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Interacciones, Enhanced 7th Edition

Emily Spinelli | Carmen García | Carol E. Galvin Flood

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Overview

INTERACCIONES, 7TH EDITION bridges the gap between first- and second-year Spanish through a focus on useful grammar structures, practical vocabulary, and an integration of language and culture. Authentic readings and listening activities give students a real-life context in which to use the material. A new video program contains six award-winning short films, delivered within an intuitive and understandable unit organization. Enhancements to iLrn provide more opportunity for interactive language practice activities. This edition’s tried-and-true learning approach emphasizes the use of language in context and the National Standards for Foreign Language Learning. Access to iLrn® Language Center is available.

Emily Spinelli, University of Michigan - Dearborn

Emily Spinelli received her Ph.D. in Spanish from Ohio State University, where she studied Spanish language and Hispanic literature and culture, as well as foreign language education and second language acquisition theory. Currently, she is executive director of the American Association of Teachers of Spanish and Portuguese (AATSP) and professor emerita of Spanish at the University of Michigan-Dearborn, where she taught courses in all levels of Spanish language, literature, language of business, and culture and civilization. Professor Spinelli also coordinated the foreign language teaching-certification program and taught courses in foreign language methodology. In addition to several textbooks, Professor Spinelli has also published many articles and reviews in scholarly journals. She is a frequent speaker and presenter at state, national, and international conferences, and she has consulted with school districts and universities throughout the country on issues related to foreign language education and methodology. Through the years, Professor Spinelli has been very active in professional organizations. She has served on the Executive Council of the American Council on the Teaching of Foreign Languages (ACTFL) and is a past president of that organization. She also has served as editor of Foreign Language Annals, the official journal of ACTFL, and as the president of the AATSP.

Carmen García, Arizona State University

Carmen García, a native of Lima, Perú, received her Ph.D. from Georgetown University in linguistics. She is professor of Spanish Pragmatics and Applied Linguistics, director of the Undergraduate Spanish Language Program, and director of the Spanish Linguistics Program at Arizona State University. Professor García is author or co-author of several college-level Spanish textbooks. She also has published numerous articles in national and international journals on Spanish pragmatics and intracultural and cross-cultural communication. In addition, she is co-editor of Research on Politeness in the Spanish Speaking World and a special issue in Oralia on Small Talk in Spanish. She is a frequent speaker and presenter at national and international meetings and conferences, and a member of many national and international linguistics organizations. Professor García also serves as associate editor of Studies in Hispanics and Lusophone Linguistics.

Carol E. Galvin Flood, Bloomfield Hills Schools

Carol E. Galvin Flood has an M.A. in foreign language education from the University of Michigan as well as an M.A. in Spanish language and literature from Wayne State University (Detroit). She retired from the Bloomfield Hills school district, where she taught Spanish and helped develop and implement a program to prepare high-school students for the Advanced Placement Spanish Language Exam. Throughout her career she has taught Spanish at many levels, ranging from early elementary bilingual-bicultural classes to university advanced composition and conversation. She also has been active in professional organizations such as the AATSP and ACTFL throughout her teaching career. Flood currently is serving as Coordinator for Classroom Resources for the AATSP website.

The dynamic audio- and video-enhanced learning environment with sharing capability includes an audio-enhanced eBook with interactive activities, companion videos, an online workbook and lab manual with audio, interactive enrichment activities, diagnostic activities with student's personalized study plan, and access to a variety of online tutoring services.

