HOUSTON COMMUNITY COLLEGE School of Continuing Education

HOUSTON COMMUNITY COLLEGE School of Continuing Education Spanish Language Skills I, Introductory Special Topics in Foreign Languages and Cultures, Gen...
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HOUSTON COMMUNITY COLLEGE School of Continuing Education Spanish Language Skills I, Introductory Special Topics in Foreign Languages and Cultures, General FRNL 1091

Date and Time of Class: Class CRN: Instructor’s Name: Campus Site: Phone Number:

SCHOOL OF CONTINUING EDUCATION COURSE SYLLABUS

Special Topics in Foreign Languages and Cultures, General – FRNL 1091 The course is for students who have received limited or informal Spanish language instruction. The course provides students with Spanish fundamentals such as letter sounds, word patterns, and grammar skills. There will be content presentation of workplace-related topics and improvement of reading, writing, speaking, listening skills for job success. Emphasis will be placed on industryrelated communication with customers, clients, and suppliers to support problem-solving and decision-making communications. Students will refine oral and written production and interpretation of business-related context and content for enhanced job productivity to increase business etiquette and control of the Spanish language. This course was designed to be repeated multiple times to improve student proficiency.

COURSE OBJECTIVE The purpose of this Spanish course is to introduce non-Spanish speakers to the fundamentals of the Spanish language and to increase students’ knowledge of workplace Spanish language skills. Oral skills and conversational fluency are emphasized in everyday communication. The instruction includes vocabulary, grammar, pronunciation, and writing exercises for practice. The course is designed for the adult learner who has had very little or no exposure to the Spanish language. GOALS In this course students will: • Students will learn workplace Spanish language skills through classroom, take-home, and online assignments. • Students will review assignments and activities to strengthen their listening, speaking, reading, writing, and viewing skills. • Students will use their knowledge of workplace Spanish in diverse public settings to increase confidence and performance. • Students will demonstrate Spanish language understanding and gains as evidenced by results on activities and assessments. LEARNING OUTCOMES Students will demonstrate mastery of these objectives by: • Understanding the spoken and written Spanish language of daily life for introductions and greetings, • Communicating orally and in writing personal information, • Understanding the culture and civic expectations of their workplace environment using the Spanish language, • Stating basic phonic pronunciations, • Demonstrate basic comprehension of correspondence, articles, and dialogs by selecting the correct response to questions and group activities, • Identifying places in the community and give directions, • Asking for and give times, days, and dates, and • Giving and follow directions. SCANS

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In 1990, the U.S. Secretary of Labor appointed a commission to determine the skills people need to succeed in the world of work. The document developed that identifies the competencies is named Secretary’s Commission on Achieving Necessary Skills (SCANS). Specific foundation skills and workplace competencies to be mastered in this course are highlighted as follows:

Foundation Skills and Workplace Competencies Reading



Writing



Mathematics



Speaking and Listening



Thinking Skills



Personal Qualities



Workplace Competencies



Basic Use of Computers



Source: http://www.dol.gov PREREQUISITE This course requires interest in and motivation for the study of the Spanish language to succeed in Introductory Spanish Language Skills I. TEXTBOOKS 1. Student Book with Audio CD-ROMs and WileyPLUS (required) ¡Con brío!: Beginning Spanish. Hoboken, NJ: John Wiley & Sons, Inc., 2008. ISBN: 978-0-470-28118-5 (loose-leaf book with audio CD-ROMs and WileyPLUS code) 2. Reference Book (recommended) Collins COBUILD English/Spanish Student’s Dictionary of American English/Collins COBUILD Inglés/Español Diccionario Para Estudiantes. New York: Heinle Cengage Learning, 2009. ISBN: 142-4-01962-1 COURSE REQUIREMENTS AND EXPECTATIONS This is a 36-hour instructor guided course. Instructors will present all instruction and activities in the Spanish language. Students must complete classroom and take-home and online assignments via WileyPLUS to practice workplace Spanish language skills. Also, the student must express the willingness to learn and practice the Spanish language in class and in other environments, including online practice formats. Students must adhere to the Student Handbook (2009) that provides academic information and student policies, including student responsibilities and rights while enrolled in the School of Continuing Education. The publication is available online at: http://www.hccs.edu ATTENDANCE To fully benefit from the class, students are expected to attend all classes.

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REQUIREMENTS FOR COURSE COMPLETION CERTIFICATE To receive a Certificate of Completion and Continuing Education Units, students must meet the following requirements: • Attend at least 80% of scheduled class time, and • Complete the course by demonstrating 80% mastery of course concepts or equivalent skills demonstration to instructor. COMPUTER LAB GUIDELINES

• • • • •

Students are not allowed to modify the local computers and are prohibited from uploading files or programs. Students are asked to return the computer to its original condition at the end of each class period. Students should backup all work on a personal storage device, such as a flash drive, zip drive, floppy disk etc. Any information saved onto HCC computers may be deleted at any time. No food or drinks are allowed in the computer labs. Students are not allowed in the lab without the supervision of instructor or lab aide.

