T17

Integration

Después de ver Review the video as needed to answer the following questions.

1. En el video, ¿a los clientes les gusta (do they like) la comida? ¿Qué palabras o expresiones usan?

2. Escribe los ingredientes que tienen las quesadillas.

3. At the end of the video, Raúl says that eating at this food stand is “mejor que comer en un restaurante de cinco estrellas”. What words and visual clues from the video help you to understand what he means?

For more activities, go to the Authentic Resources Workbook.

Los estilos de vida y las tradiciones sociales

Expansión Find other authentic resources in Auténtico online, then answer the question.

3A Auténtico

Integración de ideas En los dos recursos auténticos, ¿cuáles son los ingredientes que las comidas tienen en común? Explica la importancia de un ingrediente en la comida mexicana.

Comparación cultural Compara la comida típica en tu casa con la comida mexicana.

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Partnered with

Auténtico

Watch the Video Complete the Activities

Before You Watch

Quesadillas en las calles de México

Use the Strategy: Visuals

Use the visuals to increase your understanding of the key ideas in the video. Watch for details of the foods, how people are eating them, and their reaction as they eat.

Read this Key Vocabularyal gusto = to taste

un poquito de hambre = a little hungry

¿está rico? = Is it tasty?

nopal = prickly pear cactus, a common ingredient in Mexican cuisine

uno de los mejores que he comido = one of the best that I have eaten

chicharrón = crispy pork rind

What kinds of foods do you think would be in a quesadilla served on the streets

of Mexico City?

Go to PearsonSchool.com/AutenticoTX and watch the video Raúl de Molina se dio gusto comiendo quesadillas en las calles de México to see how eating steet food can be a cultural experience for the senses.

Mientras ves As you watch the video, indicate the ingredients from the list below that you see or hear in the different food items.

queso chilecarne nopaltortilla croquetaschicharrón cerealcafé arroz

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3ATEKS Assessment

Core Assessment• AssessmentProgram:Examendel

capítulo3A• Technology:MP3AudioCap.3A• ExamView:ChapterTest,TestBanksA

andB

Challenge/Pre-AP®• ExamView:Pre-AP®TestBank• Pre-AP®ResourceMaterials

Extra Support• AlternateAssessmentProgram:

Examendelcapítulo3A• Technology:MP3AudioCap.3A

Heritage Speakers• AssessmentProgram:Para

hispanohablantes:Examendelcapítulo3A

• ExamView:HeritageSpeakerTestBank

Differentiated Assessment

Performance TasksTEKS 3.A.1

Presentational:Stateanopinionorpreferenceorally.(also1.B.1)Student Resource: ParahispanohablantesTeacher Resources:Teacher’sResourceMaterials:AudioScript;Technology:MP3AudioCap.3A

1. EscucharSuggestions:Playtheaudioorreadthescript.ScriptMarco:Siemprecomounahamburguesaypapasfritasenelalmuerzo.Porsupuesto,necesitocomerfrutasyverduras,peronomegustan.Elena:¡Quéasco!¡Unahamburguesaypapasfritas!Nuncacomopapasfritas.Todoslosdíascomounaensaladadefrutasosopadeverduras,¡conunagalleta,claro!Tomás:¿Cuálesmicomidafavorita?Pues,nocomomuchoenelalmuerzo.Comopizzaounperritocalienteybebounrefresco.Answers will vary.

2. HablarSuggestions:Allowtimeforstudentstoworkonthistaskinclass.Ifstudentshavedifficultywithspontaneousconversation,havethemwritetheirmessagesfirst.Answers will vary.

3. LeerSuggestions:Havestudentsreadtheiranswerstotheclass.Askwhichitemstheboywouldeatordrink.Answers:

Eat:ensalada,hamburguesaypizzaNot eat:plátanos,manzanayleche

Extension:Havestudentslistitemsfromp.144thattheboywouldeatordrink.

4. EscribirSuggestions:Havestudentstrythisactivitywithoutthevocabularylistornotes.

5. CompararSuggestions:RemindstudentsthatintheUnitedStatesweoftensnackonpackagedfoods.HowdoesthisdifferfromSpanish-speakingcultures?Answers: Churrosandchocolatecanbepurchasedinchurreríasoratstreetstands.

