Sandra Lorente

Rafaela Lorente

Vamos a Comer (Level:Ý Spanish II or III)

Objectives: Ý:Ý #1 Communication; #2 Culture; #3 Connections; #4 Comparisons;

ÝÝÝÝÝÝÝÝÝÝÝÝ #5 Community.

1.1) Students will review some of the food vocabulary already learned.

1.2)ÝÝÝÝÝ Students will use the verb ìgustarî to talk about food that they like and dislike.

2.1; 1.3) Students will read a recipe of a typical Costa Rican dish.Ý Through the PACE method and using this recipe, the students will learn how to use the impersonal ìseî.

2.2) Students will learn some cultural aspects about Costa Rica.Ý Most of these aspects will be time of meals, typical foods, names of fruits and vegetables, and recipes.Ý

3.1; 4.1) Students will compare eating habits in the United States with those in Costa Rica.

2.3; 1.3; 5.1) Students will do some research in order to find a recipe of a Hispanic ìplatilloî and will present it to the class.

Materials:Ý power point presentation, computer, a recipe of a typical Costa Rican dish (guacamole)

Procedure:

DÌa 1

I. Students will look to a vocabulary list of words related to food.Ý Teacher will write on the board the following categories:Ý ìdesayuno, almuerzo, cena, bebidas y postresî.Ý Students get together in groups of three and brainstorm words under each category.Ý Teacher will give five minutes for the activity and at the end the group that comes up with more words will win a present (candies, extra points, stickers, etc.) The teacher will write the words that the students name on the board.

II. Students go back to the groups and each group will receive a poster board and color markers and will plan a daily menu for: a vegetarian, an athlete that needs a lot of proteins but no fat, a person on a diet (to lose weight) and a person who needs to gain weight.Ý Students report the results to the class.Ý Teacher encourages them to be creative and funny.Ý The menus will be hung on the board or walls.

DÌa 2Ý

I. Before class, teacher writes on the board ìen la escuela me gusta comerÖî, ìpor la maÒana en casaÖî, ìpara la cenaÖî.Ý Each student will write at least three words to finish each sentence.

II. Verbo gustar (students already know the verb however, in this lesson they will practice more).

Actividad:Ý escoja su bebida favorita seg™n la ocasiÛn.Ý Use ëme gustaí o ëprefieroí.

MODELO:Ý ÝÝÝÝ en la maÒana

Cuando me levanto en la maÒana me gusta tomar una taza de cafÈ con leche

POSIBILIDADES:

agua mineralÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ jugos naturales (de tomate, de

batidos de lecheÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ pera, de naranja, de toronjaÖ)

cafÈÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ leche

limonada ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ refrescos

chocolate ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ tÈ heladoÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

tÈ calienteÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

1. para el desayuno

2. para el almuerzo

3. despuÈs de hacer ejercicio

4. para dormir

5. cuando hace frÌo

6. cuando hace calor

7. en un restaurante

III. Students get in pairs and report three things that his partner likes to eat, three things that he/she doesnít like and three things that they both like.Ý They use questions like:Ý øquÈ comidas te gustan?, øquÈ comidas no te gustan?

IV. Pair activity:

Con tu compaÒero, digan quÈ pedirÌan en los siguientes lugares:

1. un restaurante mexicano

2. un restaurante espaÒol

3. un restaurante italiano

4. un restaurante de comida r·pida

5. la cafeterÌa de la escuela

At the end of the activity, the teacher asks a few students.

DÌa III:

I. Warm-up:Ý TPR.

ÝUstedes van a salir a cenar con algunos amigos.Ý PÛnganse su ropa m·s elegante.Ý Entren al restaurante y esperen al mesero.Ý SiÈntense a la mesa y lean el men™.Ý Ustedes tienen mucha hambre.Ý Miren, ahÌ viene el mesero.Ý Pidan un refresco.Ý Lean el men™ un poco m·s y charlen con sus amigos.Ý El mesero llega con los refrescos. ÝBeban un poco.Ý Pidan la comida. En este momento, la maestra puede preguntar a varios estudiantes: ìøQuÈ pides?îÝ ÝEsperen.Ý Tomen m·s refresco.Ý Por fin llega la comida.Ý Coman y beban. ÝLa maestra puede preguntar ota vez a otros estudiantes: ìøQuÈ come Juan? øQuÈ come Ana?Ý Pidan el postre Coman el postre.Ý Pidan la cuenta diciendo: ìLa cuenta, por favorî.Ý Dejen la propina en la mesa.Ý Lev·ntense y vayan a la caja.Ý Paguen la cuenta y salgan del restaurante.

II. El se impersonal.

This will be taught as a PACE lesson.Ý The teacher reads and acts out the recipe using the impersonal ìseî.Ý After that, the teacher gives a handout with the recipe.Ý The structure of the impersonal ìseî will be underlined.Ý Teacher asks the students questions about the structure: What is different about these sentences? Do we have subjects?Ý How are the verbs conjugated?Ý When do the verbs change to plural?Ý What would be the equivalent in English?

Receta de Guacamole:

Ingredientes:

3 aguacates maduros

1 tomate

‡ cebolla dorada

limÛn

1 diente de ajo

sal y pimienta (opcional)

Se sacan tres aguacates maduros;

se pelan;

se les saca las semillas;

se pican los aguacates y se ponen en un plato hondo;

se amasan con un tenedor;

se pica un tomate y se agrega al plato de los aguacates;

se pica media cebolla y se agrega a la mezcla;

se pone un poco de jugo de limÛn y ajo picado;

se sirve el guacamole con tortillas.

°Buen provecho!

III. Students will write a recipe of a Hispanic dish (they can look in the Internet for it) using the impersonal ìseî.Ý They will present this recipe to the class the next day.Ý

Possible websites:Ý www.txinfinet.com/mader/ecotravel/recipes/recipes.html

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝ Ýwww.combios.net/senyas/cocina.htm

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝ www.reidgroup.com/~dmg/recipes/mexico/spanish/

DÌa IV

I. Students will present their recipes.Ý At the same time, the class will act it out.

II. Using a Power Point presentation, teacher will discuss with students the different places to eat in Costa Rica and typical food of the country.Ý Before starting, the teacher points out Costa Rica on a map.Ý Also, the teacher asks them:

ìWhat type of weather do you think Costa Rica has? (Answer: Tropical).

ìWhat kinds of products are good to grow in this weather?

ìSo, what do you think the Costa Rican diet looks like?

ìWould the diet be influenced by the economy in poor countries like Costa Rica?Ý ÝìDo you think that people in Costa Rica eat American food?Ý What type?

Teacher discusses these issues with students.

III. After the presentation: students get in pairs and discuss:Ý

ImagÌnate que est·s en Costa Rica.Ý øDÛnde te gustarÌa comer?

øQuÈ comida tÌpica costarricense te gustarÌa probar?

øQuÈ comida tÌpica costarricense no te gustarÌa probar?Ý øPor quÈ?

Critical thinking:Ý What types of Costa Rican food do you think would be popular in the U.S.?Ý Why?

DÌa V

Quiz