Walkthrough T23 Proyecto Each unit concludes with a Proyecto in which students use interpretive, interpersonal, and presentational communication skills in a project relating to the culture and theme of the unit. IPA Additionally, an Integrated Performance Assessment found in the online Resources presents students with a real-world context, including interpretive, interpersonal, and presentational tasks. Nuestros restaurantes In this project, you will use your ideas to set up a restaurant, write the menu, and role-play a dialogue with your customers. You will also visit your classmates’ restaurants and order food there. Finally, you will write a restaurant review to summarize your opinions of all the restaurants. PASO 1 Decide el tipo de restaurante y la comida • With a group, decide what type of restaurant you will have and what food you will serve. These questions will help you. – ¿Qué tipos de restaurantes conoces? – ¿Cuál prefiere tu grupo? – ¿Qué comidas vas a ofrecer: desayunos, almuerzos, cenas? – Escribe una lista de los platos, bebidas y postres para cada comida. PASO 2 Prepara el menú • Classify the foods on your list. You can use these criteria or others: – Tipo de alimento: frutas, verduras, carnes. – Desayuno, almuerzo, cena. – Saludables para gente con dietas especiales. • Find photos to illustrate each dish you will serve. • Write a brief description of each dish. Include some information from this list: – nombre del plato – forma de preparación – sabores – ingredientes – precio – ... comida rápida americano mexicano italiano peruano Deliciosas papas con queso Papas asadas con una salsa de queso peruano 11 soles PROYECTO 254 doscientos cincuenta y cuatro PASO 3 Exposición de cartas y dramatización • Display all the menus. Then visit another restaurant. • Use their menu to order food and drinks from the server. Ask questions to find out what characteristics each food or drink has. Modelo A. ¿Qué quiere beber? B. Un jugo de maracuyá. Es dulce, ¿verdad? C. Sí. Es dulce. ¿Lo quiere frío? PASO 4 Escribe una crítica • Take notes on each restaurant you visit. Use these criteria to guide your note taking: – Nombre y tipo de restaurante – Especialidades – Precios: ¿caro? ¿normal? ¿barato? – El servicio: ¿malo? ¿regular? ¿bueno? ¿excepcional? – Los meseros: ¿simpáticos? ¿antipáticos? • Write a review of one restaurant, using your notes. Modelo El restaurante Tip y Tap es un chifa. Las especialidades son las carnes y... I CAN I CAN identify the foods that are available in restaurants in my own culture and in Peru. prepare a menu and interact in a dining situation in my own or another culture. Unidad 4 Autoevaluación Do the following activities to reflect on your progress toward this unit’s goals. Communication a. I can express different degrees of preference about foods in my own and other cultures. Ask your partner what he or she prefers to eat and drink for each meal. b. I can say which food items I need and ask where to buy them. Tell your partner three food items you need to buy and ask where you can get them. c. I can express actions related to dining in my own and other cultures. Describe the steps necessary in preparing a simple dish. d. I can describe foods and eating habits in my own and other cultures. Ask a server (your partner) three questions about the menu. Intercultural Communication a. I can identify culturally significant foods and cooking practices in my own and other cultures. b. I can interact with others in shopping- and dining-related activities in my own and other cultures. doscientos cincuenta y cinco 255 Students can check their progress toward the communicative and intercultural goals of the unit using the Autoevaluación. 1 Encuentros 1. Integrated Performance Assessments. Unidad 2 © by Vista Higher Learning, Inc. All rights reserved. You and your partner are traveling to Puerto Rico to participate in a study-abroad program. Both of you will be staying with the same family during your trip. You have been given a description of two families with whom you can stay. Choose the family you feel is the best fit, then write a letter to that family telling them about you and your partner. Context Unit Selected U2 Student Edition Activities to prepare for these Performance Assessments: Knowledge students need to be successful on these Performance Assessments: 2 Integrated Performance Assessment Course Theme(s): Families & Communities; Contemporary Life Essential Question: Which features of homes and neighborhoods are in uenced by culture? 10 Encuentros 1. Integrated Performance Assessments. Unidad 2 © by Vista Higher Learning, Inc. All rights reserved. Presentational Communication – Written The student… Total: ______ /______ Notes: score Evaluation Rubric Fecha: Nombre: Evaluation rubrics allow teachers to easily and clearly assess student progress toward communicative proficiency in all three modes of communication.
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