145145

Games

Tutorials

Más recursos PearsonSchool.com/AutenticoTX

Flashcards

GramActiva videos

Instant check

Animated verbsPreparación para el examen

What you need to be able to do for

the exam…

Here are practice tasks similar to those you will find on

the exam…

For review go to your print or digital

textbook…

1 ESCUCHARI can understand descriptions of what people eat and drink for lunch.

Listen as three students describe what they typically eat and drink for lunch. Which is most like the kind of lunch you eat? Did they mention anything you could not buy in your school cafeteria?

pp. 124–127 Vocabulario en contextop. 125 Actividades 1–2p. 128 Actividad 5

2 HABLAR I can tell someone what I typically eat for breakfast and ask them the same.

Your Spanish club is meeting for breakfast before school next week. Find out what other people in your class typically eat for breakfast. After you tell at least two people what you eat for breakfast, ask what they like to eat. Does everyone eat the same kind of breakfast or do you all like to eat different things?

p. 129 Actividad 7p. 130 Actividad 8p. 131 Actividad 11p. 133 Actividad 13p. 134 Actividades 15–16p. 141 Presentación oral

3 LEER I can read and understand words on a menu.

You are trying to help a child order from the lunch menu below, but he is very difficult to please. He doesn’t like anything white. And he refuses to eat anything that grows on trees. Which items from the menu do you think he would refuse to eat or drink?

Almuerzohamburguesa plátanos

pizza manzana ensalada leche

pp. 124–127 Vocabulario en contextop. 131 Actividad 10p. 137 Actividad 20pp. 138–139 Lectura

4 ESCRIBIRI can write a list of the foods that I like and dislike.

Your Spanish club is sponsoring a “Super Spanish Saturday.” Your teacher wants to know what foods the class likes and dislikes so that the club can buy what most people like. Write the headings Me gusta(n) and No me gusta(n) in two columns. List at least four items that you like to eat and drink for breakfast and four items for lunch. Then list what you don’t like to eat and drink for these same meals.

p. 128 Actividad 4p. 129 Actividad 6p. 131 Actividad 11p. 134 Actividad 16p. 135 Actividad 18p. 137 Actividad 20

5 COMPARARI can understand some cultural differences regarding snacks.

Think about popular food combinations in the United States, such as a cup of coffee and a doughnut. What is a similar combination that is popular in many Spanish-speaking countries, and where are you able to buy it?

p. 140 La cultura en vivo

Interpretive

Interpersonal

Interpretive

Presentational

Culture

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3A Communication

4

TEKS 2.B.4

Interpretive: Identify key words from nonfiction text.Suggestions: Ask questions such as ¿Comes una hamburguesa en el desayuno? ¿Comes yogur en el almuerzo? By answering these questions, students will begin to classify the foods. Once they have two or three examples, they can fill in the rest of the vocabulary. Answers will vary but should include:

el desayuno: los huevos, las salchichas, el tocino, el cereal, el pan tostadoel almuerzo: la hamburguesa, las papas fritas, el perrito caliente, el sándwich de jamón y queso, la sopa de verduras, los refrescos, el té helado, la limonada, las galletasBoth: el yogur de fresa, el jamón, los plátanos, el café, los jugos, el té, el agua, la leche, el queso, el pan

Starter ActivityTo review prepositions, provide a word bank of prepositions on the board. Placing a food prop on, in front of, behind a desk, ask: ¿Dónde está...?

5

TEKS 2.B.5

Interpretive: Identify key words from nonfiction audio materials.Resources: Teacher’s Resource Materials: Audio Script; Technology: MP3 Audio Cap. 3A Focus: Listening to descriptions of foods Recycle: Prepositions of location Suggestions: Use the audio or read the script aloud. Explain that items near the bottom of the page are in the front, and those near the top are in the back.Script and Answers:

1. Los huevos están al lado de la ensalada. (F)2. El queso está al lado del jamón. (F)3. La hamburguesa está al lado de las papas fritas. (C)4. Las manzanas están detrás de los plátanos. (F)5. El sándwich está detrás del perrito caliente. (C)6. Las salchichas y el tocino están debajo de los huevos

y la ensalada. (C)7. El pan tostado está delante del cereal. (F)8. El yogur está al lado del jamón. (C)

Challenge/Pre-AP®

Ask students to think of three brand names of food or drink items. Have them say only the brand name, and call on a volunteer to explain what it is. The student who responds should continue the game by saying another brand name and calling on another volunteer to describe it.

Special NeedsFor Actividad 4, pair visually-impaired students with other students who will say the Spanish names of the items pictured. Then have the visually impaired students say whether or not the item is appropriate for desayuno, almuerzo, or los dos.

Differentiated Instruction

128128

Vocabulario en uso

OBJECTIVESListen to a description and distinguish between breakfast and lunch foods

Write about and discuss what you and others eat and drink for breakfast and lunch

Exchange information about likes and dislikes

Read about the American and European origins of foods to analyze a recipe

El desayuno o el almuerzoPENSAR, ESCRIBIR Think about the breakfast and lunch items that you have in your kitchen. Now look at the photo and list the foods and beverages that would typically be for breakfast, lunch or both.

desayuno

Modelo los huevos

desayuno y almuerzo

almuerzo

Modelo el refresco

4

¿Dónde están?ESCUCHAR, ESCRIBIR Vas a escuchar ocho descripciones sobre la foto de esta página. Escribe los números del 1 al 8 en una hoja de papel y escribe C si la descripción es cierta y F si es falsa.

