S18 • Supersite resources are available for every section of the chapter at vhlcentral.com. Icons show students which textbook activities are also available online, and where additional practice activities are available. The description next to the icon indicates what additional resources are available for each section: videos, audio recordings, readings and presentations, and more! • Textbook activity Video 99 En la cocina Complete the activities. 1. Select all the statements that are true for you. La cocina (cooking) es mi pasión. No soy bueno/a en la cocina, pero estoy interesado/a en aprender. Mi talento en la cocina está limitado al microondas (microwave). 2. Watch the video once, then select the statement that best represents this dish. Una torta elegante y sofisticada, para chefs profesionales. Una torta simple y original, para personas con poco tiempo o poca experiencia en la cocina. Una torta tradicional, probablemente la receta de la abuela. 3. Watch the video again, then match each ingredient with its corresponding English term. 5. In small groups, discuss these questions. • What do you eat when you want a snack? • Have you ever made a mug cake? If so, did you like it? If not, would you like to try? • What can you cook? What would you like to learn how to cook? Duración: 0:31 / Fuente: Jess Carter 4. Pay attention to the video still in Activity 2. There are three different Spanish words that mean cake. Can you identify them? Why do you think the creator of this video used all three? 1. harina de trigo a. cocoa 2. levadura química b. oil 3. cacao c. wheat flour 4. azúcar d. sugar 5. aceite e. leavening, baking powder Palabras útiles cda = cucharada spoonful cdta = cucharadita teaspoonful taza cup, mug 98 • Capítulo 4 Capítulo Así se pronuncia Stress and accentuation rules VideoEscenas ¿La nueva cocina? 4 ¡A la mesa! Así se dice At the market .................................................. 100 Daily meals .........................................................111 Food preferences...........................................112 At the restaurant .............................................117 Así se forma The verb gustar .............................................. 105 Stem-changing verbs ..................................114 Numbers 100 and higher............................119 Interrogative words ......................................122 Cultura La comida callejera en América Latina................................................. 110 México ................................................................ 124 Dicho y hecho Lectura: Chocolate, comida de dioses ............................................................126 Video: ¿Qué desayunan en México?... 128 Proyecto oral: El camión restaurante..129 Proyecto escrito: Comer en la universidad .................................................. 130 Learning Objectives In this chapter, you will: • Participate in conversations about food shopping, meals, and ordering in a restaurant. • Discuss likes, dislikes, desires, and preferences in the present. • Identify key ideas about street food in the Spanish-speaking world. • Explore and research Mexico. • Identify ideas in a video blog recipe and in a video featuring informal interviews. • Present a proposal for a food truck. • Describe your experience eating on campus. Dicho y hecho at a glance xx • Dicho y hecho at a glance make the learning process visible and invite students to immerse themselves in each theme. 1. Chapter overview A chapter outline and clearly stated Learning Objectives prepare students for the linguistic and cultural topics they will study in the chapter. These Learning Objectives are tied to section-specific objectives that are measured by completing tasks at the end of each one. 2. Opener texts Dynamic photos, videos, infographics, and texts invite students to immerse themselves in the chapter topic and serve as a springboard for personal reflection and class discussion. CHAPTER OPENERS 1 2
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