Higher Education

Interacciones, Enhanced, 7th Edition

  • Emily Spinelli University of Michigan - Dearborn
  • Carmen García Arizona State University
  • Carol E. Galvin Flood Bloomfield Hills Schools
  • ISBN-10: 1305081951  |  ISBN-13: 9781305081956
  • 496 Pages
  • Previous Editions: 2013, 2009
  • © 2016 | Published
  • College Bookstore Wholesale Price = $154.50
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About

Overview

This newly enhanced seventh edition of INTERACCIONES bridges the gap between first- and second-year Spanish through a broad focus on useful grammar structures, practical vocabulary, and an effective integration of language and culture. INTERACCIONES enforces grammar and vocabulary presentations with authentic readings and listening activities in order to give students a real-life context in which to use the material. Along with it is a new video program containing six award-winning short films, all delivered within an intuitive and understandable unit organization. Enhancements have also been made to iLrn to give students and instructors more opportunity for interactive language practice with one another via the use of Share it! activities. There have also been updates to the content on iLrn, including the incorporation of video footage from National Geographic with communicative activities. INTERACCIONES employs a tried-and-true pedagogical approach, with special attention to the use of language in context and the National Standards for Foreign Language Learning. These features give students the practice and context needed to communicate in Spanish, and fully engage them to continue studying Spanish past the intermediate level.

Features and Benefits

  • 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.
  • The Tercera situación engages students in activities and tasks that use language for real-world purposes. Students will practice and use all four language skills - listening comprehension, speaking, reading, and writing - in the three communicative modes -interpersonal, interpretive, and presentational. Diálogos en video allows students to study the functional vocabulary and phrases and the grammatical structures of the entire chapter prior to utilizing them in integrated activities. The Perspectivas section consists of a cultural reading that is related to the cultural theme of the chapter.
  • The Así se escribe section helps develop writing skills and consists of several process-oriented segments and activities. Students are given general writing techniques (such as information on preparing to write, improving accuracy, or using a dictionary), as well as the expressions and techniques for writing for specific situations (extending and replying to an invitation, filling out an application, and writing personal and business letters).
  • Each Para escribir bien section is followed by two or three exercises in the Antes de escribir section. These exercises help students put the writing strategy into practice and link to the composition topics that follow. Students are asked to brainstorm lists of vocabulary items and/or phrases that will be needed to complete a composition, provide the opening sentences for a composition topic, and respond to writing prompts. The section concludes with a series of questions that help students revise and edit their composition after writing it and prior to handing it in to the instructor.
  • The Interacciones section allows students to use the language in interesting and entertaining ways. The activities of this section combine the vocabulary, grammar, linguistic functions, and cultural information of the entire chapter in new communicative patterns. Many activities are task-oriented and involve students in realistic tasks such as those encountered in the target culture. Telephone conversations, oral presentations, role-plays, surveys, and panel discussions are some of the activity types used throughout this section. One activity within each Interacciones section has been designated as a Share it! activity. The Share it! feature, located within iLrn, enables the uploading and share of files of any kind, including photos, images, audio recordings and videos and allows students to view, comment, and follow postings. A marginal annotation provides instructors with information about how to adapt the activity from a classroom activity to a Share it! activity completed online.
  • Each two-chapter unit concludes with a section titled Herencia cultural; it is designed to introduce the student to the achievements of the Hispanic peoples and their visual and literary arts. Cortometrajes comprises a short film that correlates with the unit theme, communicative goals and/or the country or region under study. El arte y la arquitectura provides information about art or architecture; photos and comprehension exercises accompany the explanations. The Lectura literaria is composed of short stories, memoirs, and poetry by authors from the country or region represented in the two-chapter unit.
  • Another 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 you can progress without feeling stuck on some complex aspects. INTERACCIONES have developed a method for you to progressively achieve full control of the various grammar structures.

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.

