70. Interpretar Escucha y escoge. Diana and Rita are talking to the server about their lunch. Listen and choose the word that best completes each statement. 1. Rita pide la carta / comida al mesero. 2. A Diana, la sopa le parece bastante / poco salada. 3. El refresco de Rita está poco frío / dulce. 4. A Diana le gustan mucho las comidas saladas / picantes. 5. El suspiro es muy dulce. Tiene mucho azúcar / limón. 71. Comprender Habla. The teams are at a restaurant. Read what each person feels or wants. Then talk to a partner about what each one could order. Modelo Janet tiene mucha hambre. A. ¿Qué puede pedir Janet? B. Janet puede pedir un almuerzo grande porque tiene mucha hambre. 1. Diana tiene sed. 2. Mack no tiene mucha hambre. 3. Rita no quiere comer carne hoy. 4. Tim prefiere un plato típico peruano. 5. Andy tiene ganas de comer pescado. un plato vegetariano un sancochado un almuerzo pequeño un ceviche un jugo de maracuyá I CAN understand a dialogue relating to a traditional Peruvian-Chinese restaurant. Los chifas Los chifas son restaurantes de origen chino. Muchos chinos emigraron (emigrated) a Perú entre 1849 y 1874 y combinaron (combined) sus platos con los platos tradicionales de Perú. El puerco agridulce (sweet-and-sour pork), el arroz chaufa y las sopas chinas son los platos favoritos de muchos peruanos. 72. Piensa. How does immigration in uence the typical foods of a region? Can you think of any examples in your country or state? What other cultural products (besides food) are in uenced by cultural borrowings? Go online and find a menu from a chifa peruano. Do you recognize any of the dishes? CULTURA TU DESAFÍO doscientos treinta y cinco 235 70. Interpretar Escucha y escoge. Diana and Rita are talking to the server about their lunch. Listen and choose the word that best completes each statement. 1. Rita pide la carta / comida al mesero. 2. A Diana, la sopa le parece bastante / poco salada. 3. El refresco de Rita está poco frío / dulce. 4. A Diana le gustan mucho las comidas saladas / picantes. 5. El suspiro es muy dulce. Tiene mucho azúcar / limón. 71. Comprender Habla. The teams are at a restaurant. Read what each person feels or wants. Then talk to a partner about what each one could order. Modelo Janet tiene mucha hambre. A. ¿Qué puede pedir Janet? B. Janet puede pedir un almuerzo grande porque tiene mucha hambre. 1. Diana tiene sed. 2. Mack no tiene mucha hambre. 3. Rita no quiere comer carne hoy. 4. Tim prefiere un plato típico peruano. 5. Andy tiene ganas de comer pescado. un plato vegetariano un sancochado un almuerzo pequeño un ceviche un jugo de maracuyá I CAN understand a dialogue relating to a traditional Peruvian-Chinese restaurant. Los chifas Los chifas son restaurantes de origen chino. Muchos chinos emigraron (emigrated) a Perú entre 1849 y 1874 y combinaron (combined) sus platos con los platos tradicionales de Perú. El puerco agridulce (sweet-and-sour pork), el arroz chaufa y las sopas chinas son los platos favoritos de muchos peruanos. 72. Piensa. How does immigration in uence the typical foods of a region? Can you think of any examples in your country or state? What other cultural products (besides food) are in uenced by cultural borrowings? Go online and find a menu from a chifa peruano. Do you recognize any of the dishes? CULTURA TU DESAFÍO doscientos treinta y cinco 235 Unit 4 235 DESAFÍO 4 CRITICAL THINKING • Why is there a strong link between Asia and the West Coast of the Americas? Have students look at a world map to see the relative location between China and Peru. • There is some evidence that points to possible links between early Asian and early South American travelers. How do you think they would have crossed the Pacific Ocean? What types of evidence would there be if these travels were true? How would things be different today if these transoceanic travels were common and migration had been widespread? –No, gracias. No es necesario. –¿Y usted, señora? ¿Está todo bien? –Sí, está todo muy bueno. Pero ¿me puede echar un poco de hielo en el refresco, por favor? No está muy frío. –Claro. ¿Y las papas? ¿Quieren una salsa picante para las papas? –Sí, por favor. ¡Me gustan mucho las comidas picantes! –¿Quieren un postre para terminar? –Sí. Un suspiro limeño para las dos, por favor. Nos gusta mucho ese postre. Es muy dulce y está muy rico. –Muy bien. Dos suspiros limeños. Ahora los traigo. –Gracias. Answers: 1. carta 4. picantes 2. bastante 5. azúcar 3. frío 71. Answers will vary. 72. Other countries’ cuisines are also affected by history and migration, just like in the U.S. Immigrants bring their culinary products and practices, which are often slowly incorporated into mainstream culture. Similar cultural borrowings also take place in fields like music, art, and dance. Answers will vary. Additional Practice Online Fans Online Activities Los chifas The word chifa comes from Cantonese, as immigrants from China arrived in Peru in the 19th century as contract laborers. In Lima they created a new cuisine, mixing Creole and Chinese traditions. At first, they imported the ingredients, but eventually they grew the vegetables and spices in Peru. As the demand rose for ginger, soy sauce, and Welsh onions, these ingredients became part of mainstream Peruvian cooking. A similar process also took place between Japanese and Peruvian cultures, forming la comida nikkei. CULTURA Interpretive Communication Interpersonal Communication Cultural Comparisons Acquiring Information & Diverse Perspectives School & Global Communities Relating Cultural Products to Perspectives HERITAGE LANGUAGE LEARNERS • Bring up one use of definite articles. In English, when talking about food, we refer to it in abstract terms, as in I don’t like fish. We do not refer to a particular fish, but rather to fish in general. • In Spanish, one uses the definite article: No me gusta el pescado. Have students say the following expressions in Spanish using the definite article: 1. Ice cream is delicious. (El helado es delicioso.) 2. Meat has protein. (La carne tiene proteínas.)
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