5 ¿Cuál es tu comida favorita?
Your Chapter 5 task is to describe your daily eating habits and favorite foods and ask others about theirs.
Meet Anita. She is going to describe her daily eating habits and favorite foods in Cuba and ask you about yours.
I. Las comidas (Foods)
Food is more than something we eat. It is a way people share their culture, heritage and traditions. In Latinx cultures, food brings families and communities together.
In this section, you will explore Latinx cuisine, discuss your daily eating habits and ask others about theirs.
Watch as Melanie Guanine shares her daily diet in Venezuela.
Venezuela is known for their delicious empanadas. What are the best Spanish or Latinx dishes that you’ve tried? Is there a Spanish or Latinx restaurant you recommend?
Actividad A
The following post shares popular Latinx dishes from around the globe.
In groups of 3-4, see if you could match the Latinx food in each photo with the correct description below.
Modelo- En la foto #1, la comida es letra G, pozole de México.
A. tacos de México B. ceviche de Perú C. tamales de México D. pupusas de El Salvador E. tostones de Costa Rica F. empanadas de Chile G. pozole de México
For the answers, click on the following link.
Which Latinx dish would you like to try and why?
Back in Chapter 3, you learned the verb to eat is comer.
Did you know that in Spanish there are verbs associated with eating each meal? In English, you would say: I eat a sandwich for lunch, or I eat spaghetti for dinner. However, in Spanish, you would use the actual verb almorzar to describe what you eat for lunch and cenar to describe what you eat for dinner.
Example- Almuerzo un sándwich al mediodía y ceno espaguetis por la noche.
Explore the different verbs used for meals (las comidas) and drinks (las bebidas) in Slide 31.
Play the audio to hear how these verbs are pronounced.
Actividad B
Now that you know the verbs associated with each meal, it is important to know the vocabulary related to those meals.
See Slide 32 for vocabulary on typical breakfast, lunch, and dinner foods, including snacks.
Play the audio to hear how these foods are pronounced.
*If there is a food that you normally eat that it is not located in Slide 32, feel free to look it up at www.wordreference.com.
Actividad C
Paso 1. Based on Slide 32, place the foods typically eaten for breakfast, lunch, dinner and snack in their appropriate categories.
Paso 2. Select two foods that you typically have for breakfast, lunch, dinner and snack from Slide 32.
Modelo- Típicamente, desayuno ____ y _____. Almuerzo _____ y _____. Ceno ____ y ____. Meriendo ___ y ____.
Read your sentences to a classmate.
¡Muy bien! 🙂
Actividad D
Watch as Melanie shares another What I Eat in a Day video in Venezuela. Can you remember what she ate?
Do you eat any of the same foods as Melanie? Which ones?
Anita, who you met at the beginning of the chapter, would like to share a typical lunch she has in Cuba. Is your typical lunch similar or different?
You could select captions in Spanish or English by pressing CC.
Would you like to try Anita’s traditional lunch? What are two new foods you learned from Anita’s video? Write them below.
1.
2.
Anita would like to know what you typically eat. Before answering her questions about your daily eating habits, you should know how to describe foods you eat with definite and indefinite articles or no article at all.
You learned about definite articles back in Chapter 2. To refresh your memory about definite articles in Spanish and when to use them, see the following video by Burbujadelespañol.
She also introduces you to indefinite articles, which you will learn more about in this chapter when describing foods you generally eat.
Watch as Teacher Catalina introduces you to indefinite articles in Spanish as well.
To specify when a definite article, indefinite article or no article is needed when describing foods or your daily eating habits, review the following guidelines in Slide 33.
Select whether to use a definite, indefinite or no article at all in the following examples relating to food based on the information from Slide 33.
Actividad E
¡Excelente! 🙂
Actividad F
Anita just returned back to Spain from visiting her family in Cuba. She is sharing what she eats in Spain. Select all of the indefinite articles in Anita’s description of her eating habits.
¡Súper! 🙂
Actividad G
Anita is curious about your eating habits. She would like to know what you eat for breakfast, lunch, dinner and snack.
Paso 1. Answer Anita’s questions by writing your answers in sentence format. You can use the vocabulary on foods from Slide 32 and the indefinite articles or omission of articles described in Slide 33.
Modelo- Típicamente, desayuno café, fruta y pan tostado. Almuerzo sopa, papitas y un refresco. Meriendo nueces y normalmente ceno verduras, pasta y un vaso de agua.
