87. ¿Qué pasa en la historia? Interpreta. Look at the scenes below. What do you think Rita and Diana are doing and saying? Talk about it with a partner and take notes about your ideas. Escribe. Using your notes, write a conversation between Rita and Patricia. Make your dialogue 8−10 lines long. Modelo DIANA: Rita, ¿qué lees? RITA: Aquí hay una receta del suspiro limeño. Es más fácil que preparar una torta. DIANA: Muy sabroso. ¡Y me gustan muchísimo los postres! Representa. In pairs, act out your dialogue for the class. Escribe. Now choose a dessert that is typical of your culture or one you know of. Write a description of the dish and its ingredients and present it to your classmates. Include photos or drawings. Final del desafío I CAN describe and evaluate common and traditional dishes in my own and other cultures. doscientos cuarenta y uno 241 87. ¿Qué pasa en la historia? Interpreta. Look at the scenes below. What do you think Rita and Diana are doing and saying? Talk about it with a partner and take notes about your ideas. Escribe. Using your notes, write a conversation between Rita and Patricia. Make your dialogue 8−10 lines long. Modelo DIANA: Rita, ¿qué lees? RITA: Aquí hay una receta del suspiro limeño. Es más fácil que preparar una torta. DIANA: Muy sabroso. ¡Y me gustan muchísimo los postres! Representa. In pairs, act out your dialogue for the class. Escribe. Now choose a dessert that is typical of your culture or one you know of. Write a description of the dish and its ingredients and present it to your classmates. Include photos or drawings. I CAN describe and evaluate common and traditional dishes in my own and other cultures. doscientos cuarenta y uno 241 Unit 4 241 DESAFÍO 4 HERITAGE LANGUAGE LEARNERS • Francisco Gabilondo Soler, known as Cri-Cri, el Grillito Cantor (the little singing cricket), entertained Mexican and other Hispanic children beginning in the 1930s. His 1935 song “La merienda,” is still very popular today. The lyrics and video versions of the song are easily found online. • Ask students how rhyme helps them learn and remember this song. What are the words that rhyme? (Caliente – diente; María – fría; nata – lata.) Explain the expression Es una lata (it’s a drag). 85. Ask students to personalize the customer’s answers. How would they like their food? Audio script: –Dígame, ¿qué quiere tomar? –Quiero un ceviche. Es picante, ¿verdad? –Sí, es picante. –Perfecto. ¿Y tú, qué quieres, Diana? –Yo quiero arroz con pollo. Pero con poca sal, por favor. –Bien, arroz con pollo con poca sal. ¿Y usted? –Yo quiero una sopa de pollo con fideos. –De acuerdo. ¿Y de postre? Tenemos helado, torta de chocolate y jugo de maracuyá. –Yo, jugo de maracuyá. –Sí, Diana y yo también queremos jugo de maracuyá. Muy frío, por favor. –Bien. Entonces tres jugos de maracuyá muy fríos. Gracias. Answers: 1. Rita pide un ceviche picante. 2. Diana pide arroz con pollo. 3. Patricia pide una sopa con fideos. 4. Todas piden jugo de maracuyá. Answers will vary. 86. Model alternative follow-up questions. For example, ¿Dónde sirven el mejor pescado? Tell students to answer with real places in your area. Answers: 1. Papá pide sopa. 2. La tía pide huevo con papas. 3. El abuelo pide pescado con verduras. 4. Las primas piden carne. 5. El primo pide un helado. 87. Answers will vary. You might wish to check written dialogues for errors before students present. Answers will vary. If school rules allow it, you might permit students to prepare and bring in the real desserts as they present them. Answers will vary. Additional Practice Online Fans Online Activities Cuaderno de práctica eCuaderno de comunicación Presentational Communication Interpersonal Communication TOTAL PHYSICAL RESPONSE (TPR) • Do a Gouin Series activity in the class with the actions people do in the morning while preparing breakfast, setting the table, and cleaning up. This activity brings together previous materials (e.g., talking about household chores, needs, and obligations). • Ask students to listen to the sentences you say and mime them along with you as they say the lines. When this first part has been completed, ask for a student to mime the series in front of the class as a classmate narrates the series of actions. Ask students to create a new series.
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