Sub-topic 1: Te invito a comer

Suggested Lexical Content

Vocabulary to describe foods and drinks

Specific Learning Objectives

After completing this subtopic, the student will be able to:

1. Understand vocabulary about food and drinks.
2. Understand when people describe food and drinks.
3. Identify and utilize the vocabulary of the traditional Mestizo dishes and drinks.
4. Describe foods and drinks.
5. Express what he/she likes and dislikes about food or drinks.
6. Express a preference for a particular food or drink.
7. Deny or accept a particular dish.
8. Understand simple sentences that express liking, preference, emotion, and agreement about food and drinks.

Suggested Activities

Introducing the vocabulary

Step 1

▪ The teacher will select 5 students, randomly.

▪ The teacher will ask them, in English, to provide the name of their favorite food.

 Step 2

The teacher will ask to the class provide the Spanish name of the most common foods and drink found in Belize, especially the Mestizo’s food.

The teacher will write the name on the whiteboard.

The teacher will ask the class to provide the English translation of the vocabulary written on the whiteboard. In case that, the class doesn’t know the translation of any word from the vocabulary, the teacher will provide the respective translation.

Step 3

The teacher will introduce the vocabulary to describe foods and drinks in Spanish by writing it on the whiteboard.

The teacher will ask the students if they know the vocabulary in English.

In case that, the entire class doesn’t know the translation, the teacher will provide its respective translation.

Step 4

The teacher will show images of the most common foods and drinks found in Belize, along with the following Spanish question and answer:

¿Cómo está la/el…?

La/el está…

¿Cómo están las/los…?

Las/los están…?

 

The teacher will provide examples of the questions and to how answer them. For example:

¿Cómo está el jugo de naranja? El jugo de naranja está helado, natural, dulce y delicioso.

¿Cómo están las pupusas? Las pupusas están calientes, cocidas y muy deliciosas.

Step 5

The teacher will select a student randomly.

The teacher will show, the student one of the images of food or drink, asking him/her one of the questions; for example:

¿Cómo están los tamales? (In the case that the teacher shows an image of tamales)

The student, acting as if  he/she tastes already the tamales, could answer in Spanish:

Los tamales están grandes, calientes, picantes y deliciosos.

The teacher will continue with this dynamic until most of the students practice the vocabulary.

 

Oral Comprehension and Expression

Step 1

With anticipation, the teacher will ask the student bring to the class 2 folder sheets (one to work on, and the other one in case they make a mistake) and colored pencils.

Being in class, the teacher will ask the students to draw and color their favorite Mestizo food.

As soon the students finished coloring their favorite Mestizo food, the teacher will ask them to stand up and go to invite their classmates to eat his/her favorite Mestizo food, in Spanish. Each student has to invite to eat with at least 5 of his/her classmates. For example:

!Hola amigo/a! Te invito a comer escabeche.

 

The students who are invited by his/her classmate, have to accept or refuse the invitation; for example: 

Está bien. Me gusta el escabeche

Lo siento. No me gusta el escabeche.

Lo siento. Prefiero comer relleno

 

(Note) In the previous level, the students already learned how to express likes and dislikes, and how to express preferences.

 

Step 2

After the students finish practicing the vocabulary informally, the teacher will ask them to go back to their chairs.

Being all the students sitting down, the teacher will select one of them and will ask him/her to pass to the front with his/her image to describe it. For example:

El nombre de mi comida es “panades” (in the case that the student drew panades)

Las panades están calientes, bien cocidas y deliciosas.

After the student presented the name of the food and describes it, he/she will select three of his/her classmates to whom he/she will invite to eat the food that he/she has in the image.

The first selected student will agree to go eat with him/her the food he/she has in the image; expressing like.

The second student will deny eating the food, expressing dislike.

The third student will deny too, eating the food, expressing preference, for the food he/she has in their own image. For example:

The student who is in front of the class will ask the first selected student:

Question: !Hola amigo/a! Te invito a comer empanadas

Answer: Sí, ¡Me gustan/encantan las empanadas.

 

The student who is in front of the class will ask the second selected student:

Question: !Hola, Ana! Te invito a comer empanadas

Answer: Lo siento, No me gustan las empanadas.

 

The student who is in front of the class will ask the third second selected student:

Question: !Hola, Carlos! Te invito a comer empanadas

Answer: No, gracias, prefiero comer salbutes. (this is in the case that the student who responds has “salbutes” in his/her image)

 

Oral Comprehension

Step 1

The teacher will ask the student complete exercise #48 of the workbook. In this exercise, the teacher will play to the students, an audio, where some foods and drinks are described. The students must to complete an oral comprehension exercise based on the content of the audio.