Higher Education

Imágenes: An Introduction to Spanish Language and Cultures, 3rd Edition

  • Debbie Rusch Boston College
  • Marcela Domínguez
  • Lucía Caycedo Garner University of Wisconsin, Emerita
  • ISBN-10: 1133952348  |  ISBN-13: 9781133952343
  • 480 Pages
  • Previous Editions: 2012, 2007, 2003
  • © 2014 | Published
  • College Bookstore Wholesale Price = $202.50
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About

Overview

IMÁGENES, Third Edition, takes a functional, integrated skills approach specifically designed to help students develop receptive and productive skills simultaneously that are critical in learning Spanish. When using IMÁGENES students acquire communicative skills while gaining an awareness of Hispanic cultures. The program’s practical, relevant themes, lively practice, and engaging technology components get learners communicating early and confidently. The exciting new third edition will contain a greater focus on the cultures of Spanish-speaking countries and have two new video blogs in each chapter to provide input of chapter functions and vocabulary. IMÁGENES will keep students motivated as they learn and explore the many cultures of Spanish-speaking world.

Features and Benefits

  • Focus on useful communicative language encourages self-expression and motivates students while fostering interaction through pair and group exercises and illustration-based tasks.
  • Clear and concise functional grammar presentation incorporates a variety of learning tools, including drawings, timelines, and contrasting examples, and contextualizes grammar through cartoons and video stills.
  • Engaging reading and writing activities with accompanying strategies promote a process approach to the development of these skills.

Table of Contents

CAPÍTULO PRELIMINAR: BIENVENIDOS AL MUNDO HISPANO Las presentaciones. Los saludos y las despedidas. Países de habla española y sus capitales. Expresiones para la clase. Deletreo y pronunciación de palabras: El alfabeto. Acentuación (Stress). Cultura: Countries with most Spanish-speakers; Tú vs. usted ; Use of adiós ; The abrazo and beso; Spanish-speaking countries and capitals; Spanish in the world; Facts about the Spanish alphabet. How to read acronyms.
CAPÍTULO 1. ¿QUIÉN ES? (HISPANOS EN LOS ESTADOS UNIDOS). Para ver I. Mi video blog número 1. Vocabulario esencial I. Los números del cero al cien: II. Las nacionalidades: Gramática para la comunicación I. Talking About Yourself and Others (Part I): Subject Pronouns. Asking and Giving One’s Name: Llamarse. Stating Origin: Ser + de, ser + nationality. Indicating One’s Age: Tener. Nuevos horizontes. Reading Strategy: Scanning. Lectura: “Los hispanos en los Estados Unidos”. Vocabulario esencial II. Las ocupaciones: Discussing occupations. Para ver II. Mis padres y amigos. Gramática para la comunicación II. Talking About Yourself and Others (Part II): Subject Pronouns in the Singular and Plural. The Verbs llamarse, tener, and ser. Plural Forms of Occupations and Adjectives of Nationality. Asking Information and Negating: Question formation; Negating. Más allá. Canción: “La bamba”, Los lobos. Video: El mes de la herencia hispana. Cultura. Points of interest in Chicago and Los Angeles on Para ver I video; Two last names on Para ver I video; Reading telephone numbers; Referring to people from the U.S.; Hispanics vs. Latino in the U.S.; Demographics of Hispanics in the U.S.; Origin of Hispanics in the U.S.; Spanish words used in English and English words used in Spanish; Diversity of Hispanics; Famous Hispanics. Material reciclado. Introductions (P); Country names (P); Llamarse (P); Ser de + place (P); Tú vs. Ud. (P); Alphabet (P); Geography (P).

