A primera vista
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A primera vista
RE2_08NLTE_Ch07A_344-351.qxd 6/23/06 2:33 PM Language Input Vocabulario y gramática VOCABULARY Page 348 A primera vista Objectives jdd-0787 Read, listen to, and understand information about • cooking expressions • foods and appliances Vocabulario y gramática en contexto • following a recipe • giving directions in the kitchen Core Instruction enlatado, -a Standards: 1.2 congelado, -a Resources: Teacher’s Resource Book: Input Script, p. 118, Clip Art, pp. 132–135, Audio Script, p. 119; Voc. and Gram. Transparencies 125–126; TPR Stories Book, pp. 91–103; Audio Program: Tracks 1–2 Focus: Presenting vocabulary for cooking, foods, and appliances Suggestions: Use the Input Script from the Teacher’s Resource Book or the story from the TPR Stories Book to present the new vocabulary, or use one of these suggestions. Have students brainstorm a list of their favorite dishes. Ask students what ingredients are needed to make the dishes. Have them think of verbs they would find in a recipe: add, chop, peel, mix, beat. Present the vocabulary in three groups: cooking expressions, foods, and appliances. Gather recipe card pictures or photos of different dishes and their preparation from magazines. Using the new vocabulary, ask students yes / no questions about the pictures. Then ask where certain foods are stored or cooked: ¿Pongo la mantequilla en el horno? ¿Cocinas el tocino en la sartén? Write three column labels on the board: enlatado, congelado, fresco. As you name different foods, ask students in which column they should be placed. Then ask students to raise their hands if they agree with you on which foods taste better, using sentences such as: Las frutas frescas son más sabrosas que las frutas congeladas. el refrigerador fresco, -a el microondas el horno el fregadero probar al horno la estufa la olla batir mezclar pelar picar el pedazo añadir freír hervir calentar la sartén el fuego frito, -a 348 trescientos cuarenta y ocho Tema 7 • Buen provecho Bellringer Review Have students copy these words for rooms of a house and write next to them two activities that they might do there: sala cocina comedor Additional Resources • Audio Program: Canciones CD, Disc 22 348 Advanced Learners Heritage Language Learners Have students create an advertisement for a cooking show. They should include the name of the show, the dishes that will be made, and pictures with labels of ingredients and utensils that the viewers will need: una olla para mezclar. Post their ads in the classroom. Have students choose one of their favorite dishes that is typical of their heritage country and write the recipe in Spanish. Over the course of the chapter, have them prepare a script and make a how-to video of their dish. Review the script with them, and have them present the video to the class, sharing the script with viewers. 6/23/06 2:33 PM Page 349 —Una receta que aprendí de mi abuela que vivía en Valencia. Se llama arroz a banda. Es un arroz típico de la provincia de Alicante y ha sido el favorito de mi familia. Aquí está la lista de los ingredientes que necesitamos. el caldo —¿Qué vamos a preparar? Language Input el vinagre tivid Standards: 1.2 ad Ac RE2_08NLTE_Ch07A_344-351.qxd 1 AUDIO Resources: Teacher’s Resource Book: Audio Script, p. 119; Audio Program: Track 3; Answers on Transparencies el aceite el ajo la salsa la cucharada Arroz a banda Script and Answers: 1. En la cocina hay comida enlatada. (cans) 2. Siempre hay aceite y vinagre. (oil and vinegar) 3. Debes lavar las verduras en el fregadero antes de cocinarlas. (sink) 4. Todas las cocinas tienen una sartén y una olla. (frying pan and pot) 5. Mucha gente no tiene un microondas. (microwave) 6. Muchas personas prefieren comer la comida fresca. (fresh vegetables) 7. Necesito una cucharada de sal. (measuring spoons) Ingredientes (8 personas) unos 3 litros de caldo de pesca los camarones 1 cucharada de pim do 100 gr de camaro nes 1 2 kg de sepia 1 azafrán 3 1 tomate grande aceite de oliva entón dulce 2 1 kg de arroz bien cortado ajoaceite (una sal Focus: Listening comprehension about items in the kitchen Suggestions: If you prefer, use the transparency to check comprehension. As each item is read, point to any object. Have students give a “thumbs-up” sign if you have indicated the correct object, and a “thumbs-down” sign if you haven’t. sa de ajo y aceite cut tlefish 2 papri2 1cuttlefish 3 3 ka paprika saffron (Sasaffron ffron is an exp ensive spice spice used ora(Saffron used f b nge ll is an expensive los mariscos jdd-0787 Ac 1 Escuchar tivid ad tivid ad Ac for its bright orange-yellow color, intense flavor, and aroma.) Standards: 1.2 2 AUDIO Resources: Teacher’s Resource Book: Audio Script, p. 119; Audio