5

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3A Communication

Starter ActivityWrite an -ar verb on the board, and ask a volunteer to review the conjugation process.

GramáticaResources: Teacher’s Resource Materials: Video Script; Technology: Video Cap. 3ASuggestions: Direct students’ attention to¿Recuerdas? Use the Animated verbs or other videoresources to reinforce the verb forms. Use thelists of familiar infinitives to have students practicecreating the forms of the verbs. Use the GramActivaVideo to introduce the grammar or reinforce yourexplanation.

Technology: Interactive Whiteboard

Grammar Activities 3A Use the whiteboard activities in your Teacher Resources as you progress through the grammar practice with your class.

12

TEKS 3.B.4

Presentational: Describe simple situations in writing using a mixture of words, phrases, and simple sentences.Suggestions: Point out that each sentence will use a form of the verb compartir. Students may need to be reminded that tú + yo requires the nosotros(as) form of the verb.Answers:

1. Tomás comparte una pizza con María.2. Tú compartes unos sándwiches con Ramón.3. Nosotros compartimos unas papas fritas con los

estudiantes.4. Uds. comparten unas galletas con el profesor.5. Ellas comparten unos perritos calientes con

nosotros.6. Tú y yo compartimos unos plátanos con Luis y

Roberta. 7. Yo comparto (student’s choice) con mi amigo.

Pre-AP® Integration• Learning Objective: Interpersonal Writing• Activity: As a warm-up activity for five days, have

students list what they have eaten for breakfast or lunch. At the end of the week, have them write a short email to a nutritionist asking for tips to improve their eating habits–or indicating how well they follow healthy eating guidelines.

• Pre-AP® Resource Materials: Comprehensive guide to Pre-AP® writing skill development

Students with Learning DifficultiesWhen presenting the Gramática, point out the infinitives and demonstrate how the -er and -ir are removed and new endings added. Ask students to recall the process of changing verb forms with -ar verbs. Some students may benefit from repeating the conjugations with new endings until they have internalized the process.

Visual/Spatial LearnerHave students draw pictures to illustrate the -er and -ir verbs they know. Ask them to write a subject pronoun for each illustration. Have pairs exchange papers and say what the people are doing in the drawings.

Differentiated Instruction

132132

Gramática OBJECTIVESRead, write, and talk about what you and others eat for breakfast and lunch, and about everyday activities

Exchange information with classmates about favorite foods and drinks

Present tense of -er and -ir verbsTo create the present-tense forms of -er and -ir verbs, drop the endings from the infinitives, then add the verb endings -o, -es, -e, -emos / -imos, -éis / -ís, or -en to the stem.

Here are the present-tense forms of -er and -ir verbs using comer and compartir:

(yo) como(nosotros (nosotras)

comemos

(tú) comes(vosotros) (vosotras)

coméis

Ud.(él) (ella)

comeUds.(ellos)(ellas)

comen

(yo) comparto(nosotros (nosotras)

compartimos

(tú) compartes(vosotros) (vosotras)

compartís

Ud.(él) (ella)

comparteUds.(ellos)(ellas)

comparten

¿Recuerdas?The pattern of present-tense -ar verbs is:

toco tocamos

tocas tocáis

toca tocan

• Regular -er verbs that you know are beber, comer, comprender, correr, and leer.

• Regular -ir verbs that you know are compartir and escribir.

• You also know the verb ver. It is regular except in the yoform, which is veo.

GramActiva video

Tutorials: -er verbs, -ir verbs, Regular verbs, Stem-endings

Animated verbs

Canción de hip hop: ¿Qué comes?

GramActiva Activity

Más recursos ONLINE

¿Quiénes comparten el almuerzo?ESCRIBIR On a sheet of paper, write complete sentences saying what each person is sharing and with whom. Follow the model.

ModeloElena / una manzana / Raúl Elena comparte una manzana con Raúl.

12

1. Tomás / una pizza / María

2. tú / unos sándwiches / Ramón

3. nosotros / unas papas fritas / los estudiantes

4. Uds. / unas galletas / el profesor

5. ellas / unos perritos calientes / nosotros

6. tú y yo / unos plátanos / Luis y Roberta

7. yo / ¿-? / mi amigo

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Pre-AP®

AUTÉNTICO for Texas prepares your students for success on the College Board’s AP Spanish Language and Culture Examination.

Additional Pre-AP Resources on Realize feature thematic planning charts, teaching tips, a focus on pre-AP activities per chapter, and additional practice.

Pre-AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

Assessment options allow you to customize tests for your Pre-AP students.

Each chapter of the Student Edition features academically challenging Integration activities that require students to integrate ideas from multiple authentic sources.

Differentiation suggestions and Pre-AP Integration ideas are included throughout the Teacher’s Edition.

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