DESAFÍO 1: I can express varying degrees of likes and preferences regarding foods in my own and other cultures. Vocabulario Comidas y bebidas Gramática Expresar cantidad. Adverbios de cantidad Expresar deseo, preferencia y rechazo DESAFÍO 2: I can express my needs relating to foods in my own and other cultures. Vocabulario Tiendas de alimentos Gramática Pronombres de objeto directo DESAFÍO 3: I can express and describe actions related to dining in my own and other cultures. Vocabulario En la mesa Gramática Expresar mis acciones. Verbos irregulares en la primera persona Pronombres de objeto indirecto DESAFÍO 4: I can describe eating habits and food preparation in my own and other cultures. Vocabulario ¿Cómo está la comida? Gramática Verbos con raíz irregular (e > i) IPA Goal By the end of this unit, you will be able to choose and describe a Peruvian dish for an international food festival, and express and support your opinions about it. La comida en los Andes Perú DESAFÍO 1: I can express varying degrees of likes and preferences regarding foods in my own and other cultures. Vocabulario Comidas y bebidas Gramática Expresar cantidad. Adverbios de cantidad Expresar deseo, preferencia y rechazo DESAFÍO 2: I can express my needs relating to foods in my own and other cultures. Vocabulario Tiendas de alimentos Gramática Pronombres de objeto directo DESAFÍO 3: I can express and describe actions related to dining in my own and other cultures. Vocabulario En la mesa Gramática Expresar mis acciones. Verbos irregulares en la primera persona Pronombres de objeto indirecto DESAFÍO 4: I can describe eating habits and food preparation in my own and other cultures. Vocabulario ¿Cómo está la comida? Gramática Verbos con raíz irregular (e > i) IPA Goal By the end of this unit, you will be able to choose and describe a Peruvian dish for an international food festival, and express and support your opinions about it. Unit 4 PERÚ 201 Picture Discussion • The dish shown in the picture is causa acevichada, a purée of potatoes and yellow peppers topped with fresh avocado and a tart seafood ceviche. Peruvian cuisine has gained recognition around the world, showing up in everything from casual food trucks to five-star, elegant cevicherías. • Ask students what they already know about Peruvian food. What is the relationship between the foods native to a region and the cuisine of its people? How does our own culture affect the ingredients and foods we choose? Objectives • By the end of Unit 4, students will be able to: −Talk about how to prepare some traditional dishes from Peru. −Identify the ingredients in a recipe. −Understand and talk about some facts about Peruvian culture and its diversity. −Express likes and dislikes. −Talk about food and how to prepare it. −Express necessity. Integrated Performance Assessment In the Integrated Performance Assessment for this unit, students will read a recipe for seco de carne and listen to a description of how to make ceviche, describe an authentic dish from a Spanishspeaking country to a partner, and present that dish to the class. El suspiro limeño Suspiro limeño, also known as suspiro de limeño or suspiro a la limeña, is one of the oldest desserts in Peru. Its roots date back to the early 19th century in Lima, the capital of Peru. It is made with milk, sugar, eggs, vanilla extract, and ground cinnamon. Although suspiro limeño is traditionally Peruvian, this dessert has extended beyond Peru to enter the cuisine of other countries around the world. El ceviche Ceviche is the most-consumed traditional dish in Peru. It contains pieces of fish, lemon juice, peppers, and salt. Some recipes add red onion and cilantro, among many other ingredients. Ceviche can be served as an appetizer or entrée. The unique principle in the preparation of ceviche is the acidic fruit that “cooks” the raw fish. DESAFÍO 4 DESAFÍO 3
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