1. Have the beam projector ready to show the illustrated text suggested in the MED section. This page shows information about the dish, descriptions, ingredients, etc. As for the second activity, project the activity.

2. This recipe comes from a useful booklet you can download and save on your computer for different purposes.

3. Ask students to make a list of different Mexican dishes that start with these letters, A-B-C-D-F-J-M-P-R-T.

4. Ask students to read their lists and see how many different words they collected.

5. Show the picture and ask students if they like ‘tacos de pollo ‘ (chicken tacos) and how their moms make them.

6. Ask students to describe the picture and help with vocabulary as needed. This is a good opportunity to review sentence structure.

7. Ask students what they do first in order to make these tacos and how they can serve them.

8. Show the list of ingredients and review vocabulary.

9. Make a list of the verbs on the board and mime what they are, ask students to mime as well, and say what the action is.

10. Read the recipe for students.

11. Ask students to repeat the recipe to a classmate using the verbs on the board.

12. Ask students to describe ‘pan de dulce’, ‘taco de pollo frito’. Use these phrases in Spanish and let students use Spanish in the description as well. The idea is that they capture the intention of the activity using their senses.

13. Present the information in the boxes related to TOUCH / SHAPE / COLOR (COLOUR) / SHAPE.

14. Feel free to use some Spanish if necessary.

15. Review the 12 different pictures of food and make sure they know what they are.

16. Work together as a class, the exercises by pointing at random foods and elicit words from the given boxes to describe them.

17. Give students thinking time when necessary and help with some suggestions when you see they don’t know what to say.

18. When you’re finished, ask students to read the words they wrote for the different foods.

1. Have the beam projector ready to show the illustrated texts suggested in the MED section. The first webpage shows information about the dish, descriptions, ingredients, etc.

2. Ask students to think of a Mexican dish and fix a 'riddle' for their classmates to guess. Tell students they only need to write three lines describing the dish starting with "I am / have, etc..."

3. Try some of those riddles and comment about how accurate those were.

4. Show the first and ask students what that is (molletes), ask them how much they like them, how often they eat them, and who makes them at home.

5. Ask students to describe the picture and help with vocabulary as needed. This is a good opportunity to review sentence structure.

6. Scroll down, show the picture of the ingredients, and ask them to write down the ingredients.

7. Ask students to show you by miming how to make molletes with the ingredients presented.

8. Show the instructions, point at the verbs (imperatives), and write them on the board.

9. Say the imperatives, and choose students at random to mime the action.

10. Show the last picture that shows in 4 parts the process and ask students to match the verbs to the pictures.

11. Continue with a second illustrated text of a famous Mexican dish, so start by saying the magic word to students for them to guess 'AVOCADO' and wait for reactions.

12. Ask students, what’s ‘guacamole’? and find out if they like it.

13. Show the first picture (Let’s make guacamole!) and ask students what the ingredients are.

14. Scroll down and show the pictures of ingredients and supplies. Take a few minutes to present the new words.

15. Ask students to think about the recipe and show you how they can make guacamole using those ingredients and supplies.

16. Scroll down and confirm the recipe, show the instructions and read the information for students.

17. Ask students to draw in their notebooks the illustrations for each step in the making of guacamole.

18. Give students time to draw and color.

19. Write on the board the imperatives used and ask students to copy them in their notebooks.

20. In pairs, students tell each other how to make guacamole.

1.  Have the beam projector ready to show the recipes suggested in the MED section. This first page shows information about the dish, descriptions, ingredients, etc.

2. Ask students to write possible verbs to use in making or preparing a dish from the ones they have read about, in the imperative form. For example, cut, slice, spread, chop, put, etc.

3. Ask students to share their verbs and think of a possible complement to go with them, i.e., "Cut the tomatoes, chop the onion, etc."

4. Show the picture and ask students if they like ‘chilaquiles ‘.

5. Ask students to describe the picture and help with vocabulary as needed. This is a good opportunity to review sentence structure.

6. Ask students to imagine what they do first in order to make these tacos

7. Show the list of ingredients and review vocabulary.

8. Make the instructions shorter and use just the basic verbs (forget about the salsa preparation for now).

10. Make a list of the verbs on the board and mime what they are, ask students to mime as well, and say what the action is.

11. Read the recipe for students.

12. Ask students to repeat the recipe to a classmate using the verbs on the board.

13. Project the image and ask students what that is (torta de jamón) if they like them, which one their favorite is.

14. Tell students that you don’t have the recipe for this torta so they need to figure out how to make one.

15. Ask students to work in groups of three (or individually, depending on your class time and conditions) and,

• ·       Make a list of ingredients
• ·       Steps to preparation

16. Write on the board some verbs, slice, put a layer of, add ---.

17. Ask groups of students to present their recipes to the class.