S25 • Streaming video with instructor-managed options for subtitles and transcripts in Spanish and English • Interactive video with integrated viewing activities for guided support • Textbook and additional online-only activities for extra practice 128 • Capítulo 4 DICHO Y HECHO Antes de ver el video A ver el video Después de ver el video I CAN identify ideas in interviews with people on the streets of Mexico City. Estrategia de comprensión auditiva: Using background knowledge to identify and interpret When you listen to a conversation, watch TV, etc., you usually already know something about the topics mentioned and the context. Consider what you know about a topic before listening, in order to anticipate what might be mentioned, as well as while listening, in order to interpret more accurately.. Video: ¿Qué desayunan en México? Aplicar Read the strategy and consider the title of the video. What relevant background knowledge can you recall? For instance, what are common breakfast foods in the U.S.? Are you familiar with any Mexican breakfast foods or dishes? 1 You are going to watch informal interviews with people around Mexico City. Indicar Before you watch the video, look at the words in the Palabras útiles box. Watch the video, and indicate whether the following statements are true (Cierto) or false (Falso). Justify your answers with examples from the video. 2 1. Los desayunos en México son siempre muy abundantes. 2. Los desayunos incluyen platos salados (savory) y dulces (sweet). 3. Todos los desayunos son platos (dishes) tradicionales de México. Palabras útiles la avena oats echar to throw, place (over something) encima above, on top picoso/a spicy soler (ue) + infinitivo to usually do (something) partido/a cut, split todavía still, yet Completar Read the sentences. Then, watch the video and take notes before completing them. 3 1. Hoy desayunaron: chilaquiles con , rusa, negro, con jamón, y wafles de avena. 2. El desayuno favorito de más personas son . Más de cuatro personas mencionaron también . Observar la lengua In small groups, discuss your responses to these questions. 4 1. The diminutive endings -ito/-ita are often used to express small size or quantity, positive regard, or affection. What food items are mentioned in the video with these two diminutive forms? 2. Many terms from English have been integrated into Spanish, although use depends on region and other factors. What English terms for foods and dishes did you hear mentioned? Investigar In the video people mention many Mexican dishes and ingredients. Select one of these three categories, go online to find more examples to add to your category, and share your findings with your classmates. Include photos to illustrate what you learned. 5 Learning Objective: Identify ideas in interviews with people on the streets of Mexico City. Interactive Video Duración: 3:24/ Fuente: Easy Spanish • salsas: verde, de poblano, de chipotle • verduras: nopales, ejotes • platos: chilaquiles, enchiladas, sincronizadas Dicho y hecho at a glance • xxvii DICHO Y HECHO: VIDEO develops students' interpretive listening skills with compelling authentic videos. 1. Authentic videos Engaging and compelling ads, news reports, stories, talks, and short films from different countries were carefully selected to shed light on current cultural aspects and reflect a diverse and inclusive view of the Spanish-speaking communities around the world. 2. Listening strategies A listening strategy featured and practiced with each video helps students develop their listening skills. 3. Interpretive and discussion activities Pre-, during, and post-viewing activities support students across every step of the process, from silent viewing, to checking their comprehension, to analyzing and interpreting. 1 2 3
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