Paso 2. Share your eating habits with a classmate by reading your answers.
¡Muy bien! 🙂
Latin food is very vibrant. Tropical fruits and vegetables have bright colors and are excellent for your health. In Costa Rica and Cuba, for example, it is common to have drinks that are made of fresh fruit. They could be called jugo de + fruit in Spanish or agua de + fruit in Spanish. Examples- jugo de papaya o agua de piña.
If asked, can you describe a fruit, vegetable or drink in Spanish by its color? Do you know your colors in Spanish?
Watch as SpanishwithDiana_ pronounces the colors for you.
Refer to Slide 34 for a visual list of colors en español.
You will use these colors to describe the following fruits, vegetables and drinks.
Play the audio for the pronunciation of the fruits, vegetables and drinks from Activity H.
Slide 1- Las frutas
Slide 2- Las verduras
Slide 3- Las bebidas
Francisco from StoryLearning Spanish breaks down the most popular drinks for you in Spanish. What do you think they are? 🙂
¿Y tú? ¿Qué tomas o bebes todos los días? ¿Cuál es tu bebida favorita?
Actividad H
Paso 1. Write the correct color for the following fruits, vegetables and drinks in the spaces provided.
Paso 2. In groups of two, take turns describing different fruits, vegetables and drinks in Spanish. Each student must do five different descriptions.
Key words: dulce (sweet), agrio/a (sour), amargo/a (bitter), pequeño/a (small), grande (big)
Modelo- Esta fruta es roja y verde. También es muy grande. Answer- Es la sandía.
Actividad I
You’ve learned a lot of vocabulary on foods and drinks in this section. As a fun study activity, get into groups of 4, and see which group can provide the most accurate spelling of each of these emoji food items in Spanish.
The group that has the most correct wins! ¡Buena suerte! 🙂
🥯 🍓🌽🍕🍤🍷☕️🥑🍇🥐🍝🥕🫐🥦🥞🍳🌭🍔🥗🥛🍟🍪🫔🍣🍌🍉🍩🍗🍮🌮🍎
¡Excelente!
Actividad J
As a concluding activity for Section I on foods, get to know your classmates’ eating habits.
Go around the room and ask your classmates about their favorite foods and diet.
Once you obtain 3 different boxes in a row, say ¡Lotería!
Example answers to the questions are on the 2nd slide to help you answer them with ease.
What did you learn about your classmates’ eating habits and favorite foods or drinks?
Intercultural Reflection 1
In Spanish, there is a term called la inseguridad alimentaria, which means food insecurity. La inseguridad alimentaria is when people do not have access to an adequate quantity of food or quality food that meets one’s basic needs. To learn more about food insecurity in English, click on this article by Feeding America. To learn more about la inseguridad alimentaria in Spanish, read the following article by National Geographic.
Social media influencer, Anita Mateu, invites you to explore the issue of la inseguridad alimentaria as she takes you through a day in her life in Cuba. Have you ever been to Cuba? Do you have friends or family from there or that currently live in Cuba? Do you know any traditional Cuban dishes? Did you know that food is scarce in Cuba?
Press CC for captions in the language you prefer as you watch Anita’s YouTube video about food insecurity in Cuba and in her home.
To watch the video, click here.
Explore more
Paso 1. What are your initial reactions to Anita’s video about the food situation in Cuba? Were you aware of how difficult it was to obtain food there? Have you experienced food insecurity in your life or community? If not, do videos like Anita’s open your eyes and heart to the issues of la inseguridad alimentaria? Do you feel more compassion and empathy for those that do not have access to food for their livelihood?
Paso 2. Name 5-7 foods you observed in Anita’s video in Spanish. Name a food that is new for you. Which food do you like and why?
Modelo- En el video, hay (name 5-7 foods). Una comida nueva para mí es ______. En el video, me gusta ______ porque ______.
Paso 3. Anita now lives in Spain, and she is able to send her family money to help them financially. This is common for many Latinos that work in the U.S. They help their families by sending them money for food and basic life needs.
Do you know someone that works in the States and sends money home to their families? How would you feel if you had to leave your country to find work and send money to support your family? By putting yourself in the shoes of someone like Anita, who has to work abroad to support her family, do you better understand the struggles Cubans or other Latinos face?
