ECS1 Sampler

EntreCulturas

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ESPAÑOL

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Ann Mar • Robert L. Davis • George Watson-López • Maritza Sloan

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Teacher Edition

EntreCulturas 1 ®

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Second Edition

Ann Mar

Robert L. Davis

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George Watson-López

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Maritza Sloan

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Director of Editorial: Tanya Brown Managing Editor: Lindsey Colling Senior Developmental Editors: Deborah Edson, Dr. Jan Hagedorn, Kelly Hass Digital Developmental Editor: Jacob Asnicar Editors: Lariza Fuentes, Isaily Pérez Cover Designer: Jaana Bykonich

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Senior Editor: Kathryn Strasser

Graphic Designers: Jaana Bykonich, Sawyer McCarron-Rutledge, Hannah Rowlett

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Production Designers: Derrick Alderman, Rivka Levin

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Cover image: Colorful paintings and artifacts along a walkway in Guatape, Colombia. ©Studio One-One / Getty Images

Copyright © 2026 by Wayside Publishing All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

The marks [EntreCulturas®, EntreCultures®, FlexText®, Learning Site®, Wayside Publishing®] (collectively “the Marks”) are registered in the U.S. Patent and Trademark Office and owned in their entirety by Wayside Publishing (“Wayside”). Any use of the Marks without the express written permission of Wayside is prohibited.

Printed in USA

3 4 5 6 7 8 9 10 xx 25 Print date: xxxxx Hardcover ISBN 978-1-641599-95-5

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Scope and Sequence: EntreCulturas® 1 UNIT GOALS

INTERCULTURAL FOCUS

How does who I meet affect how I communicate?

How does where I live influence who I am?

How do my interests and talents shape who I am?

Recognize basic information that people share about themselves Exchange information to get to know people Present basic information about yourself, your identities, and your preferences Reflect on how to communicate respectfully when meeting people from other cultures

Conexiones culturales Práctica cultural: Los saludos Producto cultural: ¡Soy latino! y otros eslóganes Práctica cultural: La danza de la botella

¡Hola, mucho gusto!

Unidad 2

Where, how, and why do we learn throughout life?

How do communities create a culture of learning?

How do schools prepare students for the future?

Interpret images, videos, and schedules to gain insight into learning in different cultures Exchange information about school schedules and classes Present information about school activities Investigate how approaches to learning throughout life reflect cultural perspectives

La escuela de la vida

Unidad 3 Mi familia es tu familia

Unidad 4

Unidad 5

Interpret short texts about family structures and activities Exchange information about home life and family Present a digital album about home and family Explore the role of family and where we live in shaping who we are

Conexiones culturales Práctica cultural: Nuevos modelos de familia Producto cultural: Los espacios donde vivimos Práctica cultural: Comidas en familia

How are our ideas about balanced diets formed?

How do food practices shape cultural identity?

How does where we live influence what we eat?

Interpret short texts to discover how geography and culture affect food traditions Share preferences, opinions, and habits about foods Create and present menus that express your food preferences and traditions Describe how sharing in the food of another culture can lead to intercultural understanding

Conexiones culturales Producto cultural: La gastronomía mexicana Práctica cultural: ¿Comer afuera o en casa?

Práctica cultural: Comprar los alimentos

What leisure activities define my community and me?

How do popular celebrations reflect history and culture?

How do leisure activities create bridges between cultures?

Interpret images and texts to learn about celebrations in the Dominican Republic Interact with others to make simple plans for leisure activities Express preferences for leisure activities in short presentations Find and create opportunities for intercultural communication through leisure activities

Conexiones culturales Producto cultural: La pelota dominicana y la vitilla Práctica cultural: La bachata Producto cultural: El dominó en la comunidad

How do surroundings shape one’s identity?

How do people connect across the world?

How do my actions affect the world beyond me?

Interpret images and texts to learn about climate and weather in diverse regions of the Spanish-speaking world Exchange information about ways to connect with others across cultures Share how geography and culture shape identity in your own and other communities Identify ways in which our actions impact other communities around the world

Conexiones culturales Producto cultural: El sistema métrico Práctica cultural: El ciclismo Práctica cultural: La globalización

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¡A pasarla bien!

What does it mean to be a family?

How does where we live influence family life?

How do family and friends shape who we are?

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La comida es cultura

Unidad 6

Caminando por el mundo

Conexiones culturales Producto cultural: Los colegios técnicos y las pasantías Práctica cultural: El día escolar costarricense Práctica cultural: Servicio comunal estudiantil

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Unidad 1

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ESSENTIAL QUESTIONS

UNITS

TE8

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EntreCulturas® 1

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Scope and Sequence: EntreCulturas® 1 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (With Video) Greeting Others Appropriately: Formal vs. Informal Language Expressing Identity: The Verb ser Expressing Likes and Dislikes: The Verb gustar with Infinitives

¿Dónde aprendemos?

Where do we learn?

Mi horario escolar My school schedule Mi día típico My typical day

Expressing Existence: Indefinite Articles and hay Referring to People, Places, and Things: Definite Articles Expressing Activities: Present -ar Verbs

Detalle gramatical: Los sustantivos en español; Las conjunciones y, o; Preguntas con la forma tú Detalle lingüístico: Los números del 1 al 100; Los títulos formales; ¿Quiénes son americanos?; Las etapas del proceso educativo

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¡Mucho gusto!

Pleased to meet you!

Mi identidad My identity Mis actividades favoritas My favorite activities

ADDITIONAL FEATURES

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Estrategias: Listening and Reading for Cognates Detalle gramatical: Cómo expresar la fecha; Muy y mucho; ¿A qué hora?; Los días de la semana

Describing People: Adjective Agreement Expressing Location: The Verb estar Expressing Activities with More Verbs: Present of -er and -ir Verbs

Estrategias: Follow-up Questions Detalle gramatical: La preposición de; Los adjetivos posesivos; Estar en para indicar lugar; Las contracciones al y del; El verbo ver; El verbo ir Detalle lingüístico: Las preguntas de confirmación

Bien comer, buen vivir Good eating, good living ¿Qué te gusta comer durante el día?

What do you like to eat during the day?

De compras en el mercado Shopping in the market

Making Requests and Recommendations: ie Stem-Changing Verbs e Expressing Preferences: Gustar and encantar Referring to Specific Items: Demonstrative Adjectives

Detalle gramatical: ¿Cuánto cuesta?

¡Es difícil hacer planes!

It is difficult to make plans!

Celebraciones con amigos y familiares Celebrations with friends and family members Preparando un viaje Preparing for a trip

Expressing What I Can Do: ue Stem-Changing Verbs o Telling What I Do: Present Irregular yo Forms Discussing the Future: Ir + a + Infinitive

Estrategias: Scanning a Text

Me visto según el clima I dress according to the climate ¿Cómo te conectas?

How do you connect?

Un mundo conectado A connected world

Expressing Reflexive Actions: Reflexive Verbs Talking about Actions in Progress: Present Progressive Describing Actions: Adverbs

Detalle gramatical: Los verbos conocer y saber Cómo hablar de deseos o expectativas futuras

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Esta es mi familia This is my family Donde vive mi familia Where my family lives ¿Qué quieres hacer este fin de semana?

What do you want to do this weekend?

EntreCulturas® 1

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TE9

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Scope and Sequence: EntreCulturas® 2 ESSENTIAL QUESTIONS

UNITS

Unidad 2 La plaza mayor

Unidad 3

Unidad 4

La cultura de la naturaleza

Conexiones culturales Práctica cultural: Participar en los deportes de Chile Producto cultural: Los equipos profesionales Producto cultural: El Festival Internacional de la Canción de Viña del Mar

How do public spaces shape social interaction?

How are shopping habits shaped by culture?

How has technology transformed gathering spaces?

Listen to and read about places in the Spanishspeaking world where people interact in person and virtually Exchange information about the places and ways you interact with others Present information about your shopping habits and social interactions Investigate how technology can provide opportunities for intercultural experiences

Conexiones culturales Práctica cultural: Historia y memoria Práctica cultural: La compra diaria Práctica cultural: Los préstamos lingüísticos

How do foods connect us to our past?

How does food connect us to family and community?

How do our eating habits impact the environment?

View, listen to, and read information about food Exchange information about your own food preferences now and in the past Present to others about some foods you enjoy with family and friends Investigate how the foods we eat connect us with the world and impact the environment

Conexiones culturales Producto cultural: Las diferentes influencias en la comida cubana Producto cultural: Los paladares Producto cultural: El ajiaco

How do cultures show appreciation for the natural world?

How are we connected with nature?

How can we care for the world around us?

Interpret images, texts, and videos to discover the natural world in Spanish-speaking areas and the activities people enjoy there Exchange information about past travel and experiences in nature Present information about past experiences Investigate and compare how cultural practices reflect values relating to the natural world and conservation

Conexiones culturales Producto cultural: El Sistema Nacional de Áreas Protegidas en Ecuador Producto cultural: El bosque de Polylepis Perspectiva cultural: El ecocidio y los derechos de la naturaleza

Why do people and civilizations construct monuments?

How does life today reflect our past?

What will our future communities look like?

Interpret texts about past civilizations and future communities Exchange information about communities past and present Present ideas for the development of communities in the future Explore the influence of the past on the present lives of individuals and communities

Conexiones culturales Producto cultural: Las líneas de Nasca Producto cultural: Los quipus Práctica cultural: Wifi para todos

How do personal responsibilities shape my daily life?

How do individuals contribute to their communities?

How does diversity strengthen communities?

Interpret information about volunteer projects and opportunities Exchange information about the ways in which people contribute to their home, school, and greater communities Describe the ways in which people can work together and make connections with each other Explore the ways in which people celebrate cultural heritage and contribute to united communities

Conexiones culturales Práctica cultural: La división del trabajo Producto cultural: El canal de Panamá Producto cultural: Los palenques

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Unidad 5

Listen to and read about the interests and activities of young people in Spanish-speaking communities Exchange invitations and information about sports and extracurricular groups or clubs Share information with others about community events Investigate how common interests unite people in different cultures

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La cocina de mi familia

What does it mean to be part of a group or team?

How do we connect through community events?

How does music build a global community?

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Aficionados unidos

Las piedras hablan

Unidad 6

Comunidades unidas

INTERCULTURAL FOCUS

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Unidad 1

UNIT GOALS

TE10

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EntreCulturas® 1

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Scope and Sequence: EntreCulturas® 2 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (With Video)

ADDITIONAL FEATURES

¿En qué grupos participas?

What groups do you participate in? ¿Quieres ir conmigo?

Do you want to go with me?

Opiniones sobre la música Opinions about music

Asking Questions: Interrogatives Expressing Preferences and Obligations: Infinitive Expressions Making Comparisons: Comparatives

¿Qué lugares quieres conocer?

What places would you like to know about? ¿Adónde puedo ir?

Where can I go? ¿Hacemos una reunión virtual?

Should we have a virtual meeting?

Making Suggestions: Affirmative tú Commands Indicating Enduring Actions: Impersonal and Passive se Expressing Reciprocal Actions: Reciprocal Verbs

Detalle gramatical: Mandatos afirmativos informales de verbos irregulares

Recordar la cocina de mi abuela Remembering my grandmother’s kitchen ¿Dónde quieres comer?

Where do you want to eat?

La agricultura sostenible en las ciudades Sustainable agriculture in cities

Describing Habitual Actions in the Past: Imperfect -ar Verbs Avoiding Repetition: What or Whom: Direct Object Pronouns Describing Habitual Actions in the Past with More Verbs: Imperfect -er and -ir Verbs

Estrategias: Increasing Your Vocabulary Detalle gramatical: Pronombres de objeto directo con el infinitivo; Los verbos irregulares en el imperfecto

Viajar sin causar daño Traveling without causing harm Mi viaje inolvidable My unforgettable trip Hábitos para cuidar nuestro planeta Habits for taking care of our planet

Expressing Completed Actions: Preterit -ar Verbs Expressing Completed Actions with More Verbs: Preterit -er and -ir Verbs Expressing Completed Actions with Irregular Verbs: Irregular Preterit Stems

Estrategias: Cómo entender una narración en diferentes tiempos Detalle gramatical: Los verbos terminados en -car, -gar, -zar en el pretérito; El uso de antes y después; Verbos irregulares en pretérito; El verbo hacer en el pretérito

Cusco, una ciudad antigua y también moderna Cusco, an ancient and also modern city El valor de la tradición The value of tradition Las ciudades del futuro Cities of the future

Describing the Past: Imperfect and Preterit Expressing Interruptions in the Past: Imperfect and Preterit for Interrupting Actions Expressing an Opinion: Impersonal Expressions with Infinitives

Estrategias: Conectar ideas usando elementos de transición Detalle gramatical: El superlativo; Los verbos con cambios y en el pretérito i

Mis responsabilidades My responsibilities Voluntariado en la comunidad Volunteer work in the community Comunidades diversas y unidas Diverse and united communities

Expressing Completed Actions with Stem Changers: Preterit Stem-Changing Verbs Avoiding Repetition: To Whom or for Whom: Indirect Object Pronouns Telling Someone What Not to Do: Negative tú Commands

Estrategias: Observar los productos, las prácticas y las perspectivas culturales en los videos Detalle gramatical: La a personal

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Estrategias: Asking Questions

EntreCulturas® 1

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Scope and Sequence: EntreCulturas® 3

Unidad 1 ¡Cuéntame!

Unidad 2

Unidad 3

Una comunidad sostenible

Interpret stories and legends from Puerto Rico Exchange information about the attributes and actions of characters and people Tell a story about a familiar event Examine how stories contribute to cultural identity

How do we appreciate the beauty of a country?

How do a community’s traditions reflect its beauty?

How is beauty expressed through the arts?

Interpret videos, articles, and messages about how the beauty of a country is represented in its landscapes, traditions, and arts Exchange information about the beauty of a country, its traditions, and its arts Present personal interpretations of beauty and how it is represented across communities Explore how beauty is represented throughout Guatemala and your own community

Conexiones culturales Producto cultural: Reserva de la Biosfera Maya Práctica cultural: El Rab’in Ajaw Producto cultural: El Popol Vuh

What does it mean to live a healthy life?

How can we achieve a balanced life?

How can we achieve healthier communities?

Interpret images and text about what it means to live a healthy life Exchange information about healthy living and its many benefits Present the elements of healthy lifestyles in your own and other communities Explore how healthy living is represented throughout Costa Rica and our own communities

Conexiones culturales Práctica cultural: Pura vida Producto cultural: El turismo de bienestar Práctica cultural: Un país sin ejército

How do our lifestyle choices impact the environment?

How do communities become more sustainable?

How can we contribute to a sustainable community?

Interpret images and texts about how people’s lifestyle choices impact the environment and contribute to sustainable communities Exchange information about the changes communities make to become more sustainable Present solutions and persuade others to create a sustainable community Explore how sustainability is represented in Colombia and our own communities

Conexiones culturales Práctica cultural: La biodiversidad de Colombia Producto cultural: El Cinturón Verde de Medellín Práctica cultural: La cultura de los huertos

How do online platforms influence young people’s lives?

How can digital tools improve life within a community?

How can influence be used for positive change?

Interpret videos, articles, and online messages about how communities connect with technology Exchange information about technology uses and apps with a positive impact on communities Present digital messages to promote causes and positive use of social media Explore how online platforms impact communities in Bolivia and throughout the world

Conexiones culturales Práctica cultural: El carnaval de Oruro Producto cultural: La diversidad lingüística de Bolivia Práctica cultural: El Willkakuti

How can young people overcome obstacles to meet goals?

How does knowing who I am help me connect with others?

What role do youth play in forming a strong community?

Discover perspectives on friendship and solidarity as you interpret authentic resources from Uruguay Interact to share ambitions, experiences of friendship, and volunteer opportunities to build a better world Encourage others to pursue their goals, work together to volunteer, and promote community solidarity Communicate across cultures to exchange ways to build friendship and solidarity

Conexiones culturales Producto cultural: El gaucho Práctica cultural: Tomar un mate como gesto de amistad Producto cultural: Las ollas populares

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Unidad 5

How does storytelling impact our identities?

How do characters embody different traits?

How do shared stories help us make sense of events?

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¡Pura vida!

Unidad 4

UNIT GOALS

INTERCULTURAL FOCUS Conexiones culturales Producto cultural: El cuentacuentos Producto cultural: Los vejigantes de Puerto Rico Producto cultural: La naturaleza como símbolo de la resiliencia boricua

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¡Tanta belleza!

ESSENTIAL QUESTIONS

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UNITS

#UnFuturo Conectado

Unidad 6

Una mano ayuda a la otra

TE12

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EntreCulturas® 1

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Scope and Sequence: EntreCulturas® 3 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (With Video)

ADDITIONAL FEATURES

Las partes de un cuento The parts of a story ¿Cómo son los personajes?

What are the characters like?

Lo que se expresa a través de los cuentos What is expressed through stories

Talking about the Past: Preterit Verbs that Change Meaning Describing Who, What, and How: Ser vs. estar Using Multiple Pronouns to Avoid Repetition: Direct and Indirect Object Pronouns

La belleza de un país The beauty of a country La artesanía de mi región The arts and crafts of my region La creatividad artística Artistic creativity

Telling a Reason or Purpose: Por vs. para Emphasizing to Whom Something Belongs: Stressed Possessive Adjectives Talking about the Recent Past: Present Perfect

Estrategias: Interpretar videos Detalle lingüístico: Los sustantivos ambiguos

Acciones para mejorar el bienestar físico Actions to improve physical well-being Acciones para elevar el bienestar emocional Actions to raise emotional well-being Las claves para la longevidad The keys to longevity

Giving Orders or Suggestions: Usted, ustedes, and nosotros Commands Giving Orders or Suggestions with Pronouns: Commands with Pronouns Expressing Opinions About Others’ Actions: Subjunctive with Impersonal Expressions

Estrategias: Hacer una presentación formal Detalle gramatical: Los mandatos de nosotros con pronombres; El presente de subjuntivo de los verbos irregulares

Los retos medioambientales y las soluciones Environmental challenges and solutions Iniciativas de una comunidad sostenible Initiatives of a sustainable community Nuestra responsabilidad ecológica Our ecological responsibility

Expressing Recommendations: Subjunctive for Recommendations Expressing Wishes or Desires: Subjunctive for Wishes or Desires Expressing Possibilities: Subjunctive for Possibility

Estrategias: Escribir un correo electrónico formal Detalle lingüístico: ¿Una huerta o un huerto?

Conéctate en Bolivia Get connected in Bolivia La transformación digital Digital transformation Conectando comunidades Connecting communities

Talking about the Future: Future Talking about Possible or Likely Events: Si + Present + Future Asking for Information: Qué vs. cuál

Estrategias: Utilizar aplicaciones y sitios web en español Detalle gramatical: Los verbos irregulares en el tiempo futuro

Los desafíos de los adolescentes de hoy The challenges adolescents face today Pasar un rato con amigos Spending time with friends Fortalecer la comunidad con el voluntariado Strengthening the community with volunteer work

Expressing Emotions: Subjunctive for Emotions Specifying Who or What: Relative Pronouns Talking about Hypothetical Situations: Conditional

Estrategias: Interpretar un texto poético Detalle gramatical: El subjuntivo con antecedentes indefinidos; Los verbos irregulares en el condicional Detalle lingüístico: El voseo

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PL

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SA EntreCulturas® 1

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Estrategias: Comprender el vocabulario en contexto Detalle gramatical: Los pronombres de doble objeto

TE13

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Scope and Sequence: EntreCulturas® 4 INTERCULTURAL FOCUS

ESSENTIAL QUESTIONS

UNIT GOALS

Unidad 1

How are we influenced by the people around us?

How do we communicate in today’s world?

What is the difference between a traveler and a tourist?

As a traveler, how do we experience daily life in another culture?

Compare products, practices, and perspectives about human connections and experiences in your own and other cultures.

Understand information in authentic sources about human connections and experiences.

Exchange information and express opinions about human connections and experiences.

Present information about human connections and experiences.

Conexiones culturales Práctica cultural: Celebrando el Día de la Amistad Práctica cultural: Probando tortillas en Ecuador

How is artistic creativity a form of cultural expression?

How are universal themes reflected in various forms of art?

How does design reflect cultural identity?

How does globalization impact what we wear?

Compare products, practices, and perspectives in different forms of art, fashion, and design; analyze the impact of globalization on what you wear.

Understand information in authentic sources about creativity, art, and globalization.

Exchange information and express opinions about creativity, art, and globalization.

Present information about creativity, art, and globalization.

Conexiones culturales Práctica cultural: La restauración de la paz Práctica cultural: Las cholitas luchadoras

What can we learn from historical figures?

How can an individual transform history?

What elements shape our identity?

How do language and traditions contribute to form a cultural identity?

Compare products, practices, and perspectives about cultural heritage and identity and describe how these are linked to language and traditions.

Understand information in authentic sources about cultural heritage and identity.

Exchange and share ideas, information, and opinions about cultural heritage and identity.

Present information about cultural heritage and identity.

Conexiones culturales Producto y perspectiva cultural: Guernica: Una obra de arte que refleja un evento histórico español Producto cultural: El fútbol

Unidad 2 La creatividad

Unidad 3

Unidad 4

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Las identidades

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La vida actual

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UNITS

Compare products, practices, and perspectives about global citizenship and support for learning in your own and other cultures.

Understand authentic sources about global citizenship and support for learning.

Exchange information and express opinions about global citizenship and support for learning.

Present information about global citizenship and support for learning.

Conexiones culturales Práctica y perspectiva cultural: José Andrés, un chef humanitario Producto cultural: Las escuelas clandestinas en Ecuador

What are environmental challenges that face today’s world?

How can we work together to fight climate change?

What challenges do migrants and refugees face?

How can we help migrants and refugees?

Compare products, practices, and perspectives about global challenges and solutions in your own and other cultures.

Understand information in authentic sources about global challenges and solutions.

Exchange information and express opinions about global challenges and solutions.

Present information about global challenges and solutions.

Conexiones culturales Práctica y perspectiva cultural: Los jóvenes indígenas y la energía renovable Práctica y perspectiva cultural: Somos Súper Panas

How do traditional and modern health practices co-exist?

How can we improve access to medical care?

How does technology use affect health?

How can we use technology to maintain a healthy lifestyle?

Compare products, practices, and perspectives about health and technology in your own and other cultures.

Understand information in authentic sources about health and technology.

Exchange information and express opinions about health and technology.

Present information about complementary health and technology.

Conexiones culturales Práctica y perspectiva cultural: La medicina mapuche

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Las comunidades

What is a global citizen?

How can we support the well-being of communities?

What are the barriers to education?

How can a community collaborate in the educational process?

Unidad 5

Los desafíos globales

Unidad 6

El bienestar

TE14

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EntreCulturas® 1

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Scope and Sequence: EntreCulturas® 4 VOCABULARY TOPICS IN CONTEXT

STRUCTURES IN CONTEXT (With Video) Talk about Someone or Something Unknown: Presente de subjuntivo

Las bellas artes Fine arts El arte escénico Theatrical arts La vestimenta y los diseños Clothing and design Los estilos globales Global clothing styles

Describe Objects, Places, or People: Participio pasado como adjetivo

Detalle gramatical: Palabras femeninas que empiezan con a; Presente de subjuntivo después de expresiones impersonales; Pronombres relativos

PL Express Emotions or Recommendations in the Past: Imperfecto de subjuntivo Express something possible or conditional: Oraciones con si

M

Las figuras históricas Historical figures Los personajes legendarios Legendary personalities Las raíces culturales Cultural roots La lengua y las tradiciones Language and traditions

Detalle gramatical: Presente de subjuntivo de verbos que terminan en -cer

E

La amistad Friendship La comunicación Communication Los viajes Travel La vida cotidiana Daily life

ADDITIONAL FEATURES

La solidaridad

Detalle gramatical: Números ordinales; Como si + el imperfecto de subjuntivo; Formación de adverbios Variedad lingüística: Formación del subjuntivo

Express Emotions or Desires about a Completed Action: Presente perfecto de subjuntivo

Detalle gramatical: El pluscuamperfecto de indicativo

Los problemas ambientales Environmental problems Las soluciones ambientales Environmental solutions La migración Migration La ayuda humanitaria Humanitarian assistance

Describe Characteristics or Express Conditions of Something or Someone: Usos de ser y estar

Detalle gramatical: Expresiones indefinidas que terminan en -quier(a); La voz pasiva

La medicina tradicional y moderna Traditional and modern medicine El acceso a la salud Access to health care Los efectos de la tecnología Effects of technology La tecnología y el bienestar Technology and health

Express Uncertain Future Actions: Expresiones temporales con indicativo o subjuntivo

Detalle gramatical: Hace + el tiempo + que + el pretérito de indicativo

Solidarity

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El voluntariado Volunteerism Los desafíos a la educación Challenges to education Las comunidades de aprendizaje Learning communities

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UNIDAD

Tema

La comida es cultura

4

Unidad 4 centers around the theme of food as culture, which provides the context for students to build communicative and cultural proficiency.

Teaching Tips: • Direct students to the unit title: La comida es cultura. Students can use the cognate cultura and the associated image to deduce that the tema of Unidad 4 is food.

Encourage curiosity by asking students to share what they know about food in Spanish-speaking cultures. What do they want to be able to say about food?

• Read the Metas and Preguntas esenciales.

Then have students brainstorm and jot down ideas to answer the questions: • What are common foods in your community and why do you think they are common?

• What are some foods reserved for special occasions?

• What foods represent your family/ community and why?

• How can we ensure equal access to nutritious foods?

Tema

E

As you discuss food, be sensitive to students with eating disorders and students experiencing food insecurity by offering to all students alternatives to describing their own habits and preferences (e.g., describing a friend or fictitious/famous person instead).

PL

The foods we enjoy with friends and family are an important part of our own culture.

Learning about and sharing food connects us with others across cultures.

Metas

Interpret short texts to discover how geography and culture affect food traditions

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Share preferences, opinions, and habits about foods

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Create and present menus that express your food preferences and traditions

M

•

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Using the Photo/Title

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Teaching Tip: Ask guiding questions accompanied by hand gestures to help students analyze the title, e.g., ¿Estás de acuerdo con el título? ¿Es la comida una parte de nuestra cultura?¿Qué plato representa la cultura de tu región? Then ask students these questions to interpret the photo: ¿Es un mercado o un supermercado? ¿Qué frutas y verduras ves? ¿De qué colores son?

Describe how sharing in the food of another culture can lead to intercultural understanding Una mujer en La Merced, un mercado en la Ciudad de México.

Unidad 4

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Planning for Proficiency Review Proficiency Benchmarks and Performance Indicators on ACTFL’s website for Novice learners in each mode of communication and intercultural communication. The Can-Do statements and rubrics in EntreCulturas® follow these guidelines.

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Access the EntreCulturas® 1 transcripts in the Authentic Resources Transcripts Appendix and on Learning Site®. You can also stream and download all audio and video files on Learning Site®.

Before students begin the Vive Entre Culturas, review the Unit 4 Integrated Performance Assessment Rubric in Appendix B and on the EntreCulturas® Learning Site®. Each assessment has been designed through backward planning with students’ successful pathway to proficiency in mind.

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Preguntas esenciales • •

How are our ideas about balanced diets formed?

How do food practices shape cultural identity?

•

How does where we live influence what we eat?

Encuentro intercultural

Preguntas esenciales

232

México, Carolina del Norte y mi comunidad Videoblog de Fernanda

Return to the Preguntas esenciales throughout the unit as students gain related vocabulary in Spanish. At the end of each Comunicación, guide students to answer the questions in a basic way using what they have learned.

Comunicación 2 Los platos que comemos

238

Así se dice 2 ¿Qué te gusta comer durante el día?

258

246 Observa 1 Making Requests and Recommendations: Stem-Changing Verbs e ➞ ie

Observa 2 Expressing Preferences: Gustar and encantar

266

La perspectiva de Fernanda 1 En mi cocina

253

La perspectiva de Fernanda 2 Un plato típico

273

La perspectiva de Fernanda 3 Del mercado local

293

En camino 1 Recuerdos de México

255

En camino 2 Lo que comemos

275

En camino 3 Una celebración de bebidas de México

295

Mi comunidad global Visitando un mercado mexicano

Encuentro intercultural

278

Tell students this unit’s Encuentro intercultural invites them to compare similarities and differences among the cultural products, practices, and perspectives of Mexico, North Carolina, and their own community. They will also meet Fernanda from Puebla, Mexico, who will tell them about where she lives and some of her favorite dishes.

286 Observa 3 Referring to Specific Items: Demonstrative Adjectives

Mi comunidad global Explain to students they will learn about items sold in Mexican food stores. They will choose a recipe for a Mexican dish, locate the ingredients at a local market, and then compare this experience to their family’s regular grocery shopping.

296

M

Vive entre culturas

Así se dice 3 De compras en el mercado

PL

Así se dice 1 Bien comer, buen vivir

Comunicación 3 En el mercado

E

Comunicación 1 Nuestras elecciones alimentarias

298

Vive entre culturas

Un menú de dos culturas

Gramática: Resumen

300

Vocabulario: Resumen

302

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Use Preguntas esenciales to guide the learning goals of the unit, connect to other disciplines, and spark curiosity and deeper understanding of the unit theme.

