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The Spanish program at UC Clifton???In this section, you will see when the Spanish courses at the University of Cincinnati Clifton Campus are offered and their structures.??Contact people for the Spanish program:?Intensive Spanish sequence: Professor?Leah Adelson adelsolh@ucmail.uc.eduIntermediate Spanish sequence and Spanish Language Advisor (SPAN1001, 1002, 2015, 2016): Professor Juan Godoy Penas,?godoyjo@ucmail.uc.edu?Spanish for healthcare: Professor Ligia Gomez,?gomezlc@ucmail.uc.edu; Professor Anne Lingwall Odio,?lingwaae@ucmail.uc.edu????SPAN 1001 and SPAN 1002 Intensive Spanish (5 credit hours).?These hybrid, flipped courses meet 3x/week and?are?intensive course. Students are required to watch short tutorials, read and take notes on grammar topics and familiarize themselves with the vocabulary?prior?to coming to class. During class time, we speak Spanish from day one and focus on?using?the language. There are moments in which English is used for?administrative?purposes only. This learning environment requires a lot of autonomy on the student’s part; however, we also provide support throughout the semester to help students learn how to learn in this model.????SPAN?2015 and SPAN 2016 (3 credit hours)?These hybrid, flipped courses meet 3x/week (55 min each day). Students are required to watch short tutorials, read and take notes on grammar topics and familiarize themselves with the vocabulary?prior?to coming to class. During class time, we speak Spanish from day one and focus on?using?the language.?This learning environment requires a lot of autonomy on the student’s part; however, we also provide support throughout the semester to help students learn how to learn in this model.???Placement PolicyFor A&S Students: This requirement is fulfilled by the completion with a passing grade in the final course (1002 or 1014) of either of these course sequences: Two-semester Sequence: 5 credits each, 10 total of Basic Language 1001-1002 Four-semester Sequence: 3 credits each, 12 total of Extended Basic Language 1011-1012-1013-1014. This sequence is NOT offered in Main Campus. Students must receive at least a C- in order to continue from one course to another in any language sequence.Placement is determined by prior language study or consultation with the Spanish Language Advisor (Dr. Juan Godoy, godoyjo@ucmail.uc.edu ), who has ultimate authority in placement issues. See below. If you have taken in high school?…then you?are eligible to take…?0-1?year??SPAN 1001 or 1021?2-3?years?SPAN 1002 or 1022?3-4 years??SPAN 1002 or?SPAN?2015*?4?or more?years??SPAN 2015 or SPAN 2016*?Advanced Placement (AP)??See Undergraduate Director for guidance in course selection and to confirm credit granted by AP exam score.?*The Spanish Language Advisor can help you decide which level is most appropriate for you.??You may also take a placement test by contacting Mr. Emmanuel Wilson in the Language Resource? Center: ?wilsone@ucmail.uc.edu.??If you score above 500 on the placement test, your language requirement will be?waived?and you are encouraged to enroll in SPAN 2015.? Scoring 500 or higher on the placement test will not grant you any SPAN credit?hours, but?will free up credit hours in your schedule that you can use for other requirements or electives.??The test must be taken within the first two weeks of the first semester of study.??The placement test may be recommended if a student has had additional outside experience with the language or if there doubt about a student’s appropriate placement in the Basic Language Sequence.??When the Spanish courses are offeredSPAN 1001: fall semesters and spring semesters (15-week courses), summer semesters (7-week accelerated course)?SPAN 1002: fall semesters and spring semesters (15-week courses), summer semesters (7-week accelerated course)?SPAN 1021 (Spanish for Healthcare): fall semesters and spring semesters (15-week courses)?SPAN 1022 (Spanish for Healthcare): fall semesters and spring semesters (15-week courses)?SPAN 2015: fall semesters and spring semesters (15-week courses), summer semesters (5.5-week accelerated course)?SPAN 2016: fall semesters and spring semesters (15-week courses), summer semesters (5.5-week accelerated course)???The teaching modality of each courseSPAN?1001 and?SPAN 1002?There are some?face-to-face?sections, where students have live class instruction and activities with an instructor and classmates, along with homework?in?Contrase?a?and?Canvas, in addition to other platforms on occasion. There is work due?three days?a week (T-TH-S).?There are some asynchronous?online?sections, where students don’t have live class instructions, but will meet online with their instructor, group, or coach at various times throughout the semester.??Homework?is completed?in?Contrase?a,?LinguaMeetings?and?Canvas,?in addition to other platforms on occasion.?There is work due four?days a week (M-W-F-S).?SPAN?1001 and?SPAN 1002 are each worth five credit hours.?There are multiple sections of?SPAN 1001 and?SPAN?1002 offered each semester, including the summer.?Successful