OPPORTUNITIES FOR STUDENT-FACULTY INTERACTION Students are encouraged to ask questions and request clarification or guidance as needed during class. A question and answer period is always provided. OPPORTUNITIES FOR CAREER EXPLORATION Topics relevant to future employment and career exploration opportunities will be presented to the students, including certification and degree prospects. OPPORTUNITIES FOR SUPPLEMENTAL INSTRUCTION Students are informed of instructional aids and resources, including books, other publications, and web sites relevant to the course. SPEAKER FORUM At the discretion of the instructor, speakers may be invited to address the class on pertinent topics. CELL PHONES AND PAGERS Cell phones and pagers can be disruptive during class. Please turn these devices off or set to mute while in the classroom or student lab. WITHDRAWAL AND REFUND POLICY Please refer to your schedule for withdrawal and refund policy. EMERGENCY COMMUNICATIONS Emergency communications and announcements will be available through the main number at 713718-2000 or 877-422-6111, or posted online at: http://www.hccs.edu. To reach the Houston Community College Police, call 713-718-8888.

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DISABILITY SERVICES Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc) who needs to arrange reasonable accommodations must contact the appropriate HCC Disability Support Service (DSS) Counselor at the beginning of each semester. Faculty is authorized to provide only the accommodations requested by the Disability Support Services Office. Students who are requesting special testing accommodations must first contact the appropriate (most convenient) DSS office for assistance: Disability Support Services Offices System 713-718-5165 Central 713-718-6164 (This line is also for Deaf and Hard of Hearing Services and for students outside of the HCC District service areas.) Northwest 713-718-5422 Northeast 713-718-8420 Southeast 713-718-7218 Southwest 713-718-7909 After student accommodation letters have been approved by the DSS office and submitted to DE Counseling for processing, students will receive an email confirmation informing them of the Instructional Support Specialist assigned to their professor. COURSE CONTENT TOPICS, ACTIVITIES, DISCUSSIONS, TAKE-HOME ASSIGNMENTS, QUIZZES AND EXAMS1 • • • • •

Welcome Introduction: Student Information Sheet Review of Course Syllabus and Students’ Responsibilities and Learning Expectations Pre-Test Pre-Unit: Getting Started

Each unit under study includes the following core language learning foundation skills and workplace competencies: • Vocabulary and Phonics • Listening • Speaking • Grammar • Reading • Writing Topics Capítulo 1: Primeros Pasos Paso I: Greetings, Introductions, and Saying Good-bye • Informal greetings and introductions • Hola • Presentaciones • ¿Qué respondes? • En una reunión 1

The activities are subject to modifications by the instructor. performance, progress, and achievement.

Changes will be wholly based on overall student

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Paso • • • •

II: Asking and answering questions about where you are from ¿Quién? De origenes diferentes ¿De dónde eres? Entrevista intercultural

Paso • • •

III: Describing yourself and others using cognates Los estudiantes hispanos ¿Cómo son? ¿Cómo somos? Mi personalidad

Paso • • •

IV: Counting to 59 Las matemáticas ¿Cuéntos hay? Vamos a contra

Unit V: Telling time • Practica las horas • ¿Qué hora es? • Husos horarios Paso • • • •

VI: Indicating days of the week and dates Programación en televisión Los cumpleaños de la familia ¿Cuál es tu signo del zodiaco? Averigua la fecha

Capítulo 2: La Universidad y el trabajo Escena 1: El campus universitario • Identifying gender and number: Nouns and definite and indefinite articles • Saying where you are: Estar + Location • En tu universidad • El campus universitario • Mi horario y tu horario • En la Universidad Con Brío • ¡Exacto! • El inventario de la librería Escena 2: En clase Describing peoples current conditions: Estar + condition • ¿Qué hay en nuestro salón de clase? • En la clase de español • Libros.com • ¿De quienes son? • En el laboratorio • ¡Hoy no hay clase! • ¿Cómo están ellos? • ¿Sí o no? Escena 3: Las profesiones y el trabajo Talking about going places: Ir + a + destination Asking questions: Interrogative words. • ¿Dónde están? • ¿Quién es? Page 6 of 9

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• • • •

Me gustaría ser… ¿Adónde van? Sondeo Mi semana

Capítulo 3: La familia y los amigos Escena 1: La familia Indicating posesión: Possessive adjectives Talking about the present: The present indicative or regular –ar verbs • Mi familia y mis parientes • La familia • La familia de mi compañero/a • ¿Qué dicen? • Mis favoritos • El/la mayor de mi familia • Un día con la familia García • Bingo • ¿Con qué frecuencia? • La rutina diaria Escena 2: Los mejores amigos Describing people and things: Ser+ descriptive adjectives • Mi vida personal • Las personas objeto de nuestras vidas • Preguntas personales • Mis profesores • ¿Cómo son? • Mi mejor amigo/amiga Escena 3: Las relaciones humanas Describing people, places and things: A summary of ser and estar Estados civiles y emocionales Lar relaciones humanas La familia y los amigos Mensajes de amigos y familiares Mi nuevo novio Como es normalmente? Como esta hoy? Tu pariente/a favorito/ Capítulo 4: El tiempo libre Scene 1: Actividades al aire libre Expressing likes and dislikes: The verb gustar Talking about the present: Regular er and ir verbs • ¿Se puede o no? • Actividades al aire libre • ¿Mucho, poco o nunca? • Una encuesta en la universidad • ¿Te gusta o no? • Las vacaciones de los ricos y famosos • En la playa o en el lago • Actividades del fin de semana • Anuncios para estudiantes que quieren practicar español Escena 2: Diversiones con la familia y amigos Talking about activities in the present: Verbs with an irregular yo form Page 7 of 9