Pathway to Proficiency

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Communication Modes Throughout this unit, students will continue to develop their skills in the three modes of communication. Some highlights are: students will listen to this unit’s videoblogger describe her family and some of her favorite foods; they will compare nutritional recommendations from Mexico and the United States; they will describe their favorite moments and foods from an important event in their life; they will discuss two menus and share their preferences in small groups.

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numeral

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The Vive entre culturas summative assessment asks students to create a fusion meal. First, they will watch a video about two popular salsas from Mexico. Next, they will have a phone conversation with the cook from the video about Mexican cuisine and their own preferences. Lastly, they will create a fusion meal with ingredients from Mexico and their own culture.

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Forum Use the Forum on Learning Site® to reflect on the Preguntas esenciales, Conexiones culturales, and Reflexiones interculturales. The Forum can serve as a place for students to respond outside of the classroom in English on a deeper level than their current target language performance allows. Forum responses can also be added to the student Portfolio as evidence of their intercultural growth.

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Unidad 4 | La comida es cultura

Encuentro intercultural

Encuentro intercultural

Discuss these Mi progreso intercultural Can-Do statements so students understand expectations:

México, Carolina del Norte y mi comunidad

Investigate: I can identify some similarities and differences between Mexico and my own community.

La comida y la música tienen profundas raíces culturales tanto en México como en Carolina del Norte.

92,4 % español

Investigate: I can identify some similarities and differences between a Mexican teen and myself.

México

México, Carolina del Norte y mi comunidad

Carolina del Norte

6,6 % idiomas indígenas

(náhuatl, maya yucateco, mixteco, tzeltal, tzotzil, zapoteco y 62 más)

1,0 % otros idiomas

E

90,0 % monolingüe en inglés 7,0 % español

3,0 % otros idiomas

Teaching Tips: • Go over the introduction, map, and infographic. Say: México es un país de Norteamérica, pero Carolina del Norte es un estado de los Estados Unidos. Ask: ¿Cuáles fotos son de comidas y cuáles de música? ¿Cuáles son de lugares naturales? ¿Cuál es más grande: México o Carolina del Norte? ¿Cuál es el idioma principal de México? ¿Y de Carolina del Norte? ¿Dónde se hablan varios idiomas indígenas?

• Ask pairs to read the captions, list cognates, and indicate the items in the images that correspond to each word.

Then ask comprehension questions, e.g., ¿Dónde se producen batatas? (Carolina del Norte.) ¿Qué actividad puedes hacer en Tulum? (Visitar ruinas, nadar.)

Carolina del Norte

PL

México

El maíz, el café y el tomate son productos importantes de México.

El mariachi utiliza violín, trompeta y guitarra.

Ciudad de México, la capital, tiene más de 150 museos y el parque urbano más grande de América Latina.

La capital, Raleigh, tiene museos de arte, historia y ciencias.

M

Hay varios espacios naturales que puedes visitar como las montañas, los lagos y la playa.

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Scaffold Ask questions to help students make connections between Encuentro intercultural and their own community, e.g., ¿Qué ingredientes son importantes para nuestra comunidad? ¿Hay espacios naturales o monumentos históricos aquí? ¿Cuáles son? ¿Qué idiomas se hablan aquí? Have students write the heading Nuestra comunidad and take notes.

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La música folclórica y country utiliza el bajo (bass), la guitarra y el violín.

Tulum tiene playas y ruinas Las ruinas de Teotihuacán mayas. son muy antiguas.

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Culture Note: Highlight the primary indigenous languages spoken in Mexico.

Divide the class into six groups and ask each group to research and be prepared to share about one of the languages. Tell them to address these questions: Where do people speak the language? Which indigenous group speaks it? How many speakers are there? Is it a national language of Mexico? Are there any language revitalization projects to help keep it alive? If so, what are they?

Aquí se producen frijoles, batatas (sweet potatoes) y carne.

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Challenge Challenge students to write their answers for Actividad 2 in Spanish. Show them how to do this using the model sentences in Paso 1.2, e.g., En México puedes (activity), pero en (students’ community) no puedes (activity). En los dos lugares hay/usan/comen/tienen… Then create with the class one example sentence expressing a similarity and one expressing a difference. Write them on the board to serve as a model.

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Encuentro intercultural ACTFL Standards

1 México y Carolina del Norte

1.1 Compara Carolina del Norte y México i b Lee la información de Encuentro intercultural y mira las imágenes y gráficas. Usa el diagrama de Venn para comparar Carolina del Norte y México.

Carolina del Norte

Instrumentos: guitarra, violín

1.2 Escribe sobre las imágenes d w

Mariachi

Teaching Tip: Have students fill out a Venn diagram. Tell them to use the categories from Paso 1.2 to help focus their comparisons. Ask guiding questions to get students started, e.g., ¿Qué actividades puedes hacer en México? ¿Qué actividades puedes hacer en Carolina del Norte? ¿Qué actividades tienen en común?

Sample Answers México: productos (maíz, café, tomate), lugares (ruinas, playas, ciudades), actividades (visitar ruinas); Carolina del Norte: productos (frijoles, batatas, carne), lugares (lagos), actividades (escuchar música folclórica); Los dos: lugares (playas, ciudades), actividades (visitar museos, escuchar música).

PL

Country/música folclórica

Paso 1.1

México

E

MODELO

Escribe por lo menos cuatro oraciones que comparen a Carolina del Norte con México, una para cada categoría del banco de palabras.

Categorías música MODELO

productos

lugares

En México puedes visitar ruinas mayas, pero en Carolina del Norte no puedes.

Música

En los dos lugares usan la guitarra y el violín.

2 Reflexión intercultural d

Paso 1.2

actividades

Lugares

Preparation: Show students how to extract the sentence frames from the model, e.g., En México puedes (activity), pero en Carolina del Norte no puedes. En los dos lugares…

Tell students the first sentence indicates a difference and the second one, a similarity.

Answers Answers will vary.

Mi progreso intercultural h

Actividad 2

Investigate: I can identify some similarities and differences between Mexico and my own community.

Teaching Tip: To help students organize their thoughts, have them add a circle for their community to their Venn diagram from Paso 1.1 which overlaps only with Mexico.

Tell them to list three differences and three similarities. Model comparisons in Spanish, e.g., En México, hay ruinas. En mi comunidad, no hay ruinas. En los dos lugares, hay parques.

Unidad 4

M

What is Mexico like? What is your community like? Using the images and information about products and practices in Mexico, describe some ways that your community is similar and some ways it is different.

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Communication: Interpretive (1.1) Communication: Presentational (1.2) Comparisons: Cultural (1.2, 2)

Usa las fotos y otra información para comparar México y Carolina del Norte.

Cultural Discovery

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In addition to the resources provided in this unit and in the EntreCulturas® series, explore these outside sources for further discovery of Mexico and unit themes.

Musical Artists: Maná, Julieta Venegas, Café Tacvba, Los Tigres del Norte, Lila Downs, Natalia Lafourcade, Rodrigo y Gabriela, Carla Morrison, Luis Miguel, Vicente Fernández, Juan Gabriel, Chavela Vargas, Jesse & Joy, Belanova.

numeral

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Authors: Octavio Paz, Juan Rulfo, Carlos Fuentes, Laura Esquivel, Rosario Castellanos, Elena Poniatowska, Juan José Arreola.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Artists: Frida Kahlo, Diego Rivera, José Clemente Orozco, David Alfaro Siqueiros, María Izquierdo, Julia López.

News sources: Reforma, El Universal.

Musical genres: Mariachi, Banda, Norteño.

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Unidad 4 | La comida es cultura ACTFL Standard

Videoblog de Fernanda

Communication: Interpretive (3.1, 3.2)

ESTADOS UNIDOS

Videoblog de Fernanda Preparation: Say: La videobloguera se llama Fernanda. Es de Puebla, México. Point to or project a map and ask: ¿Dónde está México en el mapa? ¿Y Puebla? Students may volunteer to show you. If not, point to it and say: Puebla está aquí. En su video, Fernanda describe su personalidad, sus actividades favoritas y un poco sobre la cultura de Puebla. También describe algunos de sus platos favoritos.

MÉXICO Ciudad de México

Fernanda es de Puebla, que es la ciudad capital del estado Puebla en el centro de México.

Océano Pacífico

E

Puebla

3 Conoce a Fernanda

Paso 3.1

Conoce a Fernanda, nuestra videobloguera de México.

Teaching Tip: Have students read the categories. Then tell pairs to alternate reading the speech bubbles aloud before listing corresponding words. Remind students that food is part of culture. After pairs read the first speech bubble, ask them to guess what distraída means and confirm they understand “distracted.”

Paso 3.2

Mi comida favorita de mi país son los tacos, sobre todo los tacos al pastor.

3.1 Lee y escribe en categorías b

Antes de mirar el videoblog, observa el mapa, las fotos y las oraciones correspondientes. Escribe las palabras que comprendes de cada categoría. No tienes información para todas las categorías todavía.

M

Culture Note: Share that the deporte de pelota Fernanda refers to is a version of an ancient mesoamerican ball game in which two teams hit a ball back and forth using only their hips.

Personalidad

Suggested Answers Additions include: Familia: tres perros; Idiomas: inglés, español; Cultura: la gringa, pirámides, música tradicional, bailes típicos, el deporte de pelota; Clima: tropical

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Familia

Idiomas

Cultura

Clima

alegre

3.2 Mira el videoblog y toma apuntes v Mira el videoblog. Escribe las palabras que comprendes de cada categoría en el organizador gráfico de 3.1.

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SA

Teaching Tip: Play the videoblog, pausing it after Fernanda talks about each category to give students time to write. Repeat the process a second time. Play the video a third time without pausing and have students check their answers.

234

Vivo con mi madre, con mi padre y con mis dos hermanos pequeños.

PL

Answers Personalidad: alegre, divertida, distraída; Familia: madre, padre, dos hermanos pequeños; Idiomas: NA; Cultura: los tacos (al pastor); Clima: NA

Soy una persona alegre, divertida y a veces un poco distraída.

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Scaffold For Paso 3.2, play the videoblog in sections and tell students which category to listen for before playing it. Tell students to write what they hear and compare their words with a partner. Play each section a second time and ask students to add additional words. Have partners compare their words again. Play the full videoblog and ask students to circle their words as they hear them.

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Challenge For Paso 3.3, challenge pairs to create sentence starters for the categories from Paso 3.1 not included in the model (idiomas, cultura, clima).

Invite pairs to share. Write their sentence starters on the board, e.g., Idiomas: Fernanda habla___ y yo también/pero yo… Then tell students to write one similarity or difference for each of the categories in Paso 3.1.

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Encuentro intercultural ACTFL Standards

3.3 Escribe unas comparaciones d w MODELO

Fernanda es alegre, y yo también soy alegre.

Fernanda tiene dos hermanos, pero yo solo tengo una hermana.

3.4 Ordena los platos de acuerdo a tu preferencia i

Paso 3.3

Ves cuatro platos (dishes) populares de la región de Fernanda en su videoblog: el mole poblano, el chile en nogada, los tacos al pastor y la gringa. Mira las fotos. Pon en orden los platos del 1 (no te interesa tanto probarlo) al 4 (te interesa mucho probarlo).

Preparation: Play the first part of the videoblog again and ask students to add Fernanda’s activities (e.g., nadar, correr) to their graphic organizer from Paso 3.1.

Then have them star what they have in common with Fernanda. Tell them to use this information to write their sentences.

___ el mole poblano

E

___ el chile en nogada ___ los tacos al pastor ___ la gringa al pastor

Answers Answers will vary.

Paso 3.4

Tacos al pastor

Chile en nogada

Answers Answers will vary.

Gringa al pastor

M

4 Reflexión intercultural d

Teaching Tip: Divide students into groups and assign each group one of the dishes to research. Tell them to find out the ingredients, the meaning of the name, the history of the dish, and how it represents Mexican culture.

Ask each group to create a slide presentation for their dish. Suggest they list the ingredients in English and Spanish. Invite groups to present their dish.

PL

Mole poblano con pollo

Actividad 4

What is Fernanda like? How are you similar and how are you different? What cultural elements did you observe in Fernanda’s video? What similarities and differences do you notice between the culture of Mexico and the culture of your community? What was the reasoning behind how you ranked the dishes in 3.4?

Share your ideas in class and in the Forum.

Teaching Tip: To help students organize their thoughts, tell them to write out each question and number them from one to five.

Ask students to write at least one response for each of the five questions. Remind them to refer to their tables from Paso 3.1 and their sentences from Paso 3.3.

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between a teen in Mexico and myself.

Unidad 4

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Communication: Interpretive (3.4) Communication: Presentational (3.3) Comparisons: Cultural (3.3, 4)

¿Cómo eres de similar a Fernanda? ¿Cómo eres de diferente? Escribe tres oraciones.

Strategies for Differentiation

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Supporting Heritage Learners For Actividad 4, invite heritage learners who are ready to complete this activity in Spanish as a composition. Give them specific guidelines for task completion: three sentences comparing themselves to Fernanda, another three comparing their community to Mexico, and three more in which they rank the dishes and explain their rankings. Suggest they use at least one adjective to describe each dish. This activity’s structure is similar to Actividad 2, but has the students transition from talking and sharing ideas to academic writing.

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Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Comparisons Share with students that Actividad 4 gives them an opportunity to build self-awareness and positive relationships. Have students imagine Fernanda is a student in their class. Ask students to answer these questions in the Forum: How could understanding your own and Fernanda’s identity and culture help you develop a positive relationship with her? How does learning about similarities and differences in cultures develop our cultural competency?

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Unidad 4 | La comida es cultura ACTFL Standards

Comunicación 1:

Communication: Interpretive (5) Communication: Interpersonal (5)

Nuestras elecciones alimentarias

Comunicación 1

E

Several Can-Do statements appear in Comunicación 1. Those below are assessed in En camino 1. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.

Mi progreso comunicativo

x I nterpretive: I can identify basic facts about food that I read in an online post.

x Interpersonal: I can present information x Presentational: I can ask and answer questions about food preferences.

Pregunta esencial

PL

about a culturally significant dish.

Teaching Tip: Ask students to respond to the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®. Suggest they describe what they consider constitutes a balanced diet in terms of food, meal times, and food preparation.

Ask them to also consider who has influence over them when it comes to what they eat (e.g., family, friends, healthcare professionals, teachers, celebrities).

How are our ideas about balanced diets formed?

M

Actividad 5

Pregunta esencial

5 Conversa sobre tus ideas i s

En Comunicación 1 vas a hablar de las dietas balanceadas y los platos mexicanos.

En parejas, conversen sobre lo que observan en la imagen.

MODELO

Answers Answers will vary.

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Estudiante A:

¿Dónde está la persona?

Estudiante B:

Está en un mercado.

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SA

Teaching Tip: Consider showing students a short video about street markets in Mexico.

Then point to the image in the book and say: Este es un mercado callejero. ¿Qué significa mercado callejero? Then say: Allí tienen frutas y verduras como mangos, papayas y maíz. ¿Hay mercados callejeros en tu comunidad? ¿Dónde?

For Actividad 5, ask pairs to describe the person in the photo (e.g., age, physical traits), the colors and items they know in Spanish, and how many fruits they see.

Una vendedora de verduras en un mercado callejero.

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Scaffold For Actividad 5, write questions on the board that pairs can use for their conversation: ¿Cómo es la chica? ¿Cuántos años tiene más o menos? ¿Qué colores ves en la foto? ¿Piensas que el mercado está en la ciudad, en un pueblo o en el campo? ¿Cuántas frutas hay? Tell pairs to alternate asking questions beginning with those in the modelo. Call on pairs to review the answers as a class.

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Differentiate Have students complete Paso 6.1 in groups of three and suggest each member read one of the paragraphs aloud. Tell groups to list the foods mentioned in each paragraph. Then ask each group member to indicate each food as one they have already tried, one they would like to try, or one they would not like to try.

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Comunicación 1 ACTFL Standards Cultures: Products (6.2) Connections: Other Disciplines (6.1)

Conexión cultural 6 Producto cultural: La gastronomía mexicana What foods from different cultures have you heard about or tried? What ingredients or cooking techniques are particular to the dishes you have tried?

Paso 6.1 Teaching Tips • Have students list international foods they can find in their local supermarket.

Start them off with tortilla chips and ramen noodles. Ask students to name the ingredients next to each food or dish on their list. Then discuss food preparation techniques and which ones they associate with items on their list.

• Have students find answers to these questions as they read: Why are dishes like tacos, tamales, and chiles important to Mexico’s cultural heritage? What foods form the basis of many regional dishes in Mexico? In what ways does Mexico’s tropical weather show up in what people eat? How do people generally learn to cook in Mexico? How do people in Mexico feel about their cuisine? Discuss their ideas as a class.

E

In 2010, the United Nations recognized traditional Mexican cuisine as a part of the Intangible Cultural Heritage of Humanity. Dishes like tacos, tamales, and chiles rellenos incorporate agricultural practices, ingredients, and cooking techniques originated by indigenous peoples thousands of years ago. Corn, beans, and chiles form the basis for many regional dishes that are prepared today in gourmet restaurants, taquerías, and homes all around the world.

PL

The country’s diverse geography provides conditions for growing a wide variety of ingredients in Mexican cuisine. Pineapple is eaten with meat and spicy sauces in dishes like tacos al pastor.

Street vendors sell fresh fruits, which are eaten with salt, lime juice, and chili powder, and aguas frescas and paletas (frozen fruit popsicles) in flavors like watermelon, coconut, tamarind, and hibiscus.

Culture Note: The Mayans used to drink xocolatl (bitter water), a drink made from cocoa, cornmeal, and peppers. They would drink this beverage from large vessels with spouts and would pour the liquid between bowls to make the drink frothy. Montezuma II would drink fifty goblets of this chocolate elixir a day.

Ingredientes frescos, típicos de la gastronomía mexicana.

M

In Mexico, people traditionally learn to prepare food by watching and helping family members, not from cookbooks. The deep history behind the food and the importance of recipes handed down for generations make Mexican cuisine a source of pride and a strong marker of cultural identity for people of Mexican heritage around the world.

6.2 Reflexión o

Research the history of some of the key ingredients of a food you enjoy.

What can you learn about the history, geography, and culture of a community by studying its food?

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Conexión cultural

6.1 Conexiones: Las artes culinarias c

Strategies for Differentiation

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Supporting Heritage Learners Show students a Mexican youth’s Qué como en un día video online. Search for one featuring the use of fresh produce in meal preparation.

Discuss with students whether they think this person has a healthy diet. Then tie the discussion into the Pregunta esencial by asking: ¿De qué modo influyen los youtubers y los videos como este en nuestras percepciones de la alimentación saludable?

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numeral

Answers Answers will vary.

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Cultures Highlight the United Nations’ list of Intangible Cultural Heritage of Humanity in Conexión cultural and have students browse the online list. Tell pairs to discuss knowledge or practices in their families or communities that could be lost if not intentionally preserved. Then ask: What is our responsibility in keeping cultural and linguistic assets alive and how can we do that?

Paso 6.2 Teaching Tip: Suggest students include research of a dish in which an ingredient is used as medicine. Ask them to find out where the ingredient was originally grown or produced and how it was used. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

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Así se dice 1

Así se dice 1

Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.

Bien comer, buen vivir a

Boletín de nutrición

Teaching Tips: • Project images. Point at them and make comments or ask questions within the context of a healthy diet. Indicate the fruits and say: Las frutas forman parte de la buena nutrición. Como muchas frutas. ¿Comes frutas? Me gustan especialmente los plátanos. ¿El plátano es bueno o malo para ti? Continue with a few more items.

Then check comprehension with questions and model correct answers, e.g., point to the banana and ask: ¿Es un plátano o una manzana? Move through the remaining items.

• After demonstrating understanding, invite students to ask each other if they like the food items, e.g., Estudiante A: ¿Te gusta el queso? Estudiante B: Sí, me encanta el queso./No, no me gusta el queso.

• Divide students into groups. Give each group a set of cards with the Así se dice 1 foods and a set of labels. Have students place the images and labels facedown to play a memory game. Tell them to alternate turning over one food card and label at a time to find a match. The student with the most matches wins.

Verduras

E

Frutas

la manzana

el brócoli

el pepino

el tomate

la sandía

el maíz

la lechuga

PL

el plátano

Proteínas

el pollo

la carne de res

la carne de cerdo

las lentejas

las nueces (la nuez)

la leche

el queso

el huevo

M

los frijoles

238

SA

el pescado

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Scaffold Project Así se dice 1 images without words and have students answer scaffolded questions. Point to a food and say: ¿Es (food)? ¿Sí o no? Repeat with a few more items. Next, point to an item you practiced and ask: ¿Es (food) o (food)? Finally, point to each item and ask: ¿Qué es? Continue with remaining foods, breaking up the practice into chunks. Have students respond orally or on whiteboards and keep their books open for reference.

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Differentiate Ask pairs to take turns drawing and guessing food vocabulary from Así se dice 1. Before students begin, have a volunteer draw a food item on the board and model questions, e.g., the volunteer draws some apples and you say: ¿Son los tomates? (No.) ¿Son las manzanas? (Sí.) Tell pairs to keep their books open for reference. For a challenge, tell students to close their books and guess without looking at the words.

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Comunicación 1 ACTFL Standard Communication: Interpretive (7)

Cereales

los fideos

el arroz

el pan

la papa

Actividad 7

Teaching Tip: After students complete their graphic organizer, have them state if they think they have a healthy diet or not.

Model an example: Tengo una dieta saludable porque como muchas frutas y verduras frecuentemente./No tengo una dieta saludable porque nunca como verduras.

PL

Es mejor tener un plato de muchos colores. Cada color ofrece diferentes nutrientes.

Answers Answers will vary.

¡Y no olvides tomar agua todos los días!

Aquí se ven huevos, tomate, lechuga y queso. ¡Qué rico!

M

7 Clasifica las comidas b

Mira las comidas de Así se dice 1. Escribe el nombre de cada comida en el organizador gráfico según (according to) la frecuencia con que la comes.

Como frecuentemente

Como a veces

No como nunca

el brócoli

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E

la tortilla (de maíz)

Teaching Tip: Have students read the tips from the nutritionist and pay attention to the words in blue. Then project the tips from the nutritionist and have volunteers come to the front to indicate the image that corresponds to each word in blue. Help students infer the meaning of unknown words and expressions by using gestures, e.g., Es mejor (thumbs up), No te olvides (hand on the forehead), ¡Qué rico! (kissing tips of fingers).

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Supporting Heritage Learners For Actividad 7, invite heritage learners to compare their tables with a partner by asking and answering questions about diet and food culture, e.g., ¿Prefieres comer verduras o carne? ¿Qué verdura te gusta más? ¿Por qué? ¿Tienes una dieta saludable? ¿Por qué? Encourage students to also share dishes they eat with these ingredients and their personal or cultural importance, e.g., Me encantan las tortillas porque mi mamá me hace enchiladas.

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AP® Strategies Have pairs practice circumlocution by describing foods from Así se dice 1 without saying the word. Partners guess which foods students are describing. Write food categories (fruta, verdura, proteína, cereal), colors (verde, rojo/a, marrón, amarillo/a, blanco/a), and the sentence starter Es delicioso/a con… on the board. Model an example and ask students to guess the food, e.g., Es una fruta. Es rojo. Es delicioso con fideos. (el tomate).

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Unidad 4 | La comida es cultura ACTFL Standards

8 El plato del bien comer (México) b c

Communication: Interpretive (8) Connections: Acquiring Information (8)

Mira El plato del bien comer, una guía mexicana de la nutrición. Escribe por lo menos dos comidas de Así se dice 1 en cada una de las categorías de la guía.

Fuente auténtica

Actividad 8 Preparation: Before students complete the activity, have them review the images in El plato del bien comer. Ask if there are any foods they cannot identify and provide the Spanish versions as needed.

Sample Answers Las verduras y frutas: el brócoli, el plátano; Las leguminosas y alimentos de origen animal: el pescado, la nuez, el huevo; Los cereales: el arroz, el pan

Las verduras y frutas

Las leguminosas y los alimentos de origen animal

© Public domain, “El plato del Bien Comer.”

PL

E

Teaching Tips: • Bring in packages of peas, lentils, and chickpeas or show images of them and explain: Los guisantes, las lentejas y los garbanzos son leguminosas.

• For additional practice, call out a food item from Así se dice 1 and have students identify the category it belongs to in El plato del bien comer. For example, ask: ¿A qué categoría corresponde el queso?

(Leguminosas y alimentos de origen animal.)

Los cereales

el tomate

M

Mi progreso comunicativo h

Interpretive: I can identify categories in a guide to healthy eating.

SA

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Scaffold To prepare for Paso 9.2, have students create a Venn diagram to compare El plato del bien comer and MiPlato. Tell them to add the unique recommendations of each in the separate circles and their similarities in the overlap. Also coconstruct with the class a sentence expressing a similarity, e.g., El plato del bien comer y MiPlato recomiendan comer frutas.

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Differentiate For Actividad 10, divide students into groups and assign each group a different category: history, geography/climate, agriculture, culture, traditions. Ask groups to discuss how their category might have influenced dietary recommendations in Mexico and the United States. Tell them to research if they are unsure.

Have groups record their discussion points on chart paper and present them to the class.

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Comunicación 1 ACTFL Standards

9 MiPlato (Estados Unidos) Fuente auténtica

Paso 9.1

USDA’s Center for Nutrition Policy and Promotion, “MiPlato”.

9.1 Lee las recomendaciones estadounidenses b w Lee la infografía MiPlato del Gobierno de los EUA. Dibuja una recreación de MiPlato para usar con los niños. En tu dibujo, escribe las palabras de Así se dice 1 en las categorías.

Proteína el pescado

Mi progreso comunicativo h

Answers Answers will vary.

Paso 9.2

Teaching Tip: Project El plato del bien comer and MiPlato side-by-side. Ask questions like: ¿Cuántas categorías hay en El plato del bien comer? (tres) ¿Cuántas categorías hay en MiPlato? (cinco) Utilizan los mismos nombres para las categorías? (No) ¿Hablan las dos infografías de los mismos alimentos? (Sí) Then have pairs identify similarities and differences between the infographics. Provide a model for a difference and a similarity, e.g., MiPlato recomienda granos y El plato del bien comer recomienda cereales. Los granos y cereales son iguales.

PL

MODELO

E

Preparation: Have students provide an example for each category to ensure they understand which foods correspond to each one. Ask students to deduce the meaning of lácteos (milk products).

Interpretive: I can identify categories in a guide to healthy eating.

9.2 Compara las recomendaciones w

Otro voluntario quiere comprender las diferencias entre las recomendaciones de México y las de los EUA. Escribe un mensaje con tres semejanzas o diferencias entre las recomendaciones.

MiPlato recomienda beber lácteos (leche), pero El plato del bien comer no recomienda la leche específicamente.

M

MODELO

Answers Answers will vary.

10 Reflexión intercultural d

Actividad 10

Why do you think there are differences between Mexico’s dietary recommendations and those of the United States? How might each country’s recommendations have been influenced by history, geography/climate, agriculture, culture, or traditions?

Share your reflections in the Forum.

Mi progreso intercultural h

Investigate: I can compare dietary recommendations of Mexico to those of the United States.

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Communication: Interpretative (9.1) Communication: Presentational (9.1, 9.2) Comparisons: Cultural (10)

Como voluntario/a en un programa de salud (health) local, explicas las recomendaciones alimentarias a un grupo de niños hispanohablantes.

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Supporting Heritage Learners For Actividad 10, encourage students to research the influences online and answer the questions in Spanish. Provide key words for their search, e.g. México/Estados Unidos + recomendaciones dietéticas + influencia + cultura. You can have pairs research one of the influences more deeply, share findings with their classmates, and compare and contrast. As this topic is dense, encourage code switching for meaning making.

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College and Career Readiness Divide students into groups and ask them to create a digital poster with an image for each food they list in Paso 9.1. Then have groups complete Paso 9.2 together. Finally, project El plato del bien comer and each group’s poster and ask groups to present their similarities and differences. Tell students that each group member should present and point to the appropriate guide and images as they speak.

Preparation: Suggest students discuss these questions in the Forum to help them reflect on the questions for Actividad 10: How do the seasons and weather affect the food we have available? What types of foods are grown or produced in your region? What types of foods do your friends prefer? How do food choices affect our health? How can a food guide promote healthy choices? Challenge students to use this discussion to inform their reflection.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Unidad 4 | La comida es cultura ACTFL Standards

11 ¿Cómo es la cocina mexicana?

Communication: Interpretive (11.1) Connections: Acquiring Information (11.1)

Aprendes a preparar unos platos de México en una clase de cocina. Antes de la clase, quieres saber más sobre la historia de la cocina mexicana.

Fuente auténtica

Actividad 11

La gastronomía mexicana es una de las más populares en Estados Unidos. ¿Qué la hace tan especial?