  • Each two-chapter unit of the student textbook begins with the Bienvenidos section, which introduces students to the country or region under study by providing basic information about its geography, climate, population, important cities, government, and economy. A photo as well as a small map of the countries involved help students learn to put the countries into a cultural and geographical context. Numerous new activities have been added to the Bienvenidos section to provide students with ample opportunities to increase their knowledge about the geography, people, languages, and economy of the countries under study.
  • The first two situaciones of each chapter begin with a Presentación that teaches the vocabulary necessary for describing a situation and communicating within it. Capítulo 7, for example, is titled “De compras.” The Presentación of the Primera situación teaches vocabulary for the variety of stores and/or merchandise typically found in a shopping center. The Segunda situación expands on clothing vocabulary as well as fabric type, color, and design.
  • Each Presentación opens with an illustration of the place, situation, or event under study. Students first name the people and objects depicted in the illustration, using the new vocabulary. Other contextualized vocabulary acquisition exercises follow. These exercises end with Creación, an exercise in which students must describe what is happening in the illustration. The Creación serves to develop narration skills in the present, past, and future, facilitating students' progression from mechanical vocabulary drills to communicative exercises involving the new vocabulary.
  • Approximately 40 vocabulary items are listed at the end of each Presentación. The items are grouped semantically in categorized lists for ease of learning. The vocabulary has been selected keeping in mind the regional diversity of the Hispanic language as well as the varying ability levels of intermediate students.
  • The Así se habla sections of the first two situaciones contain the routines, patterns, and gambits of normal discourse. The phrases listed expand on the vocabulary of the Presentación and allow students to perform additional linguistic functions pertaining to the situation of the chapter. The Así se habla section begins with a photo that illustrates the brief printed dialogue that contextualizes the functional phrases of the situación.
  • The printed dialogue is followed by Perspectivas lingüísticas, a segment that explains the cultural significance of material contained in the dialogues. The phrases and expressions for the linguistic function under consideration follow and are grouped according to their purpose. Students complete these activities in pairs or small groups.
  • The grammar structures of the situaciones are related to the communicative theme of the chapter. One problem with the grammar explanations of many traditional textbooks is that the explanation fails to tell students when and where the structure can be used; such explanations contain little meaning for learners. In INTERACCIONES, care has been taken not only to relate the grammar structures to the situation of the chapter but also to link each structure to a linguistic function so that students see the relationship between the grammar structure and its meaning.
  • Many of the other intermediate texts do not take into account the fact that intermediate students will have full control of certain structures, partial control of others, and only conceptual control of difficult items. In many existing texts, all grammar structures are generally treated in the same fashion and practiced to the same extent. INTERACCIONES attempts to eliminate some of these problems of scope and sequence by giving cursory review to items that should be under full control, and more explanation and practice to items that are in the conceptual or partial control phase.
  • Another salient feature of a communicative textbook is spiral grammar sequencing: the more difficult grammar structures are presented in small doses and reentered, recombined, and reviewed throughout the textbook so students can progress naturally from conceptual control, to partial control, to full control of the various grammar structures. In INTERACCIONES, only one aspect of difficult grammar structures is presented per situación. In this way, there remains ample opportunity for reentry and constant review of the grammar.
  • Within each Estructura, there are five or six subsections; each subsection treats one grammar point, which is explained with the aid of charts and examples. Care has been taken to provide only those rules and examples that are necessary for the communicative goal under study.