CAPÍTULO 2. ¿TE GUSTA? (CUBA, PUERTO RICO, LA REPÚBLICA DOMINICANA Y PANAMÁ). Para ver I. Una visita a Puerto Rico. Vocabulario esencial I. La habitación de un estudiante universitario. Gramática para la comunicación I. Using Gender and Number: Gender. Plural Formation. Expressing Likes and Dislikes (Part I): Gustar. Expressing Possession: The Preposition de; Possessive Adjectives. Nuevos horizontes. Reading Strategy: Identifying Cognates. Lectura: “Facultad de Ciencias de la Computación”. Writing Strategy: Connecting Ideas. Vocabulario esencial II. Acciones. Los días de la semana. Para ver II. Planes para la República Dominicana y Panamá. Gramática para la comunicación II. Expressing Likes and Dislikes (Part II): Gustar. Expressing Obligation: Tener que. Making Plans: ir a. Más allá. Canciones: “¡Vive!”, “Estrellitas y duendes” y “Merengue con letra”. Video: La ruta del carnaval dominicano. Cultura. Cuba, the Dominican Republic, Puerto Rico, and Panama throughout the chapter and on the Para ver I and II videos; History of Puerto Rico; Where college students live; Baseball; University systems including the facultad; Kunas and Tainos; Merengue, bachata, bolero, salsa, hip-hop, and reguetón; Carnaval de las Tablas; Carnaval in the Dominican Republic. Material reciclado. Tener (1); Ser (1); Question formation (1); Negation (1).
Geography (P).
CAPÍTULO 3. ¿QUÉ HACES HOY? (COSTA RICA Y NICARAGUA). Para ver I. Una entrevista en Playa Jacó. Vocabulario esencial I. Lugares. Gramática para la comunicación I. Indicating Location: Estar + en + place. Talking About the Present (Part I): The Present Indicative of Regular Verbs. Talking About the Present (Part II): The Present Indicative of Verbs with Irregular yo Forms. Nuevos horizontes. Reading Strategy: Dealing with Unfamiliar Words. Lectura: “¿Qué hacer este fin de semana en San José?” Writing Strategy: Using Models. Vocabulario esencial II. El físico y la personalidad: Ser + Adjective. Las emociones y los estados: Estar + Adjective. Para ver II. Hay familias… y… FAMILIAS. Gramática para la comunicación II. Describing Yourself and Others: Adjective Agreement; Position of Adjectives; Ser/estar + Adjective. Discussing Actions in Progress: Present Indicative and Present Progressive. Más allá. Canción: “¡Pura vida!”, Chino Espinosa y los Dueños del Son. Video: Costa Rica: Sin ingredientes artificiales. Película: Sugar. Cultura. Points of interest in Costa Rica and Nicaragua throughout the chapter. Sarchí; Costa Rican democracy and Óscar Arias; Specialty stores vs. mercados vs. supermercados vs. hipermercados; El Güegüense; Luis Enrique Mejía; Nicaragua a land of lakes, volcanoes, and poets (Darío, Cardenal, Belli); Connotations of the word familia. Baseball in the Caribbean. Material reciclado. Origin (P); Geography (P); Occupations (1); Class subjects (2); Common nouns (1, 2); Gustar (2); Estar (P); Tener que (2); Ir a (2); Actions (2).
CAPÍTULO 4. UN DÍA TÍPICO (BOLIVIA, ECUADOR Y PERÚ). Para ver I. Mi día típico. Vocabulario esencial I. Las partes del cuerpo. Acciones reflexivas. Gramática para la comunicación I. Describing Daily Routines: Reflexive Verbs. The Personal a. Nuevos horizontes. Reading Strategy: Predicting. Lectura: “Machu Picchu: El lugar misterioso de los incas”. Writing Strategy: Brainstorming and Outlining. Vocabulario esencial II. El tiempo, las estaciones y la fechas. Para ver II. Las vacaciones. Gramática para la comunicación II. Talking About Who and What You Know: Saber and conocer. Pointing Out and Referencing: Demonstrative Adjectives and Pronouns. Más allá. Canción: “Esta es mi tierra”, Eva Ayllón. Video: Bolivia. Cultura. Points of interest in Bolivia, Ecuador and Peru throughout the chapter; The geographic and ethnic diversity of Peru; Francisco Pizarro; Sayings and proverbs; Incas and Machu Picchu; seasons and academic calendar in the Southern Hemisphere; Titicaca and the Galapagos; The cajón and charango as part of Criolla music. Material reciclado. Present indicative (3); Ir a + infinitive and tener que + infinitive (2); Ir a + place (3); Estar (3); Objects (2); Places (3); Time expressions (2); Ser and estar with adjectives (3); Cardinal numbers (1); Occupations (1); Nationalities (1); Age (1).

