Tercero Bloque III

TERCER GRADO
Inglés III
Unit 3. Food and Drink
Unit 3
Food and Drink

Purpose
The purpose of this unit is to enable students to participate in conversations in

which food and drink are ordered, as well as to describe food and drink that
they know/like and their recipes, and learn about food and drink in other parts of
the world.
Topics
Comentario [N1]:
Lesson 52 The market Lección 52 El mercado
Lesson 53 The supermarket Lección 53 El supermercado
Lección 54 Quiero una pizza
Lesson 54 I want a pizza Lección 55 Déjame ver el menú
Lesson 55 Let me see the menu Lección 56 ¿Puedo tomar su orden?
Lección 57 Me gustaría pedir un
Lesson 56 May I take your order? sándwich
Lesson 57 I‟d like to order a sandwich Lección 58 Pequeña revisión
Lección 59 ¿Cuál es tu plato favorito?
Lesson 58 Mini Check Lección 60 ¿Te gusta el jugo de
Lesson 59 What‟s your favorite dish? naranja?
Lección 61 ¿De dónde son las
Lesson 60 Do you like orange juice? hamburguesas?
Lesson 61 Where are hamburgers from? Lección 62 ¿Cuál es el plato tradicional
en tu comunidad?
Lesson 62 What‟s the traditional dish in your community? Lección 63 Necesitas lechuga y queso
Lesson 63 You need lettuce and cheese Lección 64 Mezclar todos los
ingredientes
Lesson 64 Mix all the ingredients Lección 65 ¿Qué cantidad de leche que
Lesson 65 How much milk do we need? necesitamos?
Lección 66 ¿Cuántos huevos
Lesson 66 How many eggs do you need? necesitas?
Lesson 67 First, cut the tomatoes Lección 67 Primero, corta los tomates
Lección 68 Pequeña revisión
Lesson 68 Mini Check Lección 69 Proyecto: Un libro de
Lesson 69 Project: A recipe book. Part one recetas. Primera parte
Lección 70 Proyecto: Un libro de
Lesson 70 Project: A recipe book. Part two recetas. Segunda parte
Lesson 71 Project: A recipe book. Part three Lección 71 Proyecto: Un libro de
recetas. Tercera parte
Lesson 72 Review Lección 72 Revisión
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Lesson 52
Comentario [N2]:
Aim: Students will be able to sell fruit and vegetables. Objetivo: Los estudiantes serán
capaces de vender frutas y verduras.
The market (El Mercado)
Read
Comentario [N3]:
1. Subraya la respuesta
1. Underline the corresponding option. correspondiente.
A) ¿Dónde está la señora Salas?

A) Where is Mrs. Salas? a) Ella está en el mercado
a) She is at the market b) Es en la escuela
c) Está en la oficina
b) She is at school
c) She is at the office B) ¿Cuál es ella va a preparar con
todos estos ingredientes?
a) un pastel de chocolate
B) What is she going to prepare with b) guacamole
c) una ensalada
all these ingredients?
a) a chocolate cake
b) guacamole
c) a salad
2. Read the dialogue and complete it with the expressions in the box. Comentario [N4]: 1er. momento
How much is it? How many do you want? Can I help you?
How are you? Here you are; anything else? Comentario [N5]:
¿Cuánto cuesta? ¿Cuántos quieres?
¿Puedo ayudarle?
¿Cómo está? Aquí están, otra cosa?
Mrs. Salas: Good morning Mr. Padilla. Comentario [N6]:

Sra. Salas: Buenos días Sr. Padilla.
Mr. Padilla: Good morning, Mrs. Salas. Sr. Padilla: Buenos días, señora Salas.
How are you? ¿Cómo está?
Sra. Salas: Estoy bien, gracias.
Mrs. Salas: I‟m fine, thank you.
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Comentario [N7]:
Mr. Padilla: ______________________________________________________ Sra. Salas: Sí, quiero algunos tomates
y limones.
Mrs. Salas: Yes, I want some tomatoes and lemons. Sr.: Padilla: Can I help you?
Mr: Padilla: ______________________________________________________ Sra. Salas: ¡Oh, medio kilo de tomates
y un cuarto de limones, por favor.
Mrs. Salas: Oh, half a kilo of tomatoes and a quart of lemons, please. Sr. Padilla: Aquí están, otra cosa?
Mr. Padilla: Here you are; anything else? Sra. Salas: Sí, necesito aguacates. Un
kilo, por favor.
Mrs. Salas: Yes, I need avocados. Give a kilo, please. Sr. Padilla: Aquí tiene, un kilo de
Mr. Padilla: Here you are; a kilo of avocados. aguacates.
Sra. Salas: Sí, deme un cuarto de
Mrs. Salas: Yes, give me a quart of chilies and one onion, please. chiles y una cebolla, por favor.
Mr. Padilla: ______________________________________________________ Sr. Padilla: Here you are; anything
else?
Mrs. Salas: Yes, I want a kilo of apples, two kilos of oranges, a watermelon Sra. Salas: Sí, quiero un kilo de
and three mangoes, please. manzanas, dos kilos de naranjas, una
sandía y tres mangos, por favor.
Mr. Padilla: Here you are; anything else? Comentario [N8]:

Sr. Padilla: Aquí están, alguna otra
Mrs. Salas: No, that‟s all. ___________________________________________ cosa?
Mr. Padilla: $ 45.00 Are you going to prepare guacamole Mrs. Salas? Sra. Salas: No, eso es todo. How
much is it? (¿cuánto es?)
Mrs. Salas: Yes, I am. Sr. Padilla: $ 45.00 ¿Va a preparar
Mr. Padilla: So, you missed the coriander. guacamole Sra. Salas?
Sra. Salas: Sí, así es.
Mrs. Salas: Yes, you‟re right. Give me some, please. Sr. Padilla: Entonces, le falta el cilantro.
Mr. Padilla: Here you are. Sra. Salas: Sí, tiene razón. Deme algo,
por favor.
Mrs. Salas: Thank you. Good bye. Sr. Padilla: Aquí tiene.
Sra. Salas: Gracias. Good bye.
Write
3. Answer the questions.
a) Where is Mrs. Salas? ____________________________________________

b) What is she going to prepare? _____________________________________
c) What did she buy? ______________________________________________
d) What is the salesman‟s name? ____________________________________

e) How much money did Mrs. Salas spend? ____________________________
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Comentario [N9]: 2° momento
Think Subraya la opción que complete la
oración correctamente.
4. Underline the corresponding option to complete the sentence. RESPUESTA:

Las palabras en negritas en el diálogo
se relacionan con frutas y verduras.
The words in bold in the dialogue are related to _________________________
a) candies and bread

b) fruit and vegetables
c) food and drink
Complete the chart with the words in bold in the dialogue. Comentario [N10]: 3er. momento
Utilizando las palabras de la
conversación completar la tabla.
Vegetables Fruit
RESPUESTAS:
Verduras:
tomatoes
lemons
avocados
chilies
coriander
Frutas:
oranges
watermelon
mangoes
5. Find the following words in the search word. Comentario [N11]:
Cada alumno deberá identificar y

buscar en su diccionario el significado
CARROTS de las siguientes palabras, después de
GRAPES A D G C A R R O T S O P haberlas localizado en esta sopa de
G G B L S R F S I T G J letras para que la representen
CUCUMBER mediante un dibujo, evitar el
STRAWBERRIES C T R O J G A P T R T Y significado en español.
LETTUCE U C O A K E K I O A H P SOLO PARA EL DOCENTE:
PEAS C D C O P L V N H W U O zanahorias
U R O A E E Z A N B D T uvas
PEACHES pepino
BROCOLI M Y L T A T S C K E F A fresas
B M I R C T Q H R R N T lechuga
SPINACH chícharos
BANANAS E U S E H U W T E R O O duraznos
POTATOES brócoli
R M D W E C E B S I P E espinacas
BEANS A L T Y S E R E E E Ñ S plátanos
ORANGES papas
U Q B A N A N A S S G Y frijoles
Y E G Y U T H N E U O I naranjas
R P E A S F G S B N J U NOTA: El docente deberá traer estas
F U T G O R A N G E S O frutas y verduras con imágenes
visibles, por si los alumnos no cuentan
con diccionario decirles que significa
cada palabra mostrando el dibujo.
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6. Work in pairs and use the words in exercise 5 to complete the dialogue. Then act Trabajo en binas:
Ahora es tiempo de que los jóvenes se
it. desenvuelvan elaborando un diálogo
similar al anterior , con ayuda del
diccionario y de las palabras vistas en
Student A: Good morning. Can I help you? clase.
Student B: Yes, I need a kilo of _____________________________________.
Student A: Here you are; anything else?
Student B: Yes, I want ____________________________________________.
Student B: Yes, give me ___________________________________________.
Student B: ______________________________________________________
Student A: ______________________________________________________
Check your progress

Comentario [N13]:
Finalmente como evaluación volver al
Choose the corresponding words in bold in exercise 2 and complete the chart. diálogo de la lección y localizar
expresiones de cantidad y escribirlas
aquí.
Quantities
RESPUESTAS:
half a kilo of tomatoes
a quart of lemons
a kilo of avocados
Lesson 53
Comentario [N14]:
Aim: Students will identify the countable and uncountable nouns. Objetivo: Los estudiantes identificarán
sustantivos contables y no contables.
The supermarket (El supermercado)
Read
1. Discuss with your class about the difference between a market and a
supermarket and answer the question. Comentario [N15]: 1er. momento
Discuta con su clase acerca de la
diferencia entre un mercado y un
What‟s the difference between a market and a supermarket?_______________ supermercado y respondan a la
pregunta generadora:
¿Cuál es la diferencia entre un

mercado y un supermercado?
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2. Read the dialogue and complete the shopping list.
Mother: Lucy, could you go to the supermarket? Comentario [N16]:

Invitar a dos alumnas a pasar a leer e
Lucy: Yes, of course. interpretar el diálogo una va a ser la
Mother: Here you are the list of food and drink that I need. mamá y otra su hija.
Mamá: Lucy, ¿podrías ir al

