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Language Input
Block Schedule• • • • • • • • •• • • ••• ••• • • • • • • • • • • • • • •
Have students write the new vocabularyfor food and beverage items in Spanish onindividual index cards. Collect the cards,fold them two times, and put them into abox. Then assign each student eitherbreakfast or lunch. Students should choosethree cards out of the box and tell you iftheir selections are logical or not, based onthe meal that you assigned them.
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PresentationStandards:Standards: 1.21.2
Resources: Voc. & Gram. Transparencies: 65–66;Voc. & Gram. Transparencies: 65–66;Resource Book: Cap. 3A, Input Script; ResourceResource Book: Cap. 3A, Input Script; ResourceBook: Cap. 3A, Clip Art; TPR Storytelling Book:Book: Cap. 3A, Clip Art; TPR Storytelling Book:Cap. 3A; Audio Program: Cap. 3A, Tracks 1–2Cap. 3A; Audio Program: Cap. 3A, Tracks 1–2
Focus: Presenting new vocabulary forfoods and beverages eaten for breakfastand lunch Suggestions: Use the Input Script forCapítulo 3A. Tell students what you likeand don’t like to eat for breakfast, usingthe short narrative at the bottom of thepage as a framework. Have students pointto the items in their books as they hearthem. You can use transparency 65,pointing to the pictures to confirmstudents’ understanding. Then ask avolunteer to read the narrative. Make a liston the board or overhead of words thatcannot be identified through visuals. Havethe class work together to understandtheir meanings. Point out the footnoteabout the word agua. Bring in food items and containers ormagazine pictures of these foods anddisplay them. Ask volunteers to identifyeach item. Tell students that they have$8.00 to buy lunch at El Restaurante de laPlaza. Ask them to say what they wouldlike to order.
Vocabulario y gramática
Students with Learning DifficultiesYou may wish to provide students with a two-column chart to help them organizevocabulary. Charts can be found in the Voc. &Gram. Transparencies or on the Teacher ExpressCD-ROM. Have students label the columns Para beber and Para comer, and the rows El desayuno and El almuerzo.
Multiple IntelligencesInterpersonal / Social: Have students writegrocery lists with four or five items that theysee in the advertisement. Then, have studentswork in pairs. Tell students to take turns readingprices from the advertisement while theirpartner checks items off of the list. This activitywill recycle numbers and reinforce vocabulary.
Additional ResourcesAdditional Resources•• Audio Program: Song CDAudio Program: Song CD
124 ciento veinticuatroTema 3 • La comida
Objectives
Read, listen to, and understandinformation about
• foods and beverages for • foods and beverages for breakfast and lunchbreakfast and lunch
El desayuno es mi comida favorita. Enel desayuno, yo como cereal con leche,tocino y pan tostado. Todos los díasbebo jugo de naranja. Nunca bebo té sinleche. Y tú, ¿qué comes en el desayuno?
“
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Vocabulario y gramática en contexto
El Supermercado de la PlazaEl Supermercado de la Plaza
¡Abierto las
24 horas!
las salchichaslas salchichas el tocinoel tocino el jamónel jamón
el quesoel queso el yogur de fresael yogur de fresa los huevoslos huevos
el jugo de manzanael jugo de manzana el jugo de naranjael jugo de naranja la limonadala limonada
el téel té el panel pan las galletas
¡Ofertas de hoy!
$2.29
$3.25
$1.80
$2.40
$2.45
$.79
$2.50
$1.89
$2.35
$1.29
$1.39
$2.29
*Note that agua is a feminine noun. However, you
use the masculine article el to make it easier to say.
el cerealel cereal
los plátanoslos plátanos
la lechela leche
el aguael agua*
$1.75
$.69
$3.59
$1.09
¡Toda la comidaque necesitas!
Universal Access
6698D L1_Tema3A_UG 5/8/04 1:55 PM Page 124
ciento veinticinco 125Capítulo 3A
¿Beber o comer? Listen to the names of ten foods and beverages.If an item is a food, pantomime eating. If it’s abeverage, pantomime drinking.
Me encanta el Restaurante de la Plaza. La comida es muy buena.En el almuerzo, como unaensalada de frutas o un sándwich de jamón y queso. Siempre beboagua. Es importante beber muchaagua, ¿verdad?
“
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11 Ac
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22Escuchar Escuchar
¿El desayuno o el almuerzo?Listen as different people tell what they areeating. Hold up one hand if the meal is eldesayuno and hold up both hands if it is elalmuerzo.
Más prácticaPractice Workbook 3A-1, 3A-2
For: Vocabulary practiceVisit: www.phschool.comWeb Code: jcd-0301
la pizza
$1.75$1.75
el sándwich de jamón y queso
la hamburguesa
el perrito caliente
las papas fritas
la sopa de verduras
el café
los refrescos
los jugos
el té helado
$3.50$3.50
la ensalada de frutas
$3.25
$3.75$3.75
$1.50$1.50
$1.00$1.00
$1.00$1.00
$1.25$1.25
$1.80$1.80
$1.35$1.35
$1.00$1.00
¡Para un almuerzo rápido!rápido!
