68. ¿Qué pasa en la historia? Habla y escribe. Brainstorm the ingredients, utensils, and actions that might be necessary for Janet and Andy to prepare and serve their ceviche. Write a list. Lee. Read Andy and Janet’s dialogue for the whole day and, using your notes from the previous activity, ll in the blanks with their conversation. Escribe y representa. Imagine you and a partner must make and serve a typical dish from your culture. Using the dialogue above as a model, write a dialogue of 8 to 10 lines about how you prepare and serve the food. Present your dialogue to the class. Final del desafío I CAN express and describe actions related to dining in my own culture and Peruvian culture. Por la mañana Por la tarde Por la noche ANDY: Janet, tenemos que preparar el ceviche. JANET: Sí. Y hay que comprar los ingredientes. ANDY: JANET: 3 4 JANET: ¿ yo el jugo? ANDY: Sí, y yo la mesa. 1 2 ANDY: Traemos un ceviche delicioso. ¿Le gusta? CHEF: Gracias, Andy y Janet. El plato es muy bonito. doscientos treinta y tres 233 68. ¿Qué pasa en la historia? Habla y escribe. Brainstorm the ingredients, utensils, and actions that might be necessary for Janet and Andy to prepare and serve their ceviche. Write a list. Lee. Read Andy and Janet’s dialogue for the whole day and, using your notes from the previous activity, ll in the blanks with their conversation. Escribe y representa. Imagine you and a partner must make and serve a typical dish from your culture. Using the dialogue above as a model, write a dialogue of 8 to 10 lines about how you prepare and serve the food. Present your dialogue to the class. I CAN express and describe actions related to dining in my own culture and Peruvian culture. Por la mañana Por la tarde Por la noche ANDY: Janet, tenemos que preparar el ceviche. JANET: Sí. Y hay que comprar los ingredientes. ANDY: JANET: 3 4 JANET: ¿ yo el jugo? ANDY: Sí, y yo la mesa. 1 2 ANDY: Traemos un ceviche delicioso. ¿Le gusta? CHEF: Gracias, Andy y Janet. El plato es muy bonito. doscientos treinta y tres 233 Unit 4 233 DESAFÍO 3 –Tengo jugo de frutas. Y para Mack, también tengo café. –¡Jugo de frutas! Excelente. –Perfecto. El café es mi bebida favorita. –¿Y de postre? ¿Qué hay de postre? –Tengo un postre de chocolate. A todos nos gusta el chocolate, ¿no? –¡Síííííí! Answers: 1, 3, 4, 5. Answers will vary. 66. Answers will vary. 67. Ask students to review the specials for each day of the week. Once they are familiar with the specials, play the audio. Audio script: A Mack le gusta el cuy asado. Siempre lo pide con verduras o con sopa. A Patricia y a Tess les gusta el pollo y varios tipos de ensaladas, con lechuga, tomate, pasta... A Andy le gusta mucho el ceviche. También le gusta tomar refrescos. Janet prefiere la carne y le gustan las sopas. Diana y Rita siempre piden seco de carne o algo similar. A Tim le gusta mucho el pescado. Y yo soy vegetariano… ¿qué como yo? Answers: 1. Mack – jueves 2. Patricia y Tess – lunes 3. Andy – martes 4. Janet – jueves 5. Diana y Rita – miércoles 6. Tim – viernes 68. Answers will vary. Answers will vary. Sample answers: 1. Traigo 2. pongo 3. ¿Te gusta el ceviche? 4. Sí, me encanta. Answers will vary. Additional Practice Online Fans Online Activities Cuaderno de práctica eCuaderno de comunicación HERITAGE LANGUAGE LEARNERS • In some Hispanic cultures, there are restaurants that offer weekly cantina-style menus, where a person can sign up for one or more days of full lunch or dinner service, and even pay by the week to have a full lunch served to them every day. The menu from El Inca is similar to this type of service. • Have students create a weekly menu in the style of another culture with which they are familiar. How would it be similar? In what ways would it be different? What could some typical prices be? MULTIPLE INTELLIGENCES: Logical Intelligence • Play an analogies game. Have students create four analogies with the vocabulary they have learned. They can use categories, opposites, and synonyms. The relationships between words should be separated by a dash. For example, to write the analogy La leche es a la bebida como la carne es a la comida, students would write la leche – bebida; la carne – comida. Interpretive Communication Interpersonal Communication Presentational Communication
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