CAPÍTULO 5. LOS PLANES Y LAS COMPRAS (MÉXICO). Para ver I. ¿Qué hacemos hoy? Vocabulario esencial I. La hora, los minutos y los segundos. Las sensaciones. Gramática para la comunicación I. Expressing Habitual and Future Actions and Actions in Progress: Stem-changing Verbs. Nuevos horizontes. Reading Strategy: Activating Background Knowledge. Lectura: “Celebraciones mexicanas”. Writing Strategy: Sequencing. Vocabulario esencial II. Los colores. La ropa y los materiales. Para ver II. El desfile de modas. Gramática para la comunicación II. Indicating Purpose, Destination, and Duration: Para and por. Indicating the Location of a Person, Thing, or Event: Estar en and ser en. Más allá. Canción: “24 horas”, Café Tacuba. Video: El Día de los Muertos. Cultura. Points of interest in Mexico throughout the chapter; El Zócalo; Places to visit in Mexico City; 24-hour clock; Hispanics and time; Daily routine in Mexico, meal time and the almuerzo in Mexico vs. other countries; Store and restaurant hours; Mexican festivities (la Virgen de Guadalupe, Posadas, Día de los Muertos); La guayabera y el rebozo; Oaxaca; Diego Rivera and Frida Khalo. Material reciclado. Adjectives of nationality(1); Tener (1, 2); Descriptive adjectives (3); Ser/estar (3); Ser de + place (1); Days of the week (2); Gustar (2); Reflexives (4); Cardinal numbers (1); Present indicative (3); Geography (P).
CAPÍTULO 6. AYER Y HOY (COLOMBIA Y VENEZUELA). Para ver I. El padre de Julieta. Vocabulario esencial I. Los números del cien al millón. Preposiciones de lugar. Gramática para la comunicación I. Talking About the Past: The Preterit (Regular Verbs; Ir, ser, and hacer; Time Expressions Including Hace… que + Preterit). Indicating Relationships: Prepositions and Prepositional Pronouns. Nuevos horizontes. Reading Strategy: Skimming. Lectura: “La leyenda de Guatavita”. Writing Strategy: Chronological Order. Vocabulario esencial II. La familia de Julieta. Para ver II. La boda en Caracas. Gramática para la comunicación II. Using Indirect-Object Pronouns. Using Affirmative and Negative Words. Más allá. Canción: “¿Cuándo fue?”, Víctor Escalona. Video: Conoce Venezuela. Película: María llena eres de gracia. Cultura. Chivas; Points of interest in Bogotá; Museo del Oro and La Catedral de Sal; Gustavo Dudamel; Famous Colombians and Venezuelans; Family and the responsibility of its members; Venezuelan geography (including oil reserves, la Isla Margarita, el Salto Angel, and tepuyes). Material reciclado. Cardinal numbers (1); Estar for location (3); Reflexives (4); Stem-changing verbs (5) Days of the week and other time divisions (2); Present indicative (3, 4, 5); Ir a + infinitive (2).