completion of?SPAN?1002 fulfills the foreign language requirement for?students in the College of A&S. Students should consult with their advisor for details.???SPAN 1021 and SPAN 1022 (Spanish for the Health Professions)?There is a face-to-face section, where students have live class instruction and activities and a service-learning component. Meets Tuesdays?and Thursdays?There is a face-to-face section, where students have live class instruction and activities. Meets Mondays,?Wednesdays,?and?Fridays?There are some asynchronous online sections, where students don’t have live class instructions, but will meet online with their instructor, group, or coach at various times throughout the semester.???SPAN 1021 and SPAN 1022 are each worth five credit hours.??Successful completion of SPAN 1021 fulfills the foreign language requirement for students in the College of A&S and counts as pre-requirement for the "Certificate of Spanish for Service Learning in Social Work and Health Care".?Students should consult with their advisor for details.??SPAN 2015 and?SPAN?2016??There are some?face-to-face?sections, where students have live class instruction and activities with an instructor, along with homework?in?Contrase?a.?There is work due three days a week (Sundays,?Tuesdays?and?Thursdays).?Based on student enrollment, there are some asynchronous sections, where students don’t have live class instructions,?but they are provided multiple opportunities to interact?orally and in writing?with their classmates and instructors in?Voicethread, or with their?coach at various times throughout the?semester.?Homework?is?completed?in?Contrase?a,?Voicethread?and?Canvas.? There is work due three days a week (Mondays, Wednesdays and Fridays)?during Fall and Spring semesters.?During summer semesters, there is work due?three?or?five days a week (Mondays to Fridays)?depending on the modality of the course.??SPAN?2015 and?SPAN 2016 are each worth three credit hours.?Both?SPAN 2015 and?SPAN?2016 count toward the certificate, minor and major in?Spanish. Students interested in continuing their studies in?Spanish?beyond the language requirement should enroll in?SPAN?2015 or?SPAN 2016, based on their level.?SPAN 2015 counts toward the minor. SPAN 2016 counts toward the major.???At UC, we offer a major, a minor and a certificate program in?Spanish. If you are interested in these options, contact Dr. Irene?Ivantcheva-Merjanska, Director of Undergraduate Studies in the Department of Romance and Arabic Languages and Literatures, at?ivantcii@ucmail.uc.edu.???MaterialsContrase?a, published by?Lingro?Learning?Voice Thread?Lingua Meetings?UC-sponsored platforms such as Canvas, WebEx and Microsoft Teams??Main topics covered in each?course?SPAN 1001 Units 1-7, and 9?Unit 1?Vocabulary:?Social Media profile vocab (name, age, city interests?etc) and numbers?Grammar:?Ser and Estar, Gender agreement?Culture:?Social Media?Project:?Create social media profile in?LingroFolio??Unit 2?Vocabulary: Greetings, simple questions, classes?Grammar: Ser and?estar, asking questions in Spanish?Culture: Use of formal and informal ways of address?Project: Record an interview with a native speaker??Unit 3?Vocabulary: Calendar and daily?activities?Grammar: Time, present tense of?ir?and?tener?Culture:?explore, compare, and contrast daily routines?Project: Create and discuss your weekly schedule??Unit 4?Vocabulary: Campus life?Grammar: Me?gusta, hay, ser,?estar, present tense of –ar?verbs?Culture:?university life?Project: Create?video about favorite places on campus??Unit 5?Vocabulary: Personal qualities?Grammar: Present tense of –er and –ir?verbs, saber and?conocer?Culture: explore admirable?figures in Spanish-speaking world?Project:?Write a nomination letter about a person you admire??Unit 6?Vocabulary: Family?Grammar: Possessive adjectives, stem-changing in the present tense?Culture:?Equal marriage rights?Project:?Create a video about your family??Unit 7?Vocabulary: Sports?Grammar: Irregular verbs in the present tense, informal commands?Culture: Sports and gender?Project: Create a?newsletter about a club or activity on campus??Unit 9?Vocabulary: Body and health?Grammar: Reflexive verbs, formal commands?Culture: Health and well-being?Project:?Create a flier about taking care of yourself???SPAN 1002 Units 8, 10-16??Unit 8?Vocabulary:?Food?Grammar:?Gustar,?Preterite?of regular verbs?Culture: typical comfort food?Project: Create a video about a dish?you made??Unit 10?Vocabulary:?Professions?Grammar:?Present progressive,?preterite?of regular verbs?Culture:?Professions and gender roles?Project: Create a video about?your current and future profession???Unit 11?Vocabulary:?Clothing and Fashion?Grammar: Direct and indirect object?pronouns?Culture: Body positive movement?Project: Create a clothing style guide???Unit 12?Vocabulary:?Travel?Grammar: Imperfect, comparatives and superlatives?Culture: Environmental challenges and polices?Project: Create a travel video??Unit 13?Vocabulary:?Immigration?Grammar:?Preterite?vs. Imperfect, Demonstrative adjectives?Culture: Immigration trends?Project: Create a graphic