What's New

  • Updated cultural information on the countries and regions of the Bienvenidos sections has been incorporated. Many new activities have been added to increase student knowledge about the geography, people, languages, and economy of the countries under study.
  • Short films that correlate with the unit theme, communicative goals, and the country or region under study are now in the opening pages of the Herencia cultural section of each unit. These cortometrajes provide students with authentic cultural experiences that are entertaining and linguistically beneficial. Three of the cortometrajes have been replaced with newer, more culturally relevant short films.
  • Unidad I - La lista: A woman fears that she is on her company's list to lose her job. Unidad II – Ana y Manuel: A woman tries to fill the void left by her boyfriend's departure with a puppy, and, in the process, experiences a series of strange coincidences that lead her life back to an unexpected place. Unidad III – Connecting People: A young man and woman deal with chance meetings, love, cell phones and lost opportunities. Unidad IV –Peru, Nebraska: Citizens of Peru, Nebraska learn how to take advantage of the cultural experiences, privileges and rights of native Peruvians. Unidad V – Victoria para Chino: Based on true events, this film tells the story of the dangerous trip across the U.S.-Mexico border. Unidad VI – Lo importante: After having been kept on the sidelines, a young boy is faced with the chance to save his soccer team.
  • Updated exercises and activities throughout the text offer new ways to practice and learn the material.
  • Más allá del aula activities offer students valuable opportunities to use Spanish beyond the classroom, such as conducting research related to basic cultural information as well as about jobs and professions which require the use of Spanish.
  • New exercises in the Student Activities Manual (SAM) practice the cultural information of the Bienvenidos section and help students increase their comprehension of the short films of the expanded Cortometrajes section. Most exercises in the online version of the SAM are computer-gradable, thus offering students the benefit of immediate feedback after completing the activities.
  • National Geographic video footage, with accompanying activities based on the videos from the countries around the Spanish-speaking world, is now included in this enhanced course. These video-based activities, which are found in the updated iLrn, can be used to enhance the presentation of culture in your classroom.
  • An enhanced iLrn features additional functionality, including setting a due time in addition to a due date for students to complete activities. iLrn also features new feedback notifications, which allow students to see when you have left them a comment via a convenient notification that appears in their Assignment Calendar.
  • The interaction ebook in the enhanced edition is now customizable. In the past, you have been able to add notes, highlights, links, and YouTube videos; now you can actually add, edit, or delete text in the ebook itself. This is a great tool for situations where you would like to add detail or nuance to a grammar explanation, enter more information to support a cultural reading, or instruct your students to ignore a particular presentation that doesn't support your course.
  • Share it!, available in iLrn, is a highly interactive multimedia discussion forum that allows students and faculty to share video, photos, audio, and writing for class discussion. Students can use Share it! to post drafts and exchange ideas, as well as view and comment on each other's work. This functionality can greatly enhance the brainstorming process and can also act as a portfolio for students.

Supplements

All supplements have been updated in coordination with the main title. Select the main title's "About" tab, then select "What's New" for updates specific to title's edition.

For more information about these supplements, or to obtain them, contact your Learning Consultant.

Instructor Supplements

SAM  (ISBN-10: 1305081978 | ISBN-13: 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.

List Price = $126.95  | CengageBrain Price = $126.95  | College Bookstore Wholesale Price = $95.25

iLrn™ Heinle Learning Center, 4 terms (24 months) Instant Access  (ISBN-10: 1111943036 | ISBN-13: 9781111943035)

Everything your students need to master the skills and concepts of the course is built right in to this audio- and video-enhanced learning environment, including an eBook; assignable and integrated textbook activities; assignable, partnered voice-recorded activities; a workbook; a lab manual with audio; companion videos; and a diagnostic study tool to better prepare students for exams. For you, iLrn offers solutions organized around what you do day-to-day, saving you time on course set up and administrative tasks! Package the Printed Access Card with the text for significant savings.

List Price = $145.00  | CengageBrain Price = $145.00  | College Bookstore Wholesale Price = $145.00

Student Supplements

SAM  (ISBN-10: 1305081978 | ISBN-13: 9781305081970)

List Price = $126.95  | CengageBrain Price = $126.95  | College Bookstore Wholesale Price = $95.25

iLrn™ Heinle Learning Center, 4 terms (24 months) Instant Access  (ISBN-10: 1111943036 | ISBN-13: 9781111943035)

Save time AND money with this all-in-one online companion to INTERACCIONES! With iLrn: Heinle Learning Center, everything you need to master the skills and contents of the course is built right in to this dynamic audio- and video-enhanced learning environment, including an interactive diagnostic study tool that helps you prepare for exams, and an online workbook and lab manual with audio allows you to receive immediate feedback on your work. This learning center also gives you access to an audio- and video-enhanced eBook, integrated textbook activities, partnered, voice-recorded activities, and companion videos with pre- and post-viewing activities.

List Price = $145.00  | CengageBrain Price = $145.00  | College Bookstore Wholesale Price = $145.00

Meet the Author

Author Bio

Emily Spinelli

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

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

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.