Interacciones, Enhanced

TABLE OF CONTENTS

Unidad I: BIENVENIDOS A ESPAÑA.
Cultural Themes.
Comprensión.
Más Allá del Aula.
1. La vida de todos los días.
PRIMERA SITUACIÓN.
Presentación – Un día típico.
Así se habla – Expressing sequence and frequency of actions.
Estructuras – Discussing daily activities: Present tense of regular and irregular verbs.
Estructuras – Talking about other activities: Present tense of stem-changing verbs.
SEGUNDA SITUACIÓN.
Presentación – La rutina diaria.
Así se habla – Expressing lack of comprehension.
Estructuras – Describing daily routine: Reflexive verbs.
Estructuras – Asking questions: Question formation.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Paying attention to gestures and body language.
Diálogos en vídeo – Para comprender lo que escucha: The gist of a conversation
Perspectivas – El horario español.
Así se escribe – Para escribir bien: Writing personal letters and e-mail messages.
Interacciones.
2. De vacaciones.
PRIMERA SITUACIÓN.
Presentación – En el complejo turístico.
Así se habla – Making a personal phone call.
Estructuras – Talking about past activities: Preterite of regular verbs.
Estructuras – Discussing other past activities: Preterite of irregular verbs.
Estructuras – Discussing when things happened: Expressing dates.
SEGUNDA SITUACIÓN.
Presentación – Diversiones nocturnas.
Así se habla – Circumlocating.
Estructuras – Discussing past actions: Preterite of stem-changing verbs.
Estructuras – Distinguishing between people and things: Personal a.
Estructuras – Avoiding repetition of nouns: Direct object pronouns.
TERCERA SITUACIÓN.
Diálogos en vídeo –Para comprender lo que ve: Paying attention to context.
Diálogos en vídeo – Para comprender lo que escucha: Using visual aids.
Perspectivas – Celebrando las fiestas de verano.
Así se escribe – Para escribir bien: Sequencing events.
Interacciones.
HERENCIA CULTURAL.
Cortometraje - La lista.
Arte y Arquitectura – Dos grandes maestros del Prado: Velázquez y Goya.
Lectura Literaria – Para leer bien: Figurative language and symbols (Rimas de Gustavo Adolfo Bécquer).
Unidad II: BIENVENIDOS A MÉXICO.
Cultural Themes.
Comprensión.
Más Allá del Aula.
3. En familia.
PRIMERA SITUACIÓN.
Presentación – Los domingos en familia.
Así se habla – Greetings and leave-takings.
Estructuras – Describing what life used to be like: Imperfect tense.
Estructuras – Describing people: Formation and agreement of adjectives.
Estructuras – Expressing endearment: Diminutives.
SEGUNDA SITUACIÓN.
Presentación – La boda de María Luisa.
Así se habla – Extending, accepting, and declining an invitation.
Estructuras – Discussing conditions, characteristics, and existence: Uses of ser, estar, and haber.
Estructuras – Indicating ownership: Possessive adjectives and pronouns.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Paying attention to location.
Diálogos en vídeo – Para comprender lo que escucha: Focusing on specific information.
Perspectivas – Nombres, apodos y apellidos.
Así se escribe – Para escribir bien: Extending and replying to a written invitation.
Interacciones.
4. En el restaurante.
PRIMERA SITUACIÓN.
Presentación – Me encantan las enchiladas.
Así se habla – Ordering in a restaurant.
Estructuras – Indicating to whom and for whom actions are done: Indirect object pronouns.
Estructuras – Expressing likes and dislikes: Verbs like gustar.
Estructuras – Refusing, finding out and meeting: Verbs that change English meaning in the preterite.
SEGUNDA SITUACIÓN.
Presentación – Fuimos a un buen restaurante.
Así se habla – Making introductions.
Estructuras – Narrating in the past: Imperfect versus preterite.
Estructuras – Talking about people and events in a series: Ordinal numbers.
TERCERA SITUACIÓN.
Diálogos en vídeo –Para comprender lo que ve: Reactivating background knowledge.
Diálogos en vídeo – Para comprender lo que escucha: Remembering key details and paraphrasing.
Perspectivas – Los menús en el mundo hispano.
Así se escribe – Para escribir bien: Improving accuracy.
Interacciones.
HERENCIA CULTURAL.
Cortometraje - Ana y Manuel.
Arte y Arquitectura – Dos artistas mexicanos del siglo XX: Diego Rivera y Frida Kahlo.
Lectura Literaria – Para leer bien: Elements of a short story (El recado de Elena Poniatowska).
Unidad III: BIENVENIDOS A CENTROAMÉRICA, COLOMBIA Y VENEZUELA.
Cultural Themes.
Comprensión.
Más Allá del Aula.
5. En la universidad.
PRIMERA SITUACIÓN.
Presentación – ¿Dónde está la Facultad de Ingeniería?
Así se habla – Classroom expressions.
Estructuras – Indicating location, purpose, and time: Some prepositions; por versus para.
Estructuras – Indicating the recipient of something: Prepositional pronouns.
SEGUNDA SITUACIÓN.
Presentación – Mis clases del semestre pasado.
Así se habla – Talking about the weather.