Shopping list supermercado?
_______________ Rice
Lucy: Sí, por supuesto.
Mamá: Aquí está la lista de los
_______________ Beans alimentos y bebidas que necesito.
Lista de compras
Two kilos _______________ arroz
_______________ frijoles
_______________ Apples Dos kilos
_______________ Oil _______________ manzanas
_______________ aceite
_______________ Milk _______________ leche
_______________ Watermelon
_______________ sandía
_______________ limones
_______________ Lemons _______________ cereal
_______________ pasta
_______________ Cereal _______________ café
_______________ mantequilla
_______________ Pasta _______________ cookies
_______________ Coffee
Lucy: Mamá, no escribiste la cantidad
_______________ Butter de cada cosa. ¿Qué cantidad de arroz
_______________ Cookies que se necesito? ¿Cuántas sandías
quieres?
Madre: Tienes razón. Necesito un kilo
de arroz, un kilo de frijoles y dos kilos
de manzanas. También necesito dos
botellas de aceite, tres cajas de leche,
una sandía y medio kilo de limones.
Lucy: Mom, you didn‟t write the quantity of each thing. How much rice do you Lucy: ¿Qué pasa con el resto de las
cosas?
need? How many watermelons do you want? Madre: Bueno, necesito una caja de
Mother: You‟re right. I need a kilo of rice, a kilo of beans and two kilos of apples. cereal, un frasco de café, un paquete
de pasta y una barra de mantequilla.
Also I need two bottles of oil, three cartons of milk, a watermelon and Lucy: ¿Puedo comprar unas galletas,
half a kilo of lemons. mamá?
Madre: Por supuesto.
Lucy: What about the rest of the things? Lucy: ¿Y una caja de galletas de
Mother: Well, I need a box of cereal, a jar of coffee, a packet of pasta and a bar chocolate. Listo, he escrito en la lista.
of butter.
Lucy: Can I buy some cookies, Mom?
Mother: Sure.
Lucy: And a box of chocolate cookies. Ready, I wrote in the list.
Comentario [N17]:
Para que luego contesten en plenaria
Write las siguientes preguntas acerca del
diálogo:
3. Answer the questions. a)¿Cuánta mantequilla necesita la
mamá de Lucy?
a) How much butter does Lucy‟s mother need? b) ¿Cuántas botellas de aceite necesita
la madre de Lucy?
b) How many bottles of oil does Lucy‟s mother want? c) ¿Cuánta leche quiere la mamá de
Lucy?
d) ¿Cuántos kilos de manzanas

necesita la mamá de Lucy?
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e) ¿Dónde va a comprar Lucy las
cosas que necesita su madre?
c) How much milk does Lucy‟s mother want?
d) How many kilos of apples does Lucy‟s mother need?
e) Where is Lucy going to buy the things required by her mother?

Think
COSAS CONTABLES Y NO CONTABLES
La explicación puede variar, solo que el
4. Complete the chart with information in the dialogue and in the supermarket docente no debe olvidar comentarles
list. que lo que se puede contar a simple
Countable Uncountable vista (COUNTABLE NOUN ) y lo que
se cuenta a granel (UNCOUNTABLE
a kilo of rice rice NOUN)
Tenga en cuenta que una cierta

cantidad de cosas en general son
incontables (harina, café,
agua, azúcar, etc) se expresa con un
cuantificador seguido de y un
sustantivo incontables (un kilo de
azúcar, una taza de harina, cuatro
cucharadas de café, etc
Notice that a certain quantity of things in general are uncountable (flour, coffee,
water, sugar, etc.) is expressed using a quantifier followed by of and an
uncountable noun (a kilo of sugar, a cup of flour, four spoons of coffee, etc.)
Comentario [N19]: 3er. momento

Los alumnos de manera individual
Write contentan relacionando el dibujo con la
expresión de cantidad.
5. Match the pictures with the expressions.
a) un tubo de pasta de dientes
b) una botella de aceite
a) a tube of tooth paste c) un vaso de agua
d) un kilo de azúcar
e) una caja de cereal
b) a bottle of oil f) una bolsa de papas fritas
g) una barra de mantequilla
h) un paquete de pasta
c) a glass of water i) una lata de atún
j) un frasco de mayonesa
d) a kilo of sugar
e) a box of cereal
f ) a bag of potato chips
g) a bar of butter
h) a packet of pasta
i) a can of tuna fish
j) a jar of mayonnaise
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6. Imagine you are in a supermarket. Where are the items you need to buy?
Match the items on the list with the aisles. Comentario [N20]:
Trabajo en binas .
Imaginen que están en el
Aisles supermercado. ¿Dónde están las cosas
que necesitan comprar?
Relaciona las cosas de la lista con los
a) Beverages pasillos.
b) Fresh fruit and vegetables
c) Bread and cereals Lista de compras
d) Dairy products ______ soda, botellas de agua
e) Pasta ______ las galletas de chocolate,
cereal
f ) Sauces ______ leche, yogurt, queso
g) Health and beauty ______ tomates, lechuga, limones
______ jabón de baño, pasta de
dientes
______ Aderezos para ensaladas,
salsa de tomate, espagueti ______
Shopping list
PASILLOS:
a) Bebidas
______ Soda, bottles of water b) Frutas y verduras
c) Pan y cereales
______ Chocolate cookies, cereal d) Productos lácteos
e) Pasta
______ Milk, yogurt, cheese f) Salsas
g) Salud y belleza
______ Tomatoes, lettuce, lemons
______ Bath soap, tooth paste
______ Salad dressing, tomato sauce
______ Spaghetti

Check your progress Autoevaluación.
Sin que el joven busque en apuntes
anteriores, clasifique la siguiente lista
Classify the following products. de mandado por sustantivos contables
y no contables para verificar que tanta
fue su comprensión.
Rice A packet of pasta A glass of milk
RESPUESTAS:
Sugar Three apples A kilo of grapes CONTABLE UNCONTABLE
A can of tuna fish Two jars of coffee Cereal a can of tuna fish rice
a packet of pasta sugar
Tea Mayonnaise Milk three apples tea
two jars of coffee mayonnaise
a glass of milk cereal
a kilo of grapes milk
Countable Uncountable
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Lesson 54
Aim: Students will choose a place to have meal, it depends what they want to
eat. Comentario [N22]:
Objetivo: Los estudiantes escogerán el
lugar para la comida, esto depende que
I want a pizza (Quiero una pizza) deseen comer.
Read
1. Underline the corresponding option that answers the question. PREGUNTA GENERADORA.
1. Subrayar la opción correspondiente
que responde a la pregunta.
A) If you are hungry, where do you go?
A) Si tienes hambre, ¿dónde ir?
a) To a beauty parlor a) Para un salón de belleza

b) Para un restaurante
b) To a restaurant c) Para una farmacia
c) To a drugstore
Comentario [N24]:
El docente invita a tres alumnas para
2. Read the conversation. que lean e interpreten frente al grupo
esta conversación. Leerla dos veces y
analizarla en plenaria.
Esmeralda: Hey girls, I‟m hungry.
Linda: I‟m hungry too. Where are we going? El docente puede realizar las
siguientes preguntas:
Mireya: Why don‟t we go to the market to eat delicious and nutritive enchiladas. What do the girls want to do?
Esmeralda: I don‟t like enchiladas. I prefer a big salad with chicken and an (¿qué quieren hacer estas jóvenes?)
What happen with these girls?
orange juice. What do you think? (¿qué pasa con estas jóvenes?)
Linda: I don‟t think so. I want a pizza.
Mireya: And I would like a hamburger. I have an idea. Why don‟t we go to a Esmeralda: Hola chicas, tengo hambre.
restaurant? There we can choose a dish from the menu. Linda: Yo tengo hambre también.
Esmeralda and Linda: You‟re right. Let‟s go. ¿Hacia dónde vamos?
Mireya: ¿Por qué no vamos al mercado
a comer deliciosas y nutritivas
enchiladas.
Esmeralda: no me gustan las
enchiladas. Prefiero una buena
ensalada con pollo y un
de jugo de naranja. ¿ y tú qué piensas?
Linda: Yo no. Yo quiero una pizza.
Mireya: Y a mi me gustaría una
hamburguesa. Tengo una idea. ¿Por
qué no vamos a un restaurante? Ahí
podemos elegir un plato en el menú.
Esmeralda y Linda: Tienes razón.
Vamos.
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Comentario [N25]:
Write
RESPUESTAS:
a) false
3. Write True or False. b) true
c) false
a) Esmeralda isn‟t hungry. d) false
e) true
b) Linda is hungry. f) true
c) Esmeralda wants enchiladas.
d) Linda doesn‟t want a pizza.
e) They want different kind of food.
f ) They decided go to a restaurant.

Think En esta parte el alumno por sí solo
analiza las siguientes expresiones y
descifra vocabulario sobre comida.
4. Match the following expressions.
_____Me gustaría una ensalada verde
_____ I would like a green salad and a carrot juice. y un jugo de zanahoria.
_____ Quiero enchiladas o pozole y un
_____ I want enchiladas or pozole and a glass of pulque. vaso de pulque.
_____ Jorge would like a hamburger, French fries and a soda. _____ Jorge quiere una hamburguesa,
papas fritas y un refresco.
a) Mexican food restaurant. a) Restaurante de comida mexicana.
b) Fast food restaurant. b) Restaurante de comida rápida.
c) Restaurante vegetariano.
c) Vegetarian restaurant.

