to indicate a preference(yo) prefiero I prefer(tú) prefieres you preferdeber should, must

to indicate agreement or disagreementcreer to thinkCreo que . . . I think . . .Creo que sí / no. I (don’t) think so.

(No) estoy I (don’t) agree.de acuerdo.

to ask a question or give an answer ¿Por qué? Why?porque because

to express quantityalgo somethingmuchos, -as manytodos, -as all

to describe somethinghorrible horrible malo, -a bad sabroso, -a tasty, flavorful

other useful wordscada día every day

plurals of adjectives

ser to be

168 ciento sesenta y ochoTema 3 • La comida

to talk about food and beveragesla cena dinner el bistec beefsteakla carne meatel pescado fishel pollo chicken

la cebolla onionlos guisantes peaslas judías verdes green beansla lechuga lettucelas papas potatoeslos tomates tomatoeslas uvas grapeslas zanahorias carrots

el arroz ricelos cereales grainslos espaguetis spaghetti

las grasas fatsla mantequilla butter

el helado ice creamlos pasteles pastries

las bebidas beverages

to talk about being hungry and thirstyTengo hambre. I’m hungry.Tengo sed. I’m thirsty.

to discuss healthcaminar to walkhacer ejercicio to exercise(yo) hago I do(tú) haces you do

levantar pesas to lift weights

para la salud for one’s healthpara mantener to maintain one’s la salud health

To prepare for the test, check tosee if you . . .

• know the new vocabulary and grammar

• can perform the tasks on p. 169

Chapter Review

soy somoseres soises son

MASCULINE FEMININE

SINGULAR / PLURAL SINGULAR / PLURAL

sabroso / sabrosos sabrosa / sabrosaspopular / populares popular / populares

Vocabulario y gramática

For Vocabulario adicional, see pp. 472–473.

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Review

168

Review ActivitiesTo talk about food and beverages: Havestudents work in pairs to quiz each otheron the vocabulary. They may use flashcardsor use the Food Guide Pyramid. Useclassroom posters, plastic foods, ormagazines to help students review thevocabulary. Have them include Tengohambre and Tengo sed in practicing thefoods and beverages.To discuss health: Have students work inpairs and give each other recommenda-tions using Para mantener la salud ____.Have them agree or disagree, saying whatis good or bad.To indicate preference or agreement /disagreement: Give students choices oftwo items and ask their preference. Thenhave them agree or disagree withstatements you make about whethersomething is good or bad for health.To describe something: Give names ofactivities or foods and have studentsdescribe them.

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,and tapes of oral presentations or otherprojects. Have them select one to twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Students with Learning DifficultiesHave students review the Repaso del capítuloand create flashcards for any words that theydo not know. Pair them with a student who ismore confident with the vocabulary to practice.Before the test, provide students with a practicetest, so they can become comfortable with theformat.

Heritage Language LearnersHave students write a few paragraphs tellingabout their perfect birthday celebration: Whereare they going to have it? Whom are theygoing to invite? What food are they going toeat? What kind of music are they going toplay? Encourage them to use as manyvocabulary words from this chapter as they can.

Additional ResourcesStudent Resources: Realidades para hispanohablantes, p. 128

CD-ROM

Web Code: jcd-0316

Teacher Resources:• Teacher’s Resource Book: Situation Cards, p. 170,

Clip Art, pp. 172–174

• Assessment Program: Chapter Checklist and Self-Assessment Worksheet, pp. T56–T57

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ciento sesenta y nueve 169Capítulo 3B

Preparación para el examen

22

55

On the exam youwill be asked to . . .

Escuchar Listenand understand aspeople describe ahealthy or unhealthylifestyle

If you need review . . .

pp. 148–151 A primera vista

p. 149 Actividad 2

Here are practice tasks similar tothose you will find on the exam . . .

Listen as two people are interviewed abouttheir habits. See if you can tell which one isan Olympic skier and which one is adrummer. Be prepared to explain your“educated guesses.”

