Persian Course Descriptions

Term:  

Winter Quarter

Dept Course No and Title Instructor
PERSIAN (W18)82B  PERSIAN MUS:HOMAYUNOMOUMI, H.
No detailed description available.
PERSIAN (W18)162  SINGING PISH RADIFOMOUMI, H.
No detailed description available.
PERSIAN (W18)1B  FUNDAMENTALSKIAN, S.
This course is a continuation of first-year Persian. Students will continue to develop their reading, writing, and speaking skills as well as increase their oral comprehension, grammatical understanding, and vocabulary. The course is highly interactive in its approach and will also foster college-level literacy in Persian culture. Prerequisite: Persian 1A (with a grade of C or better), the equivalent, or placement in Persian 1B. This course will help students fulfill General Education Requirement VI (Language Other Than English) as well as the School of Humanities foreign language requirement and the International Studies major language requirement.
PERSIAN (W18)2B  INTERMEDIATEKIAN, S.
This course is a continuation of second-year Persian. Students will continue to increase their knowledge of Persian grammar, syntax, and vocabulary. Students will develop reading, writing, and speaking skills at the intermediate level. Developing cultural literacy will also be an important component of this class. Prerequisite: Persian 2A (with a grade of C or better), the equivalent, or placement in Persian 2B. This course will help students fulfill the School of Humanities foreign language requirement and the International Studies major language requirement.
PERSIAN (W18)10A  LANG MENTOR PROGRAMCLAXTON, C.
The HLLP Persian Peer-to-Peer Language Mentor Program is designed both as a supplement to more formal language learning within the classroom and as a means for students not enrolled in language classes to maintain their language skills. Each language mentor will be paired with one to three mentees. Mentor and mentee(s) will meet for at least one hour each week and will engage in various activities conducted in Persian. These activities may include (but are not limited to) conversations in the target language; watching a film, television show, or news program in the target language; cooking a meal or snack that is typical of Persian culture; attending an appropriate cultural event, museum exhibition, or performance; producing a creative work (including dance) that is appropriate to Persian culture; listening to Persian music; going to an ethnic grocery store or restaurant, etc. All conversations revolving around these activities should be in Persian to the greatest degree possible. Weekly journal entries. One P/NP unit. Application required (see http://www.humanities.uci.edu/hllp/). Mentors are expected to have High-Intermediate to Advanced-level language skills (particularly oral language skills) in Persian. Mentors will enroll in Persian 10A after acceptance into program.
PERSIAN (W18)10B  LANG MENTOR PROGRAMCLAXTON, C.
The HLLP Persian Peer-to-Peer Language Mentor Program is designed both as a supplement to more formal language learning within the classroom and as a means for students not enrolled in language classes to maintain their language skills. Each language mentor will be paired with one to three mentees. Mentor and mentee(s) will meet for at least one hour each week and will engage in various activities conducted in Persian. These activities may include (but are not limited to) conversations in the target language; watching a film, television show, or news program in the target language; cooking a meal or snack that is typical of Persian culture; attending an appropriate cultural event, museum exhibition, or performance; producing a creative work (including dance) that is appropriate to Persian culture; listening to Persian music; going to an ethnic grocery store or restaurant, etc. All conversations revolving around these activities should be in Persian to the greatest degree possible. Weekly journal entries. One P/NP unit. Application required (see http://www.humanities.uci.edu/hllp/). Mentees will enroll in Persian 10B after acceptance into program. It is expected that the language skills of mentees will be less advanced than those of the mentor.