Write Ordenar los siguientes enunciados de
manera individual.
5. Order the following words to write questions. RESPUESTAS:
a) What„s your favorite dish?
b) Do you like chicken?
a) your favorite / dish / What‟s c) Are you hungry?
______________________________________________________________? d) What would you like eating now?
e) Why don‟t we go to the cafeteria
in the recess?
b) like / you / chicken / Do f) Why don‟t you invite to me to the
______________________________________________________________? movies?
a) ¿Cuál es tu plato favorito?

c) hungry / you / now / Are b) ¿Te gusta el pollo?
______________________________________________________________? c) ¿Tienes hambre?
d) ¿Qué te gustaría comer ahora?
e) ¿Por qué no ir a la cafetería
d) would / you / What / like / eating / now en el recreo?
______________________________________________________________? f) ¿Por qué no me invitas al cine?
e) we / Why / go / don‟t / in the recess / cafeteria / to the

______________________________________________________________?
f ) don‟t / you / invite / to the / Why / to me / movies
______________________________________________________________?
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6. Use the questions in exercise 5 to interview a classmate and complete the Utilizando las preguntas del ejercicio 5
los alumnos entrevistarán a un
chart. compañero de clase, completando el
siguiente cuadro.
Questions Answers
a)
b)
c)
d)
e)
f)
Comentario [N29]:
Pregunta de evaluación.
Check your progress
Use the information in the dialogue to complete the sentence.
A) We can make an invitation with this expression.

Why don‟t we go to?______________
Lesson 55
Aim: Students will create a menu using vocabulary about food, drinks, salads
and desserts. Comentario [N30]:
Objetivo: Los alumnos deberán crear
un menú usando el vocabulario sobre
Let me see the menu (Me permites ver el menú) los alimentos, bebidas, ensaladas y
postres.
Boys and Girls Kitchen

Read Comentario [N31]: 1er. momento
Hamburgers ………………….. $ 18
El docente pide a los alumnos
observen esta página para
1. Answer the question. Hot Dogs ……………………….. $ 13 preguntarles:
What do you see? (¿qué observan?)
Cheeseburgers …………….. $ 23 What kind of text is it? (¿qué tipo de
What kind of text is it? texto es este?)
French fries …………………. $ 15
a) a newspaper Juice …………………………….… $ 8
b) an e-mail Sodas ……………………………… $ 10
c) a menu
Pizzas Large Small
Hawaiian $ 45 $ 36
Pepperoni $ 40 $ 28
Mexican $ 38 $ 25
Salami $ 42 $ 38
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2. Complete the menu with words in the box.
Desserts Saladas Comentario [N32]:

Error de edición la palabra correcta es :
Main courses Soups Salad
Drinks Appetizers
Leer el diálogo en binas para que luego
contesten las preguntas de
comprensión de la siguiente página.
Waiter: Good afternoon. This is the menu. Mesero: Buenas tardes. Este es el
Girls: Thank you. menú.
Esmeralda: This is a nice restaurant. Chicas: Gracias.
Esmeralda: Se trata de un buen
Linda: You‟re right. restaurante.
Mireya: Let me see the menu because Linda: Tienes razón.
Mireya: Déjame ver el menú, porque
I‟m really hungry. tengo mucha hambre.
Con el uso de diccionario los alumnos
Spring Restaurant
buscan vocabulario nuevo sobre
comida
Vegetable Crispers $ 22 Green Salad $ 35 Vegetable Soup $ 28

Chicken Wings $ 20 Avocado Salad $ 30 Mushroom Soup $ 32
Hot Cheese Dip $ 28 Potato Salad $ 30 Chicken Noodle Soup $ 25
French Fries $ 25 Spinach Salad $ 38 Onion soup $ 28
Shrimp Boat $ 30 Tomato Salad $ 35 Aztec Soup $ 30
Meatballs $ 45 Coffee $ 15 Apple pie $ 15

Chicken and vegetables$ 50 Tea $ 12 Cake: $ 18
Roast Chicken $ 55 Lemonade $ 15 Strawberry
Grilled Fish $ 60 Orange Juice $ 18 Chocolate
Tuna Croquets $ 50 Soda $ 15 Cheese
Chicken Enchiladas $ 48 Mineral Water $ 13 Ice Cream: $ 20
Hamburger $ 35 Fruit Water $ 14 Chocolate
Sandwich $ 30 Natural Water $ 10 Vanilla
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Comentario [N33]:
Write
a) ¿Cuál es el significado de la palabra
"mesero " en su idioma?
3. Answer the questions. A person who ask for food you want
and work in a restaurant.
b) ¿Quiénes están en el restaurante?
a) What‟s the meaning of the word “waiter” in your language? ______________ Esmeralda, Linda y Mireya.
c) ¿Cómo se llama el restaurante?
b) Who are in the restaurant? _______________________________________ Spring Restaurant
c) What‟s the restaurant‟s name? ____________________________________ d) ¿Cuánto cuesta la ensalada de
aguacate? $ 30
d) How much is the Avocado Salad? __________________________________ e) ¿Qué es lo más caro en el menú?
e) What‟s the most expensive thing in the menu? ________________________ Grilled fish
f) ¿Qué es lo más barato en el menú?
f ) What‟s the cheapest thing in the menu? _____________________________ Natural water

En binas buscar las siguientes palabras
Think para representarlas con un dibujo.
4. Write the meaning of the following words in your language.
a) Appetizers
b) Salads
c) Soups
d) Main Courses
e) Drinks
f ) Desserts
Write Comentario [N35]: 3er. momento
Limonada galletas de chocolate

5. Classify the following words in the corresponding section. Dedos de pescado filete de Queso
Las papas fritas enchiladas
Sopa de pescado ensalada de pepino
Lemonade Chocolate Cookies Orange Juice
Jugo de Naranja
Fish Fillet Cheese Fingers Strawberry Jelly mermelada de fresa
Potato Chips Enchiladas Potato Soup Sopa de papa
Ensalada de tomate y queso
Fish Soup Cucumber Salad Tomato and Cheese Salad
RESPUESTAS:
Appetizers: potato chips,cheese fingers
Appetizers Salads Soups Main Drinks Desserts
Courses Salads:cucumber salad, tomato and
cheese salad
Soups: fish soup, potato soup
Main Courses: fish fillet, enchiladas
Drinks: lemonade, orange juice
Desserts: chocolate cookies, strawberry

jelly
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6. Design a menu using the information in exercise 5 or different dishes that you
choose. Comentario [N36]: 4° momento
El alumno elabora su propio menú
para que lo comparta con sus
compañeros.
NOTA: el docente deberá encargar

material para elaborar dicho trabajo y
también éste puede ser parte de su
portafolio.
Extra activity.
Create a menu using the vocabulary in exercise 5 and some other that you
choose.
Materials: different types of paper, scissors, glue, felt pen, and pictures about
food and drink.
Comentario [N37]:
Mira en el menú en el ejercicio 2 y
Check your progress responder a la pregunta.
Look at the menu in exercise 2 and answer the question. ¿Cuánto dinero tienes que pagar si
comes una ensalada de espinacas, una
sopa de verduras, pollo asado, un
refresco y un pie de manzana? $ 151
How much money do you have to pay if you eat a spinach salad, a vegetable
soup, roast chicken, a soda and an apple pie? $_________________________
88
Lesson 56
Aim: Students will maintain a conversation to order food and drinks in a
restaurant. Comentario [N38]:
Objetivo: los alumnos mantendrán una
conversación con el fin de ordenar comida
May I take your order? (¿Puedo tomar su orden?) y bebidas en un restaurante.
Que los alumnos identifiquen como se dice

mesara y mesero en inglés, con ayuda de
su diccionario.
Read
1. Write the following words under the corresponding picture.
Waiter
Waitress
Comentario [N39]: 1er.momento

En plenaria leer este dialogo, aquí el
2. Read the conversation. docente puede participar en la lectura
con un alumno voluntario y después lo
analizan entre todos.
Mireya: Waiter!
Waiter: May I take your order? Mireya: ¡Mesero!
Mireya: Yes, please. I‟ll have a Mesero: ¡Puedo tomar su orden!
Mireya: Sí, por favor. Voy a querer una
mushroom soup and sopa de hongos y enchiladas.
Mesero: ¿Y para usted?
enchiladas. Linda: Me gustaría pedir una ensalada
Waiter: And for you? verde y croquetas de atún.
Linda: I‟d like to order a green Esmeralda: yo voy a querer una
hamburguesa y papas fritas.
salad and tuna croquettes. Mesero: ¿Qué desea de beber?
Esmeralda: I‟ll have a hamburger Linda: Voy a querer un jugo de naranja,
por favor.
and French fries. Mesero: ¿Y para usted?
Esmeralda: ¿me puede traer un
Waiter: What would you like to drink? refresco, por favor?
Linda: I‟ll have an orange juice, please. Mesero: ¿Y para usted?
Mireya: Me gustaría una limonada, por
Waiter: And for you? favor.
Esmeralda: May I have a soda, please? Mesero: ¿Y de postre?
Esmeralda: Bueno, vamos a querer un
Waiter: And for you? pastel de chocolate.
Mireya: I‟d like a lemonade, please. Mesero: ¿Algo más?
Mireya: No, eso es todo. Gracias.
Waiter: And for dessert?
Esmeralda: Well, we‟ll have chocolate cake.
Waiter: Anything else?
Mireya: No, that‟s all. Thank you.
89
Comentario [N40]:
Write 3.Relacionar las columnas según la
conversación, aquí los alumnos
trabajan de manera individual.
3. Match the columns.
_____ ¿Quién ordenó la sopa de
__d _ Who ordered mushroom soup and enchiladas? a) Chocolate cake champiñones y enchiladas?
_____ ¿Quién ordenó una
__c__ Who ordered a hamburger and French fries? b) A waiter hamburguesa y papas fritas?
__e__ Who ordered a green salad an tuna croquettes? c) Esmeralda _____ ¿Quién ordenó una ensalada
verde un croquetas de atún?
__b__ Who took note of the orders? d) Mireya _____ ¿Quién tomó nota de los
__a__ What did they order for dessert? e) Linda pedidos?
_____ ¿Qué es lo que piden para el
postre?