novel??Unit 14?Vocabulary:?Art?Grammar:?Preterite?vs. Imperfect,?Hace?time expressions?Culture: Popular types of art?Project: Create narration and timeline explaining historical context of a work of art??Unit 15?Vocabulary:?Literary Analysis?Grammar: Past participles, present perfect and past perfect tenses?Culture: Famous literary authors?Project: Create a short story exploring the reinterpretation of a historical event??Unit 16?Vocabulary:?Technology and Personal Relationships?Grammar: Future and Conditional tenses?Culture: Explore how technology is changing patterns of social interaction?Project: Develop a text message dialogue that can lead to misinterpretation???SPAN 2015 Units 17-20?Unit 20?Vocabulary:?Social media?and influencers?Grammar:?Present indicative and double object pronouns?Culture:?Spatial and physical boundaries in social interaction in the Spanish-speaking world.?Project:?Describe an influencer and write a report about the role of influencers in your culture.??Unit 19?Vocabulary:?Life experiences?Grammar:?Ser/estar, preterit/imperfect tenses?Culture:?Key terms to identify people in the Spanish-speaking world.?Project:?Write a short story about a life-changing experience (autobiographical or fictional)??Unit 17??Vocabulary:?Identity and stereotypes?Grammar:?Impersonal and passive se constructions,?Introduction to the subjunctive and impersonal expressions with ser?Culture:?Stereotypes present in the Spanish-speaking world and in the United States.?Project:?Write an essay about two stereotypes that are usually associated with people from the?students' community??Unit 18?Vocabulary:?Poems, literary analysis, and identity?Grammar:?Subjunctive with nominal clauses of doubt, denial, desire and emotion?Culture:?How the Latino community expresses its identities in the United States.?Project:?Write a poem?that expresses an aspect of cultural identity.??SPAN 2016 Units 21-24?Unit 24?Vocabulary:?Food consumption and sustainability?Grammar:?Reflexive verbs, uses of se?Culture:?Production and consumption of native foods in their countries of origin in the Spanish-speaking world.?Project:?Write a persuasive essay about sustainable solutions to address it.??Unit 23?Vocabulary:?Art and social justice?Grammar:?Comparatives and superlatives, relative pronouns?Culture:?Perceptions about artistic productions within a community in the Spanish-speaking world.?Project:?Critique a work of art and write a review.??Unit 21?Vocabulary:?Customs and traditions?Grammar:?Subjunctive with nominal clauses, subjunctive with adjective and adverbial clauses?Culture:?Accepting and rejecting unfamiliar foods in the Spanish-speaking world.?Project:?Write a short story about a custom and/or tradition in the Hispanic world.??Unit 22?Vocabulary:?Job flexibility and telecommuting?Grammar:?Gustar?and similar verbs, past subjunctives?Culture:?Opportunities, challenges, and cultural perspectives toward telecommuting in the Hispanic world.?Project:?Express a viewpoint with supporting ideas and write an essay about telecommuting.???SPAN1021 Spanish for the Health Professions IChapterVocabularyGrammarIntroduction to the courseGreetings, the alphabet, numbers, subject pronounsChapter 1Personal information, the time, patient medical history, physical checkupCulture: “What’s in a name”Time, verb to be, adjectives, definite and indefinite article, gender and numberChapter 2Body parts, internal organs, the systems.Culture: Modesty and MedicineRegular verbs, tener and estarChapter 3First aid, the nurse, childhood illness Culture: Home remediesPresent progressive,verb ir and near future, irregular verbs in the present Chapter 4Diabetes, heart problems, cancer, SIDACulture: Hispanics and AIDSPossessive adjectives, stem-changing verbs, comparatives, superlativesChapter 5Emergency room, 911, side effects.Culture: Cultural differences in emergency-response requestFormal commands, indirect object pronoun, negative and affirmative expressionsSPAN1022 Spanish for the Health Professions IIChapterVocabularyGrammarChapter 6ReviewPresent prefectChapter 7Nutrition/Vitamins, healthy lifestyleCulture: Childhood hungerPassive voice, acabar de+ infinitive, verb gustarChapter 8Pregnancy, childbirth, pediatricsCulture: MidwivesReflexive verbs, saber and conocer, direct object pronounChapter 9Depression, drugs Culture: Drug abuse among HispanicsSubjuntiveChapter 10Diagnostic procedures, surgeriesCulture: Cultural competencyPreterit, irregular verbs in the preterit Chapter 11Pharmacy, dentist, optometristCulture: The Hesperian FoundationThe imperfect, preterit vs. imperfect?Please note that all the courses in the?Spanish language?program enable students to grow in their oral production, written production, listening comprehension, reading comprehension, and cultural competency. Students use the grammar and vocabulary concepts described above to understand a variety of texts (both written and oral), to create a variety of texts (both oral and written) and to understand cultural aspects of the?Spanish-speaking?world.?? ................
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