Teaching Tips: • Before completing Actividad 11.1, say to students: En este texto hay muchos cognados. ¿Cuáles son? (e.g., ingredientes, experiencia, historia). Then ask them to list unfamiliar words (e.g., sabor, se sienten) and work with a partner to guess their meanings from context. Invite pairs to share their guesses. Confirm or guide students to revise them as needed.

• Send students online to find additional basic ingredients in Mexican cuisine.

Discuss findings with the class and what students think of them.

El sabor: La comida mexicana es conocida por sus sabores audaces.1 Los ingredientes más comunes son los chiles, la lima, el cilantro y el aguacate, que se unen para crear una experiencia deliciosa.

PL

•

•

La historia: La gastronomía mexicana tiene una rica historia. La diversidad geográfica y cultural del país ha dado lugar a una cocina única.

•

La gente: La cocina mexicana, más que comida, es una forma de vida. Los mexicanos se sienten orgullosos2 de compartir las comidas con la familia y amigos. Comer es una experiencia social.

1

sabores audaces - bold flavors

2

orgullosos - proud

© Hispanos Emprendedores, “Platos más comunes en un restaurante mexicano”.

La gastronomía mexicana

x Paso 11.1

11.1 Lee e indica la idea central b c

Lee La gastronomía mexicana, una entrada del blog de Hispanos emprendedores.

Indica la oración que refleja la idea central y escribe las frases de la entrada que apoyan (support) esa idea.

M

Answer b. La gastronomía tiene una rica historia; sabores audaces; diversidad geografía y cultural; una forma de vida; especial.

E

https://hispanosemprendedores.com/platos-mas-comunes-en-un-restaurant-mexicano-en-usa/

Preparation: Activate students´ background knowledge by asking: ¿Te gusta la comida mexicana? ¿Cuál es tu restaurante de comida mexicana favorito? Share your personal favorite. Then ask: ¿Cuáles son tus platos mexicanos favoritos? ¿Te gustan (e.g., las enchiladas, las fajitas, los tacos)?

a. La cocina mexicana es deliciosa. b. La comida mexicana es especial por sus ingredientes, su historia y sus tradiciones. c. Es común comer en familia y con amigos en México.

Mi progreso comunicativo h Interpretive: I can identify basic facts about food that I read in an online post.

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Scaffold For Paso 11.2, guide students to break the text message down into four questions and suggest they answer each one separately before putting them together in their reply. Tell students to refer to the blog post to answer all questions except for the one about their own community.

Encourage students to also contribute their own knowledge of Mexican cuisine.

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Challenge For Paso 11.3, challenge pairs to ask about the cuisines listed in Vocabulario personal after using all phrases in the word bank, e.g., ¿Comes comida etíope con frecuencia? Show students how to talk about different cuisines by placing the feminine or neutral adjective after comida, e.g., comida india, comida estadounidense. Encourage pairs to incorporate multiple phrases into one question, e.g., ¿Comes comida italiana en un restaurante con frecuencia?

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Comunicación 1 Communication: Interpersonal (11.2, 11.3)

Recibes un mensaje de texto de tu amigo Javi sobre la comida mexicana. Responde a su mensaje.

Paso 11.2 Teaching Tip: Read the text message with students. Tell them they should answer all four questions in their response and use specific information from the blog to respond to the second, third, and fourth questions.

¡Hola! Voy al restaurante mexicano mañana. ¿La comida mexicana es popular en tu comunidad? ¿Cuáles son los ingredientes? ¿Hay variedad en los platos? ¿Qué más sabes de la cocina mexicana?

La comida mexicana es muy popular en Miami. Los ingredientes más comunes son las tortillas, los chiles y el aguacate.

Vocabulario personal estadounidense from the United States

italiano/a Italian

chino/a Chinese

francés/francesa French

peruano/a Peruvian

etíope Ethiopian

indio/a Indian

Vocabulario personal

Encourage students to use this vocabulary to personalize and enhance their communication.

Preparation: Create a simple slide with an image of each type of cuisine.

PL

la gastronomía cuisine

E

Answers Answers will vary.

MODELO

Teaching Tip: Show slides of each cuisine, stating what it is, e.g. Es un ejemplo de la gastronomía tailandesa. Then ask students to identify the cuisine in each slide, e.g., ¿Es la cocina tailandesa o la francesa? Highlight that the endings of the cuisines agree with the noun they follow by providing examples, e.g., El quiche es un plato francés. Es un ejemplo de la gastronomía francesa.

tailandés/tailandesa Thai

11.3 Conversa sobre tus experiencias s

En parejas, conversen sobre la entrada del blog y compartan sus opiniones sobre la comida mexicana y otras comidas. Usen el banco de palabras para guiar la conversación. los chiles

los frijoles

las tortillas

comer con amigos

un restaurante

MODELO

M

la comida mexicana

Estudiante A:

¿Comes chiles con frecuencia?

Estudiante B:

Como chiles a veces. Me gusta comer chiles en la salsa.

x Paso 11.3

Teaching Tip: Have students prepare two questions using the modelo. Sitting in a circle, one student asks a question to a classmate.

This person answers and asks a question to another classmate. Tell students to repeat this process until they have asked all of their questions.

Mi progreso comunicativo h

Interpersonal: I can ask and answer questions about food preferences.

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ACTFL Standard

11.2 Responde al mensaje sobre la comida e

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Supporting Heritage Learners As an expansion to Paso 11.3, ask students to discuss the dishes, ingredients, and traditions they associate with Mexican cuisine, e.g. ¿Cuáles platos/ingredientes/tradiciones asocias con la comida mexicana? Then discuss the same aspects of American cuisine and have students state their preferences, e.g., Prefiero la comida mexicana porque la comemos en casa. If time allows, extend the discussion to the cuisines listed in Vocabulario personal.

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College and Career Readiness After completing Paso 11.1 independently, ask pairs to share the reasons they connected certain blog phrases with the main idea, e.g., I chose compartir las comidas con la familia y amigos for question three because sharing meals with family and friends supports that it is common to eat with family and friends. Call on pairs to share their phrases and reasons.

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Unidad 4 | La comida es cultura ACTFL Standard

12 Mi plato preferido

Communication: Interpretive (12.1)

Tú y tus amigos quieren comida mexicana de tu restaurante favorito. Consultan su menú para llevar (takeout).

Vocabulario personal

Vocabulario personal

Encourage students to use this vocabulary to personalize and enhance their communication.

¡Qué rico!

How delicious!

asqueroso/a yucky, gross

sabroso/a yummy, delicious

12.1 Lee el menú y opina b

Teaching Tip: Present each expression by making comments on the foods in Paso 12.1 and using facial expressions and gestures, e.g.

Me encantan los tacos al pastor. ¡Qué rico! La sopa de lentejas es asquerosa. No me gusta para nada. La pizza vegetariana siempre es sabrosa.

E

Lee las descripciones del menú. En el organizador gráfico, escribe cada plato e indica si lo quieres comer o no.

Paso 12.1

Tacos al pastor Cinco tacos pequeños con carne de cerdo, cebolla y piña

Sopa de lentejas Lentejas con chili poblano y queso

Torta de jamón Pan con jamón, queso y cebolla

Pizza vegetariana Pizza con cebolla, queso y salsa de jitomate

PL

Preparation: Project the menu and point out the ingredients with which students are unfamiliar, e.g., piña, chile poblano, jitomate, camarones, chapulines, ajo. Before completing the graphic organizer, ask students if they like the individual ingredients listed for the various dishes and encourage them to respond using Vocabulario personal. Model several exchanges, e.g. ¿Te gusta la carne de cerdo? (¡No! Es asquerosa.)

M

Culture Note: Share with students that chapulines are commonly eaten as snacks in Mexico. They are crunchy and salty. One of the most common ways to eat them is in tacos or tostadas with guacamole. Ask students ¿Qué ingredientes de la comida de tu cultura pueden considerarse exóticos?

Answers Answers will vary.

Camarones a la diabla Camarones con salsa picante (spicy)

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Chapulines y guacamole Chapulines (grasshoppers) fritos con ajo, limón, sal y chiles

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Scaffold Have pairs take turns reading the menu descriptions to each other in Paso 12.1. As one student reads, the other should point to each ingredient as it is said. Remind pairs to read very slowly and confirm their partner has pointed to the appropriate ingredient. After finding each ingredient, encourage pairs to use Vocabulario personal to react to each dish, e.g., La pizza vegetariana, ¡qué rico!

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Challenge Have students make a list of the menu items from Paso 12.1. Then call on volunteers to play their recording from Paso 12.3 for the class. Tell students to indicate the menu items each time they hear them ordered. Then ask: ¿Cuáles son los platos más populares de la clase? ¿Cuáles son los platos menos populares?

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Comunicación 1 ACTFL Standards Quiero comer

No quiero comer

x Paso 12.2 12.2 Conversa sobre tus preferencias s

Teaching Tips: • Encourage students to give reasons why they like or dislike the dishes using the expressions in Vocabulario personal.

• Have students role-play a conversation between a waiter (Estudiante A) and a customer (Estudiante B) using questions similar to those in the modelo.

MODELO

Estudiante A:

¿Quieres los tacos al pastor?

Estudiante B:

No, prefiero la pizza vegetariana porque no como carne. / Sí, siempre me gusta comer tacos.

Mi progreso comunicativo h Interpersonal: Interpersonal:I Ican canask askand andanswer answerquestions questionsabout aboutfood foodpreferences. preferences.

12.3 12.3 Graba Grabatu tupedido pedidom m

Answers Answers will vary.

Graba Grabaun unmensaje mensajepara paraelelrestaurante restaurantecon conlos losdetalles detallesde delalaorden. orden.

Quiero Quierolos lostacos tacosalalpastor pastoryydos dospizzas pizzasvegetarianas, vegetarianas,por porfavor. favor.

Mi progreso comunicativo h

Paso 12.3

Teaching Tip: Before recording their order, remind students that they should use the appropriate plural forms if they want to order more than one item, e.g, dos pizzas vegetarianas, tres tacos al pastor, dos tortas de jamón. Provide time to rehearse before recording.

PL

MODELO MODELO

E

En grupos pequeños, conversen sobre el menú. Explica qué prefieres y por qué.

Presentational: I can express what I and others want to eat.

Unidad 4

M

Answers Answers will vary.

SA

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Communication: Interpersonal (12.2) Communication: Presentational (12.3)

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Supporting Heritage Learners For Paso 12.3, ask heritage learners to record the message ordering food for a group of people, like a family gathering or party with friends.

Ask them to order for themselves and at least four other people. More advanced speakers can provide details (e.g., Quiero un plato de la sopa de lentejas y salsa para los tacos al pastor.). They can also make special requests, such as a less spicy version of the camarones a la diabla.

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AP® Strategies For Paso 12.2, ask small groups to incorporate Vocabulario personal and other conversational phrases into their conversations, e.g., ¡Qué sabroso! Yo también quiero la sopa de lentejas. ¿Y tú, (name of other student)? Share that these phrases demonstrate active listening and interest in the conversation, and help the conversation flow.

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Observa 1

Communication: Interpretive (13) Comparisons: Linguistic (13)

Estructura Stem-Changing Verbs: e ➞ ie

Making Requests and Recommendations a

Observa 1 Observa presents grammar through a coconstructive approach or discovery method.

Access audio, the Observa video, and Más práctica de gramática activities on Learning Site®.

¡Hola, ¡Hola,chicos! chicos!¿Quieren ¿Quieren algo algode debeber? beber? ¡Sí! ¡Sí!Queremos Queremosalgo algo frío, frío,por porfavor. favor.¿Qué ¿Qué recomienda recomiendausted? usted?

PL

1. Act out a similar scene to Observa 1.

Start with sí/no questions, e.g., ¿Quieres comer una manzana tú? ¿En general, tú prefieres las verduras? Move between asking individual students and polling the class. Levanta la mano si tú prefieres las frutas. Ahora, levanta la mano si tú prefieres las verduras. As you introduce these new forms, emphasize them and use them with an explicit subject or subject pronoun to help build connections between person and verb form.

E

Teaching Tip: Follow these steps to facilitate co-construction of grammar with students.

Actividad 13

Yo Yoquiero quierouna unade desandía, sandía,por por favor. favor.YYtú, tú,¿cuál ¿cuálprefieres? prefieres?

Read Readthe thedialogue dialogueand andlisten listento toLucía Lucíaand andPablo Pabloas asthey theytalk talk about aboutwhat whatthey theywant wantto todrink. drink.Notice Noticethe theverbs verbsin inblue. blue.Focus Focus on onthe thespelling spellingand andpronunciation pronunciationof ofeach eachform formand andnotice notice any anypatterns. patterns.How Howare arethese theseverbs verbsdifferent differentfrom fromother otherverbs verbs you youhave haveseen? seen?Discuss Discussyour yourideas ideaswith withyour yourclassmates classmates and andteacher, teacher,view viewthe theObserva Observavideo videoonline, online,and andcheck checkthe the Gramática: Gramática:Resumen Resumenpages pagesat atthe theend endof ofthis thisunit unitto tohelp help you youfind findout. out.

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SA Culture Note: Tell students aguas frescas are drinks made from fruit, flowers, cereals, or seeds and blended with water and sugar.

Tamarindo (tamarind) is a sweet and sour fruit that grows in tropical climates and horchata is a beverage made from white rice.

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Prefiero Prefierolalade de plátano. plátano.Es Esmi mi fruta frutafavorita. favorita.

13 13 ¿Qué ¿Quéobservas? observas?b bv v

M

Teaching Tips: 2. Guide pairs to use the questions in Actividad 13 to uncover patterns. They should note their observations on the graphic organizer on Learning Site®.

Write these questions on the board to focus discussions: ¿Por qué usamos quiero o queremos? ¿Hay una diferencia entre la pronunciación de quieren y queremos?

Encourage students to make linguistic comparisons to their home language.

3. Ask: ¿Qué observan ustedes? and note answers on the board. It is okay if students answer you in English. Guide them to check their hypotheses with Gramática: Resumen. Invite students to share how accurate their hypotheses were and celebrate their pattern detection. Then ask: ¿Para qué usamos querer, recomendar y preferir?

Tenemos Tenemosagua agua fresca frescade desandía, sandía, plátano, plátano,manzana, manzana, tamarindo tamarindoyyhorchata. horchata.

Recomiendo Recomiendoelelagua agua de desandía. sandía.

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Scaffold For Actividad 13, write querer, tener, preferir, and recomendar on the board. Then tell students to compare these infinitives with the verbs in bold and say what they notice. Next, ask them how they talk about age in Spanish and highlight the use of tiene. Have students compare tiene with tenemos, and quiero and quieren with queremos.

Finally, ask students to guess the nosotros forms for recomendar and preferir.

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Differentiate For Actividad 14, have students complete a cloze activity to focus on listening for stemchanging verbs. Provide students with a script of the dialogue with all forms of querer and tener removed. Ask students to fill in the blanks as they listen. Play the audio a few times so students can check their work. Have pairs compare answers and check Gramática: Resumen to confirm spelling.

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Comunicación 1 ACTFL Standard

14 14 En Enel elmercado mercado

Paso 14.1

14.1 14.1 Escucha Escuchala laconversación conversaciónyyverifica verificaa a

Teaching Tip: Before playing the audio, have students read the true/false statements and ask if they need any clarification of vocabulary. Play the audio once all the way through and have students mark their answers. Play it again, stopping after each question. Ask students to give the answer and explain why it is correct.

Doña DoñaClara ClarayyJazmín Jazmínhablan hablancon conun unvendedor vendedor(seller). (seller).Lee Leelas lasoraciones. oraciones.Después, Después, escucha escuchalalaconversación conversacióneeindica indicasisilas lasoraciones oracionesson sonciertas ciertas(C) (C)oofalsas falsas(F).

(F).

1.1. CC FF Doña DoñaClara ClarayyJazmín Jazmínquieren quierencomprar comprar(to (tobuy) buy)frutas. frutas.

2.2. CC FF Las Lasdos dosquieren quierencomer comeralgo algo(something) (something)en enelelmercado. mercado.

3.3. CC FF ElElvendedor vendedorrecomienda recomiendatres trestipos tiposde deagua aguafresca. fresca.

4.4. CC FF Doña DoñaClara ClarayyJazmín Jazmínquieren quierencomprar comprardos dosaguas aguasde demanzana. manzana.

E

5.5. CC FF Las Lasaguas aguascuestan cuestan(cost) (cost)20 20pesos. pesos.

Culture Note: Have students interpret the photo and caption. Ask: ¿Quién es la mujer? ¿Dónde está? ¿Qué hace? Then have students imagine what the market is like, e.g., ¿Cómo es el mercado? ¿Qué se vende allí? ¿Tenemos este tipo de mercado en los Estados Unidos? ¿Son similares o diferentes nuestros mercados del mercado en la foto? ¿Cómo?¿Nuestros mercados tienen (item) también?

PL

Vendedora Vendedoraen enelelMercado Mercadode delalaMerced Merced

Unidad 4

M

Answers 1. F 2. F 3. F 4. F 5. C

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Communication: Interpretive (14.1)

Eres Eresun unestudiante estudiantede deintercambio intercambioen enOaxaca, Oaxaca,México.

México.Estás Estásen enelelMercado Mercadode delala Merced Mercedcon condoña doñaClara Clarayysu suhija hijaJazmín, Jazmín,tu tufamilia familiade deacogida acogida(host (hostfamily). family).

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Supporting Heritage Learners Invite heritage learners to describe other items sold in markets that are not depicted in the photo. If the students’ community has a market, have them compare it to others with which they are familiar. As students’ proficiencies will likely vary, scale the activity from identifying objects to describing them, how they are used, and reasons their families go to the market. Tell students this discussion will prepare them for Mi comunidad global.

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AP® Strategies Show images of the drinks mentioned in Observa 1. Then model making and accepting recommendations. Say: Hay agua de tamarindo y horchata. Recomiendo la horchata. ¿Qué quieres beber? Call on a volunteer to respond, e.g., Quiero la horchata, por favor. Write key question and answer frames on the board. Then challenge pairs to have a similar conversation. Encourage them to replace the aguas frescas with other foods and drinks they know.

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Unidad 4 | La comida es cultura ACTFL Standards

14.2 14.2 Lee Leeeeindica indicaquién quiénhabla hablab b

Communication: Interpretive (14.2) Communication: Presentational (15)

Lee Leelalaconversación. conversación.Para Paracada cadaoración, oración,indica indicaquién quiénhabla: habla:Jazmín, Jazmín,doña doñaClara Claraoo elelvendedor. vendedor. a. a. Jazmín Jazmín

Paso 14.2 Teaching Tip: Tell students that each number represents a line in a conversation. Have students read the lines in pairs to determine the answers, asking each other questions and explaining how they know who it is, e.g., Estudiante A: ¿Quién es? Estudiante B: Pienso que es doña Clara porque habla con el vendedor.

1.1. Buenos Buenosdías, días, señor. señor.¿Qué ¿Quéfrutas frutas recomienda recomiendausted? usted?

3.3. Bueno, Bueno,póngame póngamedos dos kilos, kilos,por porfavor. favor.

7.7. ¿Y ¿Ycómo cómoestán estánlos los limones limoneshoy? hoy?

8.8. Todos Todosestán estánmuy muy frescos. frescos.¿Prefiere ¿Prefiere usted ustedlos loslimones limones verdes verdesooamarillos? amarillos?

9.9. Los Losamarillos, amarillos,por porfavor. favor.

10.

10. No, No,mami, mami,prefiero prefiero los losverdes. verdes.

PL

4.4. ¿Algo ¿Algomás, más,señora? señora?

5.5. ¿Qué ¿Quéfrutas frutas quieres, quieres,Jazmín?

Jazmín?

Teaching Tip: Tell students to speak about themselves and two family members or friends with different tastes. Read the modelo to them, highlighting elements in the structure of the descriptions. Suggest students write down key words to help them remember what they wish to say and practice their statements before recording.

Answers Answers will vary.

c.c. elelvendedor vendedor

E

2.2. Recomiendo Recomiendolos losmangos, mangos, señora. señora.Están Estánmuy muybuenos buenoshoy. hoy.

Answers 1. b 2. c 3. b 4. c 5. b 6. a 7. b 8. c 9. b 10. a 11. b

Actividad 15

b. b. doña doñaClara Clara

11.

11. Bueno, Bueno,póngame póngamemedio medio kilo kilode delimones limonesverdes. verdes.

6.6. Limón.

Limón.Limón, Limón, por porfavor. favor.

15 15 Preferencias Preferenciasdiferentes diferentesm m

Piensa Piensaen enpersonas personasque quetienen tienenpreferencias preferenciasalimentarias alimentarias diferentes. diferentes.Graba Grabauna unaexplicación explicacióncon conlas lasdiferentes diferentes opiniones. opiniones.

Yo Yosiempre siemprequiero quierocomer comerfrutas frutasyyensaladas, ensaladas, pero peromi miamiga amigaPatricia Patriciaprefiere prefierecarne carneyypescado. pescado.

Yo Yoprefiero prefierolalacomida comidaitaliana, italiana,pero peromi mihermano hermano siempre siemprequiere quierecomida comidamexicana. mexicana.

M

MODELO MODELO

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Scaffold For Actividad 15, have students make two T-charts to compare their food preferences with those of two others. Guide students to list their preferences in the first column of both charts and those of the other two people in the second column. Have students use the T-charts as a support while making their recording.

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Differentiate For Paso 16.1, use the Line Ups strategy (see Instructional Strategies Toolkit) so students receive feedback from multiple partners. Tell students to use the modelo to ask each of their partners about their food preferences and take notes on their answers. Tell them that they will need their notes to complete Paso 16.2.

Encourage students to react with phrases they have learned, e.g., ¡Qué rico!

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Comunicación 1 ACTFL Standards

16 ¡Una fiesta para tus amigos!

Communication: Interpersonal (16.1) Communication: Presentational (16.2)

Quieres planear una fiesta para tu clase.

16.1 Conversa sobre qué prefieres s Para planear el menú, decides hablar con personas de tu clase. En parejas, conversen sobre las preferencias alimentarias. Usen el organizador gráfico para inspirarse.

Frutas

Verduras

Plato principal

las manzanas

la lechuga

el pollo

las naranjas

el brócoli

el pescado

los plátanos

¿...?

la carne

Teaching Tips: • Suggest students add one or two foods to each list. Tell them to discuss preferences from each food group with two classmates.

Call on volunteers to report their and their partners’ preferences to the class, e.g., Como plato principal, yo prefiero el pescado, pero Marcos y Keisha prefieren el pollo.

• Ask pairs to list three people they want to invite to the party and decide what they want to have on the menu based on their guests. Suggest they also include drinks and desserts. Invite pairs to present their guest list and menu items for the class, e.g., Queremos invitar a (guests) a la fiesta.

Queremos tener pescado con arroz como plato principal.

MODELO

Estudiante A: ¿Qué fruta prefieres, las manzanas o las naranjas?

Estudiante B:

Prefiero las manzanas. ¿Y tú?

Estudiante A:

Prefiero las manzanas también.

Mi progreso comunicativo h

PL

Interpersonal: I can ask and answer questions about food preferences.

E

¿...?

¿...?

16.2 Resume las preferencias de la clase w

Decides contratar un servicio de cáterin para la fiesta. Escribe a la dueña, la señora Gómez, un correo electrónico con el menú. Para explicar las preferencias de todos en tu clase, usa la forma de nosotros.

Answers Answers will vary.

Para: info@lasenoraguzman.com Asunto: La fiesta Estimada señora Guzmán:

Paso 16.2

Teaching Tip: Discuss with the class how to open and close a formal email and what information to include in the body. Ask students to write the email with their partner from Paso 16.1 and have another pair proofread it. After revising, have them send the email to you, the caterer.

Gracias por su ayuda. Mis compañeros y yo…

M

Atentamente, ___________

Mi progreso comunicativo h

Answers Answers will vary.

Presentational: I can express what I and others want to eat.

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x Paso 16.1

Strategies for Differentiation

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Supporting Heritage Learners For Paso 16.2, have heritage learners focus on formal forms of address and closings. Also suggest they add context to the email by confirming the date and time of the party, stating any special dietary needs of guests, and by asking a few questions. Pair students with their partner from Paso 16.1 to write the email. Then have them exchange emails with another pair for peer-editing. Tell them to comment on register, structure, spelling, and accents.

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College and Career Readiness For Paso 16.2, guide students to organize their email in a logical and professional manner.

First, share sentence starters like: Para las frutas/las verduras/el plato principal… Then tell students they should ask Señora Guzmán for a recommendation. Remind them to use the usted form. Lastly, have students review their email for organization, punctuation, and professional tone.

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Unidad 4 | La comida es cultura ACTFL Standard

17 Los chiles rellenos, un plato emblemático de México

Communication: Interpretive (17.1)

Quieres preparar chiles rellenos para un festival multicultural de tu comunidad.

17.1 Lee y responde a las preguntas b

x Paso 17.1

Encuentras un blog culinario sobre los chiles rellenos. Lee el texto y responde a las preguntas.

Teaching Tip: Students might use previously learned vocabulary to react to the recipe, e.g., Pienso que los chiles rellenos son (sabrosos/ asquerosos) porque (no) me gustan. Show students images of a similar dish, chiles en nogada. Ask them to compare it to chiles rellenos. Tell students that chiles en nogada is considered a national dish of Mexico. Ask them if they can tell why. If students are unsure, ask them to look up the Mexican flag and information about the dish’s cultural importance.

http://www.bloguerosmexicanos.mx/entrada_14872_comida/los_chiles_rellenos

E

A preparar los chiles rellenos

Los chiles rellenos

Answers 1. chiles poblanos 2. queso o carne 3. en un caldillo de tomate

PL

Los chiles rellenos son un plato tradicional de México que consiste en chiles poblanos asados y rellenos con queso o carne.

A los chiles se les envuelve (they are coated) en una capa (layer) de huevo batido (beaten) y se les fríe.

Se sirven en un caldillo (broth) de tomate.

1. ¿Cuál es el ingrediente principal del plato?

M

2. ¿Con qué está relleno el chile?

3. ¿Con qué se sirven los chiles rellenos?

Mi progreso comunicativo h Interpretive: I can identify basic facts about food that I read in an online post.

SA

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Scaffold For Paso 17.1, ask students to find the following key words in the blog: stuffed (rellenos), grilled (asados), fry (fríe). Share that this will support students in using context clues to decode specific words and help them to gain a fuller understanding of the blog. Ask students to compare answers with a partner. Review the answers with the class and celebrate students’ decoding skills.

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Challenge After completing Actividad 17, challenge students to describe a traditional dish of their own culture or a culture they know well. Guide students to extract these sentence frames from the blog to use in their description: (Dish name) es/son un plato tradicional de (country/region) que consiste en (ingredients). Se sirve(n) en/con (additional elements). Ask students to post their description with an image of their dish.

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Comunicación 1 Communication: Interpretive (17.2, 17.3) Communication: Presentational (17.4)

Recibes un video de Fernanda que explica la preparación de los chiles rellenos.

Antes de mirar el video, estudia las imágenes y lee las instrucciones de la receta.

Empareja cada instrucción con la imagen correspondiente.

1. asar (roast) los chiles

Paso 17.2

2. meter (put) los chiles en el huevo batido

Teaching Tips: • Direct students to notice the verb forms and ask: ¿En qué forma están los verbos?

(En el infinitivo.) Point out that recipes are written with infinitives for directions, e.g., Las recetas se escriben usando infinitivos.

• Ask students to identify cognates in the directions (e.g., pelar) and mime what they think they mean. Then have students complete the Paso.

3. pelar los chiles 4. rellenar los chiles con queso b

c

d

E

a

17.3 Mira el video de Fernanda v

17.4 Escribe una descripción w Escribe una descripción del plato que Fernanda cocina. Incluye los ingredientes principales.

MODELO

Answers 1. a 2. d 3. b 4. c

PL

Mira el video y confirma tus respuestas de 17.2. En tu opinión, ¿es un proceso fácil o difícil?

Paso 17.3

Teaching Tip: After students comment on the difficulty of the recipe, ask students about their cooking abilities, e.g., ¿Puedes hacer un chile relleno? ¿Por qué? ¿Cocinas bien/mucho? ¿Ayudas a tus padres en la cocina?¿Qué haces? ¿Preparas tu propio almuerzo? ¿Qué te gusta cocinar? ¿Qué quieres aprender a cocinar?

En el plato de los chiles rellenos hay…

Mi progreso comunicativo h

Answers Answers will vary.

Unidad 4

M

Presentational: I can present information about a culturally significant dish.

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ACTFL Standards

17.2 Empareja las fotos con las instrucciones i

Strategies for Differentiation

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Supporting Heritage Learners For Paso 17.4, invite heritage learners who may be familiar with chiles rellenos or a similar dish to include additional information to answer the following questions: ¿Se pueden preparar durante una semana ocupada o días antes de la cena? ¿Es mejor prepararlos para una celebración? ¿Son buenos para los niños chiquitos? ¿Sugieres la versión con carne o con queso? ¿Por qué? ¿Qué otras sugerencias tienes para el lector?

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Teaching Tip: Have students pretend to be food writers and create an appealing description that lists the dish’s ingredients, describes how it tastes, and includes images.