Think Waiter:
May I take your order?
And for you?
4. Classify the expressions in bold from the conversation. What would you like to drink?
And for dessert?
Waiter / Waitress Customer Customer:
I‟ll have
I‟d like to order…
May I have a soda, please?
I‟d like…

Write
Ahora es tiempo de que los jóvenes
elaboren un dialogo en relación con
5. Write the following expressions under the corresponding picture to make a restaurante.
conversation and act it with a classmate. Trabajo en binas:
Enseguida los alumnos con ayuda de
su compañero y del diccionario
Yes, please. I‟ll have a spinach salad and grilled fish. acomodarán estas expresiones con el
fin de que tengan congruencia.
What would you like to drink? Are you ready to order?
I‟d like a glass of mineral water. And for dessert? RESPUESTAS:
A)Waitress…
May I have an apple pie, please? Waitress B) Are you ready to order?
A) Yes, please. I‟ll have a spinach salad
and grilled fish.
A) What would you like to drink?
B) I‟d like a glass of mineral water.
A) And for dessert?
B) May I have an apple pie, please?
A) Mesera ...
B) ¿Está usted listo para ordenar?
A) Sí, por favor. Voy a querer una
ensalada de espinacas y pescado a la
parrilla.
A) ¿Qué desea beber?
B) Me gustaría un vaso de agua
mineral.
A) ¿Y de postre?
B) ¿Me puede traer un pay de
manzana, por favor?
90
6. Work in teams of four students; imagine you are in a restaurant ordering
some food and drinks. Some of you have to be the waiter or waitress and the
rest will be the customers. You will work with this conversation in the next
lesson. Comentario [N43]: 4° momento
Trabajo en equipo:
Reunir a 4 alumnos por equipo para
Student : Waiter / Waitress que elaboren un diálogo donde
ordenen comida y bebidas en un
Waiter / Waitress: _________________________________________________ restaurante. Tendrán que repartirse los
__________ : ____________________________________________________ papeles uno será el mesero o mesera,
y los demás los clientes.
__________ : ____________________________________________________ Anotar su diálogo en los siguientes
__________ : ____________________________________________________ renglones.
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
__________ : ____________________________________________________
Comentario [N44]:
Check your progress Como evaluación de la clase contesten
de manera individual las siguientes
interrogantes:
Answer the questions with the corresponding option.
A) Es la contracción o la forma corta de
Ia expresión I will have : I‟ll have
I‟d like I‟ll have B) Es la contracción o la forma corta de
la expresión I would like: I‟d like
A) It is the contraction of “I will have”? ________ I‟ll have ___________
B) It is the contraction of “I would like”? _______ I‟d like ____________
Lesson 57
Aim: Students will represent a situation in a restaurant using the corresponding
vocabulary, expressions and material. Comentario [N45]:
Objetivo: Los estudiantes
representaran una situación en un
I‟d like to order a sandwich (Me gustaría ordenar un sandwich) restaurante usando el vocabulario
correspondiente, expresiones vistas y
material que requieran.
Read Comentario [N46]: 1er. momento

El docente realiza la siguiente pregunta
generadora:
1. Answer the question.
¿Qué prefieres un sándwich o una
What do you prefer, a sandwich or a torta? _____________________________ torta?
91
Comentario [N47]:
Enseguida se invitan alumnos para
que pasen al pizarrón para completar
2. Write the following expressions in the correct bubble. las
siguientes expresiones:
Could I have a big piece of chocolate cake, please? Yes, RESPUESTAS:
May I take your order?
I‟d like to order a sandwich
I‟d like to order a sandwich.
What would you like to drink?
May I have an orange juice, please?
Thank you.
And for dessert?
Could I have a big piece of chocolate
May I take your order? cake, please?
Yes
And for dessert? Enjoy your meal.
¿Puedo tomar su orden?

Good morning. This is the menu. Me gustaría pedir un sandwich
¿Qué desea beber?

May I have an orange juice, please? ¿Me puede traer un jugo de naranja,
por favor?
What would you like to drink? ¿Y de postre?
¿Podría traerme un gran pedazo de
pastel de chocolate, por favor?
Sí
Disfrute de su comida.
92
Comentario [N48]:
Write Preguntas de reflexión sobre el diálogo.
Se pueden comentar en binas o en
plenaria.
a) ¿Ordenó la Sra. Balbuena una
hamburguesa?
a) Did Mrs. Balbuena order a hamburger? No, she didn´t. b) ¿Qué ordenó ella de beber?
b) What did she order to drink? She order orange juice c) ¿Qué ordenó de postre?
d) ¿Está la señora Balbuena cenando?
c) What did she order for dessert? A big piece of chocolate cake e) ¿Quién tomó su orden, un mesero o
d) Is Mrs. Balbuena having dinner? No, she is having breakfast una mesera?
e) Who took note of the order, a waiter or a waitress? A waiter RESPUESTAS:
a) No, ella no pidió hamburguesa
b) Ella ordenó un jugo de naranja
c) Una pieza grande de pastel de
chocolate
d) No, ella está desayunando
e) Un mesero
Think
4. Look at the words in bold in exercise 2 and underline the corresponding
Los alumnos observan las palabras en
option. negritas del ejercicio 2 y subrayan la
opción correspondiente.
a) They have the same meaning. b) They are antonyms. RESPUESTA:

Las expresiones Could I have y
May I have significan lo mismo.

Trabajo en equipo.
Write
Comentario [N51]:
5. Get in teams and practice the conversation in exercise 6 from the lesson 56. OJO EL NUMERO DE LA LECCION ES LA 56
NO LA 5 Y SE REFIERE AL DIALOGO QUE
HICIERON EN EQUIPOS DE CUATRO
6. Organize the material you will need for the next class in order to present the INTEGRANTES LA SESIÓN PASADA.
conversation in a restaurant. You can use “realia” and the menu you created.
“Realia” is the real material. In this situation, for example: a tablecloth, spoons,
real food, real drinks, forks, cups, plates, the desk, the chairs, a vase, etc.

Check your progress PREGUNTA DE EVALUACIÓN:
¿Cuáles expresiones podemos utilizar
para contestar a:
Complete the sentence. May I take your order?/ Are you ready
to order?
Write the expressions that you can use to answer to “May I take your order? / Yes, I‟ d like …
Are you ready to order?” Yes, I „d like to order
Yes, I‟ll have …
93
Lesson 58
Aim: Students will check their progress acting a situation in a restaurant and
solving some exercises about the topics in the last lessons. Comentario [N53]:
Objetivo: Los estudiantes checarán su
progreso actuando en una situación de
Mini Check (Pequeño repaso) restaurante y resolviendo algunos
ejercicios acerca de estas lecciones.

El docente los reúne en equipos
Read pequeños diferentes a los anteriores,
para ver si asimilaron las principales
expresiones de restaurante. Pueden
1. Get in teams and present the situation in a restaurant. Use the material that utilizar el material que trajeron a clase y
you brought to the class and the menu you created. This activity will be very el menú que crearon.
Si no terminaron en el equipo anterior
funny. sus diálogos es decisión del profesor
reunirlos de nuevo en esta sesión.
Esta actividad será divertida siempre y
cuando los alumnos no olviden sus
materiales y utensilios necesarios para
la representación.
2. Find the following expressions in the search word. Comentario [N55]:

Para reafirmar escritura de
vocabulario, los alumnos encontrarán
Thank you ice cream vegetable las siguientes palabras en la sopa de
letras.
chicken lemonade drink
dessert ready May Gracias
pollo
postre
T C Z D E S S E R T nieve
limonada
S H X Q A M G Y Y O listo
D I A W S N R H H L verdura
bebida
R C C N D B E N F E May: auxiliar que se utiliza para pedir
M K V E K V A B D M algo. (puedo…)
A E B R F C D V S O
Y N N T G X Y C X N
T O M Y H Z F O C A
Y T D R I N K X U D
U V E G E T A B L E
H Y Q U H A D Z R T
S I C E C R E A M Y
94
Comentario [N56]:
Write Completar el diálogo con las palabras
que buscaron anteriormente en la sopa
de letras.
3. Complete the dialogue with the words that you found in the search word.
Mesera: ¿Está listo(a) para ordenar?
Srita. Herrera: Si, voy a querer un caldo
Waitress: Are you ready to order? de verduras y pollo rostizado?
Miss Herrera: Yes, I‟ll have a vegetable soup and the roast chicken. Mesera: ¿Qué desea beber?
Srita. Herrera: Voy a querer una
Waitress: What would you like to drink ? limonada por favor.
Miss Herrera: I‟d like lemonade, please. Mesera: ¿Y de postre?
Srita. Herrera: Me puede traer una
Waitress: And for dessert ? nieve de fresa.
Miss Herrera: May I have a strawberry ice cream ? Mesera: ¿algo más?
Srita. Herrera: No, es todo, gracias
Waitress: Anything else?
Miss Herrera: No, that‟s all. Thank you.

Think El alumno también tendrá que
interpretar solo esta pregunta y si no lo
logra entonces el docente le apoyará.
4. Underline the option that answers the question.
¿Qué trabajaste en la lección pasada?
What did you work in the last lessons? Preguntas sobre comida y bebidas en
un restaurante.
a) Giving directions.
b) Asking for food and drink in a restaurant.
c) Comparing things.

Write Unir con diferentes colores los
alimentos con el grupo al que
pertenecen.
5. Join with a line the following words.
Cheese fingers
Vegetable soup
Orange water
Caesar salad
Desserts
Fish fillet
Drinks Soups
Strawberries with cream Salads
Appetizers
Main courses
95
Comentario [N59]:
6. Compare the menu with the bill and decide if it is correct or incorrect. El alumno comparará los menús con el
recibo de pago para determinar cuál es el
Boys and Girls Kitchen correcto anotando los precios y el total.
Please pay …

1 Cheeseburger $ 23
1 French fries $ 15 Hamburgers $ 18
1 Soda $ 10 Hot Dogs $ 13
Total $ 45 Cheeseburgers $ 23
French fries $ 15
Juice $ 8
Correct Sodas $ 10
Incorrect
Correct amount $ _______ Pizzas Large Small
Hawaiian $ 45 $ 36
Boys and Girls Kitchen Pepperoni $ 40 $ 28
Mexican $ 38 $ 25
Please pay … Salami $ 42 $ 38
2 Hot dogs $ 26
2 Sodas $ 20
1 French fries $ 15
Total $ 61
Correct
Incorrect
Correct amount $ _______
Write the prices and the total to the following bill.

