Interacciones (with Audio CD) / Edition 5

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Overview

INTERACCIONES is an all-inclusive intermediate-level text that allows the student to build on their prior knowledge of Spanish language and encourages them to progress beyond what they have already mastered. While focusing on the four-skills of language learning, INTERACCIONES also teaches the student to function within Hispanic culture by providing many opportunities to practice using the language in real contexts.

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Editorial Reviews

From the Publisher
"…the Panoramas, Culturales, Perspectivas and Interacciones sections have worked well providing both good opportunities to read and listen and speak, as well as presenting interesting topics to discuss."

"We liked the fact that it is a very complete textbook with an adequate number of chapters to teach in our two-semester sequence of intermediate Spanish."

"We are currently using INTERACCIONES, mainly because of its good review of basic Spanish, good supplementary exercises, clear grammar explanations, and online web page. Our students are thriving with this program."

"Although we have looked at an array of texts, we still prefer the content that we find in INTERACCIONES. The multimedia components are a key factor in our consideration of this text…we are drawn to the book because the basic content is solid and features good exercises that reinforce the material."

"Rarely have I found a book that is as clear in its explanation of relative pronouns, if clauses, and other more complex grammar points. It is one reason that this book stands out from the others."

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Product Details

  • ISBN-13: 9781413008739
  • Publisher: Cengage Learning
  • Publication date: 1/31/2005
  • Edition description: Spanish-language Edition
  • Edition number: 5
  • Pages: 560
  • Product dimensions: 7.80 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

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 Garcia, a native of Lima, Peru, 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 Garcia 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 Garcia also serves as associate editor of Studies in Hispanics and Lusophone Linguistics.

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.