Paso 4. If you would like to support food pantries in the Chicagoland area to help combat food insecurity, you could donate to the following organizations. If you are experiencing food scarcity, you could also visit these locations for help in the Chicagoland area. Click on each to see what the requirements are to receive assistance.
Loaves & Fishes Community Service
To learn more about food insecurity in the Latinx community in Chicago, watch the following video by WTTW.
II. Cómo pedir comida (How to order food)
Have you ever tried to order coffee in Spanish or in a Spanish-speaking country?
Watch the following video by charlemos.in.spanish as she parodies what you may encounter when doing so. 🙂
Click on the following link to watch the video.
*Make sure to turn on the sound at the bottom right when you click on the link.
To better prepare you to order coffee or food in a Spanish-speaking restaurant, the following video by habloespanol_ingleby introduces you to appropriate ways to ask for food or drinks in Spanish. Be sure to press the sound on the bottom left of the video.
For the video, click here.
Actividad K
Slide 35 includes both formal and informal ways of ordering food in Spanish, and Slide 36 provides questions you would hear a waiter or waitress ask at a restaurant in formal and informal contexts.
Play the audio to hear how these expressions are pronounced.
Slide 35- Common expressions to order food
Slide 36- Common expressions you will hear when ordering food
Actividad L
To learn more vocabulary related to ordering foods, please visit the following article by Pimsleur.
Actividad M
You are at Casa Lola, a Latinx restaurant in town. Form groups of 3-4 students. One person will play the role of the mesero/a/e (waiter), and the others will be the customers ordering.
Follow the dialogue for each of your roles in Slide 2 below. Customers will get to select what they would like to order from the menu in Slide 1. How exciting!
¡Excelente! 🙂
To prepare your next visit to a Spanish-speaking restaurant, holamydailyspanish teaches you how to call for the waiter or waitress and how to ask for the bill.
How will you call for the waiter or waitress at a Spanish-speaking restaurant during your next visit?
III. Preferencias de comida (Food preferences)
Anita discussed food scarcity in Cuba in her earlier video. She mentioned that she never has olive oil to cook with or gluten-free pasta to eat because it is not available to consumers in Cuba.
No hay aceite de oliva ni pasta sin gluten en Cuba. This sentence has a double negative in it, which is quite common in the Spanish language when using negative words like no, nothing, never, nor, neither, or not any.
The following video by SpanishMadeEasySugarAstronaut introduces you to so common words used in negation.
Watch as Burbujadelespañol uses double negatives in context during her walk. Press sound on the bottom left of the video. For a transcript of Burbuja’s sentences, click here.
@burbujadelespanol ¡La doble negación en español! 💬 ¿Sabías que en español usamos la doble negación para expresar que algo no ocurre? 🤔 En este reel, te mostramos situaciones cotidianas donde usamos frases como “Ne veo nada” o “No hice nada”. ¡No te pierdas cómo funciona esta curiosidad de nuestro idioma! 🧠✨ 👉 ¿Ya las conocías? ¡Dime en los comentarios que otras expresiones conoces! 😄👇
For a summary of Sugar’s video on negation and other example of negative words used in Spanish, see Slide 37 on negation.
Actividad N
Paso 1. Select whether the following statements are cierto or falso for you.
Modelo- Jamás bebo café. C/F Answer- Falso. Bebo café todos los días.
- Nunca como comida mexicana. C/F
- No bebo café jamás. C/F
- No hay nada en mi refrigerador. C/F
- No tengo ninguna fruta exótica en mi cocina. C/F
- Nadie en mi familia cocina comida latina. C/F
- No desayuno gallo pinto ni papaya en mi casa. C/F
- Tampoco bebo jugo verde. C/F
Paso 2. Using Slide 32 on foods, name a food you never eat and why.
Modelo- Nunca como el sushi porque no me gusta el sabor. (taste)
Key words you can use to explain why: textura (texture), sabor (taste), olor (smell)
Actividad O
Paso 1. Read about Anita’s eating habits in Cuba. You will notice that she uses negation in her statements. Select all of the negative words in her paragraph.
Paso 2. Learn more about your classmates’ food preferences. Choose 4-5 different students and ask each of them one of the following questions about their supermarket and eating habits.
You’ve shared foods you never eat or buy with negative expressions. What foods do you prefer or tend to eat? To answer this question, you will need to know how to use stem-changing verbs. In Spanish, they are called verbos con cambio de raíz.