Encourage them to use an interesting layout as if for a food magazine. To expand, ask students to research and write about side dishes.

Answers Answers will vary.

AP® Strategies After completing Actividad 17, ask students to use what they learned in this activity and Actividades 11 and 12 to create a cultural comparison between Mexican cuisine and another they know well. Provide these sentence frames: La comida mexicana usa (ingredient), pero no hay mucho/a (ingredient) en la comida (second cuisine). La comida mexicana y la comida (second cuisine) usan (ingredient).

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Unidad 4 | La comida es cultura ACTFL Standards

18 La comida y la identidad w

Communication: Presentational (18) Comparisons: Cultural (19)

Fernanda quiere saber algo sobre las comidas tradicionales en tu comunidad o región. Escribe una descripción de un plato o una comida que es importante en tu familia o en tu comunidad. En tu descripción incluye:

x Actividad 18 Teaching Tip: Have students sign up for a food to avoid duplicates. Point out the sentence frames students can use in their descriptions. Suggest that students aim for fifty words in their description and encourage them to post it to the Forum.Then ask them to read three other posts and leave replies to each, e.g., Me encantan los corn dogs también. Siempre como corn dogs cuando voy a festivales. ¡Son deliciosos!

•

el nombre del plato o de la comida;

•

los ingredientes;

•

cuándo y con quién comes el plato o la comida;

•

una imagen de la comida.

Bebemos…

E

Si visitas mi comunidad, comemos…

Preferimos… En este plato hay… en las celebraciones Recomiendo…

con mi familia

Answers Answers will vary.

PL

Mi progreso comunicativo h

Presentational: I can present information about a culturally significant dish.

Actividad 19

19 Reflexión intercultural d

Teaching Tip: Have students research the popularity of chiles rellenos in Mexico and the American Southwest and where to eat them in their community. Have students include this information in their reflection on the Forum. Encourage students to read and comment on their classmates’ reflections.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

Mi progreso intercultural h

Investigate: I can identify some similarities and differences between foods in Mexico and in my community.

M

Answers Answers will vary.

Of all the dishes Fernanda knows, why do you think she chose to present chiles rellenos in her video? Where might you have an opportunity to try this dish? What dish is emblematic of your community’s identity and why? How is it similar to or different from the chiles rellenos prepared by Fernanda? Do you know how to prepare it? Share your ideas in class and in the Forum.

SA

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Scaffold For Actividad 18, ask pairs to first match up each sentence starter with one of the requirements, e.g., los ingredientes: en este plato hay… Then use the sentence starters to co-construct a model with students with what they have learned about chiles rellenos, e.g., Si visitas mi comunidad, comemos chiles rellenos. En este plato hay…

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Challenge Pre-teach sano, saludable, and postre and write them on the board. After completing Paso 20.2, challenge students to watch the video again and answer: ¿Qué incluye una comida balanceada?

(Proteína, verduras, carbohidratos, postre.) ¿Qué comida sana come Fernanda, pero no le gusta?

(Las lentejas.) ¿Qué comida poco saludable le gusta, pero no come? (El helado.) Review and ask: ¿Están de acuerdo con Fernanda?

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Comunicación 1

Yo prefiero comer de entrante una ensalada.

Communication: Interpretive (20.2) Communication: Presentational (20.1)

Mi mamá es la que cocina en casa, y mi abuela a veces.

La perspectiva de Fernanda Actividad 20 Preparation: Have students read the speech bubbles. After the first, ask: ¿Qué es un entrante? After the second, ask: ¿Quién cocina en tu casa? After the third, point to the image and say: Es el helado de grosella. Significa currant. Levanta la mano si quieres probar el helado de grosella.

E

Te recomiendo probar o tomar el helado de grosella.

Paso 20.1

20 En la cocina de Fernanda 20.1 Escribe tu opinión w

Teaching Tip: Tell students to refer back to Así se dice 1 to answer these questions. Ask the class how to begin their answers and write their responses on the board, e.g., Mis comidas e ingredientes favoritos son…; No me gustan…

Invite students to share some of their favorite and least favorite ingredients.

PL

Fernanda nos cuenta su perspectiva sobre sus preferencias de platos e ingredientes.

Antes de mirar a Fernanda describir sus preferencias, escribe tus opiniones.

Responde a las preguntas.

1. ¿Cuáles son tus comidas e ingredientes favoritos?

Answers Answers will vary.

2. ¿Qué alimentos e ingredientes no te gustan?

20.2 Mira y escribe una lista de ingredientes v

M

Mira el videoblog de Fernanda. Escribe una lista de todos los ingredientes que escuchas en el video. Compara listas con otra persona en tu clase.

Helado de grosella Unidad 4

Strategies for Differentiation

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Supporting Heritage Learners For Paso 20.1, invite heritage speakers to provide elaborate responses explaining their answers using connectors like porque. They can detail what dishes these ingredients appear in and why they are culturally important in their community, such as how they form a part of family meals or celebrations. Ask proficient students to write a paragraph and those who are working on their writing skills to provide a couple of complex sentences.

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Paso 20.2

Teaching Tip: Play the video in sections and have students list ingredients for these categories: ingredientes de los tacos al pastor; ingredientes de los chilaquiles; comida que cocina su mamá; lo que prefiere como entrante, plato principal, postre. Suggest that students focus on words from Así se dice 1 and other activities from this unit.

Answers Answers will vary.

Desayuno de chilaquiles

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ACTFL Standards

La perspectiva de Fernanda 1

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AP® Strategies After completing Paso 20.2, ask pairs to write one or two sentences in Spanish to describe the main idea of the video. Remind students that the main idea is the general point and does not include specific details, e.g., Fernanda describe una comida balanceada, sus comidas favoritas y la comida que come generalmente. Invite pairs to share and have the class give feedback, e.g., It needs fewer specific details.

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Unidad 4 | La comida es cultura ACTFL Standards

20.3 Selecciona los ingredientes v

Communication: Interpretive (20.3) Communication: Interpersonal (20.4) Comparisons: Cultural (20.4, 21)

Selecciona solo los ingredientes y acompañamientos que Fernanda menciona para su plato favorito, los tacos al pastor. ❑ carne de cerdo

❑ limón

❑ pera

❑ queso

❑ cebolla

❑ manzana

❑ piña

❑ pollo

Paso 20.3

20.4 Conversa sobre las preferencias d s

Teaching Tip: First, clarify the meaning of ingredients students may not know (e.g., cebolla, piña). Then play only the section of the video in which Fernanda describes tacos al pastor. Play that section again so students can confirm their answers.

En su videoblog, Fernanda describe los ingredientes que prefiere. En parejas, conversen para saber si ustedes prefieren los mismos ingredientes que Fernanda.

MODELO

Estudiante A:

No. Yo prefiero la manzana. ¿Y tú?

E

Estudiante B:

En su video, Fernanda tiene ensalada. ¿Recomiendas tú la ensalada?

Estudiante A:

Answers carne de cerdo, cebolla, limón, piña, queso

Paso 20.4

PL

Recycle: Review the tú and yo forms of preferir and recomendar as well as when to use yo and tampoco.

Yo prefiero la ensalada, como Fernanda. / Yo, tampoco.

Yo prefiero…

Preparation: Ask students to review their list of ingredients from Paso 20.2 and indicate if they like a food or not. Tell students to refer to their list during the activity.

Answers Answers will vary.

Actividad 21

21 Reflexión intercultural d

Teaching Tip: As an extension, encourage students to respond to the questions in Spanish. Ask the class for input on how to start each answer and write the sentence starters on the board, e.g., Fernanda prefiere…

Yo también prefiero…; No me gusta(n)...; Quiero probar…; En la casa de Fernanda comen…; En mi casa/comunidad comemos…

M

What are Fernanda’s preferences? What ingredients and dishes did Fernanda mention that you like or think you might like? Which do you dislike? Was there anything she pointed out that you have never tried but would like to? Compare the foods and eating habits you saw in Fernanda’s videoblog to those where you live.

Share your ideas in the Forum.

Investigate: I can compare some culturally significant dishes in Mexico to some in my own community.

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Answers Answers will vary.

Mi progreso intercultural h

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Challenge For Paso 20.4, challenge pairs to ask each other what they like to eat with their preferred foods (e.g., ¿Te gusta comer pizza con piña? ¿Con qué prefieres comer manzanas?) and react to their partner’s answers (e.g., ¿En serio? ¡Me encanta la pizza con piña!; ¡Qué asco! No quiero manzanas con pollo.). Tell students this will prepare them for En camino 1.

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Pregunta esencial Challenge students to think about how their ideas about balanced diets are formed. Create a digital wall titled ¿Cómo se forman nuestras ideas sobre las dietas equilibradas? to answer the Pregunta esencial. Provide the following sentence frame: Yo aprendo sobre las dietas equilibradas de…

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Comunicación 1 ACTFL Standards

En camino 1

Communication: Interpretive (22.1) Communication: Interpersonal (22.3) Communication: Presentational (22.2)

22 Recuerdos de México

The history, traditions, climate, and geography of a region or community often influence what the people eat there.

Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs.

The full prompts, all related resources, and answer keys can be found on Learning Site® , along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.

Mi progreso comunicativo h Interpretive: I can identify basic facts about food that I read in an online post.

22.2 Describe una comida de tu cultura w What foods do you associate with your culture? Create a post sharing information about a dish that is important to your community or region’s identity.

Paso 22.1

PL

Mi progreso comunicativo h

E

Your friend’s mom, Juana Gorman, is from Mexico. She posted on social media about a beverage she used to drink as a child and the fond memories she recalls.

Read the post and an exchange between her and one of her followers. Then answer the questions.

Teaching Tip: Encourage students to preview the questions before reading the post.

Remind them that the questions are in the order in which the information appears in the text. After the assessment, help students to reflect on the product, practices and perspective that Juana describes.

Presentational: I can present information about a culturally significant dish.

22.3 Conversa sobre tus preferencias s

The school cafeteria director wants to make sure the cafeteria is offering healthy options that students want to eat. He has asked you and a friend to make a list of food students like. Talk with a partner to ask and answer questions about what you each like to eat in order to find at least three foods that you both prefer.

Mi progreso comunicativo h

Paso 22.2

Unidad 4

M

Interpersonal: Interpersonal:I Ican canask askand andanswer answerquestions questionsabout aboutfood foodpreferences. preferences.

SA

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En camino 1

22.1 Lee la conversación y responde b

Building Proficiency

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Previewing the rubric Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubric.

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Teaching Tip: Tell students their post should describe the dish, including its ingredients, and explain why it is representative of their region. Tell students to use Juana’s post for ideas on how to organize their information.

x Paso 22.3

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Interculturality Remind students they are not only learning to communicate in Spanish, but also about the culture of food in Mexico. Ask the class to list some ideas they have learned in Comunicación 1. Then ask them to categorize each as a product, practice, or perspective. Ask how students’ food traditions are similar and different. How has learning about the culture of food in Mexico opened students’ minds to new ideas and perspectives?

Teaching Tip: Assign partners on assessment day so their interaction is spontaneous, not a practiced, memorized dialogue. Students do not need to be matched in terms of proficiency, but avoid partnering students with vastly different proficiency levels.

Remind students to use prepositions to add details to their comments and questions: ¿Te gusta la pizza con piña?

Mi progreso comunicativo: Tell students the communicative goal they are targeting in this paso will be assessed again in Vive entre culturas.

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Unidad 4 | La comida es cultura ACTFL Standards

Comunicación 2:

Communication: Interpretive (23) Communication: Interpersonal (23)

Los platos que comemos

Comunicación 2

E

Several Can-Do statements appear in Comunicación 2. Those below are assessed in En camino 2. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.

Mi progreso comunicativo

x Interpretive: I can understand some basic facts about a culturally significant dish in a video. information about foods eaten at different mealtimes.

x Presentational: I can present information about meals and food.

Pregunta esencial

PL

x Interpersonal: I can exchange

Teaching Tip: Invite students to share about aspects of their cultural identity that are tied to food practices. To help students answer the question, tie food practices to more concrete things like daily routines, when mealtimes are, where and with whom they eat, and which dishes they associate with special occasions. Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.

How do food practices shape cultural identity?

M

Actividad 23

Pregunta esencial

En Comunicación 2 vas a hablar de la comida que te gusta y descubrir platos nuevos. En parejas, conversen sobre lo que observan en la imagen.

MODELO

Culture Note: Discuss emblematic dishes like mole: El padre y el hijo preparan un mole. Es una salsa y un plato nacional de México. Es uno de los alimentos de origen prehispánico que sigue estando presente en la dieta de los mexicanos. ¿Qué significa prehispánico? Se come en celebraciones importantes.

Answers Answers will vary.

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Estudiante A:

¿Quiénes son las personas?

Estudiante B:

Son un padre y un hijo.

256

SA

Teaching Tip: Discuss the picture and caption, e.g., ¿Dónde cocinan? ¿Qué preparan? ¿Qué colores ves? ¿Qué más ves en la foto? ¿Quién cocina en tu familia?

23 Conversa sobre tus ideas i s

Un padre y su hijo preparan mole en la terraza de su casa.

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Scaffold Ask pairs to take turns reading the Conexión cultural aloud. Tell them to take notes on the following two questions as they read: What factors does the reading mention that can affect food practices in a culture? What food practices in Mexico does the reading mention? Ask pairs to star the food practices that they also observe in their own community. Review the answers as a class.

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Differentiate Create an online survey for students to answer after Paso 24.1 to find out how similar the class’s eating habits are to those of Mexico.

Ask questions using information from Conexión cultural like: Do vendors sell local foods here? Is street food popular here? Do you cook meals at home often? Do you frequently have post-meal conversations? Project the anonymous results and ask students to compare them with what they just read.

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Comunicación 2 ACTFL Standards

24 Práctica cultural: ¿Comer afuera o en casa?

24.1 Conexiones: Antropología c

Conexión cultural

What places do you associate with eating? What kind of foods do you like to eat at home, at school, or when you go out? Where do you usually eat your meals? How does your physical location affect your eating habits?

24.2 Reflexión o

Preparation: To activate prior knowledge, ask students: ¿Prefieres comer afuera en un restaurante o en casa? ¿Por qué? Call on volunteers to explain their preference from a list of possibilities you write on the board, e.g., porque es divertido, mi mamá/papá/guardián (no) prepara (food), todos pueden comer un plato diferente.

Paso 24.1

PL

In towns and cities across Mexico, vendors in markets and on la calle prepare and serve food para llevar (to go). Street food, fondas (small restaurants that are often family-run), and larger restaurants are popular.

Many people in Mexico spend time each day shopping for ingredients, preparing food, and enjoying meals at home too. After a meal, la sobremesa, or after-dinner conversation, is an important time to share with family.

Actividad 24

E

Practices around eating vary from culture to culture.

The patterns in each community depend on lifestyle, climate, access to resources, and tradition. Some communities have a wide range of restaurants from which to choose, while others have fewer options. In many places where Spanish is spoken, there are openair restaurants and places to enjoy meals outdoors when the weather is nice.

Teaching Tip: Show students images of Mexican street food, e.g., paletas, elotes, tacos. Have them describe them and practice numbers by reading out prices. Ask follow-up questions, e.g., ¿Tenemos comida callejera en nuestra comunidad? ¿Comen ustedes comida callejera?

Muchas personas comen en una fonda, un pequeño restaurante local.

How do climate and geography affect where people in Mexico eat? Do culture and tradition also play a role?

25 Reflexión intercultural d

Answers Answers will vary.

Paso 24.2

M

How do the eating-out habits of people in your community compare with those of people in Mexico? Investigate popular places people eat in other Spanish-speaking countries, and compare them to the places you already know. Share your ideas in the Forum.

Teaching Tip: Discuss the effect of the walkability of many communities in Mexico on the popularity of street food. Ask students to connect climate, eating habits, and history from previous Pasos and to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Mi progreso intercultural h

Investigate: I can compare common places people eat in my own and other communities.

Unidad 4

SA

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Cultures: Practices (24.2) Comparisons: Cultural (25) Connections: Other Disciplines (24.1)

Conexión cultural

Strategies for Differentiation

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Supporting Heritage Learners For Actividad 25, if they are comfortable, invite heritage learners to compare how Mexicans and Americans spend their time, using information from the reading in Paso 24.1. What are the advantages and disadvantages of each way of life? Which do they prefer and why? Encourage students to answer the questions in Spanish.

Before posting, have them switch their drafts with another student to edit for grammar, tone, spelling, accents, and punctuation.

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Connections: Anthropology After Conexión cultural, return to the essential question and ask pairs to discuss and give examples for how the following might shape cultural identity: access to local/global food, having meals in groups and talking after, cooking/not cooking often, travel and experience with different food practices, local markets and street food. Invite pairs to share and ask volunteers to record the ideas on chart paper.

Paso 25 Teaching Tip: Have students research a specific restaurant or street food. Ask them to incorporate their findings as they answer the questions on the Forum. Have them read and respond to their classmates’ posts.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress

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Unidad 4 | La comida es cultura

Así se dice 2

Así se dice 2

Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.

¿Qué te gusta comer durante el día? a

Teaching Tips: • Assume the role of a person who lives in the United States during the school year and in Mexico for the summer. Project Así se dice 2 and talk about meals while pointing at the images, e.g., En el verano, voy a México. El desayuno es a las 7 y me encanta beber un batido de plátano y chía. Ask students: ¿Te gusta el batido de plátano? ¿Te gusta la chía? Continue talking about the rest of the items. Say: En los Estados Unidos las comidas son diferentes. ¿A qué hora es el almuerzo en los Estados Unidos? ¿Y en México? Point at the images and talk about the items. Continue to ask simple comprehension questions.

• Explain to students that even though comida means food, it also means the main meal of the day in Mexico and other countries of the Spanish-speaking world.

Vivo entre dos culturas

el desayuno

el almuerzo

la comida

la cena

los tacos de papa y el agua de horchata

la sopa de camarones con arroz

el atole y el pan dulce

PL

el batido de plátano y chía

E

En los veranos vivo en México. Hago varias comidas al día.

Durante el año escolar vivo en los Estados Unidos. Allí como…

el desayuno

la cena

el almuerzo

la sal

Culture Note: Send students online to find out why pastel de tres leches is called that.

Encourage students to find a simple pastel de tres leches recipe to bake at home.

el pan tostado con mantequilla, el café con azúcar y el jugo de naranja

la hamburguesa y la ensalada

la pimienta

la pasta y el té con limón

M

¡Y en los dos lugares, me encanta el postre!

el helado de chocolate

el pastel de tres leches

SA

258

el flan

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Differentiate After introducing Así se dice 2, ask students to create a post with relevant images about what they want or prefer when they are hungry and thirsty, e.g., Cuando tengo hambre, quiero una ensalada con pollo. Cuando tengo sed, prefiero tomar té helado. Have students read and comment on each other’s posts to note connections and differences, e.g., ¡Qué delicioso! ¡Me encanta el té helado!

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Challenge Project images of two foods or meals at a time from Así se dice 2 and ask pairs to take turns asking which food or meal the other prefers, e.g., Estudiante A: ¿Prefieres los tacos o la hamburguesa? Estudiante B: Prefiero los tacos. Estudiante A: Yo también./Yo no. Prefiero la hamburguesa. Write prefieres and prefiero on the board and model this exchange twice with volunteers before asking pairs to do it on their own.

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Comunicación 2 ACTFL Standard Communication: Interpretive (26.1)

Vivir en dos lugares es maravilloso porque…

Teaching Tip: Write the expressions tengo hambre and tengo sed on the board. Explain each one by acting them out. Then ask: ¿Tienes hambre? ¿Tienes sed? ¿Quieres un sándwich? Elicit yes or no answers.

Paso 26.1

E

Cuando tengo hambre, hay muchas opciones. El sándwich es mi plato favorito.

Pero necesito comer la comida sin nueces. Soy alérgico.

PL

Answers Answers will vary.

Cuando tengo sed, prefiero tomar agua.

26 ¿Qué te gusta comer y beber en un día típico?

Tu profesor/a de español quiere planear un evento culinario.

26.1 Selecciona lo que te gusta b

Tu profesor/a quiere saber las preferencias de la clase. Selecciona los platos y bebidas que te gustan para cada comida.

El desayuno

La cena

El postre

❑ el pan

❑ la hamburguesa ❑ la pasta

❑ el helado

❑ el pan dulce

❑ el sándwich

❑ la sopa

❑ el pastel

M

Generalmente, como…

El almuerzo

❑ otro alimento ❑ otro alimento

❑ los camarones ❑ otro alimento

Generalmente, bebo…

❑ el jugo

❑ el agua

❑ el agua

❑ el refresco

❑ el batido

❑ el té

❑ la leche

❑ el agua

❑ el café

❑ otra bebida

❑ el refresco

❑ otra bebida

❑ otra bebida

Unidad 4

❑ otra bebida

SA

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Teaching Tip: After students have selected the items, provide a sentence frame, e.g., Para el desayuno, generalmente como (food) y bebo (drink). Ask: ¿Qué comes y bebes para el desayuno? Continue asking about the other meals and invite students to share.

¡Me gusta probar todo tipo de comida!

Strategies for Differentiation

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Supporting Heritage Learners For Paso 26.1, have heritage learners complete the activity and then engage in a conversation with a classmate on how their eating habits vary by activity or for special occasions (e.g., sports, birthdays, vacations). If students visit family members in other countries, invite them to share how their eating habits change, e.g., ¿Qué te gusta comer y con quién cuando visitas a tu familia? ¿Cambian tus hábitos? ¿Qué es diferente?

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AP® Strategies Ask pairs to reread Así se dice 2 and write two similarities and two differences between eating habits in Mexico and the United States, e.g., Hay cuatro comidas en México, pero hay tres en los Estados Unidos. El desayuno en México y los Estados Unidos es a las siete. Call on pairs to share.

Ask the class follow-up questions about their statements, e.g., Sí. Hay cuatro comidas en México. ¿Cuáles son?

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Unidad 4 | La comida es cultura ACTFL Standards

26.2 Conversa sobre los platos s

Communication: Interpretive (27.1) Communication: Interpersonal (26.2) Communication: Presentational (26.3)

En parejas, conversen sobre los platos que prefieren. Tomen apuntes.

MODELO

Estudiante A:

¿Te gusta el pan para el desayuno?

Estudiante B:

Sí, me gusta el pan. ¿Y a ti?

Mi progreso comunicativo h

x Paso 26.2

Interpersonal: I can exchange information about foods eaten at different mealtimes.

Teaching Tip: Encourage students to refer to the food items they selected for Paso 26.1, including at least one item they like for each meal.

Vocabulario personal

Answers Answers will vary.

26.3 Escribe un mensaje w

almorzar to eat lunch

cenar to eat dinner

E

desayunar to eat breakfast

Escribe un mensaje a tu profesor/a con tres oraciones sobre lo que te gusta.

MODELO

Vocabulario personal

Me gusta el pan dulce para el desayuno.

27 El menú para la cena

Encourage students to use this vocabulary to personalize and enhance their communication.

Invitas a tus vecinos, la familia Ramírez Ortiz, para la cena. Quieres preparar los platos favoritos de todos los miembros de la familia.

PL

27.1 Escucha y escribe los detalles a

Teaching Tip: Explain to students that the nouns desayuno, almuerzo, and cena have their verb counterparts: desayunar, almorzar, cenar. Model how to use each, e.g., Como pan para el desayuno (noun). Desayuno pan todos los días (verb).

Paso 26.3

El día de la cena, recibes un mensaje de la familia. Escucha la descripción de cada persona y escribe los detalles.

Persona

¿Tiene hambre?

¿Qué prefiere comer en la cena?

1. Armando, el padre

Teaching Tip: Challenge students to use desayunar, almorzar, and cenar for this activity, e.g., Me gusta el pan dulce para desayunar.

Desayuno pan dulce.

M

2. Ximena, la hija

Answers Answers will vary.

Paso 27.1

260

SA

Teaching Tip: Have students listen to the audio once to determine if the neighbors are hungry. Play the audio again and have them listen for their food preferences for dinner.

3. la señora Ortiz, la abuela

Sample Answers 1. Sí; las sopas, las ensaladas, las verduras (pepinos, papas) 2. Sí; la carne, las hamburguesas con queso, el pescado, los camarones 3. No; un sándwich, una ensalada, un batido de frutas, un café con leche

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Scaffold For Paso 27.1, encourage students to keep their books open to Así de dice 2 as they listen to each person describe what they prefer. Remind students to look only at the first two sections.

Explain that seeing the vocabulary words while listening to the audio might help students more clearly identify what they hear.

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Challenge For Paso 27.3, tell students to explain why they chose each menu item, e.g., Comemos una sopa de papas porque Armando es vegetariano y prefiere las sopas con verduras. Challenge students to record their messages while looking only at their menu items and the table from Paso 27.1 rather than reading prepared sentences. Encourage students to practice their message a few times prior to recording.

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Comunicación 2 ACTFL Standard

27.2 Escribe un mensaje con preguntas w MODELO

¡Hola! Ximena, ¿qué verduras prefieres con tu hamburguesa?

Paso 27.2

27.3 Graba un mensaje para explicar los platos m

Teaching Tip: Tell students to use the notes they took for Actividad 27.1 to ask the guests follow-up questions, following the modelo.

Graba un mensaje a la familia Ramírez Ortiz para explicar los platos que preparas para la cena.

MODELO

Hola. En la cena de hoy, comemos… También cenamos…

Answers Answers will vary.

Mi progreso comunicativo h Presentational: I can present information about meals and food.

Food terminology varies throughout the Spanish-speaking world. Regional variations for words for food reflect variations in local ingredients as well. If you order a sandwich in Mexico, you would likely eat una torta, which is prepared on a large flat roll. A sandwich in Spain, however, is called un bocadillo and served on a baguette. sandwich: la torta (Mexico), el bocadillo (Spain), el sándwich (other Spanish-speaking countries) dish (prepared food): el platillo (Mexico), el plato (other Spanish-speaking countries)

Teaching Tip: Encourage students to follow the modelo and to explain the dishes with more detail, e.g., En la cena hoy comemos pescado con ensalada porque Ximena quiere comer proteína. Allow time to practice.

Suggest that they close the message with one of the following: ¡Hasta luego! ¡Nos vemos pronto!

PL

banana: el plátano (Mexico, Peru, Spain), el cambur (Venezuela), el guineo (Dominican Republic)

E

x Paso 27.3

Variedad lingüística

tomato: el jitomate (Mexico), el tomate (other Spanish-speaking countries)

peanut: el cacahuate (Mexico), el cacahuete (Spain), el maní (Argentina, Colombia, Venezuela, Chile)

Answers Answers will vary.

Variedad lingüística

Unidad 4

M

Teaching Tip: After students read Variedad lingüística, play a quick game. Say: Quiero un bocadillo. ¿De dónde soy? (De España.) Quiero comer jitomate. ¿De dónde soy? (De México.)

SA

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Communication: Presentational (27.2, 27.3)

Escribe un mensaje a la familia para hacer preguntas sobre sus preferencias.

Strategies for Differentiation

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Supporting Heritage Learners For Paso 27.2, in addition to the questions, have heritage learners write a short list for themselves in which they brainstorm what they are going to prepare for the dinner. Ask them to use adjectives to describe each dish to entice their guests. For Paso 27.3, have students leave personalized voice mails for each of the four members of the family. They should describe what they are preparing specifically for them and why.

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College and Career Readiness For Paso 26.2, ask the class to brainstorm possible follow-up questions to the model and write them on the board, e.g., ¿Qué prefieres comer con el pan? ¿Te gusta el pan con mantequilla? ¿Qué tipo de pan prefieres? Explain that asking follow-up questions demonstrates active listening and allows us to learn more information about our partners. Encourage partners to ask at least one follow-up question per meal.

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Unidad 4 | La comida es cultura ACTFL Standards

28 Ordenando comida

Communication: Interpretive (28.1) Communication: Interpersonal (28.1) Connections: Acquiring Information (28.1)

Decides pedir (order) comida de un restaurante local, Don Camarón.

Fuente auténtica

Paso 28.1

Don Camarón

Teaching Tip: Encourage students to expand their conversations, e.g., Estudiante A: No sé qué prefiero. ¿Qué otros ingredientes tienen los tacos de camarón? Estudiante B: Tienen cebolla y tomate. Estudiante A: No me gusta la cebolla.

Share that students can invent information to answer their partner’s questions if they are unsure.

Inicio | Conócenos | MENÚ | Contáctenos

E

Tacos de camarón

Answers Answers will vary.

Tostadas de pescado

PL

Plátano frito

Chiles rellenos

Coctel de fruta Agua fresca

Pedir en línea

© Mauricio Arias, Don Camarón Food Truck, “Don Camarón Menu”.

Tacos de carne de res

28.1 Lee el menú y conversa b s c

Lee el menú. En parejas, conversen sobre lo que quieren comer.

MODELO

Estudiante A:

¿Qué prefieres del menú?

Estudiante B:

Quiero los tacos de carne de res. ¿Y tú?

M

Mi progreso comunicativo h

Interpretive: I can recognize dishes and ingredients on a menu.