CAPÍTULO 7. LOS VIAJES (ESPAÑA). Para ver I. Paseando por Madrid. Vocabulario esencial I. El teléfono. En el hotel. Gramática para la comunicación I. Talking about the Past (Part I): Irregular Verbs in the Preterit. Change of Meaning in the Preterit. Talking about the Past (Part II): Stem-Changing Verbs in the Preterit. Expressing the Duration of an Action: Hace + Time Expression + que + Verb in the Present. Nuevos horizontes. Reading Strategy: Identifying Main Ideas. Lectura: “Historia de España”. Writing Strategy: The Paragraph. Vocabulario esencial II. Medios de transporte. El pasaje y el aeropuerto. Para ver II. ¿Pasajeros típicos? Gramática para la comunicación II. Indicating Time and Age in the Past: Ser and tener. Avoiding Redundancies: Direct-Object Pronouns. Más allá. Canción: “Al Andalús”, David Bisbal. Video: Apueste por Sevilla. Cultura. World soccer champions; Madrid; Different cultures in Spanish history; Information on Spain; Making phone calls; Text messaging abbreviations; Paradores in Spain; Barcelona; Languages spoken in Spain; The patria chica; Don Juan Tenorio; The royal family; Seville and Andalucía. Material reciclado. Large numbers (1, 6); Time expressions; Stem-changing verbs (5); Hace que + Preterit (6); Question words (1); Preterit (6) Telling time (5); Telling age (1); Family (6).

CAPÍTULO 8. LA COMIDA Y LOS DEPORTES (GUATEMALA, HONDURAS, AND EL SALVADOR). Para ver I. Comida casera en un restaurante guatemalteco. Vocabulario esencial I. La comida. Gramática para la comunicación I. Expressing Likes, Dislikes, and Opinions: Using Verbs Like gustar. Avoiding Redundancies: Combining Direct and Indirect-Object Pronouns. Using ya and todavía. Nuevos horizontes. Reading Strategy: Finding References. Lectura: “El padre Antonio y su monaguillo Andrés”, Rubén Blades. Writing Strategy: Avoiding Redundancy. Vocabulario esencial II. Los deportes. Los artículos deportivos. Para ver II. ¡¡Goooooooooooolllll!!! Gramática para la comunicación II. Describing in the Past: Formation of the Imperfect. Using the Imperfect. Más allá. Canción: “Te encontraré”, Ricardo Arjona. Video: El Salvador tiene todo incluido. Cultura. Points of interest in Guatemala, Honduras, and El Salvador throughout the Chapter; Tikal, Copán and Joya de Cerén; Regional foods in Spanish-speaking countries; Setting the table for an elegant meal; Courses of a meal (platos); Salvadoran Restaurant menu; Comercio justo and coffee exports; Óscar Romero; Soccer, baseball and other sports; Garífunas; Childhood fantasies; Christmas and Holy Week traditions. Material reciclado. Indirect- and direct-object pronouns (6, 7); Gustar (2); Preterit (6, 7); Telling time in the past (78); Telling age in the past (7).