BaseLang introduces you to stem-changing verbs. Pause the video at any point, and take notes if you can.
Based on the video, stem-changing verbs do not follow the change in spelling in the nosotros and vosotros forms.
See the following examples:
Mi amiga almuerza en casa, pero mi familia y yo almorzamos en nuestros trabajos.
Mis padres suelen desayunar temprano, pero vosotros soléis desayunar tarde.
Mi mejor amigo prefiere tomar café caliente, pero mis amigas y yo preferimos beber café frío.
Ernesto piensa que la comida mexicana es buenísima, pero mi familia y yo pensamos que la comida argentina es mejor.
Ellos quieren comer comida latina en la clase, pero vosotras no queréis la comida en la clase.
Mi padre sirve la comida en casa. Mis hermanos y yo servimos la comida cuando nuestro padre no está.
Nuestro perro prueba nuestra cena cada noche, pero vosotres no probáis su comida jamás.
Mis hermanos piden comida con mucha carne, pero mis padres y yo pedimos comida vegetariana.
See Slide 38 for a visual of popular stem-changing verbs related to food preferences or eating habits.
Play the audio to hear how these stem-changing verbs are pronounced.
Listen as Ernesto speaks about his job at a restaurant. Notice how he uses the stem-changing verbs you just learned.
For a transcript of Ernesto’s video, click here. Scroll to Ernesto.
Actividad P
Paso 1. Select all of the stem-changing verbs you heard in Ernesto’s video.
Paso 2. Ernesto asked some questions at the end of his video. In groups of two, someone ask the question using stem-changing verbs, and the other answer. Then switch roles.
1.
Student A- ¿Qué pides cuando vas a un restaurante?
Student B- Cuando voy a un restaurante, pido ______.
2.
Student A- ¿Sueles comer mucho?
Student B- Sí, suelo comer mucho. OR No suelo comer mucho.
3.
Student A- ¿Prefieres la comida picante?
Student B- Sí, prefiero la comida picante. OR No prefiero la comida picante.
Actividad Q
Paso 1. Have you ever played This or That? :). In Spanish, it is called ¿Esto o aquello?
Ask another student what food option they prefer with the stem-changing verb, preferir, and then switch roles.
Modelo: ¿Prefieres Coke o Pepsi? Posible answer- Prefiero Coke.
Paso 2. Choose the foods or drinks your partner and you had in common in the nosotros form.
Modelo- Mi compañero de clase y yo preferimos la pizza, los wafles y el chocolate.
¡Bien hecho! 🙂
Actividad R
In preparation for your upcoming TalkAbroad conversation with a native speaker of Spanish, in groups of 3, write 5 questions together you can ask your conversation partner about their eating or drinking preferences. Choose 5 stem-changing verbs from the list below.
preferir, pedir, soler, almorzar, querer, servir, probar, and pensar.
Modelo: ¿Qué sueles desayunar? ¿Prefieres almorzar en casa o en el trabajo? ¿Qué comida pides en tu restaurante favorito?
Intercultural Reflection 2
Have you ever tried authentic Mexican tortillas? ¿Prefieres las tortillas de maíz o de harina? Do you prefer corn (tortillas de maíz) or flour (tortillas de harina)? Have you ever made them or seen someone make homemade tortillas from scratch?
In the following video by elviajedeallende, watch as Allende interviews and records a local señora from México, who takes you on her journey to making corn tortillas from the corn kernels to the hotplate (comal).
Click here to see the video. Press sound on the bottom right of the video and CC for captions in the language you prefer.
Explore more
Paso 1. What is your reaction after watching how tortillas are made in Mexico? Did you know that corn tortillas were made this way or take this much work to make? Does it make you appreciate homemade corn tortillas more? Share your thoughts.
Paso 2. Does your family make food from scratch as the señora does from México? Does it take as much work as making corn tortillas? What is special about homemade food to you? What does it represent? If you don’t cook homemade meals, will you try it?
You discussed food insecurity earlier in the chapter. Because funds are limited in Mexico as well, making tortillas from scratch is the more affordable way to cook and eat. Have you ever had to think about making food from scratch to save money? If not, does this practice open your mind to someone else’s perspective and struggles with lack of funds to pay for food more? Share your thoughts.
Paso 3. Write 3 questions for the señora in the video from the stem-changing verbs soler, preferir, pensar, almorzar, querer, servir, or probar to get to know more about her. To show respect, be sure to use the Ud. form for your questions.
