el mesero la taza la cuchara el vaso la servilleta el tenedor la pimienta la botella el plato el azúcar comer beber poner la mesa limpiar la mesa limpio sucio 48. ¡A la mesa! Escribe. Andy is having something to eat. Describe what he is eating or drinking and what utensils he is using. Modelo Andy come ceviche en un plato. Lo come con un tenedor. 1 2 3 4 En la mesa Señores, la carta. el cuchillo la sal el mantel El mesero trae la carta a los clientes. Acciones y estados Vocabulario Presentation DESAFÍO 3 226 doscientos veintiséis Unit 4 226 DESAFÍO 3 DEVELOPING LEARNERS • Bring plastic flatware and plates to class and pass them around saying Esto es un plato. Each student passes it to the next, repeating the words Esto es un plato. Esto es un tenedor. • After the items have returned to you, raise a fork and ask a volunteer to answer the question ¿Qué es esto? (Esto es un tenedor.) Repeat with each item: un vaso, una cuchara, un cuchillo, una servilleta, and so on. EXPANDING LEARNERS • Have students make a video entitled Un día en la vida de un(a) mesero(a). They should star as a server in a restaurant, and describe what they do on a typical day at their job. • They describe how they set the table, how they bring drinks and condiments to the customers, and how they clear the table after a customer finishes eating. • They can also use some review vocabulary when describing the foods they might help prepare. Activating Prior Knowledge • Hand out a photocopy of a recipe for ceviche in Spanish that you find on the Internet. Tell students to go over the recipe, highlighting (or underlining) the words from the vocabulary and grammar that they have learned so far in this unit. Preparation • Go over the vocabulary presentation with students. Ask students to draw a table and label all its components using the new vocabulary. If they use color, they must label the colors as well, using gender agreement; for example: una cuchara roja. Activities 48. Students can do this activity with a partner. One partner identifies the food and the other the utensil used. Once they have both, they can work together to create the sentences. Remind students that the subject and the verb need to agree. Answers may vary. Sample answers: 1. Andy come carne con un tenedor y un cuchillo. 2. Andy bebe té en una taza. 3. Andy bebe jugo en un vaso. 4. Andy come sopa con una cuchara. 49. Audio script: 1. Mack necesita una taza para beber el café. 2. Tess necesita un vaso para beber el jugo de maracuyá. 3. Patricia necesita una cuchara para comer el sancochado, porque es una sopa. 4. Diana y Rita necesitan un tenedor para comer el ceviche. Presentation • In this section, students will learn to talk about utensils, place settings, kitchen etiquette, and condiments. Teaching Suggestions Differentiated Instruction Vocabulario – En la mesa (Script continues, top of facing page.) AP* Course Theme: Contemporary Life el mesero la taza la cuchara el vaso la servilleta el tenedor la pimienta la botella el plato el azúcar comer beber poner la mesa limpiar la mesa limpio sucio 48. ¡A la mesa! Escribe. Andy is having something to eat. Describe what he is eating or drinking and what utensils he is using. Modelo Andy come ceviche en un plato. Lo come con un tenedor. 1 2 3 4 En la mesa Señores, la carta. el cuchillo la sal el mantel El mesero trae la carta a los clientes. Acciones y estados Vocabulario Presentation DESAFÍO 3 226 doscientos veintiséis Differentiated Instruction
RkJQdWJsaXNoZXIy MjUyNzA0NQ==