SA

262

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Scaffold To prepare for Paso 28.2, ask students to write down their partner’s order in Paso 28.1. In addition, have students create and write down an order for their vegetarian friend that they will include in their text conversation. To help students anticipate the requirements of the conversation, tell them that they will need to invent information and be creative with their answers (e.g., while answering the question about potential allergies).

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Differentiate For Pasos 28.2 and 28.3, model answers with varying degrees of detail, e.g., Question: ¿Quiere sal y pimienta? Answers: Sí. (no detail); No. No me gusta la sal. (some detail); Sí, gracias. Quiero sal, pero no necesito pimienta. (very detailed). Explain that all answers are appropriate, but students will gain more practice by including more details. Ask students to reflect on how they typically answer questions, and challenge them to answer at the next level.

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230-303_ECS

Comunicación 2 Communication: Interpersonal (28.2, 28.3)

Un amigo vegetariano quiere comer con ustedes. Usa el chat de Don Camarón para explicar lo que quiere comer cada persona.

Paso 28.2 Preparation: Before answering the chat, clarify to students that there are three people for whom they need to order food: the student, the partner, and a vegetarian friend.

Don Camarón ¡Hola, bienvenidos al menú en línea de Don Camarón! ¿Qué platos quiere del menú?

Answers Answers will vary.

Hola, quiero…

E

Claro, no hay problema. ¿Tiene alguna alergia?

Paso 28.3

Preparation: Discuss expressions that customers use when receiving a delivery order from a restaurant, e.g., Gracias, aquí está el dinero. Next, share expressions that delivery people use, e.g., ¿Puede confirmar su orden? ¡Buen provecho! ¿Está todo bien?

Perfecto. ¿Quiere algo de postre?

Tenemos pastel y helado de fruta.

¡Genial! Le mando un enlace (link) para pagar. La orden llega pronto. ¡Buen provecho!

PL

Muy bien. ¿Quiere sal y pimienta con sus platos?

Answers Answers will vary.

...

28.3 Conversa con el repartidor r s

Unidad 4

M

El restaurante entrega (is delivering) la comida a tu casa. El repartidor (delivery person) tiene preguntas para ti. Responde a sus preguntas.

SA

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ACTFL Standard

28.2 Responde a los mensajes del restaurante e

Strategies for Differentiation

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Supporting Heritage Learners After completing Paso 28.3, invite heritage learners to role-play the following situation in pairs: The student who ordered the food realizes that one order is incorrect. The vegan meal has cheese. The friend who ordered this dish is allergic and this ingredient is not on their website. The student should negotiate getting the correct order to the house. The delivery person should apologize. Invite more proficient students to model this.

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AP® Strategies After completing Paso 28.3, ask students to listen to their conversation and take notes on questions they missed and information they could have added. Allow students to ask you clarifying questions. Then have them look at their notes one last time before putting them away and recording the conversation again. Tell students to listen to the new recording and note their improvements. Ask them to share.

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Unidad 4 | La comida es cultura ACTFL Standards

29 El mole, un plato en cada mesa mexicana

Communication: Interpretive (29.1, 29.2) Communication: Presentational (29.1)

Ana María, la guía turística mexicana, habla en el video La importancia del mole sobre uno de los platos populares de México.

1. El mole es una salsa.

Paso 29.1 Preparation: Before completing Paso 29.1, review qué, cuántos, and por qué. Remind students that qué asks about a noun, cuántos asks about a number and por qué asks about a reason.

2. Se prepara con aproximadamente quince ingredientes.

Teaching Tip: Model and write the first question on the board: ¿Qué es el mole?

Encourage pairs to use the question words, quince, and platillos principales to write the following questions. Review questions with the class.

29.1 Lee y escribe preguntas b w

Lee las oraciones de Ana María. Escribe la posible pregunta a la que responde Ana María en cada oración de la imagen.

1. ¿ ?

2. ¿ ?

Sample Answers 1. ¿Qué es el mole? 2. ¿Cuántos ingredientes hay en el mole? 3. ¿Por qué es importante el mole?

Teaching Tip: Review each of the words listed. Encourage students to focus only on the list of words as you play the video the first time. Play the video a second time for students and ask them to confirm their answers.

29.2 Mira el video y selecciona los ingredientes v

Mira el video. Selecciona solo los tres ingredientes del mole que menciona Ana María.

M

Answers Las nueces, los chiles, el chocolate amargo

3. ¿ ?

PL

x Paso 29.2

E

3. Ese es uno de nuestros platillos principales.

❑ las nueces

❑ el queso

❑ la harina

❑ el chocolate amargo

❑ los chiles

❑ los frijoles

Mi progreso comunicativo h Interpretive: I can understand some basic facts about a culturally significant dish in a video.

SA

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Scaffold For Paso 29.1, write question words on the board: ¿Quién? ¿Qué? ¿Dónde? ¿Cuándo? ¿Cómo? ¿Por qué? ¿Cuántos? Ask pairs to read each statement and decide which question it answers, e.g., El mole es una salsa (¿Qué?). Once they have the beginning of the question, have pairs complete the rest of it. Tell students that it may help to think of which question they would ask in English to get the same answer.

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Differentiate As an alternative to Paso 29.4, ask students to present their dish to the class. Have students prepare a slide with images of the dish and its ingredients for their presentation. Encourage them to bring in the dish to share with the class if possible. Ask the students in the audience to take short notes as they hear about each dish. Ask comprehension questions in between presentations like: ¿Qué ingredientes hay en (dish)? ¿Por qué es importante?

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Comunicación 2 ACTFL Standards

29.3 29.3 Termina Terminalas lasoraciones oracionesb b 1.1. ElElmole molees____ es____ 2.2. Hay Haymucha muchapreparación, preparación,pero peroes esimportante importantepara____ para____

Paso 29.3

3.3. Para ParaAna, Ana,elelmole molesimboliza____ simboliza____ a. a. comer comerbien biencon conlalafamilia. familia.

d. d. un unplato platoprincipal principalmexicano. mexicano.

b. b. una unasalsa. salsa.

e. e. reunirse reunirsecon conlalafamilia. familia.

Preparation: Before completing this paso, explain to students that there may be more than one correct answer for two of the questions. Challenge them to find which ones.

c.c. tradiciones tradicionesfamiliares. familiares.

29.4 29.4 Graba Grabaun unvideo videom m

Answers 1. b, d 2. a, e 3. c

Graba Grabaun unvideo videosobre sobreun unplato platoimportante importanteen entu tuvida. vida.Incluye: Incluye:

E

•• elelnombre nombredel delplato; plato; •• los losingredientes ingredientesprincipales; principales;

x Paso 29.4

•• lalaimportancia importanciadel delplato platoen entu tuvida. vida.

Preparation: Project a picture of a dish and, using the sentence stems below, model to students what their recorded presentation should be like.

Mi progreso comunicativo h

Unidad 4

M

PL

Presentational: I can present information about meals and food.

SA

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Communication: Interpretive (29.3) Communication: Presentational (29.4)

Indica Indicala(s) la(s)frase(s) frase(s)que quepueden puedenterminar terminar(end) (end)cada cadaafirmación, afirmación,según segúnelelvideo. video.

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Supporting Heritage Learners For Paso 29.4, invite heritage learners to speak for three to five minutes, depending on students’ proficiency and previous performance. They can speak on the following: how the dish is made, its importance in culinary tradition and community, and its history. The time limit or the complexity of the task may be challenging for some students.

Allow them to write drafts and peer edit with other students before recording. Liken this to preparing for a big speech.

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Teaching Tips: • Make sure students know the name of their country/region and their dish’s main ingredients in Spanish.

• Provide the following sentence stems: El nombre de mi plato es (dish). Es un plato de (country/region). Mi plato tiene muchos ingredientes deliciosos como (at least five main ingredients). (Dish) es muy importante para mí porque (three reasons). If their dish does not have at least five ingredients, encourage students to share side dishes or drinks that might accompany it. Allow time to practice.

Answers Answers will vary.

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IB Strategies Paso 29.4 pairs well with the IB theme of identities and how culture contributes to identity. For their presentations, ask students to incorporate the sentences from Paso 29.3 about their own dish, e.g., (Dish) es…; Hay mucha/poca preparación, pero es importante para…; Para mí, (dish) simboliza… Share that this helps link food to culture and culture to identity.

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Unidad 4 | La comida es cultura ACTFL Standards

Observa 2

Communication: Interpretive (30) Comparisons: Linguistic (30)

Expressing Preferences a

Observa 2

Ay, siempre tengo hambre, Alex.

Pues a mí me gusta el desayuno. ¿Qué comidas te gustan a ti?

Teaching Tip: Follow these steps to facilitate a co-constructive approach or discovery method.

1. Have a conversation using the verbs gustar and encantar. Use visuals, toy food, and gestures. Hold a picture of food in general and ask a student: ¿Qué comida del día te gusta más? Then hold a picture of breakfast and say: A mí me gusta el desayuno. Ask another student: ¿Qué comidas te gustan a ti? Hold a picture of dinner and say with emphasis: También me encanta la cena.

Then say: A mi familia le gusta preparar la cena. Hold a picture of dessert and say: A mi hermano y a mí nos gusta el postre. Hold a picture of several ice creams and say: Me encantan los helados. Finally, hold a picture of an ice cream store and say: A mis hermanos les gusta mucho.

¡Igual! Oye, Carmen, ¿cuál comida del día te gusta más?

PL

Hay una heladería nueva y a mis hermanos les gusta mucho. ¿Quieres probar?

Me encanta la idea. ¡Vámonos!

30 ¿Qué observas? b v

In the conversation, notice the expressions that show what people like.

Can you figure out when the speakers use gusta vs. gustan or encanta vs. encantan? Which word tells who likes the different foods and activities? How do the additional expressions a mí, a ti, a mi familia, a mi hermano y a mí, and a mis hermanos help to reinforce who likes something? Discuss your ideas with your classmates and teacher, view the Observa video online, and check the Gramática: Resumen pages at the end of this unit to help you find out.

M

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Me encanta la cena. A mi familia le gusta preparar cenas vegetarianas. ¡Y a mi hermano y a mí nos gusta el postre! Oye, ¿te gusta el helado?

¡Claro que sí! Me encantan los helados de fruta. Pero no me gustan los helados de chocolate.

266

SA

Teaching Tips: 2. Ask: ¿Qué observas? Encourage students to take notes and to share their thoughts with a partner or group. Ask them to pay attention to patterns by asking: ¿Son iguales o diferentes gusta y gustan? ¿Y encanta y encantan? Ask: ¿Cuándo uso (indirect object pronoun)? ¿Puedes relacionarlos con (clarifier such as a mí)?

Write the new structures on the board for reference. Students can use the Observa graphic organizer to record their findings.

Encourage students to make linguistic comparisons to their home language.

3. Ask: ¿Qué observan ustedes? and note answers on the board. It is okay if students answer you in English. Guide them to check their hypotheses with Gramática: Resumen. Invite them to share how accurate their hypotheses were and celebrate their pattern detection.

Answers Answers will vary.

266

Gustar and encantar

E

Observa presents grammar through a co-constructive approach or discovery method. Access Audio, the Observa video, and Más práctica de gramática activities on Learning Site®.

Actividad 30 ¿Qué observas?

Estructura

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Scaffold Provide additional examples for Observa 2 on the board or a slide with the verb endings and definite articles color-coded or in bold, e.g., Me gustan las sopas en general, pero me encanta la sopa de brócoli y queso. Ask students to observe the color-coded/bold parts and to consider them as they form their hypotheses. Have pairs share their observations and then ask them to share with the class before checking Gramática: Resumen.

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Challenge After completing Paso 31.1, show five images of food and their names in Spanish and ask students to write on whiteboards if they (do not) like or love each food, e.g., Show spinach and write la espinaca. Possible student answers are: (No) Me gusta la espinaca. ¡Me encantan las fresas!

Read some answers aloud to emphasize correct usage: ¡Ah! ¡A Julián le encantan las fresas!

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Comunicación 2 ACTFL Standards

31 Las preferencias de Carmen y Alex 31.1 Indica el símbolo apropiado b

❤) o le gusta (��) según la conversación de 1. A Carmen a. le encanta ❤ b. le gusta �� el desayuno.

2. A Alex a. le encanta ❤ b. le gusta �� la cena.

3. A Carmen a. le encantan ❤ b. le gustan �� los helados de fruta.

4. A los hermanos de Alex a. les encanta ❤ b. les gusta �� la heladería.

5. A Alex y a Carmen a. les encanta ❤ b. les gusta �� la idea.

Indica si a la persona le encanta ( Observa 2.

Alex menciona otras preferencias de las personas de su familia. Indica a qué persona se refieren estas preferencias. a. a mí

b. a ti

c. a nosotros

d. a los primos

e. a la tía

1. Me encanta el desayuno.

5. Les encanta la heladería.

6. Le gusta preparar el pollo.

31.3 Conversa sobre las comidas s

👍 ❤ ❤ 👍 ❤

Answers 1.

2.

los camarones

la ensalada

el té con limón

el pastel

la sopa de verduras

las frutas

los frijoles

Estudiante A:

¿Te gusta el postre?

Estudiante B:

Sí, me encanta el postre. ¿Te gustan los helados de fruta?

Estudiante B:

No, no me gustan los helados de fruta.

M

MODELO

Paso 31.3

Teaching Tip: Require each pair to discuss each word in the box with at least two exchanges per partner with Estudiante A asking why or asking what Estudiante B likes instead, e.g., Estudiante B: No, no me gusta el pastel. Estudiante A: ¿Por qué?/Si no te gusta el pastel, ¿qué postre te gusta? Estudiante B: No es saludable./Prefiero la fruta.

Interpersonal: I can exchange information about food preferences.

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Supporting Heritage Learners For Paso 31.3, require heritage learners to provide at least three exchanges per partner, with Estudiante A asking follow up questions, e.g., Estudiante B: No, no me gustan los camarones.

Estudiante A: ¿Por qué?/Si no te gustan los camarones, ¿qué comida te gusta? Estudiante B: No me gusta la salsa que se sirve con los camarones./ Prefiero el pollo. Make sure each pair takes turns being Estudiantes A and B. Encourage students to explain their answers.

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5.

Answers 1. a 2. c 3. d 4. b 5. d 6. e

Mi progreso comunicativo h

Unidad 4

4.

Paso 31.2

En parejas, conversen sobre las comidas que les gustan. el postre

3.

PL

4. ¿Qué comidas te gustan?

Preparation: Ask students about their and others’ preferences to report them, e.g., Ashley, ¿qué te gusta cenar? (Me gusta cenar espagueti.) Brian, ¿qué le gusta cenar a Ashley?

(Le gusta cenar espagueti.) Do this five times and include both plural and negative forms.

Teaching Tip: Students may have trouble connecting the pronouns in the answers with the indirect object pronouns in the questions.

Before starting, ask them to pair them up.

When reviewing the answers, ask them to create emphatic complete sentences with both, e.g., A mí me encanta el desayuno.

2. Nos gusta el postre.

3. Les gusta comer el almuerzo juntos.

Paso 31.1

E

31.2 Indica a qué persona Alex se refiere b

SA

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Communication: Interpretive (31.1, 31.2) Communication: Interpersonal (31.3)

Lee la transcripción de la conversación entre Carmen y Alex.

numeral

Answers Answers will vary.

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College and Career Readiness Share that many educational and professional conversations require advanced preparation. For Paso 31.3, ask students to prepare by creating a T-chart with the headings Me gusta and Me gustan. Tell students to place the foods in the word bank in the appropriate category. Then ask them to indicate if they love the food or do not like it. Encourage students to use this chart during their conversation.

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Unidad 4 | La comida es cultura ACTFL Standards

32 Escucha e indica a

Communication: Interpretive (32) Communication: Interpersonal (33.3) Communication: Presentational (33.1, 33.2, 33.4)

Escucha las oraciones. Indica la palabra que oyes.

1. a. gusta

b. gustan

4. a. gusta

b. gustan

2. a. encanta

b. encantan

5. a. gusta

b. gustan

3. a. encanta

b. encantan

6. a. encanta

b. encantan

33 ¿Qué te gusta?

Actividad 32 Teaching Tip: Ask students to explain what is liked or loved, e.g., Para número dos, ¿qué le encanta a la madre de esta persona? Play the audio twice. Pause after each question.

Review the answers and why the verb is singular or plural.

El director de la cafetería escolar quiere crear un nuevo menú con las comidas favoritas de los estudiantes.

Answers 1. gusta 2. encanta 3. encantan 4. gustan 5. gusta 6. encantan

Escribe preguntas para saber si a otros estudiantes les gustan las comidas de tu lista de 33.1.

33.1 Escribe una lista de tus comidas favoritas w MODELO

E

Escribe una lista de lo que te gusta comer en las diferentes comidas del día.

Para el desayuno, me encanta el café con azúcar.

33.2 Escribe preguntas w

MODELO

Para el desayuno, me encanta el café. ➞ ¿Te encanta el café para el desayuno?

PL

33.3 Conversa y escribe las respuestas de tus compañeros s

Paso 33.3

Conversa con al menos seis compañeros de clase. Usa tus preguntas de 33.2.

Escribe sus opiniones.

Teaching Tip: After students have gathered their classmates’ opinions, ask them to post their results in the Forum. They should write sentences following the modelo. If a food has already been posted, students should upvote it. The five foods with the most votes will be the new weekly menu.

Answers Answers will vary.

MODELO

Estudiante A:

¿Te encanta el café con azúcar?

Estudiante B:

No, no me encanta el café con azúcar.

A María no le encanta el café con azúcar.

Mi progreso comunicativo h

Paso 33.4

Interpersonal: I can exchange information about food preferences.

M

Teaching Tip: Ask students to write two paragraphs of at least three sentences. The first should describe agreements in food preference and the second should describe disagreements. Have students use connector words such as pero and sin embargo.

Escribe un mensaje al director con una comparación de tus preferencias y las de tus compañeros.

MODELO

A María no le encanta el café con azúcar, pero (a mí) me encanta.

A Jorge y a mí nos gustan los frijoles y el arroz.

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Answers Answers will vary.

33.4 Escribe un mensaje al director w

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Scaffold Explain how students should write their sentences for Pasos 33.3 and 33.4 without giving complex grammatical reasons. Say: To identify who likes something, use: a (name). Use le to talk about one person and les to talk about more than one. Use nos gusta(n)/encanta(n) to convey we like/love. Use an -a for a singular item liked and -an for a plural item. Reinforce correct usage in your examples and speech.

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Differentiate For Paso 33.3, provide a nine-square grid and ask students to label each column with a different meal (e.g., desayuno) and write sentence starters for their conversations, e.g., ¿Te gusta(n)…?

Para la cena, me gusta(n)… Then have students place their foods from Paso 33.1 in boxes in the appropriate column. Tell students to walk around and ask a different student about each food and record their answers in the box.

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Comunicación 2 ACTFL Standards

34 El restaurante Parrilla Mission Fuente auténtica

Actividad 34 Teaching Tip: Have students use context and what they know about menus to guess the meaning of key elements in the menu.

What does P/Llevar stand for? What does it mean? Why are the prices in this column often more than those in the pesos column? What is a good deal? What do the different egg preparations mean? Invite students to share their guesses and then confirm the correct answers.

Menú del desayuno Parrilla Mission Restaurante P/Llevar

$25

$30

Omelet (con jamón, queso o champiñones)

$33

$38

Enchiladas (rojas o verdes)

$35

$40

Quesadillas

$35

$38

Club Sándwich

$40

$45

Tacos dorados

$35

$40

Panqueques

$35

$40

Tostada a la francesa

$40

$40

Batido de frutas

$30

$35

$10

$10

$10

$10

$13

$20

$12

$12

$12

$12

Jugo de naranja Agua embotellada Café

¡Gracias por su visita!

© Parrilla Mission Restaurant, “Menú desayunos”.

Aguas (horchata y jamaica)

Paso 34.1

Teaching Tip: Have students create a list with each of the categories in Paso 34.1.

Direct them to find examples of vocabulary or answers for each of those terms in the menu above and to write all relevant words and phrases. Warn them that one or two categories may not be present in the menu and to underline them.

PL

Ingrediente extra

E

pesos Huevos al gusto (rancheros, a la mexicana, divorciados, con chorizo)

34.1 Lee el menú y selecciona los elementos b c

M

Lee el menú. Selecciona solo los elementos que encuentras en el menú. Luego, escribe palabras o frases del menú que apoyan (support) tus selecciones. ❑ los ingredientes

❑ el tipo de menú

❑ las bebidas frías

❑ la información nutritiva

❑ los postres

❑ las preparaciones para los huevos

Sample Answers los ingredientes: jamón, queso las bebidas frías: batido de frutas, aguas, jugo los postres: – los precios: pesos, $ el tipo de menú: desayuno la información nutritiva: – las preparaciones para los huevos: rancheros, a la mexicana, omelet

❑ los precios

Mi progreso comunicativo h

Interpretive: I can recognize dishes and ingredients on a menu.

Unidad 4

SA

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Communication: Interpretive (34.1) Connections: Acquiring Information (34.1)

Son las 8:00 de la mañana y tienes hambre. Encuentras este menú del restaurante Parrilla Mission.

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Supporting Heritage Learners For Paso 34.1, have heritage learners each choose a menu item, look up its ingredients and preparation, and study its history. Have them write a five sentence paragraph with this information, stating if they recommend the dish, to create a guide for people who want to try Mexican food, but do not know where to start.

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College and Career Readiness Explain that knowing how to find exchange rates and convert currency is a good skill to have for studying, traveling, and working in other countries. After reading the menu in Actividad 34, direct students to a currency conversion website. Have them find the exchange rate for Mexican pesos to U.S. dollars and then convert the price of five menu items to U.S. dollars. Ask students if they think the prices are reasonable.

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Unidad 4 | La comida es cultura ACTFL Standards

34.2 Conversa sobre el menú s

Communication: Interpretive (35.1, 35.2) Communication: Interpersonal (34.2) Communication: Presentational (34.3) Connections: Other Disciplines (35.1) Connections: Acquiring Information (35.2)

En parejas, conversen sobre las comidas del menú.

MODELO

Estudiante A:

¿Te gustan las enchiladas para el desayuno?

Estudiante B:

No, no me gustan las enchiladas para el desayuno. Me encantan para la cena.

Mi progreso comunicativo h

Paso 34.2

Interpersonal: I can exchange information about food preferences.

Teaching Tip: Specify that each partner should take two turns and talk about at least six menu items, providing details and explanations as in the modelo. Students will take turns being Estudiantes A and B. Estudiante A should also ask follow up questions after Estudiante B’s initial response to continue the conversation.

34.3 Graba tu opinión del restaurante m

Answers Answers will vary.

Para inspirar a los estudiantes, la profesora presenta el poema A tía Julia de María Lupe. Escucha el poema y empareja las palabras que riman.

Teaching Tip: Encourage students to speak for one minute. Ask them to say whether or not they want to try the restaurant and to give three reasons why, such as dishes and price. Give examples to scaffold, e.g., Quiero almorzar en el restaurante Parrilla Mission porque prefiero desayunar en casa.

Paso 35.1

E

(No) quiero probar el restaurante porque…

35 ¡Me gustan los tamales!

Tomas un curso de cocina mexicana.

35.1 Escucha el poema y empareja las palabras a b c

1. me encanta el arroz

a. con toda su tradición

2. ¡qué bonita estación!

b. ¡me enseñas a amar!

3. en la masa trabajar

c. el canto de tu voz

M

Answers Answers will vary.

MODELO

PL

Paso 34.3

¿Quieres probar el restaurante Parrilla Mission? ¿Por qué? Graba una explicación con tu preferencia.

35.2 Lee el poema y escribe los elementos b c Lee el poema. Escribe los ingredientes, platos y lugares que reconoces.

Mi progreso comunicativo h Interpretive: I can identify how familiar words contribute to the meaning of a poem.

270

SA

Preparation: To prepare students for the poem, ask students to discuss these questions: ¿Cuál es la celebración familiar más importante en tu familia? ¿Por qué es importante? ¿Dónde celebras y con quién? ¿Quién prepara la comida? ¿Qué prepara? ¿Qué memorias tienes de esta celebración? Students may use some English in their responses.

Review the words in the gloss before reading.

Answers 1. c 2. a 3. b

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Scaffold For Paso 34.2, ask pairs to brainstorm questions for their conversations, e.g., ¿Qué comidas (no) quieres probar? ¿Cómo prefieres los huevos? Invite pairs to share. Write their questions on the board for reference during the conversations. Remind students to ask follow-up questions like ¿Por qué? and ¿Qué te gusta comer con (menu item)? and to provide details in their answers beyond sí/no, no me gusta(n).

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Differentiate After completing Paso 35.2, assign each line of A tía Julia to students (individuals, pairs, or groups depending on class size). Ask students to draw an image that represents their line and to practice presenting it while emphasizing the rhyme. Have the class read the poem aloud and ask students to stand up and show their image as they say their line.

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Comunicación 2 Paso 35.2 Teaching Tip: Read the glossed words, directions, and poem to your students. Read it twice, pausing between lines. Ask: ¿Qué palabras oyeron? Okay, what is the poem about? Ask follow up questions based on what your students say. You can have them fill out a table with ingredientes, platos, and lugares as columns.

Fuente auténtica A tía Julia Me gustan los frijoles, me encanta el arroz, me gusta, en la cocina, el canto de tu voz.1 Me gustan las Posadas,2 ¡qué bonita estación!

Me encantan los tamales con toda su tradición.

E

Me gusta ver tus manos3 en la masa4 trabajar, me encanta cómo en la cocina ¡me enseñas5 a amar!

Gracias, tía Julia, por enseñarme esta tradición familiar. ¡Me encanta pasar las Navidades6 contigo!

Sample Answers Ingredientes: los frijoles, el arroz, la masa; Platos: los tamales; Lugares: la cocina

el canto de tu voz – the sound of your voice

2

Las Posadas – days of celebration before Christmas

3

ver tus manos – watch your hands

4

la masa – cornmeal dough

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me enseñas – you show me

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las Navidades – Christmas

© Used with permission

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María Lupe

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Culture Note: Explain to your students that tamales are a Mesoamerican dish made of a corn-based dough and a filling that is steamed in a corn husk or banana leaf. It is eaten in Mexico and the American Southwest, often around the Christmas holiday. Families often make tamales together as a holiday practice.

Strategies for Differentiation

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Supporting Heritage Learners For Paso 35.2, invite heritage learners to talk about whom they look forward to seeing during the holidays and what they have learned from them, e.g., ¿Qué piensas del poema? ¿Por qué? ¿Qué memoria especial tienes de tu familia? ¿Con quién te gusta pasar las fiestas? ¿Qué hacen ustedes juntos? ¿Por qué es una persona importante para ti? ¿Qué aprendes de esta persona? Project these questions for their discussion.

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Cultures To prepare students for Actividad 35, write the question on the board and ask: ¿Las emociones y la comida están conectadas? Write the sentence frame on the board and give examples: Me siento (feeling) cuando como (food) porque pienso en (person/memory), e.g., Me siento feliz cuando como pastel de mantequilla porque pienso en mi padrino. Pre-teach me siento and pienso en. Invite students to reflect and share.

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Unidad 4 | La comida es cultura ACTFL Standard

35.3 35.3 Describe Describeun unevento eventoimportante importantew w

Communication: Presentational (35.3)

En Enelelpoema poemahay hayuna unadescripción descripciónde delas lascomidas comidasque quese sesirven sirvenen enlas lasPosadas.

Posadas.

Describe Describelas lascomidas comidasyylos losmomentos momentoscentrales centralesde deun unevento eventoimportante importanteen entu tuvida. vida.

Para Parapreparar preparartu tudescripción, descripción,primero primerotoma tomaapuntes apuntesen enelelorganizador organizadorgráfico. gráfico.

x Paso 35.3

MODELO MODELO

El Elevento evento

Las Lascomidas comidas

Los Losmomentos momentosfavoritos favoritos

Las LasPosadas Posadas

tamales tamales

cantar cantar

atole atole

participar participaren enlalaprocesión procesión

café café

tocar tocarun uninstrumento instrumento

frijoles frijolesyyarroz arroz

preparar prepararcomidas comidas

E

Teaching Tip: Have students share their answers with a small group of students.

Ask them to compare their answers, finding similarities and differences and reporting these to practice negative and plural verb forms, e.g., A Sarah y a mí nos gusta hacer galletas para la Navidad. Me encanta cantar, pero a Sarah no le gusta.

Un Unevento eventoimportante importanteen enmi mivida vidason sonlas lasPosadas.

Posadas.Como Comotamales. tamales.Me Meencanta encanta cantar cantaryyparticipar participaren enlalaprocesión. procesión.

Answers Answers will vary.

Mi progreso comunicativo h

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PL

Presentational: I can present information about meals and food.

SA

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Challenge Find a short video to share with students about how Las Posadas is celebrated in Mexico. Show the video and ask pairs to discuss and identify a cultural product, practice, and perspective they observe. Then challenge students to identify a cultural product, practice, and perspective from the event, foods, and moments they describe in Paso 35.3.