Estructuras – Expressing hopes, desires, and requests: Present subjunctive after verbs of wishing, hoping, commanding, and requesting.
Estructuras – Making comparisons: Comparisons of inequality.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Observing proxemics.
Diálogos en vídeo – Para comprender lo que escucha: The setting of a conversation.
Así se escribe – Para escribir bien: Summarizing.
Interacciones.
6. En casa.
PRIMERA SITUACIÓN.
Presentación – Lava los platos y saca la basura.
Así se habla – Enlisting help.
Estructuras – Telling others what to do: Familiar commands.
Estructuras – Comparing people and things with equal qualities: Comparisons of equality.
Estructuras – Pointing out people and things: Demonstrative adjectives and pronouns
SEGUNDA SITUACIÓN.
Presentación – Los programas de la tele.
Así se habla – Expressing polite dismissal.
Estructuras – Expressing judgment, doubt, and uncertainty: Subjunctive after expressions of emotion, judgment and doubt.
Estructuras – Talking about things and people: More about gender and number of nouns.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Inferring social customs and practices.
Diálogos en vídeo – Para comprender lo que escucha: The main idea and supporting details.
Perspectivas – La vivienda en el mundo hispano.
Así se escribe – Para escribir bien: Preparing to write.
Interacciones.
HERENCIA CULTURAL.
Cortometraje - Connecting people.
Arte y Arquitectura – Unos artistas modernos: Botero y Soto.
Lectura Literaria – Para leer bien: Applying journalistic reading techniques to literatura (Un día de éstos de Gabriel García Márquez).
Unidad IV: BIENVENIDOS A LOS PAÍSES ANDINOS: BOLIVIA, ECUADOR Y PERÚ.
Cultural Themes.
Comprensión.
Más Allá del Aula.
7. De compras.
PRIMERA SITUACIÓN.
Presentación – En un centro comercial.
Así se habla – Making routine purchases.
Estructuras – Expressing actions in progress: Progressive tenses.
Estructuras – Making comparisons: Superlative forms of adjectives.
Estructuras – Talking about people and things: Uses of the definite article.
SEGUNDA SITUACIÓN.
Presentación – En la tienda de ropa de mujeres.
Así se habla – Complaining.
Estructuras – Denying and contradicting: Indefinite and negative expressions.
Estructuras – Avoiding repetition of previously mentioned people and things: Double object pronouns.
Estructuras – Linking ideas: ye; ou.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Observing dress codes.
Diálogos en vídeo – Para comprender lo que escucha: Making inferences.
Perspectivas – De compras en el mundo hispano.
Así se escribe – Para escribir bien: Messages and letters of complaint
Interacciones.
8. En la ciudad.
PRIMERA SITUACIÓN.
Presentación – ¿Dónde está el museo?
Así se habla – Asking for, understanding, and giving directions.
Estructuras – Telling others what to do: Formal commands.
Estructuras – Asking for and giving directions: Passive se and third person plural passive.
Estructuras – Talking about other people: Uses of the indefinite article.
SEGUNDA SITUACIÓN.
Presentación – ¿Qué vamos a hacer hoy?
Así se habla – Persuading.
Estructuras – Discussing future activities: Future tense.
Estructuras – Expressing probability: Future of probability.
Estructuras – Suggesting group activities: Nosotros commands.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Observing facial expressions.
Diálogos en vídeo – Para comprender lo que escucha: Taking notes.
Perspectivas – Las ciudades del mundo hispano.
Así se escribe – Para escribir bien: Keeping a journal.
Interacciones.
HERENCIA CULTURAL.
Cortometraje – Peru, Nebraska.
Arte y Arquitectura – La arquitectura colonial de Lima.
Lectura Literaria – Para leer bien: Identifying literary themes (La camisa de Margarita de Ricardo Palma).
Unidad V: BIENVENIDOS A LA COMUNIDAD HISPANA EN LOS ESTADOS UNIDOS.
Cultural Themes
Comprensión
Más Allá del Aula
9. En la agencia de empleos.
PRIMERA SITUACIÓN.
Presentación – ¿Dónde trabajaría Ud.?
Así se habla – Changing directions in a conversation.
Estructuras – Explaining what you would do under certain conditions: Conditional.
Estructuras – Describing how actions are done: Adverb formation.
Estructuras – Indicating quantity: Adjectives of quantity.
SEGUNDA SITUACIÓN.
Presentación – Necesito un(a) asistente ejecutivo(a).
Así se habla – Double-checking comprehension.
Estructuras – Talking about unknown or nonexistent people and things: Subjunctive in adjective clauses.
Estructuras – Explaining what you want others to do: Indirect commands.
Estructuras – Expressing exceptional qualities: Absolute superlative.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Observing proxemics and body language in business interactions.
Diálogos en vídeo – Para comprender lo que escucha: Summarizing.
Perspectivas – El concepto del trabajo.