Program: Track 4; Answers on Transparencies jdd-0787 2 Escuchar La cocina típica ¿Lógico o no? ¿Qué hay en tu cocina? Escucha mientras Ignacio describe una cocina típica. Mira los dibujos y las fotos, y señala el objeto (o los objetos) que menciona. ¿Sabes cocinar? Levanta una mano si lo que oyes es lógico y levanta las dos manos si no es lógico. Más práctica Practice Workbook, pp. 133–134: 7A-1, 7A-2 ● WAV Wbk.: Writing, p. 132 ● Guided Practice: Vocab. Flash Cards, pp. 237–242 ● Real. para hispanohablantes, p. 252 tivid ad Ac ) ● For: Vocab. Practice Web Code: jdd-0702 trescientos cuarenta y nueve Capítulo 7A 349 Enrich Your Teaching Focus: Listening comprehension about cooking Suggestions: Explain some basic cooking techniques: batir, freír, picar. Script and Answers: 1. A veces hay que cortar el pollo en pedazos pequeños. (one hand) 2. Es importante picar el caldo. (two hands) 3. Vamos a beber el aceite. (two hands) 4. A muchas personas les gusta freír el pollo. (one hand) 5. Es importante abrir la lata antes de usar las zanahorias enlatadas. (one hand) 6. Normalmente se usa leche congelada para cocinar. (two hands) 7. Las verduras frescas son mejores para la salud que las verduras enlatadas. (one hand) 8. Normalmente se mezclan con las manos los ingredientes de una receta. (two hands) Resources for All Teachers Culture Note Teacher-to-Teacher The Spanish town of Valencia is located on the Mediterranean Sea. Since it first became a town in 138 B.C., los valencianos have fished for their food. Bass, bream, squid, mussels, and prawns are still an important part of Valencia’s cuisine. Have small groups research foods and cooking techniques of one country. Is there a variety of ways to prepare foods that are in abundance? Have students write instructions in command form for making one dish. They should include a picture of the dish. Assessment • Quiz on PresEXPRESS 349 RE2_08NLTE_Ch07A_344-351.qxd 7/5/06 9:22 AM Page 350 jdd-0787 Language Input ¿Cómo se hace la paella? Videohistoria VOCABULARY Core Instruction Estrategia Standards: 1.2 Using prior experience Resources: Voc. and Gram. Transparencies 127–128; Audio Program: Track 5 Focus: Presentation of additional vocabulary to discuss cooking Pre-reading: Direct attention to the Estrategia. Conduct a survey to find out who likes to cook or bake and who thinks cooking consists of popping food in the microwave. Have both groups discuss how they “feel” about cooking. Scan the photos and decide which boy is a cook: Javier or Ignacio. Have students turn to p. 342 for more information on paella. Reading: Pause after the second panel and discuss Javier’s approach to cooking (Le gusta cocinar con ingredientes frescos). Pause after panel 6 and discuss how Javier and Ignacio are feeling and if students can understand each one’s frustration. Have volunteers act out the dialogue. Post-reading: After reading, have students predict whether or not Ana will like her surprise dinner. Complete Actividad 3 to check comprehension. Pre-AP* Support Activity: Make flashcards to represent the nine new verbs presented on p. 348. Divide the class in two groups. Alternate bringing to the front of the room one member from each group. Hold the large flashcards up above the student’s head so that he or she cannot see it (but his or her group can) and have group members pantomime the activity to him or her to identify. Allow 5 seconds. If the student does not guess the word in the time allowed, show the card to the other group for an instant point if called out appropriately. Continue until all flashcards have been used. • Pre-AP* Resource Book: Comprehensive guide to Pre-AP* vocabulary skill development, pp. 47–53 • Ignacio y Javier van a hacer paella. ¿Qué les pasa en la cocina? What do you know about cooking? Are you “at home” in the kitchen or do you feel uncomfortable? Look at the photos and guess how Javier and Ignacio feel. Javier 5 Javier: ¡No tires el aceite! Y no añadas más. Tienes más que suficiente. Primero vamos a freír los ajos. 1 Ignacio: Javier, ¿cómo se hace la paella? Quiero preparar una comida especial para Ana. Javier: Bueno, está bien. Vamos a necesitar camarones y mariscos. No uso ingredientes ni congelados ni enlatados. Queremos todo bien fresco. 7 Ignacio: Voy a encender la cocina . . . Javier: A ver . . . el aceite tiene que estar bien caliente. No, todavía no está . . . Yo preparo los mariscos. Tú, no te olvides del aceite. No dejes que se caliente demasiado. Ignacio 6 Javier: ¡No, Ignacio! Tienes que picar los ajos primero. Ignacio: ¿Picar? Javier: Sí, cortar los ajos en pedazos muy pequeños. También se dice . . . los camarones = las gambas (Espana) la cocina = la estufa (España) 350 trescientos cincuenta Tema 7 • Buen provecho Teacher-to-Teacher If your school allows it, have students prepare a variety of dishes from Spanishspeaking countries to share with another class. Have them label the dishes in Spanish and write a list of the ingredients for others to read. Be sure students are aware of the ingredients in each dish, in case of food allergies or other dietary restrictions. Encourage them to be food critics and write notes about every dish they sample. Volunteers may share their reviews with the class. 