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Scaffold For Paso 36.1, tell students to list foods without using name brands. Brainstorm common brands that students might eat and how to describe them without mentioning the brand, e.g., un sándwich de galletas de chocolate con crema de vainilla. Also, model for students how to be specific about the foods they list, e.g., tacos vs. tacos de pollo; pizza vs. pizza con cebollas.

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Comunicación 2

Solemos Solemoscomer comer quesadillas quesadillasde decena. cena.

Communication: Presentational (36.1)

En Enmi mifamilia familiahay haymucha muchavariedad variedad de degustos gustosdiferentes. diferentes.

La perspectiva de Fernanda Paso 36.1 Preparation: Have volunteers read the speech bubbles. After the first, ask: ¿Les gustan las quesadillas? After the second, say: Levanta tu mano si tu familia tiene gustos diferentes.

Levanta tu mano si tu familia no tiene gustos diferentes. After the third, point to the images and say: Es el tamal dulce y el tamal picante.

El azúcar es dulce. ¿Qué significa dulce? Los jalapeños son picantes. ¿Qué significa picante?

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Algo Algoque quetienen tienenque queprobar probarson sonlos lostamales, tamales, tanto tantode dedulce, dulce,sisies esque quete tegusta gustaeleldulce, dulce, como comoeleltamal tamalrojo. rojo.

36 36 Las Lascomidas comidashabituales habitualesde deFernanda Fernanda Fernanda Fernandanos noscuenta cuentalo loque quecome comedurante duranteun undía. día.

36.1 36.1 Escribe Escribesobre sobretus tuscomidas comidashabituales habitualesw w •• lalahora horaen enque quecomes comescada cadacomida; comida;

Teaching Tip: Ask questions to ensure comprehension of the table, e.g., ¿Qué significa comida? Highlight a las in the model to say at a certain time. Review the phrases: de la mañana, de la tarde, de la noche. Ask students to fill out the first column.

PL

En Enlalacolumna columna“Yo” “Yo”del delorganizador organizadorgráfico, gráfico,escribe: escribe: •• lo loque quecomes comesnormalmente normalmenteen enesa esacomida. comida.

Yo Yo Desayuno Desayuno

aalas las7:30 7:30de delalamañana, mañana,pan pan tostado, tostado,jugo jugode denaranja naranja

Almuerzo Almuerzo Comida Comida

Unidad 4

Answers Answers will vary.

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Cena Cena

Tamales Tamalesdulces dulces

Fernanda Fernanda

Tamales Tamalespicantes picantes

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ACTFL Standard

La La perspectiva perspectiva de de Fernanda Fernanda 22

Strategies for Differentiation

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Supporting Heritage Learners For Paso 36.1, invite heritage learners to provide greater detail by describing with whom they eat, portion sizes (e.g., una copa de jugo de naranja, una manzana pequeña), or other reasons for why they eat these foods, e.g., a las seis de la mañana porque tengo práctica de fútbol después.

Encourage them to include frequency phrases such as cada día or generalmente as well.

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IB Strategies Paso 35.3 connects to the IB theme of experiences. Ask students to create an audiovisual presentation in which they record themselves presenting a slide with images related to the event, food, and moments they describe. Invite students to use personal pictures if they feel comfortable. In addition to the model, ask students to complete the sentence: (Event/ food) es (muy) importante para la cultura (name of culture).

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Unidad 4 | La comida es cultura ACTFL Standards

36.2 Mira y escribe la información de Fernanda v

Communication: Interpretive (36.2) Communication: Interpersonal (36.3) Comparisons: Cultural (37)

Mira el videoblog. En el organizador gráfico de 36.1, escribe la hora y lo que come habitualmente Fernanda en cada comida.

36.3 Compara las preferencias e Recibes unos mensajes de texto de tu amiga Anita con preguntas sobre el video de Fernanda. Responde a sus mensajes. Al final, escribe una pregunta para tu amiga.

Paso 36.2 Preparation: Tell students that they will hear Fernanda say suelo and solemos various times in her videoblog. Share that they mean I usually and we usually.

A la mamá de Fernanda le gusta todo con queso, pero a mí no. ¿Y a ti?

Teaching Tip: Share that Fernanda does not mention a time for all meals and she sometimes mentions the time after describing the meal.

A la hermana menor de Fernanda le encantan los postres. A mí no me gustan. ¿Y a ti?

Anita

E

A mí tampoco me gusta el queso.

Prefiero la fruta. / A mí sí me gusta el queso. ¡Y me gusta la fruta también!

Answers Desayuno: a las 8 de la mañana, cereal con leche Almuerzo: a las 12 del día, galletas, frutos secos, un sándwich de jamón y queso Comida: a las 3 de la tarde, una ensalada, una sopa, una crema de verduras, pollo, carne, o pescado, un postre de fruta (las manzanas o la pera) La cena: no time listed, quesadillas

PL

Al hermano de Fernanda le encanta la comida picante. ¿Y a ti?

El plato mexicano mole poblano tiene chiles, que me encantan. ¿Qué plato con verduras te gusta a ti? ¿Qué ingredientes tiene?

¿…?

37 Reflexión intercultural d

Paso 36.3

How do the foods and eating times Fernanda mentioned compare with eating habits in your community? What is a dish that is typical of where you live or from your culture? Which ingredients does it have that are similar to or different from the dishes listed by Fernanda? Share your ideas in class and in the Forum.

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Teaching Tip: Ask students to read Anita’s texts and ask clarifying questions. If students answer a question negatively, encourage them to follow up with a dish they like. If they answer affirmatively, encourage them to share how they like to eat it or another dish they like.

Mi progreso intercultural h Investigate: In my own and other cultures I can identify some practices relating to foods and meal times.

Answers Answers will vary.

Actividad 37

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Teaching Tip: Tell students to look for at least one similarity and one difference regarding eating habits and ingredients between what Fernanda mentions and their own community.

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Challenge For Actividad 37, challenge students to answer the questions in Spanish. Write these sentence starters on the board, e.g., Fernanda come (meal) a las (time), y/pero en mi comunidad…; Fernanda y su familia comen (food), y/pero en mi comunidad…; Un plato típico de mi cultura es (dish) y los ingredientes son…; Los ingredientes que Fernanda y yo (no) tenemos en común son…

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Pregunta esencial To reflect on the Pregunta esencial, create a digital wall titled ¿Cómo influyen las prácticas alimentarias en la identidad cultural? Have students reflect on their own experience and what they learned this unit to complete this sentence frame: (Food practice) es parte de mi identidad/de la identidad cultural de Fernanda, e.g., Comer pavo durante el Día de Acción de Gracias es parte de mi identidad cultural.

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Comunicación 2 ACTFL Standards

En camino 2 38 Lo que comemos

Communication: Interpretive (38.1) Communication: Interpersonal (38.2) Communication: Presentational (38.3)

38.1 Mira el video y escribe los detalles v

En camino 2

To prepare for an upcoming culinary exposition, you and your classmates are researching dishes from different communities.

Mi progreso comunicativo h

38.2 Conversa con un estudiante mexicano r s Fernanda’s classmate Juan has called you with questions about eating preferences and habits in your community. Participate in a conversation with Juan to answer his questions.

Mi progreso comunicativo h

38.3 Presenta tus comidas m

x Paso 38.1

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Interpersonal: I can exchange information about foods eaten at different mealtimes.

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Interpretive: I can understand some basic facts about a culturally significant dish in a video.

Teaching Tips: • Pre-teach unfamiliar words by showing pictures of espumoso, maíz, puerco, especias.

• Note that the Novice Mid and Novice High versions are the same. Consider differentiating them in one or more of the following ways: have students use subtitles for Novice Mid; adjust expectations for responses (e.g., number of ingredients listed).

Juan has asked you to record information about what you eat for meals in your community to share with his class.

Mi progreso comunicativo h

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Presentational: I can present information about meals and food.

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Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs.

The full prompts, all related resources, and answer keys can be found on Learning Site®, along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.

Fernanda shares in a video a dish that is important in her community in Mexico.

Watch the video to learn more about the dish and write some important details.

Building Proficiency

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Previewing the rubric Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubric.

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Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas.

Paso 38.2

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Interculturality Remind students they are not only learning to communicate in Spanish, but also about how food practices shape cultural identity. Ask the class to list some ideas they have learned in Comunicación 2. Then ask them to categorize each as a product, practice, or perspective.

Ask how students’ food practices are similar and different. How has learning about the intersection of food practices and cultural identity in Mexico opened students’ minds to new ideas and perspectives?

Teaching Tip: Have students highlight the verbs that indicate what they have to do and predict what questions Juan might ask.

Review ways to react in a conversation (e.g., ¡Qué interesante!, ¡Qué bien!) and say hello and goodbye (e.g., Hola, ¿Qué tal?, ¡Hasta mañana!).

Paso 38.3 Teaching Tip: Suggest that students write notes and rehearse their presentation before recording it. Ask them to consider comprehensibility, intonation, and pace as they record. If appropriate for your students, have them practice in pairs and exchange feedback prior to recording.

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Unidad 4 | La comida es cultura ACTFL Standards

Comunicación 3:

Communication: Interpretive (39) Communication: Interpersonal (39)

En el mercado

Comunicación 3

E

Several Can-Do statements appear in Comunicación 3. The following are assessed in En camino 3. Encourage students to upload evidence of their progress toward each Can-Do statement in their Portfolio on Learning Site®.

Mi progreso comunicativo

x Interpretive: I can understand some key details in an article about ingredients in Mexico. to questions about eating habits and preferences.

x Presentational: I can describe the ingredients of a dish or drink.

Pregunta esencial

PL

x Interpersonal: I can ask and respond

Teaching Tip: Ask your students to think about the question at different levels, e.g., they may live in a region with a large immigrant population with foods from around the world or a region where a certain crop is grown. Students may be aware of concepts like food deserts or have experience going to orchards. Remind students to share ideas regarding the Pregunta esencial and comment on classmates’ posts in the Forum on Learning Site®.

How does where we live influence what we eat?

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Actividad 39

Pregunta esencial

39 Conversa sobre tus ideas i s

En Comunicación 3 vas a aprender sobre los ingredientes que se usan en México y en otros países. En parejas, conversen sobre lo que observan en la imagen.

MODELO

Answers Answers will vary.

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Estudiante A:

¿Dónde están las personas?

Estudiante B:

Están en un mercado. ¿Qué hacen?

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SA

Teaching Tip: Have students point out as many things as they notice in the image. Scale from basic words such as naming objects and colors to more complex topics such as specific cultural items and what the people in the image are doing. This allows students of varying proficiency levels to participate while also leaving room for interesting cultural discussions.

Unas personas compran en un mercado mexicano

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Challenge For Actividad 39, write question words on the board (¿Quién? ¿Qué? ¿Dónde? ¿Cuándo? ¿Cómo? ¿Por qué? ¿Cuántos?) and challenge pairs to think of at least one question per word to ask about the image, e.g., ¿Cuántas personas hay? ¿Quiénes son las personas? ¿Cómo están? ¿Por qué están en el mercado? Invite pairs to share and make a list of the questions on the board for students to reference during the activity.

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Differentiate Ask pairs to reflect and take notes for each question in Actividad 41. Pre-enter the questions onto a free word cloud creator, project the questions, and ask students to respond there.

Narrate what you observe as their answers pop up and ask follow-up questions in between each question, e.g., I see supermarkets, farmers markets, CSAs, mini-marts… Where do you think most people shop in our community and why?

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Comunicación 3 ACTFL Standards

40 Práctica cultural: Comprar los alimentos 40.1 Conexiones: Los estudios sociales c

Conexión cultural

What are the places in your community where people can access healthy food?

Actividad 40

In Mexico, people can buy food in open-air mercados and tianguis, which sell fresh produce and clothes, but have a smaller selection than supermercados, which are larger stores with a wide variety of foods.

Unlike in supermarkets, prices in smaller markets are not fixed and it is common to regatear, or bargain, with vendors on the final price.

40.2 Reflexión o

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Teaching Tips: • Have students complete Paso 40.1 in small groups and report answers to the class.

Discuss where people can buy healthy food in their communities.

• Ask students to write a sentence to summarize each paragraph.

Paso 40.2

Teaching Tip: For Paso 40.2 have students answer the questions in small groups. Invite them to express if they are for or against the anti-junk food in Oaxaca in class and on the Forum on Learning Site® and to comment on each other’s ideas.

PL

The Mexican State of Oaxaca was the first to ban selling junk food to children with a law commonly called la ley antichatarra (the anti-junk food law).

An attempt to promote healthy eating, the law prohibits the sale and promotion of sugary drinks and unhealthy food to children under the age of 18.

The law applies to businesses, as well as vending machines in schools.

El tianguis tiene muchas frutas y verduras frescas.

Where are some of the places people in Mexico shop for food? Do you think it is easy or difficult to find healthy foods? What do you think about the anti-junk food law in Oaxaca?

41 Reflexión intercultural d

Answers Answers will vary.

Actividad 41

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What kinds of food markets are there in your community? Where can people in your community access foods high in nutrition? How are these places similar to or different from the places people shop for food in Mexico?

Teaching Tip: Have students answer the first two questions in pairs. For the last question, encourage students to use a Venn diagram to reflect on the similarities and differences between the healthy food stores in their communities and the ones in Mexico.

Remind students to share their thoughts on the Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

Mi progreso intercultural h

Investigate: In my own and other communities I can identify places where people can access healthy foods.

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Cultures: Practices (40.2) Comparisons: Cultural (41) Connections: Other Disciplines (40.1)

Conexión cultural

Strategies for Differentiation

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Supporting Heritage Learners For Actividad 41, ask heritage learners to look into food scarcity, la escasez de alimentos, and food deserts, los desiertos de comida. Project questions about these issues, e.g., ¿Hay personas en tu comunidad que no tienen acceso a la comida saludable? ¿Es más fácil encontrar la comida chatarra? ¿Por qué? Share that they may not know every word, but they should only look up those that keep them from understanding.

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Mi progreso intercultural: Have students read the Can-Do statement and rate their progress

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Connections: Sociology Highlight the question in Actividad 41 about where people can access foods high in nutrition.

Then ask: How does (lack of) access influence what people eat. Why might people not have access? Is access to nutritious food a right or a privilege? Ask pairs to research food insecurity (inseguridad alimentaria) in the U.S. and Mexico to find the percentage of food insecurity in each country and at least two causes of it.

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Así se dice 3

Así se dice 3

Así se dice introduces essential vocabulary through visuals and in written contexts to make new language comprehensible without translation. Access the audio and Más práctica de vocabulario for additional vocabulary practice on Learning Site®.

De compras en el mercado a

Supermercado Tapatío

Recycle: Activate background knowledge by asking students: ¿Cuál es tu fruta favorita? (e.g., El plátano, la pera, la sandía.) ¿Cuál es tu verdura favorita? (e.g., La lechuga, el brócoli, la espinaca.)

¡Tenemos todo lo que necesita!

Vendemos muchas variedades de frutas y verduras.

MXN 32,52/kg

MXN 62,69/kg

Teaching Tips: • Have students look at the images and ask: ¿Cuáles te gustan más: las fresas o las peras? ¿Cuáles son más deliciosas: las espinacas o las coliflores? Continue asking comprehension questions until you have covered all items.

• Play the audio as students follow along to clarify pronunciation.

• Project one image (without the word) at a time. Ask students to write down the name of the fruit or vegetable on a whiteboard or piece of paper. Provide feedback.

las fresas

MXN 26,41/kg

las uvas

las cerezas

MXN 45,55/kg

las papayas

MXN 37,58/kg

MXN 52,87/kg

PL

MXN 80,00/kg

E

MXN 87,72/kg

los limones

las peras

MXN 52,87/kg

las calabazas

los pimientos

M

MXN 6,22/kg

las coliflores

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las espinacas

MXN 50,15/kg

MXN 15,66/kg

Culture Note: Share with students that there are more than sixty types of chiles produced in Mexico. There are fresh chiles (e.g., jalapeño, habanero, serrano, poblano, mirasol) and dried ones (e.g, ancho, cascabel, guajillo), among many others.

los chiles

los aguacates

MXN 57,68/kg

los champiñones

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Differentiate Pre-load the Así se dice 3 vocabulary into a free online drawing and guessing game. Project the code and ensure all students sign in. The game will randomly assign students to draw while the rest of the class guesses. Ask if any students would prefer not to draw and make sure to skip those students as it may cause them anxiety; however, all students should guess. Encourage students to refer to Así se dice 3 as necessary.

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Challenge Challenge pairs to use context to guess the meaning of the Así se dice 3 words and phrases that do not have pictures (e.g., cuestan). Model it first by saying: Look at the word before cuestan (cuánto). This is a supermarket. What might they do with fruits and vegetables? What might a customer want to know about them? Then ask for students’ ideas. Read the sentence in English with their guesses and ask if they make sense.

Ask pairs to make guesses for the other words and then check Vocabulario: Resumen.

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Comunicación 3 ACTFL Standard Sofía

Communication: Interpretive (42)

Mamá, preparo una salsa para la comida. Se ve muy rica, ¿verdad?

Sí, ¿puedes comprar fresas, por favor? Las necesito para hacer un batido más tarde.

Las fresas cuestan 62 pesos el kilo.

��

Bueno, confío en ti . Ahorita vuelvo a casa. ¿Necesitas algo del supermercado?

Actividad 42

¡Cómo no! Las traigo conmigo.

Me gustaría comprar unas fresas. ¿Cuánto cuestan?

Sample Answers Frutas: las fresas, las uvas, las cerezas, las papayas, los limones, las peras, los chiles, los aguacates, las calabazas, los pimientos Verduras: las espinacas, los coliflores

M

Póngame un kilo, por favor.

42 Lee y escribe una lista b

Compras en el mercado de frutas y verduras. Escribe una lista de frutas y una lista de verduras.

Frutas

Unidad 4

Verduras

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Recycle: Have students review the frutas y verduras from Así se dice 3. Encourage them to list the names of other fruits and vegetables they remember.

PL

¡Ay, no, mamá! Pica, pero no es demasiado picante.

E

Sí, mija. Se ve muy bien, pero ya sabes que no me gusta la comida picante.

Teaching Tips: • Have students deduce the meaning of highlighted words in the dialog and share their ideas with a partner.

• Play a quick game of Two Truths and a Lie. Share two statements that are true and one that is false about the dialogue and have them guess the false one, e.g., La hija prepara la salsa (cierto); La madre necesita fresas (cierto); La hija compra dos kilos de fresas (falso). Then have students create their own statements to play with their groups.

Strategies for Differentiation

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Supporting Heritage Learners For Actividad 42, ask heritage learners to write five fruits and vegetables, their quantities in words (to learn how to spell numbers), and the dishes in which they will be used, e.g., tres zanahorias para una ensalada, doscientos gramos de queso para una pasta. Encourage them to look up common metric weights for these ingredients and prices in pesos to better understand shopping in another country like Mexico.

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College and Career Readiness Explain that students will use a different currency and potentially a different measurement system if they study, work, or travel in another country.

Tell students that one kilogram is approximately 2.2 pounds. Ask pairs to open an online currency converter to find the prices for at least five of the Así se dice 3 supermarket items in U.S. dollars.

Then ask questions like: ¿Cuánto cuestan las fresas en dólares?

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Unidad 4 | La comida es cultura ACTFL Standards

43 Una receta especial

Communication: Interpersonal (43.2) Communication: Presentational (43.1, 43.3)

Preparas un batido o una ensalada para una celebración.

43.1 Escribe la lista de ingredientes w Escribe una lista con seis frutas o verduras que usarás en tu receta.

Paso 43.1

43.2 Conversa sobre las preferencias s

Teaching Tips: Set a timer for one minute and challenge students to write the names of as many fruits and vegetables as they can. The person who has the most words wins. Have students share with a partner if they like the items they wrote.

Pregunta a cinco personas de tu clase si les gustan o no las frutas y verduras de tu lista. Toma apuntes.

MODELO

Encourage students to use this vocabulary to personalize and enhance their communication.

x Paso 43.3

E

amargo/a bitter

43.3 Presenta un batido o una ensalada w m

Usa las preferencias de tus compañeros para crear un batido o una ensalada.

Crea un anuncio con imágenes que describan los ingredientes del batido o de la ensalada. Graba una presentación del anuncio.

MODELO

En mi batido hay fresas, espinacas y un poco de azúcar.

Mi progreso comunicativo h

Presentational: I can describe the ingredients of a dish or drink.

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Preparation: Have students prepare a digital presentation on la ensalada or el batido. Tell students to include at least five ingredients in their presentation.

Teaching Tip: Before recording for Paso 43.3, use the modelo to show students how to get started. Suggest they rehearse with a partner or in small groups. Encourage students to use the connectors pero and también.

Answers Answers will vary.

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sin picante without spice

salado/a salty

M

Teaching Tip: Teach Vocabulario personal in context, e.g., say: Los limones son agrios (wrinkle your nose); Las fresas son dulces.

Tienen azúcar.

dulce sweet

PL

Vocabulario personal

Sí, me gustan los limones. / No, no me gustan los limones.

agrio/a sour

Paso 43.2

Answers Answers will vary.

¿Te gustan los limones?

Estudiante B:

Vocabulario personal

Answers Answers will vary.

Teaching Tip: Encourage students to use adjectives from Vocabulario Personal to elaborate, e.g., No, no me gustan los limones porque son agrios./Sí, me gustan las fresas porque son dulces.

Estudiante A:

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Challenge For Paso 43.3, challenge students to give their smoothie or salad a creative name and to include a sentence about its flavor profile using Vocabulario personal, e.g., El otoño: es un batido de calabaza, espinaca, especias y leche. Es un batido dulce y delicioso. Have students watch and leave comments on each other’s presentations, e.g., ¡Quiero probar tu ensalada! ¡Me encantan los jalapeños!

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Differentiate After completing Paso 44.2, ask pairs to read the conversation twice more, inserting a different fruit or vegetable and taking turns playing each role. Encourage pairs to begin without advanced preparation so that their partner will have to react spontaneously regarding the new fruit or vegetable, its flavor (e.g., dulce, picante), and price. Invite pairs to act out their conversation for the class.

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Comunicación 3 ACTFL Standard

44 Compramos en el mercado

Communication: Interpretive (44.1, 44.2)

Visitas el mercado con tu amiga Alma.

Recuerda veinte twenty

cuarenta forty

sesenta sixty

ochenta eighty

treinta thirty

cincuenta fifty

setenta seventy

noventa ninety

Teaching Tip: Remind students how to count by tens by writing the numbers on the board (e.g., 20, 30, 40) Then point at 20 and ask: ¿Qué número es? Write out the numbers on the board.

44.1 Escucha y selecciona el alimento a

1. _____

_____ pesos

4. _____

_____ pesos

2. _____

_____ pesos

5. _____

_____ pesos

3. _____

_____ pesos b

d

e

c

Teaching Tips: • Before listening, make sure students understand the pictures by asking questions, e.g., ¿Qué es f? (Las coliflores.)

• The first time you play the audio, pause after each item to give students a chance to write. Play the audio again to confirm answers.

PL

a

Paso 44.1

E

Escucha las conversaciones entre los vendedores y los clientes. Para cada audio, indica el producto que compra el cliente. Después, escribe cuánto cuesta el producto.

Answers 1. b, 54 pesos 2. c, 82 pesos 3. e, 12 pesos 4. f, 30 pesos 5. d, 16 pesos

f

Paso 44.2

Teaching Tip: Ask students to work in pairs.

Help them guess unknown vocabulary using context clues.

44.2 Empareja las preguntas con las respuestas b

Lee los fragmentos de una conversación. Empareja la oración de la cliente con la respuesta lógica del vendedor.

1. Buenos días, señor. ¿Cómo está usted?

b. Hola, señora. Estoy bien, gracias. ¿Y usted?

M

2. Quiero comprar fruta. ¿Vende usted cerezas?

3. Póngame un kilo, por favor.

4. ¿Cuánto cuestan?

5. ¿Esas cerezas están dulces?

6. Muchas gracias, señor. Hasta luego.

Answers 1. b 2. a 3. d 4. e 5. c 6. f

a. Sí, vendo cerezas. Aquí están.

c. Sí, están muy dulces. Están deliciosas. d. Muy bien. Aquí lo tiene. e. Cuesta 30 pesos el kilo. f. Gracias a usted. Adiós.

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Recuerda

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Supporting Heritage Learners For Paso 44.2, discuss register and formality with your heritage learners, e.g., ¿Hay palabras formales en esta conversación? ¿Cuáles son? ¿Usas estas formas con alguien? ¿Quién? Formality has been discussed in previous strategies (e.g., formal emails), but this helps to develop awareness of formality in conversation. Have them practice this kind of exchange with a classmate to make these forms more natural.

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AP® Strategies For Paso 43.2, encourage students to incorporate Vocabulario personal and add how they like to eat the ingredient, e.g., Sí, me gustan los limones porque son agrios. Me gusta tomar agua con limón. ¿Y tú? If students do not like an ingredient, tell them to explain why or share something they like instead, e.g., No, no me gustan los limones porque son amargos, pero me gustan las fresas.

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Unidad 4 | La comida es cultura ACTFL Standards

Detalle gramatical: ¿Cuánto cuesta?

Communication: Interpersonal (44.3) Comparisons: Linguistic (Detalle gramatical)

To ask or tell how much something costs, use cuesta when referring to one item or cuestan when referring to more than one item. ¿Cuánto cuesta el jugo de naranja?

El jugo cuesta 12 pesos.

Detalle gramatical Teaching Tips: Remind students that cuesta and cuestan agree in number with the item(s) being described. Review the examples and then ask questions like: ¿Cuánto cuestan los aguacates? Write a number on the board and call on students to answer your question using the price you wrote, e.g., Los aguacates cuestan 12 pesos el kilo.

44.3 Conversa con los clientes y los vendedores s Alma y tú quieren trabajar en el mercado. Mira los productos y los precios.

En parejas, conversen tomando las identidades de vendedor/a y cliente.

Intercambien roles.

Estudiante A:

Buenos días, señor/a. ¿Cuánto cuestan las calabazas?

E

MODELO

Paso 44.3

Estudiante B:

El kilo de calabazas cuesta 18 pesos.

Estudiante A:

Póngame tres kilos, por favor.

Estudiante B:

Aquí están.

Estudiante A:

Muchas gracias.

PL

Teaching Tip: Use the High Five strategy (see Instructional Strategies Toolkit) and have students follow the modelo as directed.

Repeat the process several times.

Answers Answers will vary.

¿Cuánto cuestan los aguacates?

Cuestan 40 pesos el kilo.

30 pesos el kilo

16 pesos el kilo

14 pesos el kilo

10 pesos el kilo

8 pesos el kilo

18 pesos el kilo

Mi progreso comunicativo h

M

Interpersonal: I can interact to make a simple purchase.

SA

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Scaffold First, have students identify each of the images in Paso 44.3 by matching them with a word and image from Así se dice 3. Then practice asking and stating cost before pairs converse independently. Ask the class while emphasizing the endings: ¿Cuánto cuestan las fresas? ¿Cuánto cuesta la espinaca? Then ask: How would you ask how much the papaya costs? What about the avocado?

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Challenge After completing Paso 45.1, divide students into groups of four and assign each group a menu day. Challenge them to create a slide with images that represent their day’s items and label them with the ingredients. Tell groups to not list the dish names or day on their slide and to look up unfamiliar ingredients. Then project the slides and ask questions like: ¿Qué día representa? ¿Qué plato es? ¿Es un plato dulce o salado?

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Comunicación 3 ACTFL Standard

45 Una comida mexicana

45.1 Lee y escribe los detalles b

Paso 45.1

Recibes las Recomendaciones para el menú escolar de la directora. Lee el documento y escribe los nombres de:

Teaching Tip: Have students read the menu. Then tell them to annotate the text using different colors or symbols to indicate proteins, fruit, and vegetables.

1. dos o más proteínas del menú; 2. cuatro o más frutas del menú; 3. cuatro o más verduras del menú.

Culture Note: Share with students that it is common for Mexican students to go home for lunch, mainly in elementary school.

LUNES

MARTES

MIÉRCOLES

JUEVES

VIERNES

Espaguetis rojos • pasta • jitomate, cebolla, ajo • agua y sal

Crema de flor de calabaza • flor de calabaza • cebolla • leche

Arroz con verduras • arroz • jitomate, cebolla • zanahoria, papa, elote, calabaza

Sopa de verduras • fideos • jitomate • brocoli • agua y sal

Tortas de papa con ensalada de lechuga • papa • lechuga, limón • queso • huevo

Mole de olla • carne de res • elote, calabaza, zanahoria • jitomate, cebolla, ajo

Flautas de pollo con ensalada • pollo, tortillas, queso • lechuga, limón, jitomate

Tortas de espinaca • espinaca, jitomate, cebolla, ajo • huevo, queso

Fajitas de pollo con verduras • pollo • zanahoria, papa, brócoli, coliflor, calabaza

Fruta fantasía • naranja, papaya, sandía, melón

Zanahoria rallada • zanahoria • limón y sal • chile en polvo

Fruta • manzana

Gelatina • gelatina de agua

Barra de granola • granola

Agua fresca de naranja • naranja • azúcar • agua

Agua fresca de mandarina • mandarina • azúcar • agua

Agua fresca de papaya • papaya • azúcar • agua

Agua fresca de sandía • sandía • azúcar • agua

Agua fresca de fresa • fresa • azúcar • agua

Suggested answers 1. pollo, carne de res, huevos 2. jitomate, limón, sandía, papaya, naranja, mandarina, guayaba 3. espinaca, zanahoria, papa, cebolla, brócoli, coliflor

M

PL

Crema de chile poblano • chile poblano • elote • cebolla • leche

E

Recomendaciones para el menú escolar (platos y sus ingredientes)

Mi progreso comunicativo h

Interpretive: I can identify items on a school cafeteria menu.