Modelo: ¿Piensa que la tortilla de maíz es mejor que la tortilla de harina? ¿Por qué?
Paso 4. Would you ever try making your own corn tortillas if the dough (masa) was already available to you? If you are interested, you could find tortilla making kits online. Here is one by Masienda.
Masienda uses heirloom corn from Mexico. You could learn about Masienda’s tortilla kits and mission to bring the freshest corn from local farmers in their sourcing reports. Is supporting local farmers and communities important to you? Explain why.
https://masienda.com/pages/story
IV. ¿Lo comes mucho? (Do you eat it a lot?)
Food is an exciting topic of conversation. To avoid repeating a particular food being discussed, you could use a direct object pronoun. For example, I could say I eat bananas. I eat bananas every day. I buy bananas at the supermarket. You notice that the word bananas is repeated several times.
To avoid this, I could use a direct object pronoun in its place. I eat bananas, and I eat them every day. I buy them at the supermarket. The “them” is the direct object pronoun.
See Slide 39 for a list of the direct object pronouns in Spanish and how to use them in conversation about foods and eating habits.
Play the audio to hear how the direct object pronouns are pronounced.
Watch as Spanish Playground uses direct object pronouns when describing what Juan cleaned in the kitchen.
You could press CC for captions in the language you prefer.
Actividad S
¡Muy bien! You successfully identified direct object pronouns from Spanish Playground’s video.
Teacher Catalina discusses direct object pronouns in more detail, how to identify them in a sentence, and how to use them with one or two verbs.
See if you could recognize the direct object pronouns Teacher Catalina discussed in the following activity.
Actividad T
Food blogger, Nicole, asks a new and upcoming chef about their restaurant. Choose all of the direct object pronouns you recognize from Slide 39 in Nicole’s interview.
Actividad U
Paso 1. In groups of two, put a check by the frequency or the ways you eat each food item. If you don’t eat one of the following foods, select that option.
Paso 2. Read your answers to a classmate.
Modelo- El cereal. Lo desayuno con frecuencia y lo como con leche.
Do you have anything in common? 🙂
Actividad V
Find a partner. Discuss the following foods by choosing two and asking your partner the questions under each of them. Your conversation partner should answer in complete sentences.
Modelo- Vamos a hablar del sándwich. ¿Lo comes mucho? ¿Lo comes con o sin carne? ¿Lo comes en casa o en un restaurante?
Possible answers: Sí, lo como mucho. Lo como con carne y lo como en casa.
What did you learn about your conversation partner’s eating habits and preferences?
Actividad W
You are now able to use direct object pronouns in conversation to learn more about your conversation partner’s eating habits. 🙂
Photo by TalkAbroad
Paso 1. Put a check by 2-3 questions you would like to ask your TalkAbroad conversation partner to get to know their eating habits better.
- ¿Bebes café por la mañana? ¿Lo bebes frío o caliente?
- ¿Desayunas los huevos? ¿Los comes revueltos (scrambled), duros (hard-boiled) o fritos (fried)?
- ¿Comes la pizza en tu país? ¿La comes en casa o en un restaurante?
- ¿Qué refresco prefieres tomar? ¿Lo sueles tomar todos los días?
- ¿Cuál es tu merienda favorita? ¿Prefieres comerla por la tarde o por la noche?
Paso 2. Create 1-2 more questions you would like to ask your TalkAbroad conversation partner about their eating habits. Do you find you have more similarities or differences in your eating habits?
Are you drinking anything at this moment? Are you eating something while you read this chapter? By chance, are you snacking as you take notes? All of these questions have something in common. Do you know what it is?
If you guessed that the verbs involve food and an ing ending, you would be correct! 🙂
Ing verbs in Spanish are in the present progressive tense, which in Spanish is called verbos en el presente progresivo o presente continuo. Present progressive verbs require the verb estar.
Watch as Hola-Spanish shows you what she is doing right now using the present progressive or present continuous tense.
The following image depicts what people are doing at a restaurant with the presente progresivo/presente continuo.
Actividad X
To form the present progressive or present continuous tense, you need the verb estar conjugated in its proper form + the gerund, which is what forms the ing part of the verb.
Watch the following video by Teacher Catalina as she presents how to form the present progressive tense and use it in conversation.
Mi Camino Spanish TM shows examples of actions in the present progressive in context for you.