Please pay …
1 sm. hawaiian $ ______

2 lg. mexican $ ______
1 French fries $ ______
Total $ ______
Check your progress Los alumnos relacionarán los
conceptos con la descripción de
acuerdo a la gramática analizada con
Match the concepts with the description. anterioridad.
 May I take your order?; I‟d like a sandwich; I‟ll have a hamburger; 
Ordering in a restaurant.
 Food and drink.
a) Vocabulary: ___________________________________________________
b) Function: _____________________________________________________
c) Grammar: _____________________________________________________
96
Lesson 59
Aim: Students will choose their favorite dish from different options.
What‟s your favorite dish?

Read
1. Order the words to write a question then, answer it.
your / What‟s / dish / favorite

_________________________________________? _____________________
2. Read the dialogue.
Manuel: This is a nice place. Let‟s see the buffet.

Olga: Yes, it is. There are a lot of food and drink. What would you like to eat?
Manuel: I don‟t know. All the food looks delicious.
Olga: Yes, you‟re right. What‟s your favorite dish?

Manuel: It is mole and chicken. What about you?
Olga: Well, I don‟t have a favorite dish but I love
meatballs and spaghetti.
Manuel: And, what‟s your favorite dessert?
Olga: It is chocolate cake, chocolate cookies,
chocolate ice cream, everything with
chocolate.
Manuel: Really?
Olga: Yes, it‟s true. What about you?
Manuel: Well, my favorite dessert is jelly.
Olga: What‟s your favorite drink?
Manuel: It‟s orange juice. What about you?
Manuel: It‟s orange juice too.
97
Write
3. Use the information in exercise 2 to correct the sentences; follow the

example.
Example:
Olga hates meatballs.
Olga loves meatballs.
a) Olga‟s favorite dish is mole and chicken.
b) Manuel loves meatballs.
c) Olga loves vegetable soup.
d) Olga and Manuel are watching the menu in a restaurant.
e) Manuel‟s favorite dessert isn‟t jelly.
f ) Olga‟s favorite desserts are everything with cheese.
Think Comentario [N62]: 2° momento
4. Look at the words in bold in exercise 2 and answer the question.
How do you ask for preference?
98
Write
5. Complete the bubbles about what you like.
Food
Drink
Desserts
99
6. Ask the following questions to your classmates and complete the chart.
Questions Student 1 Student 2 Student 3

What‟s your name?
What‟s your favorite dish?
What‟s your favorite drink?
What‟s your favorite dessert?

Check your progress
Match the columns.
____ What‟s your favorite dish? A) No, they aren‟t.

____ Is ice cream your favorite dessert? B) It is the roast chicken.
____ Are hamburgers your favorite dish? C) Yes, it is.
Lesson 60
Aim: Students will use vocabulary about food and drink to ask and answer
questions about likes and preferences.
Do you like orange juice?
Read
1. Write some food and drink that you like and some that you don‟t like.
100
2. Read the interview.
Interviewer: Good morning Mr. Muscle. I want to ask you some questions about
your alimentary habits and how do you maintain a good health and
body.
Mr. Muscle: Good morning. Yes, of course.
Interviewer: Do you like vegetables and fruit?
Mr. Muscle: Yes, I do. I always eat a big portion of them.
Interviewer: Do you like meat?
Mr. Muscle: Yes, of course. I like chicken, fish and pork. I have to consume it
because meat gives protein.
Interviewer: Do you like junk food?
Mr. Muscle: No, I don‟t. I never eat it. My brother loves it but I hate it.
Interviewer: Does you brother healthy food as you?
Mr. Muscle: No, he doesn‟t. He prefers other activities.
Interviewer: What about drinks? Do you like orange juice, for example? Mr.
Muscle: Yes, I do. I like juices and natural water. I don‟t like soda or
alcoholic drinks. My brother loves them.
Interviewer: Does your brother like orange juice?
Mr. Muscle: No, he doesn‟t.
Mr. Muscle: What about the exercise you do?
Mr. Muscle: I do exercise every day. I spent two hours in the gym.
Interviewer: What do you recommend to the adolescents to have a good
health?
Mr. Muscle: I recommend eating vegetables and fruit and do exercise three
times a week least.
Write
3. Write True or False.
a) Mr. Muscle doesn‟t like vegetables and fruit.

b) He likes sodas and alcoholic drinks.
c) He does exercise just on Saturday and Sunday.
d) He has a good health and body.
e) He recommends doing exercise.
f ) He eats vegetables, meat and fruit.
101
Think
4. Look at the words in bold in the dialogue and complete the information.
Questions: Answers:
Yes, I _______________.
______ you ____________ orange juice?
No, I ________________.
No, he ______________.
______ he ____________ hamburgers?
Yes, he ______________.

Write
5. Answer the questions with your information.
a) What‟s you name? ______________________________________________

b) What‟s your favorite dish? ________________________________________
c) Does your mother like vegetables? _________________________________
d) Do you like fruit? _______________________________________________
e) What‟s your favorite fruit? ________________________________________
f ) Does your father like broccoli? ____________________________________
g) Do you like refried beans? ________________________________________
h) Do you like nopales? ____________________________________________
i ) Do you like mushroom soup? _____________________________________
6. Ask the following questions to one classmate and complete the chart.
Questions
What‟s you name?

Do you like orange juice?
Does your father like vegetables?
Does your mother like fruit?
Do you like chocolate cake?
Do you like broccoli?
Do you like refried beans?
Do you like nopales?
Do you like mushroom soup?
102
Check your progress
Choose the corresponding words to complete the chart.
I
You Pronouns Affirmative Negative
He
She don‟t
It
They
We
Pronouns Affirmative Negative
does
Lesson 61
Aim: Students will identify the use of some punctuation marks in recipes.
Where are hamburgers from?

Read
1. Read the ingredients and circle the corresponding option.
 Bread rolls
 Mayonnaise
 Slices of tomato
 Slices of onion
 Mustard
 Beef
 Lettuce
 Chili peppers
103
2. Read the information.
Eduardo: What are you doing, Mom?

Mother: I‟m preparing some hamburgers
because I know that you love them.
Eduardo: Yes, I love them. Mom, where are
hamburgers from?
Mother: I don‟t know. But we can look for
that information in the Internet.
⌫ ⌦ ⌧
back forward stop mail print
Address: http://www.kidsfood.com ⌦ go
Kids food
Hamburgers !!!
Do you know where are hamburgers from?
If you thought that hamburgers are from the United States, you are
wrong. Hamburgers are German. This famous and delicious dish was born
in the eightieth century in Hamburg, Germany. You can prepare a
hamburger with bread rolls, mayonnaise, mustard, onion, tomato,
lettuce, chili peppers and the most important ingredient, beef.
Write
a) Are hamburgers from the United States? ____________________________

b) Where are hamburgers from? _____________________________________
c) What are the ingredients to prepare a hamburger? _____________________
d) Is a hamburger like a torta? _______________________________________

e) What do you prefer a torta or a hamburger? __________________________
104
Think
4. Underline the corresponding option.
What‟s the name of the signs in bold in the e-mail?
a) Wh - questions words
b) Frequency words
c) Punctuation marks

Write
5. Match the columns.
_____ This punctuation mark is used to indicate the end of a sentence.

_____ This punctuation mark is used to ask questions.
_____ This punctuation mark is used to add to the excitement.
_____ This punctuation mark is used to number things.
a) Comma
b) Exclamation mark
c) Question mark
d) Period
6. Read the dialogue and write the punctuation marks. Then, complete the
recipe.
Chef: Good morning ___ Today we are going to make a delicious apple pie.
Mrs. Estrada: That sounds great ___ What do we need ___
Chef: We need four apples ___ two limes ___ two cups of sugar ___ three eggs
___ a slice of bread ___ butter ___ honey ___ and cinnamon ___
Mrs. Estrada: Let‟s do it.
Apple pie
105
Check your progress
Underline the option that answers the question.
A) What did you learn in this lesson?
a) Punctuation marks and recipes.

b) Only recipes.
c) Only the use of some punctuation marks.
Lesson 62
Aim: Students will identify the meaningful dishes and the ingredients of them in
their community.
What‟s the traditional dish in your community?
Read
1. Discuss about the representative dishes of Mexico and write them

Steve: Waiter!
Waiter: Are you ready to order?
Steve: No, I‟m not. Could you tell me
what the traditional dish is in
this city, please?
Waiter: Well, it is Mole Poblano. Also
Chiles en Nogada is a very
famous dish.
Steve: What do you recommend?
Mole or Chiles en Nogada.
Waiter: Both are delicious. Mole is hot
and Chiles are sweet.
Steve: I don‟t like hot food; Mexican
people eats a lot of chili and I have
tasted it. It was a bad experience.
Wait a moment, Chiles en Nogada
are prepared with chilies. Why is it
sweet?
Waiter: Because this dish mixes other
sweet ingredients.
Steve: Are you sure that it isn‟t hot?
Waiter: Yes, of course.
Steve: OK. I‟ll have Chiles en Nogada.
106
Write
a) Steve is in a restaurant in Puebla.

b) He likes hot food.
c) He prefers sweet food.
d) He didn‟t choose Chiles en Nogada.
e) He has tasted chili and it was a good experience.
Think
4. Look at the word in bold in the dialogue and write the corresponding option to
complete the sentence.
This word indicates _______________________________.
a) Sequence
b) Alternative
c) Obligation
Write
5. Write some traditional dishes in your city or community. Choose one of them
and write the ingredients.
Traditional dishes: ________________________________________________
Name of the dish that you chose._____________________________________
Ingredients: _____________________________________________________
107
6. Work in pairs and compare your dishes and the ingredients. Ask and answer
the questions.
What‟s the traditional dish in your community? __________________________

What are the ingredients? __________________________________________
Do you like this dish? _____________________________________________