El Restaurante de la Plaza Language Input
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11Standards:Standards: 1.21.2
• • • • • • • • • • • • • • • • • • • • • • •Resources: Audio Program: CD Cap. 3A, Track 3;Audio Program: CD Cap. 3A, Track 3;Resource Book: Cap. 3A, Audio Script; PracticeResource Book: Cap. 3A, Audio Script; PracticeAnswers on TransparenciesAnswers on Transparencies
Focus: Listening to food and beveragevocabularySuggestions: Use the Audio CD or readthe script. You may want to decide onstandard gestures for eating and drinking,then model them for the class. Script and Answers:1. la pizza (eating)2. el perrito caliente (eating)3. el agua (drinking)4. el jamón (eating)5. el té (drinking)6. el pan (eating)7. el queso (eating)8. la limonada (drinking)9. la leche (drinking)
10. el cereal (eating)
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22Standards:Standards: 1.21.2
• • • • • • • • • • • • • • • • • • • • • • •Resources: Audio Program: CD Cap. 3A, Track 4;Audio Program: CD Cap. 3A, Track 4;Resource Book: Cap. 3A, Audio Script; PracticeResource Book: Cap. 3A, Audio Script; PracticeAnswers on TransparenciesAnswers on Transparencies
Focus: Listening to food vocabulary anddistinguishing between breakfast and lunchSuggestions: Use the Audio CD or readthe script aloud. Pause to check students’progress after each item. Remind studentsthat they should focus on the vocabularyfor food and beverages, and that theyshould not worry about understandingevery word. Script and Answers:1. Como un sándwich de jamón y queso. (both hands)2. Yo como el pan tostado y jugo de naranja. (one hand)3. Y yo como los huevos con tocino. ¡Mmmm! (one hand)4. Me gusta comer las hamburguesas. (both hands)5. Yo como la ensalada de frutas y pan. (both hands)6. Y yo siempre como el cereal con leche y salchichas.
(one hand)
Culture NoteOften, soft drinks from Spanish-speakingcultures tend to be fruitier and sweeter thandrinks produced in the United States. Drinkswith natural ingredients are very popular. Forexample, horchata is a well-known drink inSpain and Mexico. Throughout Mexico, it is
possible to find horchata made with water ormilk, rice, almonds, cinnamon, and sugar; whilein Valencia, Spain, horchata is made with chufa(also known as tiger nut ), water, a touch ofcinnamon, and sugar.
Enriching Your Teaching
6698D L1_Tema3A_UG 5/8/04 1:55 PM Page 125
126 ciento veintiséisTema 3 • La comida
Tomás: Comparto loshuevos, el tocino y lassalchichas.Raúl: ¿Compartes tudesayuno? Muchas gracias,Tomás.
Raúl: ¿Y qué bebes?Tomás: Jugo de naranja,por favor.Raúl: Te gusta la leche,¿no? Tomás: Más o menos.
Raúl: Papá, ¿unos huevos? Papá: No, gracias. ¡Lacomida es para Uds.!
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El desayunoTomás es de los EstadosUnidos. Está en Costa Ricapara estudiar. ¿Qué come elprimer día? Lee la historia.
StrategyUsing prior experienceThink about breakfast. Do you like abig breakfast? A small one? Nobreakfast at all? Look at the picturesand see if you can figure out howTomás feels about breakfast.
Mamá
Papá
Tomás
Raúl
Gloria
Mamá: A ver . . . tocino,salchichas, huevos . . .Papá: ¡Uy! Es muchacomida. No comprendo.Tú nunca comes eldesayuno.Mamá: No es midesayuno. Es para Tomás,por supuesto. Losamericanos comen muchoen el desayuno.
Costa Rica
Language Input
Students with Special NeedsYou may wish to provide hearing-impairedstudents with a copy of the script so that theymay follow along and engage in post-viewingactivities.
Multiple IntelligencesBodily / Kinesthetic: Have students prepare ashort dialogue based on the Videohistoria inwhich they change the foods that arediscussed. Encourage them to be comical intheir selections. Then have students presenttheir dialogues to the class.