CAPÍTULO 9. COSAS QUE OCURRIERON (ARGENTINA, CHILE, PARAGUAY AND URUGUAY). Para ver I. Un accidente en las vacaciones. Vocabulario esencial I. La salud. Los medicamentos y otras palabras relacionadas. Gramática para la comunicación I. Narrating and Describing in the Past (Part I): The Preterit and the Imperfect. Narrating and Describing in the Past (Part II): Time expressions. Nuevos horizontes. Reading Strategy: Approaching Literature. Lectura: “Tragedia”, Vicente Huidobro. Writing Strategy: Narrating in the Past. Vocabulario esencial II. El carro. Para ver I. El cruce de la frontera a Chile. Gramática para la comunicación II. Narrating and Describing in the Past (Part III): Expressing Past Intentions and Responsibilities: Iba a + infinitive and tenía/tuve que + infinitive. Saber and conocer in the Imperfect and Preterit. Describing: Past Participle as an Adjective. Más allá. Canción: “Te recuerdo Amanda”, Víctor Jara. Video: Paraguay. Película: Tiempo de valientes. Cultura. Points of interest including Buenos Aires, Colonia, Iguazu Falls and the tango; Demographics about Argentina, Uruguay, and Paraguay; El mate; Punta del Este, Casapueblo, and museums; Valdes Peninsula, Punta Tombo and the Magellan penguins; Machismo and feminism; Car sizes; Santiago de Chile, Chile, and la Isla de Pascua; “Cuadrados y ángulos,” Alfonsina Storni; Gabriela Mistral and Pablo Neruda; Víctor Jara; Paraguayan harp. Material reciclado. Body parts; Deber + inf. (4) Verbs like gustar (8); Preterit (6, 7); Ir a + inf. (2); Tener que + inf. (2); Saber/conocer (4); Adjective agreement.
CAPÍTULO 10. EN CASA.
Para ver I. En busca de departamento. Vocabulario esencial I. Los números ordinales. Las habitaciones de una casa. Gramática para la comunicación I. Using Affirmative and Negative Words. Describing Wants and Needs: Use of the Present Subjunctive.; Forms of the Present Subjunctive. Nuevos horizontes. Reading Strategy: Using the Dictionary. Lectura: “No quiero”, Ángela Figuera. Writing Strategy: Pastiche. Vocabulario esencial II. En la casa. Los muebles. Para ver II. Amueblando el departamento. Gramática para la comunicación II. Giving Advice and Stating Desires: Other Uses of the Subjunctive. Más allá. Canción: “Amniótico”, Andrea Echeverri. Video: Vive México. Cultura. El portero; Famous architects (Calatrava, Barragán, Pelli, Gaudí); Popularity of cycling; What to do with second-hand belongings; The Spanish Civil War and censorship in post-Civil War Spain; El mate; Different types of outdoor markets; Oaxaca; Syncretism. Material reciclado. Present indicative (3, 4, 5); Geography (P); Nationalities (3); Descriptive adjectives (3); Affirmative and negative words (6); Indirect-object pronouns (6); Preterit (6, 7); Colors (5).
CAPÍTULO 11. EL TIEMPO LIBRE. Para ver I. Estamos aburridos. Vocabulario esencial I. El tiempo libre y los pasatiempos. Gramática para la comunicación I. Expressing Doubt and Certainty: Contrasting the Subjunctive and the Indicative. Saying How an Action is Done: Adverbs Ending in –mente. Nuevos horizontes. Reading Strategy: Reading an Informative Interview Article. Lectura: La vida en la maquila. Writing Strategy: Describing and Giving Your Opinion. Vocabulario esencial II. La vida saludable. La preparación de la comida. Para ver II. La clase de cocina. Gramática para la comunicación II. Giving Instructions: The Passive se. Other Uses of para and por. Expressing Emotions: More Uses of the Subjunctive. Más allá. Canción: Sazón”, Celia Cruz. Video: Ritmos. Cultura. Spanish playing cards; The sobremesa; Hispanic musicians (Carlos Gardel, Tito Puente, Selena); Pedraza; The maquiladoras; Ferran Adrià and Hispanic chefs; The tortilla española; Food from the New World (chocolate, corn, tomatoes, potatoes, etc.); Gazpacho; Quinceañera; Flamenco; Andean music. Material reciclado. Gustar (2); Subjunctive forms (10); Giving advice (2, 10); Preterit (6, 7); Ya and todavía (8); Telling time (6); Por and para (5); Indirect-object pronouns (6); Reflexive verbs (4).

CAPÍTULO 12. EL CAMPO Y LA CIUDAD. Para ver I. La vida en la ciudad. Vocabulario esencial I. La geografía. Cómo llegar a un lugar. Gramática para la comunicación I. Making Comparisons (Part I): Comparisons of Inequality; The Superlative. Making Requests and Giving Commands (Part I): Commands with usted and ustedes. Nuevos horizontes. Reading Strategy: Understanding the Writer’s Purpose. Lectura: “Las pirámides, del piso a la cima”. Writing Strategy: Comparing and Contrasting. Vocabulario esencial II. Cómo llegar a un lugar. Para ver II. La propuesta. Gramática para la comunicación II. Making Comparisons (Part II): Comparisons of Equality. Making Requests and Giving Commands (Part II): Commands with tú. Más allá. Canción: “Andar conmigo”, Julieta Venegas. Video: El biblioburro. Película: El laberinto del fauno. Cultura. Populations trends; The Ciclovía in Bogotá and biking in urban areas; Geography of and the natural disasters in Latin America. Sayings using comparatives; Common gestures; Teotihuacán; Tunas; Post Spanish Civil War. Material reciclado. Preterit and Imperfect (8, 9); Adjective agreement (3); Subjunctive forms (10); Indirect-object pronouns (6); Direct-object pronouns (7); Double-object pronouns (8); Question words (1).
Reference Section. 