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Table of Contents

P. Un autorretrato. Presentacion: ¿Quien soy yo?. Asi se habla: Finding out about others. Estructuras: Expressing small quantities: Numbers; Discussing when things happen: Telling time; Providing basic information: Present tense of regular verbs. ¿Que oyo Ud.?: Using background knowledge. Perspectivas: Addressing other people in the Spanish speaking world. Part I: BIENVENIDOS A ESPAÑA. 1. La vida de todos los dias. 1ra Situacion. Presentacion: Un dia tipico. Asi se habla: Expressing frequency and sequence of actions. Estructuras: Discussing daily activities: Present tense of irregular verbs; Talking about other activities: Present tense of stem changing verbs. 2da Situacion. Presentacion: La rutina diaria. Asi se habla: Expressing lack of comprehension. Estructuras: Describing daily routine: Reflexive verbs; Asking questions: Question formation. ¿Que oyo Ud.?: Listening for the gist. 3ra Situacion. Perspectivas: El horario hispano. Panorama cultural: Los cibercafes. Para leer bien: Predicting and guessing content. Lectura cultural: Espana está de moda. Asi se escribe: Writing personal letters and e-mail messages. Interacciones. 2. De vacaciones. 1ra Situacion. Presentacion: En el complejo turistico. Asi se habla: Making a personal phone call. Estructuras: Talking about past activities: Preterite of regular verbs; Discussing other past activities: Preterite of irregular verbs; Discussing when things happened: Expressing dates. 2da Situacion. Presentacion: Diversiones nocturnas. Asi se habla: Circumlocuting. Estructuras: Discussing past actions: Preterite of stem changing verbs; Distinguishing between people and things: Personal a; Avoiding repetition of nouns: Direct object pronouns. ¿Que oyo Ud.?: Using visual aids. 3ra Situacion. Perspectivas: Celebrando las fiestas de verano. Panorama cultural: El baile flamenco. Para leer bien: Using the sub-titles of a reading to predict and understand content. Lectura cultural: 24 horas: De vacaciones en Benidorm. Asi se escribe. Sequencing events. Interacciones. Herencia cultural: Espana. Personalidades: El Cid Campeador, Fernando e Isabel, Pedro Almodovar, Antonio Banderas, La Familia Real Espanola, Sergio Garcia. Arte y arquitectura: Los grandes maestros del Prado: El Greco, Velázquez y Goya. Para leer bien: Reading literature. Lectura literaria: Ana Maria Matute: El nino al que se le murio el amigo; Gustavo Adolfo Becquer: Tres rimas. Part II: BIENVENIDOS A MÉXICO. 3. En familia. 1ra Situacion. Presentacion: Los domingos en familia. Asi se habla: Greetings and leave-takings. Estructuras: Describing what life used to be like: Imperfect tense; Describing people: Formation and agreement of adjectives; Expressing endearment: Diminutives. 2da Situacion. Presentacion: La boda de Luisa Maria. Asi se habla: Extending, accepting, and declining an invitation. Estructuras: Discussing conditions, characteristics, and existence: Uses of ser, estar, and haber; Indicating ownership: Possessive adjectives and pronouns. ¿Que oyo Ud.?: Focusing on specific information. 3ra Situacion. Perspectivas: Los apellidos en el mundo hispano. Panorama cultural: La vida de una familia. Para leer bien: Scanning and skimming. Lectura cultural: El estupendo metro de Mexico. Asi se escribe: Extending and replying to a written invitation. Interacciones. 4. En el restaurante. 1ra Situacion. Presentacion: Me encantan las enchiladas. Asi se habla: Ordering in a restaurant. Estructuras: Indicating to whom and for whom actions are done: Indirect object pronouns; Expressing likes and dislikes: Verbs like gustar; Refusing, finding out and meeting: Verbs that change English meaning in the preterite. 2da Situacion. Presentacion: Fuimos a un buen restaurante. Asi se habla: Making introductions. Estructuras: Narrating in the past: Imperfect versus preterite; Talking about people and events in a series: Ordinal numbers. ¿Que oyo Ud.?: Remembering key details and paraphrasing. 3ra Situacion. Perspectivas: Los menus en el mundo hispano. Panorama cultural: El chocolate en la cocina mexicana. Para leer bien: Recognizing cognates. Lectura cultural: Mexico y su riqueza culinaria. Asi se escribe: Improving Accuracy. Interacciones. Herencia cultural: Mexico. Personalidades: Cuahtemoc, Sor Juana Ines de la Cruz, Gael Garcia Bernal, Salma Hayek, Carlos Fuentes, Thalia. Arte y arquitectura: Unos artistas del siglo XX: Rivera, Orozco, Siqueiros y Kahlo. Para leer bien: Elements of a short story. Lectura literaria: Elena Poniatowski: El recado. Part III: BIENVENIDOS A CENTROAMERICA, A COLOMBIA Y A VENEZUELA. 