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• • • • •

Mis pasatiempos favoritos Liana Lago, detectiva privada Mensajes instantaneous Lo que hacemos todas las semanas ¿Qué haces los sábados?

Escena 3: El clima y las estaciones Knowing facts, skills, people and places: Saber and conocer Talking about the future: Ir + a + infinitive to express future time • Las estaciones • El clima y las estaciones • El clima el 15 de julio • Planes para las vacaciones • Capitales • ¿Sabes qué es? ¿Quieres conocerlo/la? • ¿Lo sabes hacer? • El clima • ¿Qué van ha hacer? • La adivina • • • • •

Review (Capítulos 1-4) Evaluation of Instruction Academic Advising for Future Courses Course Registration for Introductory Spanish Language Skills II Final Examination: Post-Test

LAST CLASS DAY • Announcement of Student Performance and Achievement • Review Descriptions for Introductory Spanish Language Skills II • Prepare for Advanced Courses • Course Registration STUDENT ASSESSMENT The purpose of student assessment is to evaluate student learning and performance. The learning of workplace Spanish language skills will be evaluated to measure competency in listening, speaking, reading, writing, and viewing of the Spanish language. Multiple assessment approaches and instruments will used to promote a comprehensive evaluation that can inform instructors and students about language learning. Each unit under study includes the following: 1. In-class assignments 2. In-class conversations and discussions 3. In-class group work 4. Take-home assignments (listening, speaking reading, writing, viewing, and online formats) 5. Topic and grammar reviews 6. Quizzes 7. Pre-test 8. Post-test/Final examination STUDENT LEARNING AND CLASSROOM INTERACTION 1. All students can learn and succeed. 2. Be present to learn and complete assignments. 3. Be respectful of others, including their points of view. Page 8 of 9 4. Be on time. 5. Keep your cellular phone, PDAs, IPods®, and Blackberry® devices on complete silence.

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Bacterial Meningitis This information is being provided to all new college students in the state of Texas. Bacterial Meningitis is a serious, potentially deadly disease that can progress extremely fast – so take utmost caution. It is an inflammation of the membranes that surround the brain and spinal cord. The bacteria that cause meningitis can also infect the blood. This disease strikes about 3,000 Americans each year, including 100-125 on college campuses, leading to 5-15 deaths among college students every year. There is a treatment, but those who survive may develop severe health problems or disabilities What are the symptoms? High fever, rash or purple patches on skin, light sensitivity, confusion and sleepiness, lethargy, severe headache, vomiting, stiff neck, nausea, and seizures. There may be a rash of tiny, redpurple spots caused by bleeding under the skin, which can appear anywhere on the body. The more symptoms, the higher the risk. If these symptoms appear, seek immediate medical attention. How is bacterial meningitis diagnosed? Diagnosis is made by a medical provider and is usually based on a combination of clinical symptoms and laboratory results from spinal fluid and blood tests. Early diagnosis and treatment can greatly improve the likelihood of recovery. How is the disease transmitted? The disease is transmitted when people exchange saliva (by kissing or sharing drinking containers, utensils, cigarettes, toothbrushes, etc.) or come in contact with respiratory or throat secretions. How do you increase your risk of getting bacterial meningitis? Exposure to saliva by sharing cigarettes, water bottles, eating utensils, food, kissing, etc. Living in close conditions such as a room/suite, dorm or group home. What are the possible consequences of the disease? Death (in 8 to 24 hours from perfectly well to dead), permanent brain damage, kidney failure, learning disability, hearing loss, blindness, limb damage (fingers, toes, arms, legs) that requires amputation, gangrene, coma, and convulsions. Can the disease be treated? • Antibiotic treatment, if received early, can save lives and chances of recovery are increased. However, permanent disability or death can still occur. • Vaccinations are available and should be considered for those living in close quarters and college students 25 years of age or younger. • Vaccinations are effective against 4 of the 5 most common bacterial types that cause 70% of the disease in the U.S. (but does not protect against all types of meningitis). • Vaccinations take 7-10 days to become effective, with protection lasting 3-5 years. • The cost of vaccine varies, so check with your health care provider. • Vaccination is very safe; the most common side effects are redness and minor pain at injection site for up to two days. • Vaccination is available at City of Houston health clinics. For more information, contact your own health care provider, your local or regional Texas Department of Health Office at 713-767-3000, or go to the Web sites at: http://www.cdc.gov/ncidod/dbmd/diseaseinfo; www.acha.org

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