Spanish I - Health Care Studies - FLCC - Finger Lakes Community College

Spanish for Health Care Studies @ FLCC – Course Outline (v.4)

Spanish for Health Care Studies @ FLCC (v.4) is designed for students with no previous experience with the Spanish language. The course is designed with six Learning Modules, with specific learning outcomes (goals) for each Module. Mastery of each Learning Module is generally dependent upon content mastery of the previous Module, and content can be mixed and matched appropriately. All lessons and tools provided by LEAF are accessible under the Creative Commons license

Objectives video coming soon!

Course Objectives and Resources
Identity and Self

Spanish HCS @ FLCC – “Identity and Self” will help you express ideas and concepts about yourself and your immediate sphere of influence including family, friends, possessions, and nearby places. You will secure an identity and a sense of self in the Spanish-speaking world while preparing for a career in the health care field.

Module 1
“You never get a second chance to make a first impression.” – Harlan Hogan

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Meeting new people and engaging conversations.
  • Identifying basic body parts and general medical supplies.
  • Identifying common objects in health care environments.
  • Utilizing fundamental grammatical structures to communicate ideas.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Investigating research and writing resources/services in preparation of a final creative project.
  • Health Care – Body Parts
  • Health Care – Medical Supplies

Module 2
“To remember where you come from is part of where you are going.” – Anthony Burgess

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Identifying friends and family members.
  • Describing people, places, and things with adjectives.
  • Identifying common health care ailments and methods of treatment.
  • Utilizing the verb [SER] with basic biographical information.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Researching and selecting a topic in preparation of a final creative project.
  • Health Care – Emotions and States
  • Health Care  Ailments and Symptoms

Module 3
“Age is an issue of mind over matter. If you don’t mind, it doesn’t matter.” – Mark Twain

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Utilizing numbers 0-1000.
  • Describing age with the verb [TENER].
  • Describing character traits with the verb [TENER].
  • Indicating possession with the verb [TENER].
  • Indicating ownership with the verb [SER]+[DE].
  • Identifying internal organs and basic elements of the skeletal system.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Conducting research and creating an MLA-formatted Bibliography in preparation of a final creative project.
  • Health Care – Internal Organs
  • Health Care – Skeletal System

Module 4
“Spring is the time of year when it is summer in the sun and winter in the shade.” – Charles Dickens

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Engaging common actions occurring in the present.
  • Identifying days, months, seasons, and the current date.
  • Describing when certain events are occurring.
  • Indicating certain diagnostic procedures and protocols.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Creating an MLA-formatted Annotated Bibliography in preparation of a final creative project.

Module 5
“Better three hours too soon than a minute too late.” – William Shakespeare

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Engaging common actions occurring in the present.
  • Telling time using the 12 and 24 hour clocks.
  • Asking basic questions using various methods.
  • Applying treatment protocols to patients.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Extracting useful data from sources in preparation of a final creative project.

Module 6
“The more that you learn, the more places you’ll go.” – Dr. Seuss

Students will demonstrate context-appropriate reading, writing, listening, and speaking skills by …

  • Identifying common places in health care facilities.
  • Expressing the intent to go places.
  • Expressing the intent to do things.
  • Referring patients to departments and specialists.

Students will demonstrate context-appropriate critical thinking and information management skills by …

  • Reading a cultural text and expressing insights, reactions, and reflections in writing.
  • Synthesizing data into a product for a final creative project.