350 Advanced Learners Students with Learning Difficulties Have students create the scene in which Ana arrives for dinner. How does Ana react? Does Ignacio take all the credit? Perhaps Ana can inquire how the dish was made and Ignacio does not know how to respond. Encourage students to use humor. Remind them to include the new vocabulary. Draw attention to the Estrategia. Before students begin reading the Videohistoria, ask questions to build on their prior experience: Have you prepared a favorite dish so many times that the recipe is committed to memory? When you are attempting an unfamiliar task, do you ask questions of someone more experienced? RE2_08NLTE_Ch07A_344-351.qxd 6/23/06 2:33 PM Page 351 Language Input Video Core Instruction Standards: 1.2 Resources: Teacher’s Resource Book: Video Script, p. 122; Video Program: Cap. 7A; Video Program Teacher’s Guide: Cap. 7A Ignacio: ¿Con qué se sirve la paella? ¿Con papas fritas? Javier: No, no, no . . . Se sirve con una ensalada. 3 Ignacio: Bueno, ¿enciendo el horno ya? Javier: ¡No! No se puede usar el horno para hacer la paella. Se prepara la paella encima de la cocina. 4 Ignacio: ¿Pongo el aceite en la olla? Javier: Deja esa olla y escucha bien. Primero tienes que calentar el aceite en una sartén grande. tivid ad Ac 2 3 Escribir/Hablar ¿Comprendiste? 1. ¿Qué le pregunta Ignacio a Javier? ¿Por qué? 2. ¿Qué necesitan los chicos? Focus: Comprehension of contextualized vocabulary Suggestions: Pre-viewing: Have students review the Videohistoria and write a list of ingredients for paella and the initial steps, according to Javier. Have students brainstorm a list of ingredients that Javier would use to make a salad. Viewing: Show the video once without pausing, then show it again, pausing to discuss why Javier’s paella tastes so good. Discuss the steps Ignacio wants to take to prepare paella. Ask students how they can tell that Javier and Ignacio are both getting frustrated. Post-viewing: Complete the Video Activities in the Writing, Audio & Video Workbook. 4. ¿Qué quiere hacer Ignacio primero en la cocina? ¿Está bien? ¿Qué le dice Javier? 5. ¿Qué quiere hacer Ignacio luego? ¿Qué le dice Javier? 8 Javier: ¡Ignacio! ¡Apaga la cocina! ¿En qué estabas pensando? Ignacio: Bueno, en la sorpresa de Ana cuando . . . Javier: Pues, así, creo que va a recibir una gran sorpresa, pero no va a ser buena . . . Vamos a seguir . . . 6. ¿Qué le pasó a Ignacio al final? ¿En qué estaba pensando? Más práctica Practice Workbook, pp. 135–136: 7A-3, 7A-4 ● WAV Wbk.: Video, pp. 126–128 ● Guided Practice: Vocab. Check, pp. 243–246 ● Real. para hispanohablantes, p. 253 ● For: Vocab. Practice Web Code: jdd-0703 trescientos cincuenta y uno Capítulo 7A 351 Enrich Your Teaching tivid Standards: 1.2 ad Ac 3. Según Javier, ¿se puede servir la paella con papas fritas? ¿Con qué se sirve? 3 ANSWERS Resources: Answers on Transparencies Focus: Verifying comprehension of the Videohistoria Suggestions: Read the questions and have students look at their lists. Have students identify where they found the answers in the story. Answers: 1. Ignacio quiere saber cómo se hace la paella porque quiere preparar una comida especial para Ana. (1) 2. Necesitan camarones y mariscos frescos (y aceite y ajo). (1, 4, and 5) 3. No. Se sirve la paella con una ensalada. (2) 4. Quiere encender el horno. No está bien porque se prepara la paella encima de la cocina. (3) 5. Quiere poner el aceite en una olla. Javier dice que debe calentar el aceite en una sartén grande. (4) 6. Se olvidó del aceite y lo quemó. Estaba pensando en Ana. (8) Resources for All Teachers Additional Resources Culture Note La paella originated in the eighth century in Valencia after the Moors introduced rice to the Iberian peninsula. The rice was grown in marshy wetlands that were also home to rabbits, snails, and ducks. These items, plus beans, were added to the rice to make the original paella valenciana. Each area of Spain adds its own regional ingredients. In Costa del Sol mussels, squid, and shrimp are used. In Seville, they also use seafood, including lobster, garnished with lemon wedges. WAV Wbk.: Audio Act. 5, p. 129 Teacher’s Resource Book: Audio Script, pp. 119–120 • Audio Program: Track 7 • • Assessment • • Quiz on PresEXPRESS Prueba 7A-1: Vocab. Recognition, pp. 177–178 351