Why? __________________________________________________________
Check your progress
Choose the corresponding option to complete the sentence.
A) The underlined word in the dialogue indicates ___________________.
a) Alternative
b) Sequence
c) Addition
Lesson 63
Aim: Students will identify the use of “there is/are” in affirmative, negative and
interrogative expressions.
Is there any cheese?
Read
a) Do you like sandwiches? _________________________________________

b) What do you need to prepare a sandwich? ___________________________
Fernanda: Mom, remember that tomorrow

we are going to visit the zoo.
Miss Olivares told us that we
have to carry our lunch.
Mother: You‟re right. I‟m going to prepare
some sandwiches for you. Is that
OK?
108
Fernanda: Yes. I like sandwiches. What
do we need to prepare them?
Mother: We need lettuce and cheese. Also
we need ham, bread, slices of
tomato and mayonnaise.
Look in the refrigerator if we
have all the ingredients, please.
Fernanda: Yes, Mom.
Mother: Are there all the ingredients that
we need?
Fernanda: No, there aren‟t.
Mother: Are there lettuce and tomatoes?
Fernanda: Yes, there are.
Mother: Is there any ham?
Fernanda: No, there isn‟t.
Mother: Is there a jar of mayonnaise?
Fernanda: Yes, there is.
Mother: Is there any cheese?
Fernanda: No, there isn‟t.
Mother: What about the bread?
Fernanda: The bread isn‟t in the
refrigerator.
Mother: You‟re right. There is some on
the shelf. So, we have to go to the store.
Write
a) There are all the ingredients to prepare the sandwiches.
b) There is some cheese in the refrigerator.
c) There aren‟t any tomatoes on the shelf.
d) There isn‟t any ham in the refrigerator.
e) There is a jar of mayonnaise in the refrigerator.
Think
4. Look at the words in bold in the dialogue and complete the chart.
Questions Answers
Singular Affirmative Negative
Is there…?
Plural
No, there aren‟t
109
Write
5. Look at the picture and describe it. Use: there is, there isn‟t, there are, there
aren‟t. Look at the example.
Example:
In the refrigerator there is a bar of butter. There are four apples.
In the refrigerator _________________________________________________
110
6. Work in pairs and draw some food or drink in the refrigerator. After that, ask to
your partner about the things that you drew.
Example:
Student A: Is there any milk?

Student B: Yes, there are two cartons.
Check your progress
Underline the uncountable nouns in the following shopping list.
Shopping List
Apples
Sugar
Coffee
Cans of tuna fish
Cereal
Packets of pasta
Tea
Cookies
Milk
111
Lesson 64
Aim: Students will follow a recipe in order to prepare a dish.
Mix all the ingredients
Read
1. Underline the option that answers the question. Then, write the ingredients.
Remember Mrs. Salas. What is she going to prepare?
a) A chocolate cookie cake Ingredients

b) Guacamole
c) A hamburger
2. Math the pictures with the sentences.
Maribel: Where did you go, Mom?

Mrs. Salas: I went to the market because I needed the ingredients to prepare
guacamole and some fruit.
Maribel: How do you prepare it?
Mrs. Salas: Let me tell you.
_______ First, peel several avocados.

_______ Then, mash the avocados with a fork.
_______ After that, cut two tomatoes, a small onion and some chilies.
_______ Next, mix all the ingredients. Add lemon juice and salt as you wish.
_______ Finally, serve the guacamole with tortilla chips or you can eat it in
tacos.
112
Write
3. Correct the recipe.
Next, peel several avocados.

After that, mash the avocados with a fork.
First, cut two tomatoes, a small onion and some chilies.
Finally, mix all the ingredients. Add lemon juice and salt as you wish.
Then, serve the guacamole with tortilla chips or you can eat it in tacos.
1) _____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
4) _____________________________________________________________
5) _____________________________________________________________
Think
4. Underline the corresponding option to complete the sentence.
The words in bold in exercise 2 indicate _____________________________.
a) Sequence
b) Obligation
c) Alternative
Write
5. Read the ingredients and underline the corresponding option. Then, order the
procedure to prepare the dish.
Ingredients
1 grapefruit a) Strawberry marmalade

3 oranges b) Orange marmalade
3 lemons c) Peach marmalade
6 cups of water
6 cups of sugar
113
Procedure
Finally, boil in low heat for 4 to 6 hours until it is thick.

First, obtain the ingredients; you need 1 grapefruit, 3 lemons, 3 oranges, about 6
cups of sugar, about 6 cups of water.
After that, put the fruit and the water in a pot and let stand for 10 hours.
Next, add the sugar into the pot.
Then, cut the fruit into very small pieces.
1) _____________________________________________________________
2) _____________________________________________________________
3) _____________________________________________________________
4) _____________________________________________________________
5) _____________________________________________________________
6. Match the pictures with the sentences in exercise five.
Check your progress
Write the words to indicate a sequence.
114
Lesson 65
Aim: Students will identify that the form “how much” is used to ask questions
about uncountable nouns.
How much milk do we need?
Read
1. Classify the following words.
Milk Tuna fish Two cans of tuna fish Sugar

Apples Coffee A bar of butter Mangoes
Countable nouns Uncountable nouns
2. Read the information and complete the list of ingredients for the recipe.
Laura: Mom tomorrow is my best friend‟s CHOCOLATE CAKE

birthday and I don‟t have any INGREDIENTS
money to buy a gift for her. 6 cookies
Mother: Don‟t worry. Let‟s make a chocolate
cookie cake.
Laura: Great idea! What do we need?
Mother: We need six cookies, milk, three
eggs, chocolate and flour. Look in
the refrigerator. Is there any milk?
Laura: How much do we need?
Mother: We need a cup of milk.
Laura: Yes, there is a carton of milk.
Mother: Is there any chocolate?
Laura: Yes, there is a packet. What about
flour?
Mother: There is a bag of flour on the shelf.
Laura: How much do we need?
Mother: We need eight ounces.
Laura: Where are the cookies?
Mother: They‟re on the shelf too.
Laura: We have all the ingredients to make
the cake.
Mother: You‟re right. Let‟s do it.
115
Write
3. Underline the option that answers the question.

A) Why are Laura and her mother going to make a cake?
a) Because it is Laura‟s birthday. b) Because it is Laura‟s best friend‟s birthday.
B) How many eggs do they need for the chocolate cookie cake?
a) Three b) Thirteen
C) How much milk do they need?

a) A cup b) A liter
D) How much flour do they need?

a) Nine ounces b) Eight ounces
E) Where are the cookies and the flour?

a) On the refrigerator b) On the shelf
Think
What‟s the expression used to ask questions about uncountable nouns?
Write
5. Complete the ingredients for the recipe
eggs butter flour milk jam honey
Hot Cakes
Ingredients
100 grams of _________________
Two cups of __________________
A packet of __________________
Three ______________________
Jam or _____________ as you wish.

116
6. Work in pairs to ask and answer about the ingredients for the recipe.
Example:
Student A: How much milk do you need?

Student B: I need two cups.
Student A: ______________________________________________________
Student B: ______________________________________________________
Student A: ______________________________________________________
Student B: ______________________________________________________
Check your progress
Write correct or incorrect.
A) How many butter do you want? I want two bars.

B) How much sugar do you need? I need three spoons.
Lesson 66
Aim: Students will identify that the form “how many” is used to ask questions
about countable nouns.
How many eggs do you need?
Read
1. Look at the picture and answer the questions.
a) How many apples are there on the table?
b) How much orange juice is there?
c) How many sandwiches are there?
d) How much water is there?
117
Antonio: When is my mother going to

come back from Oaxaca?
Father: May be tomorrow, your
grandmother feels better.
Antonio: That will be great. I‟m hungry
dad.
Father: What would you like for breakfast?
Antonio: I want eggs to the Mexican style
and a big glass of milk.
Father: OK. Help me please. Give some
eggs, they‟re on the shelf.
Antonio: How many eggs do you need?
Father: Four. And give some tomatoes,
please.
Antonio: How many tomatoes do you need?
Father: Two. Please, give me four chilies
and an onion.
Antonio: Here you are.
Father: Where‟s the bottle of oil?
Antonio: It‟s on the shelf, next to the eggs.
Father: You‟re right.
Write
a) How many eggs does Antonio‟s father need? _________________________

b) How many tomatoes does Antonio‟s father need? _____________________
c) How many bottles of oil are there on the shelf? ________________________
d) How many onions does Antonio‟s father need? _______________________
e) Where are the eggs? ____________________________________________
f ) Is Antonio wearing a pajama? _____________________________________
Think
What‟s the expression used to ask questions about countable nouns?
118
Write
5. Read the ingredients and answer the questions.
Eggs to the Mexican style

Ingredients
For two portions
4 eggs
3 tomatoes
Half an onion
A spoon of oil
Five chilies
Salt as you like
a) How much oil does it need to prepare the eggs to the Mexican style?
b) How many eggs does it need to prepare the eggs to the Mexican style?
c) How many onions does it need to prepare the eggs to the Mexican style?
d) How much salt does it need to prepare the eggs to the Mexican style?
e) How many tomatoes does it need to prepare the eggs to the Mexican style?
6. Complete the questions with “much/many”.
a) How _______________ sugar does Mary need?

b) How _______________ apples do you want?
c) How _______________ oranges do you need to prepare an orange juice?
d) How _______________ oil does she need?
e) How _______________ milk does Susan need for the milkshake? f )
How _______________ sandwiches do you want?
Check your progress
Write Countable / Uncountable.
A) How much butter is there? There is a bar.

B) How many onions are there? There are three.
119
Lesson 67
Aim: Students will use sequence words to write a coherent text.
First, cut the tomatoes
Read
1. Order the sequence words.
Then, Finally, First, Next, After that
2. Read the information.
Father: What are you doing Miguel?

