Walkthrough T17 Gramática Students then see a concise presentation of the grammatical structure(s) necessary for the communicative skill in Gramática. Practice activities progress from close-ended to open, personalized practice. Comunicación Finally, students apply their new skills in Comunicación, an opportunity to synthesize vocabulary, grammar, and cultural understanding. DESAFÍO 4 79. ¿Qué piden? Escribe. You and your friends are at a restaurant. Write what each person orders for dinner. Modelo Yesenia - una sopa Yesenia pide una sopa. 1. Teresa y Octavio - unas verduras 2. Tú - arroz con pollo 3. Paco - pescado 4. Yo - papas fritas 5. Diego y yo - huevos con maíz 6. Todos - un postre Verbos con raíz irregular (e > i ) • Some irregular verbs like pedir (to ask for) require an e to i stem change in the present tense. e > i pedir pido • Verbs with this irregularity are conjugated as follows: V ( ). P Singular Plural yo pido nosotros nosotras pedimos tú pides vosotros vosotras pedís usted él ella pide ustedes ellos ellas piden • Other verbs conjugated like pedir are: competir (to compete) yo compito, tú compites, él compite… medir (to measure) yo mido, tú mides, él mide… repetir (to repeat) yo repito, tú repites, él repite… servir (to serve) yo sirvo, tú sirves, él sirve… 78. Piensa. Look at the green-colored sections in the conjugation box. Why do you think that these verbs are often called “boot” or “shoe” verbs? Gramática Note: The e > i stem change affects all subjects except nosotros, nosotras and vosotros, vosotras. Grammar Tutorial 238 doscientos treinta y ocho 80. Los desafíos en Perú Completa. These are the things Diana says about the challenges in Peru. Complete and write the sentences. Modelo El chef los ingredientes varias veces. 1. Yo para tener el mejor plato. 2. Mis amigos ayuda con sus recetas. 3. Yo le la receta a Rita. 4. El chef el arroz en un plato. 81. Una gran sorpresa Escucha y escribe. Listen and match elements from columns A, B, and C to indicate what each person does for Patricia’s birthday party. Then write complete sentences. A B C 1. Tim y Mack 2. Tess 3. Diana y Rita 4. Andy y Janet 5. Todos nosotros comprar servir medir pedir traer la torta. las sillas para la fiesta. la mesa para comprar el mantel. el regalo para Patricia. los refrescos y el café. 82. Minientrevistas Habla. Talk to a partner about your family’s eating habits. Say whether your family normally serves these foods at dinner. Explain why or why not. Modelo No servimos pollo porque a mis padres no les gusta nada el pollo. 1 2 3 4 mide medir competir pedir repetir servir COMUNIDADES La pesca en Perú La pesca es una industria muy importante en Perú. Por esta razón, hay muchos restaurantes especializados en platos de pescado. 83. Compara. Is the shing industry big in your region? Why or why not? Which industries are important in your community and why? I CAN express what I order in a restaurant and what my family normally serves at dinner. doscientos treinta y nueve 239 87. ¿Qué pasa en la historia? Interpreta. Look at the scenes below. What do you think Rita and Diana are doing and saying? Talk about it with a partner and take notes about your ideas. Escribe. Using your notes, write a conversation between Rita and Patricia. Make your dialogue 8−10 lines long. Modelo DIANA: Rita, ¿qué lees? RITA: Aquí hay una receta del suspiro limeño. Es más fácil que preparar una torta. DIANA: Muy sabroso. ¡Y me gustan muchísimo los postres! Representa. In pairs, act out your dialogue for the class. Escribe. Now choose a dessert that is typical of your culture or one you know of. Write a description of the dish and its ingredients and present it to your classmates. Include photos or drawings. Final del desafío I CAN describe and evaluate common and traditional dishes in my own and other cultures. doscientos cuarenta y uno 241 DESAFÍO 4 84. ¿Está rico? Escribe. Describe these foods as to temperature and avor. Would you order these dishes in a restaurant? Explain your answer. Modelo el sushi El sushi es un plato frío y salado. Nunca pido sushi en los restaurantes porque no me gusta. 1 2 3 4 la hamburguesa la ensalada el pollo con arroz el helado 85. Unas sugerencias Escucha y escribe. A server is taking an order from his customers. Listen and take notes about each order and how each person wants the dish prepared. Modelo 1. Rita un ceviche picante Habla. Now compare notes with a partner. Modelo A. Rita pide ceviche. B. Sí. Lo quiere picante. 86. ¿Qué piden? Habla. Ask a partner what everyone is ordering. Take turns. Modelo mamá A. ¿Qué pide mamá? B. Mamá pide arroz con pescado. A. ¿Dónde sirven un pescado sabroso? B. Lo sirven en... 1 2 3 4 5 papá la tía el abuelo las primas el primo 1. Rita 3. Patricia 2. Diana 4. Rita, Diana y Patricia Comunicación 240 doscientos cuarenta Students can evaluate their progress toward the Can-Do statement they have been working toward in this Desafío. Students see the outcome of the team’s challenge and participate in a multi-step culminating activity. All five Cs are incorporated throughout, providing deeper understanding of language and culture.
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