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Videohistoria
PresentationStandards:Standards: 1.21.2
Resources: Voc. & Gram. Transparencies: 67–68;Voc. & Gram. Transparencies: 67–68;Audio Program: CD Cap. 3A, Track 5Audio Program: CD Cap. 3A, Track 5
Focus: Presenting additional contextualizedvocabulary and grammar; recognizingsimilarities and differences betweenbreakfast and lunch in Costa Rica and theUnited States; previewing the videoSuggestions:Pre-reading: Discuss the questions in theStrategy. Making sure that students’ booksare closed, use the transparencies to askthem to determine what attitudes Tomásand the others have about breakfast. Also,ask them to make predictions about whatis going to happen following the end ofthe story.Reading: Model the dialogue for the firstpanel with a volunteer. Begin the readingagain with volunteers playing the roles ofthe characters. Using the transparencies,help students understand the new wordsin blue type.Post-reading: Complete Actividad 3 tocheck comprehension.
Additional ResourcesAdditional Resources•• Writing, Audio & Video Workbook: Cap. 3A, VideoWriting, Audio & Video Workbook: Cap. 3A, Video
Activity 1Activity 1
Video
PresentationStandards:Standards: 1.21.2
Resources: Video Program: Cap. 3A; ResourceVideo Program: Cap. 3A; ResourceBook: Cap. 3A, Video ScriptBook: Cap. 3A, Video Script
Focus: Listening to new vocabularypresented in story form; using visuals tounderstand new vocabularySuggestions:Pre-viewing: Tell students that this video iscalled El desayuno. Ask them to list wordsthat they think they will hear in the video.
Universal Access
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ciento veintisiete 127Capítulo 3A
¿Comprendes?Lee las frases. Escribe los números del 1 al 6 en unahoja de papel y escribe C (cierto) si la frase es correcta yF (falso) si es incorrecta.
1. Tomás está en Costa Rica.
2. La mamá de Rául siempre come mucho en eldesayuno.
3. A Tomás le gusta comer mucho en el desayuno.
4. Hoy Tomás no come mucho en el desayuno.
5. Tomás comparte el desayuno con Raúl.
6. A Tomás le gustan las hamburguesas y la pizza.
Raúl: No comes mucho en el desayuno, ¿verdad?Tomás: ¡No! ¡Qué asco!
Tomás: No me gusta nada el desayuno. A veces bebo jugo de naranja y como pantostado.Raúl: Yo tampoco como mucho.
Mamá: Buenos días, Tomás.Aquí tienes tu desayuno.Huevos, tocino, salchichas, pantostado, cereal con leche . . .Tomás: Gracias. Es undesayuno muy bueno.Me encantan los huevos y el tocino.
Mamá: ¿Cuál es tualmuerzo favorito, Tomás?Tomás: Me gustan lashamburguesas, la pizza, laensalada . . .Mamá: Bueno . . . ¡pizza,hamburguesas y ensaladapara el almuerzo!
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22
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33 44
Escribir
Más prácticaPractice Workbook 3A-3, 3A-4
For: Vocabulary practiceVisit: www.phschool.comWeb Code: jcd-0302
Language Input
Culture NoteMeals in Spanish-speaking countries vary bycountry and region. In some cities, it is commonto have a light breakfast and to have lunch asthe main meal. In rural areas, however, familiestend to eat what they produce for themselves.Breakfast might include steak, corn, milk, eggs,
or beans. In Costa Rica, breakfast usuallyincludes gallo pinto (a mix of rice and blackbeans), eggs, toast, and tropical fruit juice.Have students compare their breakfast with aCosta Rican breakfast, and talk about why suchdifferences might exist.
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33Standards:Standards: 1.2, 1.31.2, 1.3
• • • • • • • • • • • • • • • • • • • • • • •Resources: Practice Answers on TransparenciesPractice Answers on Transparencies
Focus: Reading for comprehensionSuggestions: You may wish to do this asa listening activity, reading the sentencesto the students and having them call outthe words cierto or falso. When studentsanswer falso, have them supply the correctinformation and identify the panel numberin which it is found. Answers: 1. C; 2. F; 3. F; 4. F; 5. C; 6. C
Additional ResourcesAdditional Resources•• Writing, Audio & Video Workbook: Cap. 3A, VideoWriting, Audio & Video Workbook: Cap. 3A, Video
Activities 2–4Activities 2–4•• Heritage Language Learner Workbook: 3A-1, 3A-2Heritage Language Learner Workbook: 3A-1, 3A-2
Viewing: Show the video once withoutpausing. Show it again, stopping to askquestions and check comprehension.Remind students that they may notunderstand every word in the video, butthat they should listen and watch foroverall understanding. Show the segmenta final time without pausing. See theTeacher’s Resource Book for more ways toteach with video.Post-viewing: Complete the Video Activitiesin the Writing, Audio & Video Workbook.
Assessment•• Prueba 3A-1: Vocabulary recognitionPrueba 3A-1: Vocabulary recognition
Enriching Your Teaching
Teacher-to-TeacherTeacher-to-TeacherHave students use the Clip Art from theTeacher’s Resource Book or Teacher ExpressCD-ROM to create their own supermarketadvertisement based on the example on p. 124. Suggest that they give theirsupermarket a name and provide a pricefor each item.
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