Appendix A: Verb Charts. 

Appendix B: Accentuation and Syllabication.
Appendix C: Actividades comunicativas.

Spanish-English Vocabulary. 

English-Spanish Vocabulary. 

Index. 

Maps of the Spanish-speaking world.

What's New

  • New Streamlined Design and Content. IMÁGENES, Third Edition, will now be made up of a Preliminary Chapter followed by twelve chapters.
  • Countries and Theme Focused Chapters: The first nine chapters present the countries of the Spanish-speaking world plus the United States. Chapters 10-12 focus on themes such as housing and life in the city.
  • New “Para ver” section features a video blog. Students follow a Mexican-American video blogger as she posts videos of her own and from bloggers from all around the Spanish-speaking world.
  • New “Más allá” section at the end of each chapter contains a song and a Cultural video, many of which are authentic and Chapters 3, 6, 9, and 12 contain a poster and synopsis of a feature film accompanied by a pre-viewing activity to ready the students for out-of class viewing of the movies. The website contains while and post-viewing activities for students to complete.
  • Cultural content has been completely updated, such as the “¿Lo sabían?” cultural boxes that present BIG C and small c culture. Many of the “Nuevos horizontes” readings have also been updated or are new to this edition.
  • Chapters end with a box (Now you know how to...) containing a reminder of functions that students have learned. There will also be a guide that shows students where they can learn more about the chapter cultural content in Chapters 1-9.

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Supplements

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Instructor Supplements

DVD  (ISBN-10: 1133952259 | ISBN-13: 9781133952251)

The goal of the video is to build students’ awareness of culture through contrast, comparison, and the highlighting of practices and products from the Hispanic world. Filmed on location in 5 Spanish-speaking countries--Mexico, Puerto Rico, Ecuador, Argentina, and Spain--the mix of interviews and documentary-like segments exposes students to culture and the influences of geography and ethnicity in the everyday lives of Hispanics.

PowerLecture with Testing Audio CD  (ISBN-10: 1133952291 | ISBN-13: 9781133952299)

This CD contains a variety of resources, including information on communicative language teaching, strategies and techniques for each chapter component, information on the National Standards for Foreign Language Learning, suggestions on planning a syllabus with Imágenes, sample syllabi and a sample lesson plan. It also includes the testing program in modifiable Word files as well as a test generator for customizing quizzes and exams, audio and video scripts, PowerPoint slides, art and grammar files for making overheads, extra communicative activities, and answer keys for the Student Activities Manual and the testing program. The Testing Audio CD contains the listening comprehension portions of quizzes and exams.

SAM Audio Program  (ISBN-10: 1133952313 | ISBN-13: 9781133952312)

Answer Key and Audio Script  (ISBN-10: 1133952321 | ISBN-13: 9781133952329)

Student Activities Manual  (ISBN-10: 113395233X | ISBN-13: 9781133952336)

The Workbook section offers abundant mechanical practice as well as communicative activities. The Lab Manual section is keyed to the recordings on the complete SAM Audio CDs, with abundant listening comprehension activities and pronunciation practice.

