43. ¿Qué pasa en la historia? Organiza y habla. Match each speech bubble with the corresponding scene. Compare your version with your partner’s. Escribe y presenta. Create a four-panel story that shows you and a friend preparing pollo con ensalada de tomates. Use Tess and Patricia’s dialogue as a model. You can look up a real recipe for inspiration or make up your own. Modelo Necesitamos comprar... ¿Prefieres ir a... o a...? Yo lavo los tomates y tú... Final del desafío 1 2 3 4 a. Yo corto la carne. b. Lo servimos con arroz y papas. c. ¡Ya está listo! ¿Quieres probarlo? d. Necesitamos carne de buena calidad para preparar el seco de carne. e. ¡Está delicioso! f. Bueno. Y yo la cocino con ajo y cebolla. I CAN express needs related to food shopping and preparing a recipe in my own and other cultures. doscientos veintitrés 223 43. ¿Qué pasa en la historia? Organiza y habla. Match each speech bubble with the corresponding scene. Compare your version with your partner’s. Escribe y presenta. Create a four-panel story that shows you and a friend preparing pollo con ensalada de tomates. Use Tess and Patricia’s dialogue as a model. You can look up a real recipe for inspiration or make up your own. Modelo Necesitamos comprar... ¿Prefieres ir a... o a...? Yo lavo los tomates y tú... 1 2 3 4 a. Yo corto la carne. b. Lo servimos con arroz y papas. c. ¡Ya está listo! ¿Quieres probarlo? d. Necesitamos carne de buena calidad para preparar el seco de carne. e. ¡Está delicioso! f. Bueno. Y yo la cocino con ajo y cebolla. I CAN express needs related to food shopping and preparing a recipe in my own and other cultures. doscientos veintitrés 223 Unit 4 223 DESAFÍO 2 HERITAGE LANGUAGE LEARNERS • Some ingredients are far more common than others in Peruvian cuisine, and some appear in certain regions but not others. Ask students what ingredients are the most important in Hispanic cuisines with which they are familiar. Compare and contrast these with the information in this unit. What aspects might account for the trends? (Example: potatoes are common because the terrain is right for growing potatoes. However, in certain areas of Central America, potatoes are not a common ingredient because potatoes don’t grow well there.) Activities 41. Do this activity as a class. Go over the pictures with the class. If available, show the students measuring cups or use items in the class to approximate quantities. Then ask the questions and have volunteers answer you. Answers: 1. Necesito un kilo de carne. 2. Necesito un vaso de agua. 3. Tengo que comprar carne, ajos, limón, tomate, cilantro, papas, aceite, cebolla, sal, pimienta, arroz y guisantes. 4. Los puedo comprar en el supermercado, o en la carnicería y en la frutería. 5. Answers will vary. Answers will vary. 42. An extension of this activity could be to interview additional classmates and keep track of their answers on a sheet of paper. Then students could combine their answers using the el / ella, nosotros, and ellos(as) forms of the verbs. Answers will vary. 43. Answers: 1. d 2. a, f 3. b 4. c, e Tell students they can use drawings, clip art, photos, or online illustration software to create their story. Each panel can have two (but no more) speech bubbles. Answers will vary. Additional Practice Online Fans Online Activities Cuaderno de práctica eCuaderno de comunicación Presentational Communication Interpretive Communication MULTIPLE INTELLIGENCES: Bodily-Kinesthetic Intelligence • To facilitate the Final del desafío activity, photocopy and enlarge the illustrations and dialogue bubbles. • Have students cut out the speech bubbles and arrange them in order along with the corresponding photo. In this way, they can try out many combinations until they find the right sequence. Then they can paste the speech bubbles next to the matching photos.
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