Both videos show you examples of how to use the present progressive tense in context. It is important to note that there are gerunds, or ing endings, that are irregular.
See Slide 40 for a summary of what the present progressive or present continuous tense is and a list of the irregular gerunds in context.
Play the audio to hear how the gerunds are pronounced in a sentence.
StoryLearningSpanish uses el presente continuo o progresivo in context as he tells a story. How many verbs in the presente continuo can you identify?
Write at least 5 verbs you heard in the video that are in the present progressive or present continuous tense.
1.
2.
3.
4.
5.
¡Muy bien! 🙂
Actividad Y
Select whether the following actions people are doing in a restaurant are logical or illogical by marking true or false for each statement.
You’ve learned a lot about foods and drinks from Spain, the Latinx world and the U.S. ¡Muy bien! :). In both Spain and Latin America, vacationing by the beach and enjoying food there is very common.
Can you describe what is happening at the beach in the following photo using the present progressive tense?
Actividad Z
Paso 1. ¿Qué están haciendo en la playa? Select the correct answer to describe what each person is doing at the beach.
Paso 2. Finish the activity by stating what Avery and Vincente are doing at the beach. Don’t forget to include both the estar verb + the gerund.
Avery ___________.
Vincente __________.
In preparation for your upcoming TalkAbroad conversation, what questions would you like to ask your virtual conversation partner?
In groups of two, create 3 more three questions to ask your TalkAbroad conversation partner in the present progressive.
Intercultural Reflection 3
When tourists or students visit Costa Rica, they usually frequent the west coast beaches by Guanacaste and Quepos or the capital, San José, where there are beautiful plazas, museums and the famous National Theatre. Rarely do you hear of the Caribbean side of Costa Rica as a frequented vacation spot. A popular city in the caribe de Costa Rica is Limón.
The beaches of Limón are less populated and developed than the touristy areas of the west coast of Costa Rica. Why do you think this is?
Limón has a large creole and black population due to African and Caribbean influences, with indigenous communities as well that live in the area. Some say this is the reason most tourists and Costa Ricans themselves prefer to vacation in the upper northwest side of the country versus in Limón. Do you feel this is just?
Would you rather vacation in a heavily populated and touristy beach in Costa Rica or a more secluded and less popular beach with diverse cultural roots?
ArayaVlogs takes you on a culinary journey through Limón. You will get to explore the many cultural influences in Limon’s gastronomy and visit a soda or two, where you can actually see Araya trying the foods.
Press CC for captions in the language you prefer.
Explore more
Paso 1. Write 3-4 new foods you learned that are specifically made and eaten in Limón, Costa Rica. Describe what ingredientes are included in these foods in Spanish.
Modelo- Cuatro comidas nuevas en el video de AryaVlogs son: ______, ______, ______ y ______. Los ingredientes en estas comidas son _____, _____, ____ y ____.
Paso 2. Name a new food you would like to try and explain why. What influence/s are in this dish?
Modelo- Me gustaría probar ________ porque _______. Esta comida viene de __________ (name the area or country in Spanish).
Paso 3. Name 3 things AryaVlogs is doing in his vlog using the present progressive tense in Spanish.
Modelo- AryaVlogs está caminando por Limón.
1.
2.
3.
Paso 4. Are there areas in your country that are not frequented due to specific cultures or communities that live there? What are they? Do you feel this is fair? Do you feel people are missing out on the richness of that culture, such as the food, by not visiting these underrepresented communities? What could you do to bring more attention to underrepresented communities?
Paso 5. Would you like to learn how to make red beans and rice from Cahuita, which is in Limón, Costa Rica? Watch the following video and discuss why you would or would not want to make this traditional dish from Limón.
Press CC for captions in the language you prefer.
V. Chapter 5 Final Assessment
In this chapter, you’ve discussed your eating habits and food preferences. You learned how to order food or coffee, express what you never eat with negation, state what foods you prefer with stem-changing verbs and direct object pronouns, and describe what you and others are eating or doing with the present progressive tense.
¡Excelente! You’ve learned so much!
Throughout this chapter, you’ve gotten to know Anita and learn about her daily eating habits in Cuba, food preferences and some challenges she and her family face due to food scarcity in her home country.
Now Anita would like to get to know about your eating habits and food preferences.
For your Chapter 5 Final Assessment, you will answer Anita’s questions below in composition format in Blackboard. You can practice on your own.