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For online purchases only. iLrn: Heinle Learning Center gives you everything you need to master the skills and concepts of the course. The dynamic audio- and video-enhanced learning environment includes an audio-enhanced eBook with integrated activities, companion videos, an online workbook and lab manual with audio, an interactive voiceboard, interactive enrichment activities, diagnostic activities that generate your own personalized study plan, and access to a variety of online tutoring services. For more information or to purchase, visit http://www.cengagebrain.com.

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Premium Web Site Instant Access Code  (ISBN-10: 1133952275 | ISBN-13: 9781133952275)

Premium content includes SAM audio files, video clips, audio enhanced vocabulary flashcards, Web search activities and Web links. Free assets include text audio files, tutorial quizzes, the “Más allá” videos, and an iTunes list of all of the “Más allá” songs.

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Student Supplements

Student Activities Manual  (ISBN-10: 113395233X | ISBN-13: 9781133952336)

The Workbook section offers abundant mechanical practice as well as communicative activities. The Lab Manual section is keyed to the recordings on the complete SAM Audio CDs, with abundant listening comprehension activities and pronunciation practice.

List Price = $160.95  | CengageBrain Price = $160.95  | College Bookstore Wholesale Price = $121.25

iLrn™ Heinle Learning Center 24-Months Instant Access Code  (ISBN-10: 1285054873 | ISBN-13: 9781285054872)

For online purchases only. iLrn: Heinle Learning Center gives you everything you need to master the skills and concepts of the course. The dynamic audio- and video-enhanced learning environment includes an audio-enhanced eBook with integrated activities, companion videos, an online workbook and lab manual with audio, an interactive voiceboard, interactive enrichment activities, diagnostic activities that generate your own personalized study plan, and access to a variety of online tutoring services. For more information or to purchase, visit http://www.cengagebrain.com.

List Price = $149.00  | CengageBrain Price = $149.00  | College Bookstore Wholesale Price = $149.00

Premium Web Site Instant Access Code  (ISBN-10: 1133952275 | ISBN-13: 9781133952275)

Premium content includes SAM audio files, video clips, audio enhanced vocabulary flashcards, Web search activities and Web links. Free assets include text audio files, tutorial quizzes, the “Más allá” videos, and an iTunes list of all of the “Más allá” songs.

List Price = $36.00  | CengageBrain Price = $36.00  | College Bookstore Wholesale Price = $36.00

Meet the Author

Author Bio

Debbie Rusch

Debbie Rusch has been the coordinator of Elementary Spanish at Boston College since 1990. She is the author of IMÁGENES, ¡CLARO QUE Sí!, ANÍMATE, FUENTES: CONVERSACIÓN Y GRAMÁTICA, and EN PAREJAS 1, 2, 3 Y 4. At Boston College she has taught pedagogy courses. She has been an instructor of Spanish for more than 35 years and has also taught English as a Foreign Language in Spain, where she lived for more than six years. She is a frequent presenter at state, regional, and national conferences and conducts workshops for school districts.

Marcela Domínguez

Marcela Domínguez is from Argentina. She was also a lecturer and coordinator at Pepperdine University for seven and three years respectively. She also taught at UCLA and USC. She is the author of IMÁGENES, ¡CLARO QUE Sí!, ANÍMATE, FUENTES: CONVERSACIÓN Y GRAMÁTICA, and EN PAREJAS 1, 2, 3 Y 4. Marcela frequently presents at conferences at the regional and national levels. Most recently she was invited to do a presentation by the Ministry of Education at the Spanish Embassy.

Lucía Caycedo Garner

Lucía Caycedo Garner is from Colombia. She taught language and pedagogy courses for more than thirty years at the University of Wisconsin, Madison before her retirement. She is the author of IMÁGENES, ¡CLARO QUE SÍ! FUENTES: CONVERSACIÓN Y GRAMÁTICA, FUENTES: LITERATURA Y REDACCIÓN, and EN PAREJAS 1, 2, 3 Y 4. She was an ACTFL OPI tester and trainer. She was a frequent presenter at the local, state, and national levels. She was also a contributor to the University of Wisconsin Spanish Placement Exam.