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Communication: Interpretive (45.1)

Trabajas como voluntario/a en la cafetería de una escuela en México.

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Supporting Heritage Learners For Paso 45.1, have heritage learners pretend that the cafeteria has run out of some ingredients. The students will take turns pretending to realize that an ingredient is missing and their partner will think of a food from that category (protein, fruit, or vegetable) that can take its place. Have the original student agree or disagree and either state if it sounds delicious or if it should be replaced with something else.

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AP® Strategies After completing Paso 45.1, ask pairs to take turns asking each other what their preferred menu day is and why, e.g., Estudiante A: ¿Qué día prefieres y por qué? Estudiante B: Prefiero el jueves porque soy vegetariana y me gusta mucho la espinaca. ¿Y tú? To make the exchange as spontaneous as possible, encourage students to avoid preparing their answers and to use only the menu as a reference as they respond.

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Unidad 4 | La comida es cultura ACTFL Standard

45.2 45.2 Lee Leeeeindica indicael eldía díade decompras comprasb b

Communication: Interpretive (45.2, 45.3)

Lee Leeelelmenú menúeeindica indicalos losdías díasen enque quenecesitas necesitascomprar comprarcada cadaingrediente ingredienteen en elelmercado. mercado.

Paso 45.2

a. a. lunes lunes

Preparation: Make sure that students understand the ingredients are purchased fresh each morning, e.g., El chef principal (head) de la cafetería va al mercado cada día muy, muy, muy temprano por la mañana para comprar frutas y verduras frescas. Por eso, compra las frutas y verduras el mismo día, horas antes del almuerzo, para cocinarlas. Act this out, exaggerating words like muy, muy, muy to aid in comprehension. Then have students look at the list of ingredients and read them aloud. Direct them to look at the menu on the page before to answer the questions.

1.1. sandía sandía

Paso 45.3

c.c. miércoles miércoles

d. d. jueves jueves

e. e. viernes viernes

2.2. limón limón 3.3. jitomate jitomate(tomate) (tomate) 4.4. espinacas espinacas

45.3 45.3 Escucha Escuchalos losmensajes mensajesyyrecomienda recomiendaun undía día b ba a

1.1. Mateo Mateo 2.2. Santiago Santiago 3.3. Lariza Lariza

E

Tres Tresestudiantes estudiantesquieren quierencomer comeren enlalacafetería cafeteríade delalaescuela escuelaesta estasemana. semana.

Escucha Escuchasus suspreferencias preferenciasyyescribe escribeeleldía díade delalasemana semanaque querecomiendas recomiendaspara para cada cadaestudiante. estudiante.

PL

Answers 1. lunes, jueves 2. lunes, martes, miércoles 3. lunes, martes, miércoles, jueves 4. jueves

b. b. martes martes

Teaching Tip: Play the audio and ask students to listen for the gist. Encourage students to write down some notes on the ingredients.

Then play the audio again and pause after each speaker so students can write down answers. Finally, suggest students use the menu to suggest a day for each speaker.

M

Answers 1. miércoles 2. miércoles 3. lunes

SA

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Scaffold For Paso 45.3, play the audio twice and tell students to focus only on writing down each student’s preferences. Then have them refer back to the menu and use their notes to decide which day they recommend for each student.

Ask students to explain their recommendations and provide this frame: Recomiendo el (day) para (student) porque hay (menu items) y a (student) le gusta (preferences).

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Challenge For Paso 45.4, have pairs ask about the dishes they each want to try and why, e.g., Estudiante. A: ¿Qué platos quieres probar y por qué? Estudiante. B: Quiero probar la crema de flor de calabaza porque me gustan mucho las sopas y la comida salada. ¿Y tú? Encourage students to incorporate the flavor vocabulary, share connections (e.g., ¡Me gustan las sopas también!), and ask follow-up questions (e.g., ¿Cuál es tu sopa favorita?).

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Comunicación 3 ACTFL Standards

45.4 Escribe un mensaje w

MODELO

Quiero probar los espaguetis rojos porque me gusta la pasta con verduras.

x Paso 45.4

Mi progreso comunicativo h

Teaching Tips: • Remind students that they should use me gusta with one food item and me gustan with more than one.

• Ask pairs to assume the role of the principal and a student. The student should tell the principal what they would like to try, following the modelo. The principal should react to their requests, e.g., No, cuesta mucho dinero. No, no hay espaguetis ahora.

Presentational: I can describe the ingredients of a dish or drink.

In recent years, the government of Mexico has made recommendations for healthier food options at schools. What kinds of recommendations do leaders in your community make related to school food choices? How do the menu options in 45.1 compare to the food options available at your school?

Mi progreso intercultural h Investigate: I can compare nutritional recommendations and school menu options in Mexico to those in my own community.

E

46 Reflexión intercultural d

PL

Answers Answers will vary.

Unidad 4

M

Actividad 46

SA

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Communication: Presentational (45.4) Comparisons: Cultural (46)

Escribe un mensaje al director de la escuela. Menciona tres platos y una bebida que quieres probar y explica por qué.

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Supporting Heritage Learners For Actividad 46, invite heritage learners to write a formal, persuasive letter in Spanish to the Director for Nutrition in your school district.

Ask them to focus on writing a header, body, opening, and closing. They can take a stance either on the healthfulness or variety of the cafeteria offerings at your school in five to seven sentences for the body of the letter. Have students peer edit for formality, tone, spelling, and grammar.

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Teaching Tips: • Send students online to find out if the leaders in their communities have made any recommendations regarding school food choices. Encourage students to share their findings with the class.

• For the second question, model comparisons in Spanish, e.g., En las escuelas de México hay muchos platos con proteínas, frutas y verduras para el almuerzo.

En mi escuela hay pocas opciones saludables para el almuerzo. Encourage students to make their own comparisons following your model.

Answers Answers will vary.

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Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Connections: Sociology For Actividad 46, ask pairs to research and take notes on who makes decisions about school lunches and what the FDA guidelines are. Share that this helps them understand the influences organizations can have. Invite pairs to share what they find. Tie in the essential question and ask: Thinking of what you just learned, how does where you live influence what you eat at school?

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Unidad 4 | La comida es cultura ACTFL Standards

Observa 3

Communication: Interpretive (47) Comparisons: Linguistic (47)

Observa presents grammar through a co-constructive approach or discovery method. Access audio, the Observa video, and Más práctica de gramática activities on Learning Site®.

¿Te gusta ese batido de espinacas?

E Sí. Esas manzanas son más pequeñas.

¿Esas frutas están dulces?

PL

1. Have a conversation using the demonstrative adjectives from Observa 3.

Use visuals, toy food, and gestures. Hold a picture of a batido and say: Me encanta este batido. Give the picture of the batido to another student and, pointing at the far-away picture, ask: ¿Te gusta ese batido?

Hold a picture of an apple and say: Esta manzana es grande. Then hold two apples and say: Estas manzanas son grandes. Give the two apples or two pictures to another student. Hold a picture of two bananas and say: Quiero comprar estos plátanos.

Then point at the two far-away apples and say: Esas manzanas son pequeñas. Give a picture of two bananas to another student and say: Quiero comprar esos plátanos.

Sí, están dulces. ¿Quiere probar este mango?

Quiero comprar estos plátanos.

¡Ñam, ñam! Estas fresas están sabrosas.

M

¿Esos pimientos están picantes?

¿Esos pimientos rojos? No, no están picantes.

47 ¿Qué observas? b v

In the speech bubbles, notice the words in blue. How many different words do you see in blue? What do they all have in common? What is different about them? Do you notice any patterns? Can you figure out when they are used and what they mean? Look at the words este and ese.

What does each one describe? Discuss your ideas with your classmates and teacher, view the Observa video online, and check the Gramática: Resumen pages at the end of this unit to help you find out.

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Teaching Tips: 2. Ask: ¿Qué observas? Encourage students to take notes on the graphic organizer on Learning Site® and to share their thoughts with a partner. Ask students to pay attention to patterns by asking: ¿Son iguales o diferentes esta y estas? Write the demonstrative adjectives on the board for reference.

3. Reflect on the form and meaning connection by asking: ¿Cuándo uso (demonstrative adjective)? Encourage students to make linguistic comparisons to their home language. Invite students to share.

Answers Answers will vary.

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Esta manzana es muy grande.

Sí, este batido está delicioso.

Teaching Tip: Follow these steps to facilitate co-construction of grammar with students.

286

Demonstrative Adjectives

Referring to Specific Items a

Observa 3

Actividad 47 ¿Qué observas?

Estructura

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Differentiate Set the stage for Observa 3 by beginning the class describing a drink or food that you have with you. Show students the item and exaggerate how delicious it is. You might eat or drink some of it as you describe it. Point to the item each time you use the demonstrative adjective, e.g., ¡Mmm! ¡Este café es riquísimo! ¡Me encanta este café! If a student has water, point and ask: ¿Te gusta esa agua o prefieres este café?

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Challenge After completing Observa 3, challenge students to post a video in the next week of themselves eating or drinking something and describing how delicious or disgusting it is. They could do this independently or with others at school, home, or a restaurant, e.g., students could record themselves in the school cafeteria eating lunch and saying: ¡Guau! ¡Esta pizza es muy sabrosa!

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Comunicación 3 ACTFL Standards

48 ¿Te gusta este pastel o ese helado?

48.1 Indica a qué se refiere Juan Pablo b

Paso 48.1

A Juan Pablo le gusta hablar de la comida. Lee sus comentarios e indica si se refieren a un alimento que está cerca o lejos de él. a. alimento cerca de él

Teaching Tip: Have students work in pairs, taking turns reading sentences. Ask them to find the answer and write the word that indicates it. Call on pairs to answer and explain. Have them change the demonstrative adjective and describe how the meaning of the sentences has changed.

b. alimento lejos de él

1. Estos tacos son muy ricos.

2. Esa bebida está fría, ¿verdad?

4. Me gustan estas papayas. Están muy dulces.

5. Los champiñones en esa sopa son grandes.

Answers 1. a 2. b 3. a 4. a 5. b 6. a

6. ¿Quieres probar esta papaya?

48.2 Empareja la pregunta con la palabra lógica b Juan Pablo pregunta a sus amigos sobre sus preferencias. Empareja cada pregunta con la palabra correspondiente. a. sopa

2. ¿Prefieres esas nueces o esas_____con tu helado?

b. pescado

3. ¿Te gustan esos _____?

c. aguacates

48.3 Escribe unos comentarios w

Paso 48.2

Teaching Tip: Ask students how words fit into the sentences in terms of meaning and structure. This will help develop metalinguistic awareness and is also a valuable test-taking skill to narrow possible answers and write more accurately. Encourage students to think about gender and number of words and how these affect their usage.

PL

1. ¿Quieres probar este sándwich o esa _____ ?

4. ¿Compramos esta carne o este _____?

E

3. Este pastel tiene mucha azúcar.

d. frutas

Después de comer, tus amigos y tú quieren escribir algunos comentarios en el sitio web del restaurante. Escribe un comentario para cada foto.

Answers 1. a 2. d 3. c 4. b

Paso 48.3

MODELO

Unidad 4

la sopa

los plátanos fritos

Teaching Tip: Have students write one sentence to describe their impression of the dish and another to list the key ingredients.

If students finish quickly, encourage them to elaborate with more adjectives, ingredients, or insights or to describe other dishes to get more practice.

las aguas frescas

M

el pollo

Este pollo está muy sabroso. En este plato hay papas y salsa.

SA

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Communication: Interpretive (48.1, 48.2) Communication: Presentational (48.3)

Comes en un restaurante con un grupo de amigos y con Juan Pablo, un estudiante que visita tu comunidad.

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Supporting Heritage Learners For Paso 48.3, ask heritage learners to become food critics. Have them write reviews, giving their impressions of a dish in terms of taste and appearance, e.g., Este pollo está muy sabroso y las verduras tienen colores muy bonitos. They should describe key ingredients with additional commentary, e.g., Este plato es bueno para las personas que quieren comer mucha proteína.

Finally, they should leave a rating on the dish.

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Answers Answers will vary.

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IB Strategies: After completing Paso 48.3, have students converse about the images. This can help them practice for the internal assessment. Use the book images or project others of foods and drinks that students know in Spanish. Tell pairs to take turns imagining eating each item, giving their opinion of it, and asking their partner a question about it, e.g., Estudiante A: ¡Estos tacos están muy ricos! ¿Quieres probar estos tacos?

Estudiante B: Sí/No, no quiero probar esos tacos.

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Unidad 4 | La comida es cultura Actividad 49

49 Los alimentos y sus temporadas

Teaching Tips: • Break students into groups of four.

Looking at the calendar, have them discuss their favorite dishes seasonally, e.g., Me encantan las naranjas de noviembre y diciembre. Then ask groups to write a list of ingredients they would like to grow in the garden. They should describe the color and quantity (written out) of each ingredient.

• Explain that several sections of the garden will be devoted to growing food for the local food bank. Have each group choose three ingredients and write short messages for recipients that describe the color, flavor, and ways to use and eat each crop. Encourage them to provide example dishes and easy recipes.

Encourage students to use this vocabulary to personalize and enhance their communication.

Calendario de frutas y verduras de temporada en México

Enero Febrero Marzo Abril Mayo Junio

Fruta

�� ������ ���� �� ���� �� ���� �� ���� �� ���� �� ���� �� ���� �� �� ���� ���� �� �� ���� ���� �� �� �� ���� ���� �� �� �� �� ���� ���� �� �� ���� ���� �� �� �� ������ �� �������� ������ �� ������ ������

Julio

Agosto

Septiembre

Teaching Tip: Ask students to apply the new words to the fruits and vegetables in the calendar in Actividad 49, e.g., ¿De qué color son las calabazas? (Son anaranjadas.) Also, have students describe the color of new foods regularly to have them practice this skill and strengthen it over time.

Octubre

Noviembre

M

Diciembre

Verdura

���� ���� �� �� ��

E

Mes

PL

Vocabulario personal

Un grupo en tu escuela quiere crear un jardín comunitario.

�� �� ���� ����

Vocabulario personal amarillo/a yellow

blanco/a white

rojo/a red

anaranjado/a orange

morado/a purple

rosado/a pink

azul blue

negro/a black

verde green

SA

288

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Scaffold For Actividad 49, ask pairs to name the fruits and vegetables they see on the calendar and to make their own list. Have them use Vocabulario personal to individually label each item by its color(s), e.g., la manzana: roja, verde. Then ask the class comprehension questions about the calendar and colors, e.g., ¿De qué color es el limón? ¿Cuál es una fruta morada que se produce en diciembre?

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Challenge After completing Paso 49.3, ask groups to describe other foods from the unit that are not on the calendar. Provide the sentence frame: Esta (fruta/verdura/proteína/cereal) es (color). Es popular durante (meal). Se come en/ con (other food), e.g., Esta verdura es verde. Es popular durante el almuerzo. Se come en una ensalada (la lechuga). Ask each group to share a description with the class for the other groups to guess.

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Comunicación 3 ACTFL Standards

49.1 Analiza y categoriza las comidas b

Se produce todo el año

No se produce todo el año

Paso 49.1 Teaching Tip: In the Forum, ask students in English to weigh in on questions about seasonality of ingredients, e.g., Why is some produce grown all year long and some not?

Are there seasonal crops we can buy yearround? Why is it better to buy produce in season? Outside of the grocery store, where might we see this kind of seasonality? Why? This will help them connect notions of healthy eating, agriculture, regionality of ingredients, and lowering carbon emissions to healthy eating and how our eating changes throughout the year.

Mi progreso comunicativo h

49.2 Escucha e indica el producto a La directora del jardín describe lo que quiere plantar. Escucha lo que dice e indica qué comida describe.

1. _____

2. _____

4. _____

b

d

e

5. _____

c

PL

a

3. _____

E

Interpretive: I can identify key details in an infographic about food.

Answers Se produce todo el año: plátano, calabaza, chile, tomate, espinaca, coliflor; No se produce todo el año: aguacate, fresa, manzana, naranja, limón, sandía, cereza, pera, papaya, pepinos, maíz, champiñones

f

Paso 49.2

49.3 Describe y adivina s

Teaching Tip: Before listening, have students name each item and describe its taste, appearance, and state if they like it. This will help students use vocabulary that they will hear in the recording, e.g., Para la letra a, ¿cómo se llama esta fruta? ¿De qué color es? ¿Te gusta? ¿Por qué?

MODELO

M

Escoge (choose) un alimento del calendario y descríbelo en un grupo pequeño.

Las personas de tu grupo van a adivinar (guess) el alimento que describes.

Tomen turnos.

��

Estudiante A:

Unidad 4

Esta fruta se produce todo el año. Es amarilla.

Estudiante B:

¿Esa fruta es un plátano?

Estudiante A:

¡Sí!

SA

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Communication: Interpretive (49.1, 49.2) Communication: Interpersonal (49.3)

Analiza el diagrama de la presencia de frutas y verduras durante el año. Escribe cada fruta y verdura en la categoría correspondiente.

Strategies for Differentiation

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Supporting Heritage Learners For Paso 49.3, challenge heritage learners to create longer descriptions for the produce, e.g., Pueden ser pequeñas o grandes. Muchas veces son anaranjadas y son muy populares como decoración para el Día de Brujas. They can describe size, color, taste, and uses. Encourage them to brainstorm or look up unknown words to build on their funds of knowledge.

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Answers 1. d 2. b 3. a 4. c 5. f

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College and Career Readiness Project five images of foods from Actividad 49, say or write incorrect information about each of them, and ask students to correct you, e.g., project a picture of a lemon and say: Esta fruta es roja y se produce en julio. (No, esa fruta es amarilla y no se produce en julio.). Share with students that referencing resources for correct information is a skill used frequently in educational and professional settings.

Teaching Tip: Ask students to list words from Así se dice 3 as preparation. Students can work in pairs or groups of three to four. Give them ideas for what to say, e.g., Comes esta comida para el desayuno. Usas esta fruta en una salsa.

Answers Answers will vary.

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Unidad 4 | La comida es cultura Actividad 50

50 Una temporada de alimentos

Teaching Tip: Call on one student to read the title and directions for the activity. Direct that student to call on another using the popcorn method, having each successive student call on the next to read the next heading or sentence until the reading is done. Review important information about each market after each section. Divide the class into groups and assign each group one of the markets. Ask them to find three images of their market and at least five facts about it that they find interesting. Give them twenty minutes to research and create a short audiovisual presentation with the images and information. Invite each group to present their findings to their classmates. You might also consider having each group split up and present to members of another group, having the presentations run simultaneously.

Estás en la Ciudad de México para estudiar en una escuela de idiomas. Quieres ir al mercado para comprar algunos alimentos.

Los mercados más famosos de la Ciudad de México Los mercados son lugares maravillosos llenos de color y vida. Carne fresca, verdura fresca y barata, piñatas, dulces, juguetes, ropa y cualquier cosa que necesites se puede conseguir en estos lugares.

Estos son algunos de los mercados más famosos de la ciudad.

La Central de Abastos

Este mercado es el más conocido en el país.

Se construyó en 1860.

Es el centro de mayoreo1 más grande del mundo. Cada día recibe a más de 350 000 visitantes.

E

La Merced

En este lugar puedes encontrar una gran variedad de frutas, verduras, chiles secos, carnes y dulces a precios accesibles.

Tienen una gran selección de flores, frutas y legumbres.

Canal Río Churubusco s/n, Área Federal Central de Abastos

Mercado de San Juan

Mercado de la Nueva Viga

PL

Rosario 156, La Merced, Merced Balbuena

Es un conjunto de cuatro mercados que están Es el mercado de pescados y mariscos más en el Centro Histórico de la Ciudad de México. grande de América Latina.

En este mercado puedes comprar piezas habituales como el camarón y otras menos comunes también.

2.a Calle de Ernesto Pugibet 21, Colonia Centro

Andamio 560, Área Federal Central de Abastos.

mayoreo – wholesale

M

1

En este lugar puedes comprar todo tipo de carnes. También se vende de pescado.

SA

290

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Scaffold For Paso 50.2, ask students to write down the shopping list in their notebooks. As pairs decide where to go for each item, tell them to indicate where the item is mentioned in the article and write the market name next to the item on their list. Tell pairs to alternate who suggests where to go for each item.

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Differentiate Have students create a post for Paso 50.3 with an image of the market they are describing.

Encourage them to find an image that contains items in their description. Then ask students to read their classmates’ posts and leave at least three comments stating if they like or dislike that market and why, e.g., Me gusta ese mercado también porque…; No me gusta ese mercado porque… Prefiero el mercado…

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Comunicación 3 Communication: Interpretive (50.1) Communication: Interpersonal (50.2) Communication: Presentational (50.3)

Quieres escoger un mercado. Lee el artículo sobre cuatro mercados en la Ciudad de México. Empareja cada descripción con el mercado correspondiente.

1. En este mercado hay muchas frutas, verduras y chiles.

a. La Merced

2. Puedes comprar muchos tipos de pescado en este mercado.

c. El Mercado de San Juan

x Paso 50.1

d. El Mercado de la Nueva Viga

Teaching Tip: Have students complete the activity in pairs, taking turns reading the sentences aloud. Ask that they find the information from the reading that supports their answers to each question.

3. Se venden muchas flores en este mercado.

4. Puedes comprar carne en este mercado.

b. La Central de Abastos

Interpretive: I can understand some key details in an article about ingredients in Mexico.

Answers 1. a 2. d 3. b 4. c

50.2 Conversa sobre la fiesta s Tienes una lista de compras para una fiesta de tu clase.

En parejas, conversen sobre dónde pueden comprar lo que necesitan para la fiesta.

Estudiante A: ¿Compramos frutas en La Merced?

Estudiante B:

Sí, hay muchas frutas en ese mercado.

50.3 Escribe una entrada sobre los mercados w

Después de visitar los cuatro mercados, decides escribir una entrada de blog sobre ellos. Escribe una descripción de los mercados. Incluye lo que hay en cada mercado, si te gusta o no y por qué.

MODELO

Mi lista

ras de comp

s ❏ fruta ❏ carne s ❏ flore

Paso 50.2

Teaching Tip: Instruct students to complete a similar exchange for each of the items on the list. Direct students to find as many options as possible for each item. If more than one market sells the same item, have students negotiate a reason to choose one over the other, e.g., Prefiero la Central de Abastos porque es un mercado de mayoreo y las frutas cuestan menos en este mercado.

PL

MODELO

E

Mi progreso comunicativo h

En el mercado de La Merced, hay… Me gusta este mercado porque…

s ❏ chile acas ❏ espin cate ❏ agua rones ❏ cama

Answers Answers will vary.

❏

❏

❏

Paso 50.3

❏

Teaching Tip: Have students expand upon the presentation they did for Actividad 50 (see Teaching Tip) and submit their blog post to the Forum. Give them specific guidelines for task completion, e.g., express preferences using gustar, encantar, querer, or preferir related to products sold at the market; at least two recommendations using the verb recomendar; reference to specific fruits and vegetables that can be bought there; images to support their specific assertions.

M

Unidad 4

SA

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ACTFL Standards

50.1 Lee el artículo y empareja las descripciones b

Strategies for Differentiation

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Supporting Heritage Learners For Paso 50.2, invite heritage learners to include more details such as prices or specific products that may be sold at markets. This increases students’ cultural knowledge and reference points and helps them to develop research skills should they ever visit such a market. Give them a few minutes to do this research with key words like precios, regatear, or productos. For Paso 50.3, give similar instructions as the Teaching Tip, but encourage students to expand from there.

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Answers Answers will vary.

AP® Strategies For Actividad 50, ask pairs to research one of the markets listed and compare it with a market in their community. They should write at least two ways that it is similar and two ways that it is different. Provide the sentence frames: (Mercado 1) es similar a (Mercado 2) porque los dos venden/tienen…; (Mercado 1) es diferente de (Mercado 2) porque (Mercado 1) tiene/vende (item) y (Mercado 2) no. Invite pairs to share.

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Unidad 4 | La comida es cultura ACTFL Standards

51 ¿Quieren probar algo nuevo?

Communication: Interpretive (51.1) Communication: Interpersonal (51.2) Communication: Presentational (51.3)

Tú y unos compañeros de clase quieren ir a un restaurante.

51.1 Lee e indica el plato que quieres b Lee los menús de los dos restaurantes. Indica si prefieres el plato de Restaurante Riquísimo, tu favorito, o el plato de Restaurante Interesante, un restaurante nuevo.

Paso 51.1

Restaurante Riquísimo

Teaching Tips: • Ask students to work in pairs and to give simple reasons for their answers, e.g., Prefiero la hamburguesa de Restaurante Riquísimo porque las hamburguesas son muy deliciosas.

• In the Forum, have students discuss the cultural elements they notice in each dish, e.g., the worms and chopsticks in the dish from Japan. Ask them to consider questions like: Would most Americans eat this dish? Why or why not? Why might it be a good idea to eat bugs from the standpoint of sustainability?

x Paso 51.2

a.

E

los tacos de pescado (México)

3.

a.

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el pescado frito (Francia)

b.

la pasta vegana (los Estados Unidos)

4.

a.

los fideos con gusanos (worms) (Japón)

b.

la tarta de fresas (Inglaterra)

el pastel de limón y maní (Togo)

51.2 Conversa sobre las elecciones s

En grupos pequeños, conversen sobre los platos que prefieren de 51.1 y por qué. ¿Tu grupo va al Restaurante Riquísimo o al Restaurante Interesante?

MODELO

Estudiante A:

Prefiero esta hamburguesa porque tiene queso.

Estudiante B:

Quiero ese mansaf porque me gusta probar cosas nuevas.

Estudiante C:

No quiero ninguno porque soy vegetariana.

Mi progreso comunicativo h Interpersonal: I can ask and respond to questions about eating habits and preferences.

51.3 Presenta el restaurante que visitas m En sus grupos, presenten y expliquen su decisión final de 51.2 a la clase.

MODELO

Preferimos los platos de… porque…

292

SA

Teaching Tip: As an alternative, consider having groups divide and create new groups to which they will take turns presenting.

This way, one student from each group can present simultaneously to a few of their fellow classmates. This reduces the amount of time it takes to present and lowers the affective filter, the nerves that may impede student performance in the target language.

Answers Answers will vary.

el mansaf con arroz y cordero (lamb) (Jordania)

b.

M

Paso 51.3

2.

Restaurante Interesante b.

la hamburguesa (los Estados Unidos)

Preparation: Brainstorm with students words and phrases they can use in this conversation. For instance, you can discuss how to use negative words like ninguno found in the modelo.

Answers Answers will vary.

a.

PL

Answers Answers will vary.

1.

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Challenge For Paso 51.1, challenge students to write a sentence about why they like or dislike each item, e.g., Me gusta la hamburguesa porque me encantan los sándwiches; No me gusta el mansaf porque no me gusta el cordero. Encourage them to be as descriptive as they can. Tell them that this will prepare them for their conversations in Paso 51.2.

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Scaffold Create a cloze activity for Paso 52.2 with blanks for the dishes and ingredients. Play the videoblog at least twice as students fill in the words they hear. Then have pairs discuss what they heard and where to place each dish on the table. Share that Fernanda does not mention every course by name and that pairs should use reason to figure out dish placement. Invite pairs to share their answers and reasoning.

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Comunicación 3

En los mercados en México puedes encontrar todo tipo de frutas y verduras.

Communication: Interpretive (52.2) Communication: Presentational (52.1)

Hay mucha gente y mucho ruido.

La perspectiva de Fernanda 3 Actividad 52

E

Teaching Tip: Before students watch the video, ask or project the following questions: ¿Qué se puede comprar en los mercados? ¿Cómo son los mercados en México? Have students answer the questions using the information from Fernanda’s speech bubbles.

Paso 52.1

52 Del mercado local de Fernanda

Teaching Tips: • Have students write about at least three dishes with two or more ingredients each.

Tell them to invent dishes if they do not want to share personal information.

• Write these phrases on the board to compare lists: Nosotros dos tenemos…; Tú tienes (item), pero yo no; Yo tengo (item), pero tú no.

PL

Fernanda nos cuenta lo que compra en el mercado y qué va a cocinar.

52.1 Escribe una lista de ingredientes frescos w

Escribe una lista de frutas y verduras que compra tu familia. Luego, escribe los platos que cocinan con estos ingredientes. Compara listas con otra persona de tu clase.

52.2 Mira el videoblog y escribe los ingredientes v

Mira el videoblog. Escribe los ingredientes que va a usar Fernanda para cada plato.

Answers Answers will vary.

