1. Have the beam projector ready to show the suggested activity in the MED section, and download, print and make copies of the second file for students.

2.This webpage shows lots of information about the different dishes, descriptions, ingredients, etc., and a great picture to show in four steps how to make ‘sincronizadas’.

3. Ask students to mention different Mexican foods, as many as they can think of.

4. Show the picture and ask students what that is, if they like them, and how often they eat them at home.

5. Explore the pictures and make a list of the ingredients on the board for students to copy in their notebooks. If you scroll down, you’ll find the ingredients, feel free to compare both lists and talk about the different ingredients (or not) in both.

6. Ask students to mime the actions for the recipe in each one of the illustrations as they say how to make ‘sincronizadas’.

7. Distribute the worksheet and draw students’ towards the group of words at the bottom of the page. Talk about the word ‘tamale’ and explain that in the USA they mean ‘tamales’ by that.

8. Ask students to check the foods they usually eat at home, and a cross for the foods they don’t like to eat.

9. Ask students to search the words but set a time limit. They will notice that the word ‘frijoles’ and the word ‘beans’ are there, explain that in the USA both names are used.

10. When time is up, ask students to compare their activities with other students and talk about the foods ‘I don’t like ‘jalapeño’ or ‘menudo’, etc., and “ I like tacos, or taquitos, “ etc.

1. Download the files for both activities suggested in the MED section and make copies for students.

2. Students are going to learn about eating habits from their classmates and, then, work with different Mexican dishes.

3. Ask students what their favorite dish for lunch is and if they know the ingredients, or if they know how to make it.

4. Tell students to work in pairs but each student gets a copy of the activity.

5. These are the original instructions, however, feel free to modify the activity to the level of the students so eliminate some of the questions and keep the ones students are able to use in interviewing a classmate,

6. Go through the questions and vocabulary on the worksheet together as a class. You may want to ask students to make a vocabulary list with the new words.

7. The students then take it in turns to ask and answer the questions about eating habits and write their partner's answers on the worksheet.

8. When the students have finished, have them report back to the class on their partner's eating habits. Any interesting findings can be discussed in more detail.

9. Distribute the worksheet and ask students to circle the food they like.

10. Check answers by asking “What do you like to eat, or Do you like quesadillas, tacos, churros, etc.?

11. Draw students’ attention to the different types of tacos shown and talk about the fillings, beef taco has beef, its filling is beef, ask students what about fish tacos, pork tacos, chicken tacos.

12. Ask students to write 2 ingredients (vegetables, meat)  in the ‘burritos’, ‘quesadillas’, ‘pork tacos’, and ‘guacamole’.

13. Invite students to work in groups of three and read their ingredients. Do they agree?

14. Ask students to write the ingredients of enchiladas and work together as a class.

15. Ask students to think of the perfect Mexican lunch by choosing dishes from this page.

1. Have the beam projector to show the image. You can download it beforehand and save it on your computer.

2. Ask students what a taco is because you’re not Mexican and have just heard the word. Encourage students to give you more information and be as descriptive. as they can, and help them with vocabulary as needed but make them feel that their descriptions are just right. They have to feel proud of their food.

3. Ask students to make a list of the different types of tacos they can think of.

4. Show the image and wait for reactions.

5. Your students will identify ‘tacos’ so ask them what’s the filling? They were probably mentioned in the previous activity when they listed different types of tacos.

6. Ask students to make a list of ingredients that make a ‘taco’ and present them to the class.

7. Ask students to work in pairs using these simple questions,

Do you like tacos? What kind (pollo, ‘al pastor’ ‘carne asada’, etc.)? How do you make a ‘taco’?

8. Ask students if they like eating ‘enchiladas’, why/ why not?

9. Talk about the different types of enchiladas we eat in Mexico (as far as their experience goes, young children prefer pizza and nuggets, however, their moms have cooked enchiladas).

10. Elicit from students  enchiladas verdes, rojas, etc,

11. Make a list of the possible fillings on the board.

12. Distribute the page and ask students to color the ‘enchiladas’ according to the different types discussed.

13. Encourage students to make the dish very attractive and add extra things that could possibly go with this food.

14. Finally, ask students to draw arrows from the ‘enchiladas’ and label the ingredients.