Spanish I - Viticulture and Enology - FLCC - Finger Lakes Community College

Spanish for Viticulture and Enology @ FLCC – Course Outline (v.4)

Spanish for Viticulture and Enology @ 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

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Course Objectives Video Incoming!

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Course Objectives and Resources
Identity and Self

Spanish VIT @ 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.

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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 at home, work, and school.
  • 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.
  • CDC – Body Parts
  • CDC – General Medical Supplies

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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.
  • Documenting physical and emotional states of being.
  • 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.
  • CDC – Emotions and States
  • CDC – Ailments and Symptoms

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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 common chemicals and substances.
  • Identifying common drug paraphernalia and equipment.

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.
  • CDC – Pharmacology
  • CDC – Chemicals and Substances
  • CDC – Paraphernalia and Equipment

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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.

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.

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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.
  • Recording medical and criminal history 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.
  • Extracting useful data from sources in preparation of a final creative project.
  • CDC – Medical History
  • CDC – Criminal History
  • CDC – Common Actions
  • CDC – Law Enforcement – Basics

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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.
  • Expressing the intent to go places.
  • Expressing the intent to do things.
  • Generating a biopsychosocial report.
  • Recommending diagnostics and treatment options.

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.
  • CDC – Places – Medical
  • CDC – Places – Government Offices
  • CDC – Places – Community Services
  • CDC – Diagnostic Procedures
  • CDC – Treatment Options
  • CDC – Biopsychosocial Report