5. En la universidad. 1ra Situacion. Presentacion: ¿Donde está la Facultad de Ingenieria?. Asi se habla: Classroom expressions. Estructuras: Indicating location, purpose, and time: Some prepositions; por versus para; Indicating the recipient of something: Prepositional pronouns. 2da Situacion. Presentacion: Mis clases del semestre pasado. Asi se habla: Talking about the weather. Estructuras: Expressing hopes, desires, and requests: Present subjunctive after expressions of wishing, hoping, commanding and requesting; Making comparisons: Comparisons of inequality. ¿Que oyo Ud.?: The setting of a conversation. 3ra Situacion. Perspectivas: La vida estudiantil. Panorama cultural: El sistema educativo espanol. Para leer bien: Locating Main Ideas and Supporting Elements. Lectura cultural: De una torre de radar a un albuergue ecologico. Asi se escribe: Improving accuracy. Interacciones. 6. En casa. 1ra Situacion. Presentacion: Lava los platos y saca la basura. Asi se habla: Enlisting help. Estructuras: Telling others what to do: Familiar commands; Comparing people and things with equal qualities: Comparisons of equality; Pointing out people and things: Demonstrative adjectives and pronouns. 2da Situacion. Presentacion: Los programas de la tele. Asi se habla: Expressing polite dismissal. Estructuras: Expressing judgment, doubt and uncertainty: Subjunctive after expressions of emotion, judgment, and doubt; Talking about things and people: More about gender and number of nouns. ¿Que oyo Ud.?: The main idea and supporting details. 3ra Situacion. Perspectivas: La vivienda en el mundo hispano. Panorama cultural: Nina Pacari, una mujer indigena. Para leer bien: Background knowledge: Geographical references. Lectura cultural: El techo de Venezuela. Asi se escribe: Preparing to write. Interacciones. Herencia cultural: Centroamerica, Colombia y Venezuela. Personalidades: Simon Bolivar, Ruben Dario, Carolina Herrera, Ernesto Cardenal, Ruben Blades, Shakira. Arte y arquitectura: Unos artistas modernos: Botero y Soto. Para leer bien: Applying journalistic reading techniques to literature. Lectura literaria: Gabriel Garcia Márquez: Un dia de estos. Part IV: BIENVENIDOS A LOS PAISES ANDINOS: Bolivia, Ecuador, Peru. 7. De compras. 1ra Situacion. Presentacion: En un centro comercial. Asi se habla: Making routine purchases. Estructuras: Expressing actions in progress: Progressive tenses. Making comparisons: Superlative forms of adjectives; Talking about people and things: Uses of the definite article. 2da Situacion. Presentacion: Esta blusa no me queda bien. Asi se habla: Complaining. Estructuras: Denying and contradicting: Indefinite and negative expressions; Avoiding repetition of previously mentioned people and things: Double object pronouns; Linking ideas: y - e; o - u. ¿Que oyo Ud.?: Making inferences. 3ra Situacion. Perspectivas: De compras en el mundo hispano. Panorama cultural: De compras en Madrid. Para leer bien: Identifying the core of a sentence. Lectura cultural: La Guayabera: Comoda, fresca y elegante. Asi se escribe: Letters of complaint. Interacciones. 8. En la ciudad. 1ra Situacion. Presentacion: ¿Donde está el museo?. Asi se habla: Asking for, understanding, and giving directions. Estructuras: Telling others what to do: Formal commands; Asking for and giving information: Passive se and third person plural passive; Talking about other people: Uses of the indefinite article. 2da Situacion. Presentacion: ¿Que vamos a hacer hoy?. Asi se habla: Persuading. Estructuras: Discussing future activities: Future tense; Expressing probability: Future of probability; Suggesting group activities: Nosotros commands. ¿Que oyo Ud.?: Taking notes. 3ra Situacion. Perspectivas: Las ciudades hispanas. Panorama cultural: En la ciudad de Madrid. Para leer bien: Background knowledge: Historical references. Lectura cultural: El retorno de los balcones de Lima. Asi se escribe: Keeping a journal. Interacciones. Herencia cultural: Los paises andinos. Personalidades: Jose de San Martin, Antonio Jose de Sucre, Susana Baca, Jaime Escalante, Mario Vargas Llosa, Graciela Rodo Boulanger. Arte y arquitectura: La arquitectura colonial del Peru. Para leer bien: Identifying literary themes. Lectura literaria: Ricardo Palma: La camisa de Margarita. Part V: BIENVENIDOS A LA COMUNIDAD HISPANA EN LOS EE.UU. 9. En la agencia de empleos. 