Así se escribe – Para escribir bien: Applying for a job or fillingo ut an application
Interacciones.
10. En la empresa multinacional.
PRIMERA SITUACIÓN.
Presentación – Quisiera hablar con el jefe.
Así se habla – Making a business phone call.
Estructuras – Discussing completed past actions: Present perfect tense
Estructuras – Explaining what you hope or doubt has happened: Present perfect subjunctive.
Estructuras – Discussing reciprocal actions: Reciprocal nos and se
SEGUNDA SITUACIÓN.
Presentación – En el banco.
Así se habla – Doing the banking.
Estructuras – Talking about actions completed before other actions: Past perfect tense.
Estructuras – Explaining duration of actions: Hace and llevar in time expressions.
Estructuras – Expressing quantity: Using numbers.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Inferring business practices.
Diálogos en vídeo – Para comprender lo que escucha: Reporting what was said.
Perspectivas – Las comunidades hispanas.
Así se escribe – Para escribir bien: Writing a business letter.
Interacciones.
HERENCIA CULTURAL.
Cortometraje – Victoria para Chino.
Arte y Arquitectura – La arquitectura colonial española de los Estados Unidos.
Lectura Literaria – Para leer bien: Identifying point of view in literature (Casi una mujer de Esmeralda Santiago).
Unidad VI: BIENVENIDOS AL CONO SUR: ARGENTINA, CHILE, PARAGUAY Y URUGUAY.
Cultural Themes.
Comprensión.
Más Allá del Aula.
11. De viaje.
PRIMERA SITUACIÓN.
Presentación – En el aeropuerto.
Así se habla – Buying a ticket and boarding a plane.
Estructuras – Explaining previous wants, advice, and doubts: Imperfect subjunctive.
Estructuras – Making polite requests: Other uses of the imperfect subjunctive.
Estructuras – Discussing contrary-to-fact situations: If clauses with the imperfect subjunctive and the conditional.
SEGUNDA SITUACIÓN.
Presentación – Una habitación doble, por favor.
Así se habla – Getting a hotel room.
Estructuras – Explaining when future actions will take place: Subjunctive in adverbial clauses.
Estructuras – Describing future actions that will take place before other future actions: Future perfect tense.
TERCERA SITUACIÓN.
Diálogos en vídeo – Para comprender lo que ve: Observing people''s demeanor.
Diálogos en vídeo – Para comprender lo que escucha: Identifying the main topic.
Perspectivas – El transporte en el mundo hispano.
Así se escribe – Para escribir bien: Explaining and hypothesizing.
Interacciones.
12. Los deportes.
PRIMERA SITUACIÓN.
Presentación – ¿Fuiste al partido del domingo?
Así se habla – Discussing sports and games.
Estructuras – Explaining what you would have done under certain circumstances: Conditional perfect.
Estructuras – Discussing what you hoped would have happened: Past perfect subjunctive.
Estructuras – Discussing contrary-to-fact situations: If clauses with the conditional perfect and the past perfect subjunctive.
SEGUNDA SITUACIÓN.
Presentación – En el consultorio del médico.
Así se habla – Expressing sympathy and good wishes.
Estructuras – Discussing unexpected events: Reflexive for unplanned occurences.
Estructuras – Linking ideas: Relative pronouns: que and quien.
Estructuras – Linking ideas: Relative pronouns: Forms of el que, el cual and cuyo.
TERCERA SITUACIÓN.
Diálogos en vídeo –Para comprender lo que ve: Observing cultural protocols.
Diálogos en vídeo – Para comprender lo que escucha: Identifying levels of politeness.
Perspectivas – Los deportes del mundo hispano.
Así se escribe – Para escribir bien: Writing personal notes and messages.
Interacciones.
HERENCIA CULTURAL.
Cortometraje – Lo importante.
Arte y Arquitectura – Buenos Aires: Una ciudad grande y cosmopolita.
Lectura Literaria – Para leer bien: Elements of poetry (Poemas de Pablo Neruda).
APPENDICES.
Appendix A: Alternate Version of drawings for ¿Qué me dices?; Information Gap Activities.
Appendix B: Vocabulary at a glance.
Appendix C: Metric units of measurement.
Appendix D: The writing and spelling system.
Appendix E: Verb conjugations.
Spanish-English Vocabulary.
Index.
Credits.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

SAM

ISBN: 9781305081970
The SAM consists of workbook and lab manual activities with a skill-based approach to vocabulary and grammar practice (single-response, semi-controlled, and open-ended). New activities written expressly to complement the short films (cortometrajes) are also included. The workbook portion includes an outstanding backing in traditional grammar and vocabulary, along with a writing component centered on useful tasks and expressions. The lab manual portion has a strong emphasis on pronunciation, accents, and intonation. For the online environment, up to 80% single-response activities allow for independent practice of vocabulary and structures.

FOR STUDENTS

SAM

ISBN: 9781305081970