Plato, ingredientes

Crema de calabaza: calabaza

Entrante Plato principal

Postre

Unidad 4

Paso 52.2

M

Bebida

SA

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ACTFL Standards

La perspectiva de Fernanda 3

Strategies for Differentiation

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Supporting Heritage Learners In the videoblog for Actividad 52, Fernanda discusses how to be polite in a market. Have heritage learners practice these interactions in a simulated interaction at a market and discuss other situations in which they may use these expressions. Have them brainstorm other useful expressions for these kinds of exchanges. They can also practice other linguistic and cultural aspects of these interactions such as weight and price of products and bargaining for a better price.

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Teaching Tip: Play the videoblog once through and tell students to only focus on listing the ingredients they hear. Then play the last part twice (starting with Esta vez se va a juntar…) and ask students to fill in the table. Explain that Fernanda does not mention all course names and students will need to use the model and process of elimination to complete the table.

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College and Career Readiness For each question in Paso 51.2, tell groups to write which restaurant had more votes and why, e.g., 1. Restaurante Riquísimo: Dos miembros del grupo prefieren la hamburguesa. If there is no majority, have them explain why, e.g., 1. (Name) y (Name) prefieren platos diferentes y (Name) es vegetariano. Share that this helps students practice making collaborative decisions and will prepare them for Paso 51.3.

Answers Entrante: crema de calabaza: calabaza Plato principal: pollo asado: salsa picante con chiles, pimiento asado, coliflor, champiñones Bebida: agua fresca de limón: agua, limón Postre: fruta: las uvas, las frambuesas, la papaya

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Unidad 4 | La comida es cultura ACTFL Standards

52.3 Compara las preferencias d m

Communication: Presentational (52.3) Comparisons: Cultural (52.3, 53)

¿Cuál plato o bebida te gusta? Describe tu plato y sus ingredientes. Luego, compáralo con el plato que presentó Fernanda. Graba la descripción de tu plato y tu comparación. Usa fotos en tu presentación y muéstralas mientras hablas.

MODELO

Paso 52.3 Teaching Tip: Ask students to think of a dish or drink with at least three ingredients, and tell them to write its name and ingredients.

Ask students to write why they like each ingredient using flavor words like picante and dulce. Then have students find an image of their dish or drink. Tell them to use their table from Paso 52.2 to compare their dish or drink to Fernanda’s, e.g., El plato de Fernanda no tiene…

Esta es la imagen de la hamburguesa de un restaurante local y es mi hamburguesa favorita. Esa lechuga es fresca y ese queso es muy rico. La hamburguesa siempre tiene muchos tomates que me encantan. El plato de Fernanda también tiene tomates. ¡Qué rico!

E

53 Reflexión intercultural d

Which of Fernanda’s items are common ingredients in dishes in your community?

Which are not commonly used? Fernanda mentioned some items she likes and others she does not. How are your preferences similar or different? Share your ideas in class and in the Forum.

Guide students to use the modelo and their notes to write their description. Tell students to practice their presentation twice before recording. Ask them to point to the ingredients as they describe them.

Actividad 53

Investigate: I can identify some similarities and differences between a Mexican teen’s produce selections and preferences and my own.

PL

Answers Answers will vary.

Mi progreso intercultural h

M

Teaching Tips: • Ask students to look at their table from Paso 52.2 and indicate which ingredients are common in their community and which are not.

• Play Fernanda’s videoblog again and ask students to note which items she does and does not like. Tell students to indicate preferences they have in common.

• Challenge students to respond in Spanish using the sentence frames: Los ingredientes que (no) tenemos en común son…; A Fernanda (no) le gusta (item) y a mí también/tampoco; A Fernanda (no) le gusta (item), pero a mí sí/no. Remind students to share their thoughts on Reflexión questions and comment on classmates’ posts in the Forum on Learning Site®.

SA

294

Mi progreso intercultural: Have students read the Can-Do statement and rate their progress.

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Challenge Challenge students to complete Paso 52.3 using only their image and a notecard with the following steps and sentence frames: 1. Esta es la imagen de… 2. Esa/ese (ingrediente) es (adjetivo) or ¡Me encanta ese/esa (ingrediente)! (repeat step three times) 3. El plato de Fernanda también tiene/no tiene… 4. Final exclamation. Encourage pairs to practice presenting to each other before recording.

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Pregunta esencial To reflect on the Pregunta esencial, create a digital wall titled ¿Cómo influye donde vivimos en lo que comemos? Have students reflect on their own experience and what they learned in this unit to complete this sentence frame: Donde vivo hay (geography, crops, cultural elements) e influye en lo que como, e.g., Donde vivo hay muchos árboles de frutas tropicales e influye en lo que como.

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Comunicación 3 ACTFL Standards

En camino 3 54 Una celebración de bebidas de México

You and your classmates are planning a tasting event and will invite students in your school to taste popular Mexican drinks, as well as some drinks of your own creation.

En camino 3 Formative Assessment: This performance assessment targets the Novice High proficiency level. Use one, two, or all three of these tasks based on your students’ needs.

The full prompts, all related resources, and answer keys can be found on Learning Site® , along with differentiated versions that target Novice Mid and Intermediate Low levels. Use the provided rubric to assess your students’ performance.

Fuente auténtica

Read a blog post from Historia Cocina about healthy drinks in Mexico to learn more about their ingredients and preparation.

Mi progreso comunicativo h Interpretive: I can understand some key details in an article about ingredients in Mexico.

54.2 Conversa sobre las preferencias s

Mi progreso comunicativo h

Paso 54.1

PL

You are preparing to go to the market to buy ingredients to prepare some Mexican drinks and foods. Ask your partner about the foods they like and answer your partner’s questions in order to make decisions about what to buy.

E

54.1 Lee y responde b

Teaching Tip: Remind students to think about the context to help them anticipate the content. They do not need to know every single word in the article to understand the main idea. Encourage them to rely on cognates and familiar vocabulary to help them infer the rest.

Interpersonal: I can ask and respond to questions about eating habits and preferences.

54.3 Presenta el menú w m

Create a visual advertisement for a school event in which students will have the opportunity to try freshly-prepared drinks from Mexico as well as drinks of your own creation.

Mi progreso comunicativo h

Paso 54.2

Teaching Tip: Encourage students to use a variety of question words to ask specific questions and to use reactions from Así se dice to make the conversation as realistic as possible. Use the Proficiency Pairs strategy (see Instructional Strategies Toolkit) to assign student partners on the day of the assessment.

Unidad 4

M

Presentational: I can describe the ingredients of a dish or drink.

SA

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Communication: Interpretive (54.1) Communication: Interpersonal (54.2) Communication: Presentational (54.3)

Building Proficiency

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Previewing the Rubric Preview the provided rubric with students prior to beginning the En camino formative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubrics.

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x Paso 54.3 295

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Intercultural Development Remind students they are not only learning to communicate in Spanish, but also about the intersection between geographical location and food consumption in Mexico. Ask the class to list some ideas they have learned in Comunicación 3. Then ask them to categorize each as a product, practice, or perspective. Ask how students’ geographical location affects their eating habits. How has learning about how location influences food consumption opened students’ minds to new ideas and perspectives?

Teaching Tip: Recommend that students name their drink. They should also describe the ingredients. Encourage them to add a description of the flavor. Your feedback on students’ performance on this En camino formative assessment will guide them as they build proficiency for the summative Vive entre culturas assessment at the end of Unidad 4.

Mi progreso comunicativo: Tell students the communicative goal they are targeting in this Paso will be assessed again in Vive entre culturas.

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Unidad 4 | La comida es cultura ACTFL Standards

Mi comunidad global

Communication: Interpretive (55.1) Communication: Interpersonal (55.1)

En el mercado mexicano

Mi comunidad global

55 Visitando un mercado mexicano

Students will choose a traditional Mexican dish to prepare and locate a local market that has their ingredients.

Learn about the foods in a Mexican grocery store and how to find ingredients for a Mexican dish of your choice.

1

Mi progreso intercultural

2

E

In Mi comunidad global, students demonstrate their progress toward these intercultural Can-Do statements: Interact: I can interact appropriately to meet my needs in a Mexican market.

Oxxo es un minimercado popular en México.

Paso 55.1

3

Se vende pan dulce en una panadería de Chicago.

PL

Investigate: I can compare a Mexican market to other places to buy food in my community.

4

Teaching Tip: Suggest students focus on one image at a time and note their observations.

Encourage them to share by conversing as a class or in pairs, using simple questions (e.g., ¿Qué hay en…? ¿Dónde está el/la…?). Provide sentence starters as needed.

Answers Answers will vary.

Hay varias frutas en los mercados de Ciudad de México.

La tienda Dulcelandia es popular en Chicago.

55.1 Mira y conversa i s

M

Mira las imágenes. En parejas, conversen sobre cuáles son las características de los mercados mexicanos.

MODELO

Estudiante A:

¿Qué venden en la tienda de la imagen número cuatro?

Estudiante B:

Venden piñatas y dulces.

SA

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Challenge For Paso 55.1, challenge pairs to compare the market pictures to markets in their own community during their conversation. Encourage pairs to note similarities and differences, e.g., Oxxo es similar a (mercado) porque también vende (producto). Dulcelandia es diferente de (mercado) porque vende/no vende (producto).

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Scaffold If students are able to visit the market, suggest that they bring their list of frases útiles from Paso 55.2 with them. Encourage them to put a check mark next to a frase each time they use it. In class, invite students to share about their experiences using Spanish to communicate. Ask them questions like: Did it help to have your list?

How did you feel communicating in another language? Did the person with whom you spoke understand you? Did you understand any words that they said to you?

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Mi comunidad global ACTFL Standards

55.2 Investiga y prepara w p

1. ¿Qué plato quieres preparar?

2. ¿Cuáles son los ingredientes del plato?

3. ¿Qué mercado puedes visitar para comprar los ingredientes?

4. ¿Cuáles son algunas frases que puedes usar en el mercado?

Paso 55.2

55.3 Visita p s

Mi progreso intercultural h Interact: I can interact appropriately to meet my needs in a Mexican market.

Answers Answers will vary.

56 Reflexión intercultural d

Paso 55.3

PL

Have you shopped for ingredients like these before? How do ingredients in Mexican markets lend themselves to preparing culturally authentic dishes? How does shopping in a Mexican mercado compare to your experiences at markets or grocery stores?

Mi progreso intercultural h

Teaching Tip: Begin by highlighting the cultural dishes mentioned in the unit. Then encourage students to use a web-based navigation app to find mercados close to where they live. Brainstorm with the class a list of frases útiles for grocery shopping.

E

Visita el mercado de 55.2 y encuentra los ingredientes para el plato mexicano.

Toma fotos de cada ingrediente. Habla con alguna persona del mercado si necesitas ayuda para encontrar un ingrediente. Usa tus frases de 55.2 para hablar en español con personas en el mercado.

Teaching Tips: • Invite parents/guardians to participate in this intercultural experience by accompanying their students.

• Encourage students to make the dish they chose with their found ingredients and bring it into share with the class, if permitted in your school.

• Invite students to share about their experience and about any words and phrases that they spoke, heard, or read in Spanish.

• As an alternative to visiting a market, have pairs share information about the dishes they chose and the ingredients they need to locate using their answers to Paso 55.2.

Unidad 4

M

Investigate: I can compare a Mexican market to other places to buy food in my community.

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Communication: Interpersonal (55.3) Communication: Presentational (55.2) Comparisons: Cultural (56) Communities: School and Global (55.2, 55.3) Communities: Lifelong Learning (55.3)

Investiga para escoger un plato mexicano que quieres preparar y un mercado en tu región que puedes visitar para comprar los ingredientes. Responde a las preguntas.

Strategies for Differentiation

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Supporting Heritage Learners For Actividad 56, invite heritage learners to talk about their favorite memories of shopping with their parents, giving as much detail as possible.

Ask them to make comparisons with other shopping experiences, e.g., ¿Adónde van? ¿Ven a amigos o familiares en estos lugares? ¿Qué asocias con estos lugares? (e.g., los aromas, los sabores.) ¿Qué puedes comprar en un mercado hispano que no puedes comprar en uno típico de los Estados Unidos? ¿Por qué?

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numeral

Answers Answers will vary.

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AP® Strategies Invite students to present their dish in Spanish, e.g., Este plato se llama (nombre). Los ingredientes son… Ask students in the audience to react to the dishes and describe why they think they would like them or not. e.g., Me gusta mucho el pastel de tres leches porque me gusta la comida dulce. Ask students how this experience has opened up their minds to new flavors and perspectives.

Actividad 56 Teaching Tip: Encourage students to be nonjudgmental about their experiences and stick to the facts. Ask them to recall any thoughts or feelings they had before, during, and after their visit.

Answers Answers will vary.

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Unidad 4 | La comida es cultura

Vive entre culturas

Vive entre culturas

Summative Assessment: Use these interrelated performance-based tasks to assess students’ proficiency in all three communicative modes. Tell students they can demonstrate their intercultural understanding in the Presentational Assessment by describing the importance of food as a reflection of culture. Students might list specific ingredients important to different cultures in their original fusion dishes. Discuss the Integrated Performance Assessment Rubric on Learning Site® to assess students’ proficiency. The full assessment prompts, all related resources, and answer keys can be found on Learning Site®.

Un menú de dos culturas AAfriend friendat atyour yourschool schoolgrew grewup upin inMexico.

Mexico.You Youwant wantto tomake makeyour yourfriend friendfeel feelat at home homeby bypreparing preparingan anauthentic authenticMexican Mexicandish dishalong alongwith withsome someinfluences influencesfrom from your yourown ownculture—a culture—afusion fusionmeal. meal.

Metas Metas

E

• • Interpret Interpretshort shorttexts textsto to discover discoverhow howgeography geographyand and culture cultureaffect affectfood foodtraditions traditions • • Share Sharepreferences, preferences,opinions, opinions, and andhabits habitsabout aboutfoods foods • • Create Createand andpresent presentmenus menus that thatexpress expressyour yourfood food preferences preferencesand andtraditions traditions

• • Describe Describehow howsharing sharingin in the thefood foodof ofanother anotherculture culture can canlead leadto tointercultural intercultural understanding understanding

M

Teaching Tip: The day before students complete Vive entre culturas, go over the Metas and point out how each one corresponds to one of the assessments. In pairs, ask students to name the Can-Do statements aligned with each Meta, discuss their confidence level and progress, and then make a review plan to prepare for the assessment. Circulate to encourage and ensure students plan to review vocabulary and structures.

PL

Metas

SA

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Building Proficiency numeral 230-303_ECS_2e_L1_SE_U4_Natl.indd 298

Previewing the rubric Preview the provided rubric with students prior to beginning the Vive entre culturas summative assessment. Give specific on-level examples using language from the unit for each domain so that students understand how they are being assessed. Consider providing paper or digital copies to students and encourage them to take notes on the rubrics.

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Intercultural Development Remind students they have engaged in numerous conversations about cultural products, practices, and perspectives related to food and cultural identity. Ask students to work in partners and list products, practices and perspectives they have learned in this unit. Invite students to share about what intrigued them the most.

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Vive entre culturas ACTFL Standards

Interpretive Assessment You found a video of a Mexican cook named Ana María preparing two popular salsas used in most Mexican kitchens. Watch her video to see and learn about the tradition and ingredients of these two salsas.

Interpretive Assessment

Interpersonal Assessment

PL

Interpretive: I can understand some basic facts about a culturally significant dish in a video.

Teaching Tip: Before students watch the videos, remind them that they have practiced identifying key information in videos several times in this unit. Students should use the graphic organizer to focus their listening for key words and details; they should not be expected to understand every word in the video. Remind students to focus on the overall message and key details rather than trying to understand individual words.

E

Mi progreso comunicativo h

Interpersonal Assessment

Una entrevista con Ana María r s

Preparation: To prepare for the conversation, remind students to read the whole outline of the conversation and write down possible words, expressions, and scenarios related to the topic. Encourage students to pay close attention to the words they understand since those will be their context clues and key words in the conversation. Tell students to add as many details as possible to demonstrate their level of proficiency.

You want to learn more about what to include in an authentic Mexican meal. You comment on Ana María’s video, and she agrees to speak with you via phone to brainstorm ideas. Answer her questions about your food preferences.

Mi progreso comunicativo h

Interpersonal: I can ask and respond to questions about food preferences.

Presentational Assessment

M

Un menú para tu comida w

Now that you’ve spoken to a cook from Mexico, you are ready to create your own fusion menu. You can use both traditional Mexican ingredients and ones from your own culture. Present your menu in writing.

Presentational Assessment

Mi progreso comunicativo h

Presentational: I can describe the ingredients of a dish or drink.

Unidad 4

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Communication: Interpretive (Interpretive Assessment) Communication: Interpersonal (Interpersonal Assessment) Communication: Presentational (Presentational Assessment)

Salsas populares v

Strategies for Differentiation

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Supporting Heritage Learners Some of your heritage learners may eat traditional Mexican ingredients (or those that are very similar) frequently. In this case, encourage students to fuse their traditional ingredients with those of another culture for the Presentational Assessment. They may choose other ingredients from their community or another country/region.

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Teaching Tips: Share that students could create a T-chart with the following headings: Ingredientes mexicanos, Ingredientes de mi cultura. Suggest that they combine ingredients from both cultures that might be delicious together. Encourage students to create their own images for the fusion dishes and write down captions to explain them in detail.

College and Career Readiness Students have had practice throughout the unit anticipating the themes and questions that might come up in a conversation based on the subject of the conversation. Tell students to take a moment to brainstorm individually the types of questions Ana María might ask them in the Interpersonal Assessment and the types of expressions they might use to describe their eating habits and preferences.

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Unidad 4 | La comida es cultura

Gramática: Resumen

Gramática: Resumen

Tell students Gramática: Resumen is a reference they can use to check their hypotheses regarding structures presented in Observa 1–3 and see other examples of the concepts.

Making Requests and Recommendations Stem-Changing Verbs: e ➞ ie Action verbs require conjugation—changing the ending to express who is doing the action. Some verbs require additional changes to the stem (the main part of the word, before the ending), when the stress falls on it. Two different types are shown below. You must memorize which verbs have which type of change.

Stem-Changing Verbs: e ➞ ie Teaching Tip: Encourage students to converse with Spanish-speaking members of their school and community and ask about their preferences and recommendations for local food restaurants, e.g., ¿Qué restaurantes prefieres en (community)? ¿Qué mercados recomiendas en (community)? Invite students to share about their conversations, e.g., (Name) recomienda el restaurante (name of restaurant).

Stem change e ➞ ie queremos

bebo

bebemos

quieres

queréis

bebes

bebéis

quiere

quieren

bebe

beben

E

quiero

No stem change

2. The final -o- of the stem changes to -ueStem change o ➞ ue

No stem change

PL

Gustar and encantar

1. The final -e- of the stem changes to -ie-

Teaching Tip: As an extension for expressing preferences for meals and food, provide additional examples with dar igual. If students want more information about this construction, point out that the other forms of gustar (e.g., gustas, gustamos) are not used with this meaning.

pruebo

probamos

tomo

tomamos

pruebas

probáis

tomas

tomáis

prueba

prueban

toma

toman

In EntreCulturas, we indicate that a verb has a stem change by listing it after the infinitive (e.g., costar (o ➞ ue).

In varieties of Spanish that use vos, the corresponding verb forms have stress on the ending, so the stem stays -e- or -o-: vos querés, vos probás.

Expressing Preferences Gustar and encantar

M

You already know how to express likes and dislikes with (no) me gusta. Encantar works the same way as gustar, but is used to express something you really like or love. These expressions are different from the action verbs you have learned so far, which change their ending to tell who is performing the action. The phrase me gusta literally means “to me it is pleasing” and me encanta literally means “to me it is enchanting”.

We use the pronoun set me, te, le, nos, os, les to show to whom something is pleasing or enchanting. The “something” is the subject of the verb, so we use gusta/encanta for one thing or gustan/encantan for plural things.

SA

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Differentiate Have students record themselves discussing food items and using the structures from this unit, e.g., ¡Estas manzanas están muy ricas! ¡Me encantan las manzanas! Recomiendo las manzanas de (place). Encourage students to do this together and record a short conversation to discuss a food, e.g., Estudiante A: ¿Te gustan las manzanas?

Estudiante B: ¡Sí! ¡Me encantan!

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Differentiate Have students complete a Find Someone Who activity (see Instructional Strategies Toolkit) to ask each other questions about their food likes and preferences. You can provide students with questions, have them create their own, or do a mixture of the two. After completing the activity, students should create a post with five things they learned about their classmates’ likes and preferences.

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Gramática: Resumen Gustar and encantar

Me encanta la pizza, pero a ti no te encanta.

I love pizza, but you do not love it.

A él le gustan las papas fritas, pero a mí me encantan.

He likes French fries, but I love them.

Nos gusta probar platos nuevos.

We like to try new dishes.

A vos te gusta(n) You like (Arg., C. Am., etc.)

A vosotros os gusta(n) You all like (España)

A usted le gusta(n) You like (formal)

A ustedes les gusta(n) You all like

Demonstrative Adjectives

Teaching Tip: Students used demonstrative adjectives to describe specific foods in this unit. Challenge them to think of other ways to use demonstrative adjectives to describe specific items or items that are close to them.

Model phrases like: ¿De quién es este libro? ¿Este libro es rojo o azul? Students can practice writing descriptions of the places in their school to recycle school vocabulary from Unidad 2, e.g., Esta clase es muy interesante.

Esta cafetería es muy grande. Estos estudiantes son muy inteligentes.

PL

Referring to Specific Items

Demonstrative Adjectives

E

As you have seen already, there are many different regional and stylistic variations to express “you”. Below are the patterns for verbs like gustar:

Use demonstrative adjectives to describe the relative position of a noun in time or space. A demonstrative adjective comes before all other adjectives in the noun phrase. este/esta, estos/estas = this, these

ese/esa, esos/esas = that, those

In Spanish, the demonstrative adjective must match the noun in gender and number.

Esta/Esa comida es deliciosa.

This/That food is delicious.

Unidad 4

Estos/Esos platos son dulces.

These/Those dishes are sweet.

M

Estas/Esas comidas son picantes.

These/Those foods are spicy.

Este/Ese plato tiene tres ingredientes.

This/That dish has three ingredients.

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Teaching Tip: Find a song in Spanish that expresses preferences using gustar and encantar multiple times throughout. Create a cloze activity with the lyrics for students with the forms of gustar, encantar, and other words left out. Listen to the song with students multiple times as they fill in the blanks. Then ask comprehension questions about the song’s meaning and the ways gustar and encantar are used in it.

Sometimes, it is necessary to include a clarifier such as a mí me gusta, a ti te gusta, a nosotros nos gusta, a él/ella/usted le gusta, a ellos/ellas/ustedes les gusta. These clarifiers are used primarily to differentiate in the first and familiar second person forms, but are often needed in the formal second and third person forms.

Strategies for Differentiation

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Supporting Heritage Learners Consider using vos and its verb forms throughout the unit as examples in a variety of situations.

This would reassure students that it is an acceptable form of speech.

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AP® Strategies Have groups of four ask questions about what foods they like and dislike, and prefer and do not prefer. Their goal is to find one food they all have in common, one food that only three of them like, one food that only two of them like, and one food unique to one student. Share that this will help students strengthen their interpersonal communication skills. Have groups share what they find. Students will need nos gusta(n) and preferimos to share what they all like or prefer.

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Unidad 4 | La comida es cultura

Vocabulario: Resumen

Vocabulario: Resumen

Vocabulario: Resumen includes the words and expressions from Así se dice 1–3. Tell students this vocabulary is essential for completing assessments. Supplementary terms from Vocabulario personal do not appear here since they will not be assessed.

Bien comer, buen vivir Las frutas y las verduras el brócoli la lechuga la manzana el maíz

Bien comer, buen vivir Teaching Tips: • Use semantic mapping to review the unit vocabulary. Start with comida in the center of the board and add spokes off the center: frutas y verduras, proteínas, cereales.

Encourage students to take turns going to the board to complete the graphic organizer.

• Write la papa, el papá, and el Papa on the board and ask students what they notice and what each means. Emphasize the importance of accents so that students are not saying that their dad is a potato or that they like eating fried dads. Share that the last word refers to the Pope in Spanish (Catholicism).

• Share a copy of the vocabulary with students at the beginning of the unit so that they can add notes and additional vocabulary. Add blank tables below each section or at the end of the list and encourage students to add the new words they learn throughout the unit.

broccoli lettuce apple corn

el pepino el plátano la sandía el tomate

cucumber banana watermelon tomato

pork beef beans egg milk

las lentejas la nuez el pescado el pollo el queso

lentils nut fish chicken cheese

rice noodles bread

la papa la tortilla

potato tortilla

la carne de cerdo la carne de res los frijoles el huevo la leche

Los cereales

PL

el arroz los fideos el pan

E

Las proteínas

Las bebidas y los platos water

M

el agua

SA

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el plato

dish

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Challenge Project various words for food items and have pairs use Circumlocution (see Instructional Strategies Toolkit) to describe them to each other. Have partners sit back-to-back; one sees and describes the words and the other guesses.

Then have them switch roles. Model describing la lechuga: Es una verdura verde. Es un ingrediente común en las ensaladas.

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Differentiate Encourage students to go to a local restaurant that serves food from a Spanish-speaking country. If their server speaks Spanish, they should try to order their food in Spanish. After their visit, invite students to share what dish they ate, the ingredients, what type of food it was, if they liked it, and any Spanish that they heard, spoke, or read.

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Vocabulario: Resumen Teaching Tip: Play a Fly Swatter game. You will need two fly swatters and images of the words. Write all the words randomly on the board, and divide students into two teams.

Have one member from each team come to the board. Show an image that corresponds to one of the words. The first person to swat the word stays at the board. The next player from the opposing team comes to the board. Play continues until everyone has had a chance to play.

Las comidas tomar la comida la cena

el desayuno el postre

to have (a drink) meal, food dinner

breakfast dessert

alérgico/a el azúcar el batido el café el camarón con la ensalada la hamburguesa el helado el jugo de naranja la mantequilla el pan dulce

la pasta el pastel la pimienta probar la sal el sándwich sin la sopa el té con limón tener hambre tener sed

allergic sugar smoothie coffee shrimp with salad hamburger ice cream orange juice butter sweet bread, pastry

pasta cake pepper to taste, to try salt sandwich without soup tea with lemon to be hungry to be thirsty

Los productos el aguacate la calabaza la cereza el champiñón el chile la coliflor la espinaca

avocado pumpkin cherry mushroom chili pepper cauliflower spinach

Conversando con los vendedores

Unidad 4

to buy How much does it cost?

How much do they cost? too much

la fresa el limón la papaya la pera el pimiento la salsa la uva

strawberry lemon papaya pear pepper sauce, salsa grape

picante póngame por favor vender

hot, spicy give me, I will have please to sell

M

comprar ¿Cuánto cuesta? ¿Cuánto cuestan? demasiado

Strategies for Differentiation

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Supporting Heritage Learners Throughout the unit, highlight other variations of specific dishes or the different names used across the Spanish-speaking world. Many ingredients in Latin American cuisine and their names are influenced by its rich history and diversity; make cultural connections to the ingredients mentioned throughout the unit as often as possible.

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De compras en el mercado

Teaching Tip: Print and cut sets of all the words and expressions and give each set to a group of students. Challenge them to sort them into categories. Ask students to report to the class which categories they chose and why.

PL

De compras en el mercado

E

Los platos, las bebidas y los ingredientes

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¿Qué te gusta comer durante el día?

¿Qué te gusta comer durante el día?

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AP® Strategies Have students practice their interpersonal writing skills by having a text conversation with another student or Spanish-speaking person to plan what they are going to eat and drink for a certain meal. They should ask questions like: ¿Qué quieres comer/beber para (meal)? ¿Prefieres (food/drink) o (food/drink)? ¿Te gusta la comida (dulce/picante)?

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EntreCulturas® 2nd Edition is a comprehensive, four-level Spanish program built around the ACTFL World-Readiness Standards and the NCSSFL-ACTFL Can-Do Statements. This ground-breaking series guides learners along a proficiency pathway through the lens of interculturality, real-world communication, and literacy. Students discover how to interact appropriately within a variety of cultural contexts and to examine different perspectives through exposure to authentic resources and the lives of peers across the Spanish-speaking world. The Spanish for Life and Career Success bridges the classroom and the real world by integrating essential life and career skills with language learning. Students explore diverse professions and develop practical skills such as networking, job interviews, and business planning, all while improving their Spanish.

Learning Site®

O P

Transform language learning with the EntreCulturas Learning Site! This powerful, easy-to-use platform enables instructors to effortlessly create dynamic lessons from a diverse range of authentic audio, video, and text resources, making each student’s learning path unique and engaging. To enhance interpersonal speaking proficiency, students interact with chatty little helpers, the Nualas in Nualang™, an environment designed for students to speak confidently.

Program Components

F

• Student Edition + Nualang (hardcover, eBook, and Learning Site)

• Annotated Teacher Edition (hardcover, eBook, and Learning Site) • Workbook (softcover and Learning Site)

• Spanish for Life and Career Success (Learning Site) • Companion Reader (Learning Site)

www.waysidepublishing.com

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