Leer Read andcompare what peopledo and eat in order todetermine whetherthey lead a healthyor unhealthy lifestyle

pp. 148–151 A primera vista

p. 154 Actividad 9p. 155 Actividad 11p. 161 Actividad 19pp. 162–163 Lectura

Read the online conversation that you havejust joined in a chat room. Decide whethereach person has a healthy or unhealthylifestyle, based on what they tell each other.

Chato: ¿Qué hago yo? Cuando hace buen tiempo,corro por treinta minutos. Cuando llueve,levanto pesas.

Chispa: No me gusta hacer ejercicio. Prefierocomer papas fritas. Son muy sabrosas.

Andrés: ¿Papas fritas? Son horribles para la salud.Para mantener la salud, nunca debescomer papas fritas.

Pensar Demonstratean understanding ofcultural perspectivesregarding health care

p. 164 Perspectivas del mundo hispano

Give an example of an herbal remedy thatis accepted in a Spanish-speaking countryas a remedy for a common ailment.Compare this with a similar herbal/naturalremedy believed by many in the UnitedStates to be a cure for a common ailment.

Hablar Expressyour opinion aboutfood preferences

p. 153 Actividades 6–7p. 154 Actividades 8, 10p. 157 Actividad 14p. 159 Actividad 18

During a telephone survey, you are askedsome questions in Spanish about your foodpreferences. Say whether you think eachfood choice is good or bad for your health.

Escribir Write alist of things aperson should do tomaintain a healthylifestyle

p. 154 Actividad 9p. 155 Actividad 11p. 161 Actividad 19p. 165 Presentación escrita

Many people think that teens don’t knowanything about a healthy lifestyle. You andyour friends are compiling a top-ten list ofways to improve teens’ health. Write atleast three suggestions for the list.

33

11

44

● Practice Workbook: Puzzle, p. 65● Practice Workbook: Organizer, p. 66

Más práctica

For: Test PreparationWeb Code: jcd-0316

Review

169

Student Resource: Realidades para hispanohablantes, p. 129Teacher Resources: Teacher’s Resource Book:Audio Script, p. 163; Audio Program: Track 15;Answers on Transparencies

1. EscucharSuggestions: Play the Audio CD or readthe script.

Script and Answers:1. Cada día, a las cinco y media de la mañana, levanto

pesas por treinta minutos y camino por una hora.Nunca como pasteles ni papas fritas porque sonmalos para la salud. (Olympic skier)

2. Nunca como el desayuno porque no tengo tiempopara comer. Para el almuerzo prefiero la comidarápida: una hamburguesa con un refresco.(drummer)

2. HablarSuggestions: Remind students thatadjectives must agree with nouns ingender and number.Answers will vary.3. LeerSuggestions: Have students list the cluesto the answers as they read.Answers:Chato and Andrés lead a healthy lifestyle. Chispa leadsan unhealthy lifestyle.

4. EscribirSuggestions: Have students write theirsuggestions, then exhange their answerswith a partner and correct any mistakes. Answers will vary.5. PensarSuggestions: Have students re-read thePerspectivas del mundo hispanoinformation as homework.

Assessment

A N S W E R S

Performance Tasks

STUDENTS NEEDING EXTRA HELP• Alternate Assessment Program:

Examen del capítulo 3B• Audio Program CD 00: Chap. 3B, Track 8

HERITAGE LEARNERS• Assessment Program: Realidades para

hispanohablantes: Examen del capítulo 3B• Heritage Learner Test Bank

ADVANCED/PRE-AP*

• Pre-AP* Test Bank

• Pre-AP* Resource Book, pp. 66–69

Standards: 1.2, 1.3, 2.1, 4.2

• Chapter Test

• Assessment Program: Examen del capítulo

• Test Banks A and B

• Audio Program CD 20: Chap. 3B, Track 8

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