Miguel: I‟m doing my homework. I‟m making
a poster with a recipe because I‟m
going to present it to the class.
A ham and cheese sandwich
Ingredients
Three slices of tomato, mayonnaise, a slice of ham, a slice of
cheese, a slice of onion, a lettuce leaf, two slices of bread.
Procedure
First cut the tomato and onion.
Then, spread the mayonnaise on the slices of bread.
After that, add the slices of ham, cheese, tomato, onion and
lettuce on one slice of bread.
Next, cover the ingredients with the remaining slice of
bread.
Finally, eat and enjoy.
120
Write
3. Fill in the blanks with “How much/How many” and answer the questions with
the information in the poster.
a) ___________________ slices of tomato do you need for the sandwich?
b) ___________________ mayonnaise do you need for the sandwich?
c) ___________________ ham do you need for the sandwich?
d) ___________________ cheese do you need?
e) ___________________ slices of bread do you need?
Think
4. Underline the corresponding option to complete the sentence.
The sequence words help you to _____________________________.
a) give warnings
b) write a coherent text
c) give directions
Write
5. Answer the questions with your information.
a) Whatʼs your favorite dish? _____________________ __________________

b) Whatʼs your favorite drink? _______________________________________
c) Whatʼs your favorite dessert? _____________________________________
121
6. Write the ingredients and the procedure to prepare the dish or drink you like
and illustrate it.
Ingredients: ________________________________________________
Procedure
First, ____________________________
Then, ___________________________
After that, ________________________
Next, ___________________________
Finally, __________________________
Check your progress
Match the columns.
_____ Spread a) Agregar

_____ Cut b) Untar
_____ Add c) Cubrir
_____ Cover d) Cortar
122
Lesson 68
Aim: Students will check their progress solving exercises about last lessons.
Mini Check
Read
1. Find the sequence words in the search word.
F W E R T A U I O
I I N B T F J H P
N E R A Y T H E N
A S M S U E N G E
L D K S T R M F X
L G Y D I R T D T
Y N R F O T Y S Y
T J F G P H F A T
V U C H L A G Q G
B Y B J K T Q X B
2. Oder the sentences to write the procedure to prepare lemonade.
Then, cut them in halves First, wash the lemons. Finally, drink and enjoy.
Next, add sugar and mix all the ingredients.
After that, squeeze the lemons into a jar with enough water.
a) _____________________________________________________________
b) _____________________________________________________________
c) _____________________________________________________________
d) _____________________________________________________________
e) _____________________________________________________________
Write
3. Write the ingredients to prepare lemonade.
Ingredients: _____________________________________________________
123
Think
4. Choose the corresponding option to complete the information.
a) Follow recipes
b) Ingredients about food and drink
c) First, Then, After that, Next, Finally
Vocabulary: _____________________________________________________
Grammar: _______________________________________________________
Function: _______________________________________________________
Write
5. Look at the pictures and match them with the verbs used in recipes.
a) Spread the mayonnaise

b) Slice the tomatoes
c) Mix all the ingredients
d) Cut the fruit
e) Beat the eggs
f ) Fry the fish
g) Boil the potatoes
h) Put in the oven
i ) Wash the lemons
124
6. Look at the pictures and number the sentences to write the recipe of a quick
pizza.
______ Finally, enjoy a delicious and quick pizza.

______ Next, put it in the microwave for a few minutes.
______ First, put some tomato ketchup on a slice of bread.
______ After that, add some cheese and a little oregano.
______ Then, put some ham on the bread.
Check your progress
Underline the corresponding option to answer the question.
You can use these words to join individual sentences and/or paragraphs and
give them a sequence in order to write a coherent text.
a) Wh-questions words
b) Sequence words
c) Punctuation marks
125
Lesson 69
Aim: Students will generate and organize ideas coherently in order to produce the
skeleton of a recipe; including ingredients and procedure.
Project: A recipe book. Part one
Read
Writing a draft of the recipe.
1. Work in teams of four students and discuss about a recipe; also talk about
the ingredients and the procedure. Think in a short and easy recipe because
you will bring the ingredients to the classroom in order to prepare a dish or a
drink following the procedure.
2. Write the ingredients and the procedure to prepare the dish or the drink that
you have chosen.
Ingredients
126
Procedure:
3. Show your draft to your teacher in order to correct the mistakes.
Lesson 70
Aim: Students will write the recipe and they will illustrate it making drawings or
sticking pictures.
Project: A recipe book. Part two
Read
Writing the final version of the recipe.
1. Write the final version of the recipe and illustrate it.
Name of the dish or drink
Ingredients
127
Procedure:
First, _______________________________
Then, _______________________________
After that, ___________________________
Next, _______________________________
Finally, _____________________________
128
2. Show your recipe to your teacher in order to check it.
3. Rewrite the recipe on a sheet of paper; also you have to illustrate it and write
the name of the members in your team. Give the recipe to your teacher in order to
join it with the recipes from the other teams and make the recipe book.
4. At home write the ingredients in a big sheet of paper because you will need it for
the next class.
Lesson 71
Aim: Students will develop the recipe in the class and at the end of the
presentations they will have a recipe book.
Project: A recipe book. Part three
Read
Presentation of the recipe.
1. Get in teams and organize the ingredients that you brought to the classroom.
2. Put the poster with the ingredients on the wall or on the blackboard and
present your recipe to your classmates.
129
3. After the presentations of the recipes, your teacher will join all the recipes
with a clip to make the recipe book. Make a cover and illustrate it; include a title, the
school‟s name, the group, etc.
Lesson 72
Aim: Students will check their progress solving exercises about last lessons.
Review
Read
1. Read the e-mail.
From: sullysullyvan@friends.com
To: betymarmoles@cooltime.com
Subject: What‟s a torta?
Hello, Bety.
I want to ask you something about a traditional food in your country, a torta.
Please, tell me how you prepare it because I‟m going to celebrate my
birthday and I want to invite some Mexican friends that live in my
neighborhood.
I would like you be here.
Regards.
Sully
130
2. Read the e-mail.
From: betymarmoles@cooltime.com
To: sullysullyvan@friends.com
Subject: A delicious torta.
Hello, Sully. Here you are the ingredients for the torta.
Basic ingredients Optional ingredients

Bolillos Ham
Refried beans Eggs
Avocados Lettuce
Hot peppers Tomato
Lettuce
Mayonnaise
Cream
Procedure
First, spread the refried beans on a half of the bolillo and add ham, cheese,
eggs or other ingredient you want.
Then, add avocado, slices of tomato and lettuce as you wish.
After that, spread mayonnaise or cream on the other half of the bolillo.
Next, cover all the ingredients.
Finally, enjoy your torta.
Regards.
Bety
a) Bety is describing a hamburger in the e-mail.

b) People use tortillas for tortas.
c) Tortas are expensive.
d) Mexican people don‟t like tortas.
e) All the ingredients are necessary for a torta.
Think
4. Underline the corresponding option.
In this unit you learned to:
a) Asking and give directions.

b) Ordering in a restaurant and follow a recipe.
c) Life in the future.
131
5. Order the sentences to write a dialogue.
Waitress I‟ll have an apple pie. What would you like to drink?
Are you ready to order? I‟d like lemonade, please. And for dessert?
Yes, please. I‟ll have the roast chicken and a Caesar salad.
Customer: ______________________________________________________
Waitress:
Customer: ______________________________________________________
Waitress:
Customer: ______________________________________________________
Waitress:
Customer: ______________________________________________________
6. Find twenty items of food and drink in the search word.
FRUIT SALAD PIZZA TEA VEGETABLE SOUP JUICE

ICE CREAM COFFEE CAPUCCINO MIXED SALAD FISH
SALMON STEAK SPAGHETTI LEMONADE SODA
CHEESE CAKE APPLE PIE MEATBALLS CHERRY PIE PORK
F V A C A P U C C I N O H B
R E S D T F G A K U K L M V
U G C H E E S E C A K E E F
IE O A S D A T A A W Y A L
T T F Q E T L E E U R Y T E
S A F A R G M R T A T U B M
A B E Z T S O D A I K J A O
L L E S G R N E W O Y M L N
A E Y X Y C T R C P U K L A
D S P C H U F T V N I L S D
R O I I C E C R E A M O A E
W U Z B U O H Y B G O P M N
S P Z V I I K U N D P Y I F
T T A P P L E P I E R G U I
Y U I S P A G H E T T I Y S
M I X E D S A L A D K D T H
Y T R C H E R R Y P I E Y R
C P O R K K J U I C E A S D
132
Answer key
Lesson 58
Mini Check
2.
Page 94
T C Z D E S S E R T
S H X Q A M G Y Y O
D I A W S N R H H L
R C C N D B E N F E
M K V E K V A B D M
A E B R F C D V S O
Y N N T G X Y C X N
T O M Y H Z F O C A
Y T D R I N K X U D
U V E G E T A B L E
H Y Q U H A D Z R T
S I C E C R E A M Y
3.
Page 95
Waitress: Are you ready to order?
Miss Herrera: Yes, I‟ll have a vegetable soup and the roast chicken.
Waitress: What would you like to drink?
Miss Herrera: I‟d like lemonade, please.
Waitress: And for dessert?
Miss Herrera: May I have a strawberry ice cream?
Waitress: Anything else?
Miss Herrera: No, that‟s all. Thank you.
4.
Page 95
b) Asking for food and drink in a restaurant.
6.
Page 96
Incorrect X
Correct amount $ 48
Please pay …
Correct X
1 sm. hawaiian $ 36
2 lg. mexican $ 38
1 French fries $ 15
Total $ 89
133
Lesson 68
Mini Check
1.
Page 123
F W E R T A U I O
I I N B T F J H P
N E R A Y T H E N
A S M S U E N G E
L D K S T R M F X
L G Y D I R T D T
Y N R F O T Y S Y
T J F G P H F A T
V U C H L A G Q G
B Y B J K T Q X B
2.
Page 123
a) First, wash the lemons.
b) Then, cut them in halves.
c) After that, squeeze the lemons into a jar with enough water.
d) Next, add sugar and mix all the ingredients.
e) Finally, drink and enjoy.
4.
Page 124
Vocabulary: Ingredients about food and drink.
Grammar: First, Then, After that, Next, Finally.
Function: Follow recipes.
6.
Page 125
5 Finally, enjoy a delicious and quick pizza.
4 Next, put it in the microwave for a few minutes.
1 First, put some tomato ketchup on a slice of bread. 3
After that, add some cheese and a little oregano. 2
Then, put some ham on the bread.
Lesson 72
Review
3.
Page 131
a) False
b) False
c) False
d) False
e) False
134
4.
Page 131
b) Ordering in a restaurant and follow a recipe.
5.
Page 132
Customer: Waitress!
Waitress: Are you ready to order?
Customer: Yes, please. I‟ll have the roast chicken and a Caesar salad.
Waitress: What would you like to drink?
Customer: I‟d like lemonade, please.
Waitress: And for dessert?
Customer: I‟ll have an apple pie.
6.
Page 132
F V A C A P U C C I N O H B
R E S D T F G A K U K L M V
U G C H E E S E C A K E E F
I E O A S D A T A A W Y A L
T T F Q E T L E E U R Y T E
S A F A R G M R T A T U B M
A B E Z T S O D A I K J A O
L L E S G R N E W O Y M L N
A E Y X Y C T R C P U K L A
D S P C H U F T V N I L S D
R O I I C E C R E A M O A E
W U Z B U O H Y B G O P M N
S P Z V I I K U N D P Y I F
T T A P P L E P I E R G U I
Y U I S P A G H E T T I Y S
M I X E D S A L A D K D T H
Y T R C H E R R Y P I E Y R
C P O R K K J U I C E A S D
135
Check your progress
Lesson 52
Page 79
Quantities
half a kilo of tomatoes
a quart of lemons
a kilo of avocados
Lesson 53
Page 82
Countable Uncountable
A can of tuna fish Rice
A packet of pasta Sugar
Three apples Tea
Two jars of coffee Cereal
A glass of milk Mayonnaise
A kilo of grapes Milk
Lesson 54
Page 85
A) Why don‟t we go to...?
Lesson 55
Page 88
$ 151
Lesson 56
Page 91
A) I‟ll have
B) I‟d like
Lesson 57
Page 93
May I have …?, Could I have …?, I‟d like…, I‟d like to order…, I‟ll have…
Lesson 58
Page 96
a) Vocabulary: Food and drink.
b) Function: Ordering in a restaurant.
c) Grammar: May I take your order?; I‟d like a sandwich; I‟ll have a hamburger
136
Lesson 59
Page 100
B
C
A
Lesson 60
Page 103
Pronouns Affirmative Interrogative
I
You Do Don‟t
They
We
Pronouns Affirmative Interrogative

