulary needed to describe physical and mental states, give instructions to others, hypothesize, and express emotions, opinions, doubt, and necessity. Film: Nueve Reinas (Prerequisite: C- or better in Spanish I.)

L504      Spanish III: 

This course builds upon the grammatical fundamentals of Spanish I and II to increase students’ understanding of the social, political, and cultural realities in the Spanish-speaking world.  We draw from the Pasajes textbook as well as newspapers, internet articles, short stories, and other authentic sources.  Our themes include family and family traditions, demography, women and men in the modern world, the business world, and beliefs and ideologies.  Class projects in the past have included constructing and presenting a Day of the Dead altar, writing greeting cards, and creating an imaginary business.  Oral proficiency continues to be our focus.  Activities such as role-plays, group work, and in-class presentations all facilitate this goal.  Film units may include La ofrenda and Fresa y chocolat. (Prerequisite: C- or better in Spanish II.)

L506      Spanish IV:

In this course, students continue to develop accuracy and style in speaking and writing while studying issues pertinent to the predominant Spanish-speaking communities in the United States (Puerto Rican, Mexican, and Cuban).   Through newspaper articles, radio reports, short stories, and novels, students gain an understanding of the social, political, and economic realities of the Spanish-speaking world.  We examine various issues pertinent to the Spanish-speaking community in the United States such as bilingual education, illegal immigration, the working conditions and rights of migrant workers, and the role of Latinos in American politics, economy, and culture.  Students have the opportunity to meet with Spanish speakers living and working in the Seattle area and study issues facing this population.  The culminating project of the class involves an in-depth interview with a local Spanish speaking person and an oral and written presentation of the student’s choice.  Films include Azúcar Amarga and Jardín de Eden.  (Prerequisite:  B- or better in Spanish III.) 

L508      Spanish V:

As the culmination of our Spanish program, this course continues to challenge students to communicate with more accuracy, at a more refined level, and with a greater lexical repertoire.  At this level, students are expected to hypothesize, express opinions, debate, and formulate original thoughts in a less structured, more free-flowing manner in an open discussion context.  During the first semester, using non-fiction and fictional texts, art, film, and websites, the class focuses on Latin American literature, culture, and history.  In the second semester, students concentrate on 20th century Spanish literature and/or film.  Students learn how to analyze and discuss elements such as character development, imagery, stylistic forms and choices.  Student production may include acting out a scene, writing a piece that imitates or evolves from the literature, relating the literature to other cultural elements, as well as formal literary analysis.  (Prerequisite:  B- or better in Spanish IV.)

 

Language requirement equivalency for students who speak a language other than English at home or who study a language not offered at Lakeside :

The Languages Department will consider on an individual petition for a waiver of the graduation requirement. We need to have proof of a certain level of fluency in both spoken and written language before approving a petition for a waiver. Our guideline for equivalency will be a modified oral proficiency exam and a written exam or a score of 600 or above on the SAT II. For languages that are not included on the SAT list an alternate form of evaluation of the student's competency would be devised.

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