兩次長達一小時的筆試，集中測試每個學生在兩個主要方面的表達能力︰ a）使用特定詞彙和語法架構造句。這些詞彙和語法架構已經在課堂上分析並練習過，涵蓋了各種全真印刷物及影像文本，包括文學作品和紀錄片資料；b）運用課堂文本作業來寫描述、解釋和評論形式的短文。

Two hour-long written tests focus on individual student expression in two main sections: a) construction of sentences using the specific vocabulary and grammatical structures that have been analyzed and practiced in class discussion of a variety of authentic printed and video texts, including literary and documentary texts; b) short essays in the form of description, interpretation, and discussion that draw on class work with texts.

四次詞彙測驗，仿效日常的5個詞彙列表樣式。詞彙測驗以基於各學生為課程收集?輯的課堂討論材料[詞彙作業（PDF）]，學生詞彙列表範例為基礎（PDF）]。每次測驗基於30－35個詞彙，學生從備好的有10-12個詞彙的列表中選擇5－6個單詞／短語，給每個詞彙提供適當的句法和語義訊息，並用一個原句來舉例說明其適當用法[詞彙測驗範例（PDF）]。

Four vocabulary quizzes echo the format of the daily 5-item vocabulary lists based on the material for class discussion compiled by individual students for the class [Vokabelarbeit (PDF), Sample Student List (PDF)]. For each quiz based on 30-35 items, students choose 5-6 words/phrases from a pre-selected list of 10-12 and provide for each the appropriate syntactical and semantic information and an original sentence that illustrates appropriate use [Sample Vocabulary Test (PDF)].

五分鐘口頭報告個人在某方面的特殊興趣和經歷。學生準備一份報告大綱（參見作業部分的專題報告），要求參照大綱做報告，而非照本宣讀。教師以清晰度、架構、慣用語使用、呈現模式及內容有趣程度來評分。

Five-minute oral presentation of an area of particular personal interest and experience. Students prepare an outline for the presentation (see Referat under assignments) and speak from their notes without reading. Evaluation is on the basis of clarity, structure, idiomatic use of language, delivery, interest-level of content.