Unidos Classroom Manual: An Interactive Approach, 3rd edition

Published by Pearson (October 1, 2019) © 2020

  • Elizabeth E. Guzmán University of Iowa
  • Paloma E. Lapuerta Central Connecticut State University
  • Judith E. Liskin-Gasparro University of Iowa

For courses in Elementary Spanish

The best learning program to support the flipped classroom

Unidos: An Interactive Approach lets instructors flip what typically takes place inside and outside the classroom, enabling valuable class time to be focused on applying knowledge rather than on instruction. By increasing the communicative nature of the course, Unidos frees the classroom to be a space for social interaction in Spanish.

The 3rd Edition offers new Infografía features, thoroughly updated cultural content, and engaging fresh visuals. The scope and sequence have been reorganized to facilitate smooth transitions from familiar or easier grammatical structures to new or more complex ones.

Hallmark features of this title

  • Personalized learning and practice modules provide learners with continuous formative and cumulative assessment opportunities.
  • In-class activities build on the learning that takes place outside of class and make for a highly engaging and effective social environment in which participants engage in meaningful communication and interaction.
  • Learning objectives are tied to measurable outcomes. Each chapter begins with clearly outlined learning objectives, and consistent organization ensures that students continually focus on the communicative goals of each chapter as they learn online.
  • Activities prepare students for in-class communication with critical thinking hints and resources, timely explanations, tutorials, and extra practice.

New and updated features of this title

  • UPDATED: Scope and sequence updates allow smooth transitions from simple to more complex grammatical structures. Students now focus on fewer grammatical structures per chapter as structures get more challenging.
  • NEW: Streamlined, visually clean chapters are more easily navigated. All-new chapter opener photos orient students to the chapter theme and country/region of focus, while contemporary images throughout capture the diversity of the Spanish-speaking world.
  • NEW and UPDATED: Instructor annotations have been added for activities that correlate to the ACTFL World-Readiness Standards for Learning Languages; Communicative practice activities have been added to both vocabulary and grammar sequences and revisions to the Piénsalo self-check activities (grammar in context) help link form to meaning and increase metalinguistic awareness.
  • NEW and UPDATED: All audio has been revised and newly recorded and all cultural content, including Enfoque cultural (now with links to relevant Club cultura videos), has been updated.
  • UPDATED: Revisions to the Unidos skills section integrate language skills with modes of communication.
  • NEW: An infographic-based feature pairs culturally rich information (numbers, words, and phrases) with activities that prompt students to respond to the infographic.
See the complete Scope & Sequence

Preliminar: Bienvenidos a Unidos
1. ¿Qué estudias?
2. ¿Quiénes son tus amigos?
3. ¿Qué hacen para divertirse?
4. ¿Cómo es tu familia?
5. ¿Dónde vives?
6. ¿Qué te gusta comprar?
7. ¿Cuál es tu deporte favorito?
8. ¿Cuáles son tus tradiciones?
9. ¿Dónde trabajas?
10. ¿Cuál es tu comida preferida
11. ¿Cómo te sientes?
12. ¿Te gusta viajar?
Appendix 1: Verb Charts
Appendix 2: Spanish-English Glossary
Appendix 3: English-Spanish Glossary

About our authors

Elizabeth Guzmán is a native of Chile. She recently retired after a long teaching and administrative career. She directed Spanish language programs at several universities in the United States and supervised teachers of English in her country. Throughout her career, she designed face-to-face and flipped courses where Mosaicos, Unidos, and Identidades were used, in addition to overseeing the design and implementation of online Spanish courses. She trained and mentored graduate teaching assistants and has served as a consultant to Spanish programs that were making the transition from face-to-face to flipped models of teaching. Teaching and learning have been at the center of her academic life, and she has shared her energy, passion and experience with undergraduates and graduate students. Teaching Spanish as a tool for communication to undergraduates taking Spanish courses to fulfill a requirement was one of the challenges that she undertook with love, understanding and determination during her career.

Dr. Paloma Lapuerta is from the Mediterranean city of Castellón, Spain. She holds a Licenciatura and a master's degree in Spanish Philology from the University of Salamanca, Spain, and a Ph.D. in Literature from the University of Geneva, Switzerland. She has taught at the universities of Geneva, Kwua-Zulu Natal, in Durban, South Africa, and Central Connecticut State University, where she is currently Professor of Spanish. She has also been invited to teach at the Middlebury College Spanish School, the University of Michigan, and Dartmouth College. Her research interests focus on 19th and 20th century literature and she has multiple publications on poetry and novels that deal with social and cultural issues. In addition to Mosaicos, Dr. Lapuerta is the coauthor of Unidos, Identidades, La escritura paso a paso and the author of Cortos en curso, all published by Pearson.

Judith Liskin-Gasparro (M.A. Princeton University; Ph.D., University of Texas, Austin) is Associate Professor Emerita at the University of Iowa, where she directed the Spanish language program and codirected the doctoral program in Second Language Acquisition. She taught courses in second language acquisition, applied linguistics and pedagogy and Spanish language. Her publications and presentations deal with the development of speaking skills, oral proficiency assessment and program evaluation and outcomes assessment. She is the coauthor of Unidos and Identidades, in addition to Mosaicos and she was the coeditor of Pearson's Theory and Practice in Second Language Classroom Instruction series. She was also a faculty member at Middlebury College, as well as the Middlebury College School of Spanish. While working at Educational Testing Service, she participated in the development of the ACTFL Proficiency Guidelines. She also designed and led the first oral proficiency interview workshops in the early 1980s and she was principally responsible for training the first generation of OPI testers and trainers in Spanish.

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