1ra Situacion. Presentacion: ¿Donde trabajaria Ud.?. Asi se habla: Changing directions in a conversation. Estructuras: Explaining what you would do under certain conditions: Conditional tense; Describing how actions are done: Adverb formation; Indicating quantity: Adjectives of quantity. 2da Situacion. Presentacion: Necesito una secretaria. Asi se habla: Double checking comprehension. Estructuras: Talking about unknown or nonexistent people and things: Subjunctive in adjective clauses; Explaining what you want others to do: Indirect commands; Expressing exceptional qualities: Absolute superlative. ¿Que oyo Ud.?: Summarizing. 3ra Situacion. Perspectivas: Como se busca trabajo. Panorama cultural: El uso del espanol en el trabajo. Para leer bien: Identifying point of view. Lectura cultural: El espanol: Un idioma emergente. Asi se escribe: Filling out an application. Interacciones. 10. En la empresa multinacional. 1ra Situacion. Presentacion: Quisiera hablar con el jefe. Asi se habla: Making a business phone call. Estructuras: Discussing completed past actions: Present perfect tense; Explaining what you hope has happened: Present perfect subjunctive; Discussing reciprocal actions: Reciprocal nos and se. 2da Situacion. Presentacion: En el banco. Asi se habla: Doing the banking. Estructuras: Talking about actions completed before other actions: Past perfect tense. Explaining duration of actions: Hace and llevar in time expressions; Expressing quantity: Using numbers. ¿Que oyo Ud.?: Reporting what was said. 3ra Situacion. Perspectivas: Las comunidades hispanas. Panorama cultural: Volkswagen de Mexico. Para leer bien: Using the dictionary. Lectura cultural: Homenaje al triunfo de la mujer hispana. Asi se escribe: Writing a business letter. Interacciones. Herencia cultural: La comunidad hispana en los EE.UU. Personalidades: Cesar Chávez, Celia Cruz, Rita Moreno, Bill Richardson, Alex Rodriguez, Julia Álvarez. Arte y arquitectura: El legado hispano dentro de los EE.UU. Para leer bien: Identifying point of view in literature. Lectura literaria: Esmeralda Santiago: Casi una mujer. Part VI: BIENVENIDOS AL CONO SUR: ARGENTINA, CHILE, PARAGUAY Y URUGUAY. 11. De viaje. 1ra Situacion. Presentacion: En el aeropuerto. Asi se habla: Buying a ticket and boarding a plane. Estructuras: Describing previous wants, advice, and doubts: Imperfect subjunctive; Making polite requests: Other uses of the imperfect subjunctive; Discussing contrary to fact situations: If clauses with the imperfect subjunctive and the conditional. 2da Situacion. Presentacion: Una habitacion doble, por favor. Asi se habla: Getting a hotel room. Estructuras: Explaining when future actions will take place: Subjunctive in adverbial clauses. Describing future actions that will take place before other future actions: Future perfect tense. ¿Que oyo Ud.?: Identifying the main topic. 3ra Situacion. Perspectivas: El transporte en el mundo hispano. Panorama cultural: El metro de Mexico. Para leer bien: Cross-referencing. Lectura cultural: Chile: Un mundo de contrastes sorprendentes. Asi se escribe. Explaining and hypothesizing. Interacciones. 12. Los deportes. 1ra Situacion. Presentacion: ¿Fuiste al partido del domingo?. Asi se habla: Discussing sports and games. Estructuras: Explaining what you would have done under certain circumstances: Conditional perfect tense; Discussing what you hoped would have happened: Past perfect subjunctive; Discussing contrary to fact situations: If clauses with the conditional perfect and the past perfect subjunctive. 2da Situacion. Presentacion: En el consultorio del medico. Asi se habla: Expressing sympathy and good wishes. Estructuras: Discussing unexpected events: Reflexives for unplanned occurrences; Linking ideas: Relative pronouns: que and quien; Linking ideas: Forms of el que, el cual and cuyo. ¿Que oyo Ud.?: Identifying levels of politeness. 3ra Situacion. Perspectivas: Las farmacias hispanas. Panorama cultural: La charreada. Para leer bien: Responding to a reading. Lectura cultural: La Argentina deportiva. Asi se escribe: Writing personal notes and messages. Interacciones. Herencia cultural: Chile y Argentina. Personalidades: Domingo Faustino Sarmiento, Carlos Gardel, Natalia Oreiro, Agusto Roa Bastos, Isabel Allende, Gabriel Batistuta. Arte y arquitectura: Buenos Aires: Una ciudad cosmopolita y artistica. Para leer bien: Elements of poetry. Lectura literaria: Pablo Neruda: Poema 20; Oda a unas flores amarillas. Appendix A: Alternate Version of drawings for 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.

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