She
He Does Doesn‟t
It
Lesson 61
Page 106
a) Punctuation marks and recipes.
Lesson 62
Page 108
c) Addition
Lesson 63
Page 111
Shopping List
Apples
Sugar
Coffee
Cans of tuna fish
Cereal
Packets of pasta
Tea
Cookies
Milk
Lesson 64
Page 114
First, Then, After that, Next, Finally
137
Lesson 65
Page 117
A) incorrect
B) correct
Lesson 66
Page 119
A) Uncountable
B) Countable
Lesson 67
Page 122
b)
d)
a)
c)
Lesson 68
Page 125
b) Sequence words
Materiales de apoyo
Temas Material sugerido
Ordenar en un restaurante Menús
Seguir recetas de cocina Recetas de platillos tradicionales
Vocabulary
Coriander Cilantro
Draft Borrador (texto)
Fork Tenedor
Interviewer Entrevistador
Meatballs Albóndigas
Spoon Cuchara
Tablecloth Mantel
Vase Florero
Waiter Mesero
Waitress Mesera
138
Propósitos para cada sesión
Unidad 3 El propósito de esta unidad es capacitar a los estudiantes para
Comida y participar en conversaciones en las que se ordena comida y
Bebida bebida, así como para describir la que les gusta o conocen, sus
recetas, y aprender acerca de la comida o bebida en otras partes
del mundo.
Lección 52 Al finalizar la sesión, los alumnos usarán expresiones para
vender frutas y vegetales.
Lección 53 Al finalizar la sesión, los alumnos identificarán los sustantivos
contables y los no contables.
Lección 54 Al finalizar la sesión, los alumnos elegirán un lugar para comer
dependiendo de lo que quieren.
Lección 55 Al finalizar la sesión, los alumnos crearán un menú usando
vocabulario de comida, bebidas, ensaladas y postres.
Lección 56 Al finalizar la sesión, los alumnos mantendrán una conversación
para ordenar comida y bebida en un restaurante.
Lección 57 Al finalizar la sesión, los alumnos representarán una escena en
un restaurante usando el vocabulario, expresiones y material
correspondiente.
Lección 58 Al finalizar la sesión, los alumnos revisarán su progreso actuando
una escena de un restaurante y resolviendo ejercicios acerca de
los temas tratados en lecciones anteriores.
Lección 59 Al finalizar la sesión, los alumnos elegirán su platillo favorito
teniendo varias opciones.
Lección 60 Al finalizar la sesión, los alumnos usarán vocabulario acerca de
comida y bebida para preguntar y responder acerca de gustos y
preferencias.
Lección 61 Al finalizar la sesión, los alumnos identificarán el uso de algunos
signos de puntuación usados en recetas.
Lección 62 Al finalizar la sesión, los alumnos identificarán los platillos
representativos de su comunidad y los ingredientes de ellos.
Lección 63 Al finalizar la sesión, los alumnos identificarán el uso de there
is/are en expresiones interrogativas, afirmativas y negativas.
Lección 64 Al finalizar la sesión, los alumnos seguirán los pasos de una
receta para preparar un platillo.
Lección 65 Al finalizar la sesión, los alumnos identificarán que la forma how
much es usada para hacer preguntas acerca de sustantivos no
contables.
Lección 66 Al finalizar la sesión, los alumnos identificarán que la forma how
many es usada para hacer preguntas acerca de sustantivos
contables.
Lección 67 Al finalizar la sesión, los alumnos usarán las palabras que indican
secuencia para escribir un texto coherente.
Lección 68 Al finalizar la sesión, los alumnos revisarán su progreso
resolviendo ejercicios acerca de las lecciones anteriores.
139
Lección 69 Al finalizar la sesión, los alumnos generarán y organizarán sus
ideas coherentemente para escribir un borrador de una receta,
incluyendo ingredientes y procedimiento.
Lección 70 Al finalizar la sesión, los alumnos escribirán la versión final de su
receta ilustrándola con dibujos o recortes.
Lección 71 Al finalizar la sesión, los alumnos desarrollarán la receta en el
salón de clases y obtendrán su libro de recetas.
Lección 72 Al finalizar la sesión, los alumnos revisarán su progreso
resolviendo ejercicios acerca de las lecciones tratadas en esta
unidad.
Bibliografía
Beare, N., Links 3 Teacher´s Guide, México, Macmillan, 2005.
Domínguez, E., et al., Connections one. Student´s Book, México, Nuevo

México, 2006.
Kirn, E., et al., A Communicative Grammar, México, McGraw-Hill,1996.

Programas de Estudio. Educación básica. Secundaria. Lengua extranjera
Inglés, México, SEP, 2006.
Luna, M., et al., Rally on 3. Student‟s book, México, Macmillan, 2007.
Emilsson, E., et al., Dialogues. English 2, México, Fondo de Cultura

Económica, 2003.
140

Tercero Bloque III

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Tercero Bloque III

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TERCER GRADO

Food and Drink

The purpose of this unit is to enable students to participate in conversations in

The market (El Mercado)

A) ¿Dónde está la señora Salas?

Mrs. Salas: Good morning Mr. Padilla. Comentario [N6]:

Mr. Padilla: Here you are; anything else? Comentario [N8]:

3. Answer the questions.

a) Where is Mrs. Salas? ____________________________________________

d) What is the salesman‟s name? ____________________________________

4. Underline the corresponding option to complete the sentence. RESPUESTA:

a) candies and bread

5. Find the following words in the search word. Comentario [N11]:

Cada alumno deberá identificar y

Check your progress

¿Cuál es la diferencia entre un

Mother: Lucy, could you go to the supermarket? Comentario [N16]:

Mamá: Lucy, ¿podrías ir al

d) ¿Cuántos kilos de manzanas

d) How many kilos of apples does Lucy‟s mother need?

e) Where is Lucy going to buy the things required by her mother?

Comentario [N18]: 2° momento

Tenga en cuenta que una cierta

Comentario [N19]: 3er. momento

f ) a bag of potato chips

i) a can of tuna fish

Comentario [N21]: 4° momento

a) To a beauty parlor a) Para un salón de belleza

Comentario [N26]: 2° momento

Comentario [N27]: 3er. momento

a) ¿Cuál es tu plato favorito?

e) we / Why / go / don‟t / in the recess / cafeteria / to the

Use the information in the dialogue to complete the sentence.

A) We can make an invitation with this expression.

Boys and Girls Kitchen

Desserts Saladas Comentario [N32]:

Con el uso de diccionario los alumnos

Vegetable Crispers $ 22 Green Salad $ 35 Vegetable Soup $ 28

Meatballs $ 45 Coffee $ 15 Apple pie $ 15

Comentario [N34]: 2° momento

Write Comentario [N35]: 3er. momento

Limonada galletas de chocolate

Soups: fish soup, potato soup

Main Courses: fish fillet, enchiladas

Drinks: lemonade, orange juice

Desserts: chocolate cookies, strawberry

NOTA: el docente deberá encargar

Que los alumnos identifiquen como se dice

1. Write the following words under the corresponding picture.

Comentario [N39]: 1er.momento

Comentario [N41]: 2° momento

Comentario [N42]: 3er. momento

Read Comentario [N46]: 1er. momento

¿Puedo tomar su orden?

¿Qué desea beber?

a) They have the same meaning. b) They are antonyms. RESPUESTA:

Comentario [N50]: 3er.momento

Comentario [N52]: 4° momento

Comentario [N54]: 1er. momento

2. Find the following expressions in the search word. Comentario [N55]:

Comentario [N57]: 2° momento

Comentario [N58]: 3er.momento

Boys and Girls Kitchen

Write the prices and the total to the following bill.